Intonation
MM-HM!In-to-na-tion
What is it?
Why does it matter?
“In discourse, intonation identifies important information for the
listener, shows how different pieces of information relate to each
other, establishes a level of engagement between the speaker
and listener, and manages conversational turns”
In short, “intonation reflects the attitudes and emotions of
speakers”Intonation: The “Problem Child” of
Pronunciation Teaching
Hard to pin down; one
sentence can have different
intonation patterns creating
a difference in meaning
How to avoid this issue?
Use context!
NOT isolationMinimal Dialogues
Help to focus students’
attention on final intonation
patterns (Wong 1987, 62)
These are also natural,
especially in casual
conversations
We usually don’t speak in
complete sentencesMinimal Dialogues
A: Finished?
B: Almost.
A: Five minutes?
B: No.
A: When?
B: Later.
Which words are rising? Falling?
- Rising
- Falling
- Rising
- Falling
- Falling
- FallingTips for Teaching Intonation
Teach highlighting of key words to help students make their meaning
clearer.
Use short utterances to illustrate intonation patterns.
Teach intonation patterns that occur at the ends of utterances.
Practice the intonation of communicatively useful language that your
students know how to use.
Isolate intonation patterns using nonsense syllables to make them easier to
hear.
Integrate intonation work with classroom work on other English skills.
Encourage monotone students to use their voices more.Highlighting
Highlighted words are usually the last content word of a sentence
Where new or contrasting information is typically placed
A: Why do you look so tired?
B: There was a PARTY in the building last night, a very LOUD party.
A: How do you like your new car?
B: It gets better GAS mileage, but it’s not as FAST.Highlighting
There are ALWAYS exceptions to this rule
Speaker can focus potentially any word, regardless of position
Which words should be highlighted in the following conversation?
Customer (handing a slip to the store employee): I want to pick up some pictures.
Employee (checks and returns empty-handed): Sorry. They’re not back yet.
Customer: I brought them in yesterday. I was told they’d be ready today.
Employee: Sorry. I don’t know who you spoke to. I’m the manager and we don’t have nextday service.Highlighting
Customer (handing a slip to the store employee): I want to pick up some PICTURES.
Pictures is the last content word and new information
Employee (checks and returns empty-handed): Sorry. They’re not BACK yet.
Yet is de-emphasized with back as the last content word
Customer: I brought them in YESTERDAY. I was told they’d be ready TODAY.
Yesterday and today are contrasted
Employee: Sorry. I don’t know WHO you spoke to. I’M the manager and we don’t HAVE next-day
service.
Who and I’m are contrasted, but also have to emphasize the lack of “existence” of the particular serviceHighlighting: 1 Sentence with 7
Meanings Activity
1 sentence – 7 different meanings
(thanks to intonation & highlighting)
The sentence: I never said he stole my
wallet.
What are the 7 different meanings?I never said he stole my wallet.
Emphasis on I.
Meaning: someone else said
that he stole my wallet, not
me.I never said he stole my wallet.
Emphasis on never.
Meaning: it was not said by
me, never.I never said he stole my wallet.
Emphasis on said.
Meaning: I may have hinted
that he stole it, but I never
actually said it using those
exact words.I never said he stole my wallet.
Emphasis on he.
Meaning: I said that my wallet
was stolen, but not by him.I never said he stole my wallet.
Emphasis on stole.
Meaning: he did something
with my wallet, but not steal it;
misplaced or borrowed it
perhaps.I never said he stole my wallet.
Emphasis on my.
Meaning: I said that he stole a
wallet, but it was not my
wallet.I never said he stole my wallet.
Emphasis on wallet.
Meaning: I said that he stole
something of mine, but not
my wallet.Contrastive Stress
Similar to highlighting
Two words are stressed, not one (misunderstandings and error
correction)
Tells the listener that two pieces of information are being
contrasted or compared
Pitch accent on contrasting information is a sharp rise (from a low
note) to a high note
I said I loved French fries, not French guys!Contrastive Stress:
Opinion Sharing Activity
Would you rather be poor with lots of good friends or rich with no friends?
Would you rather only be able to jump everywhere you go or only be able to
walk on your hands?
Would you rather control space or time?
Would you rather be an amazing dancer or an amazing singer?
Would you rather live a short life and be rich or have a long life and be poor?
Would you rather never be able to eat warm food or never be able to eat cold
food?
Would you rather be completely alone for five years or constantly be
surrounded by people and never be alone for five years?Final Intonation Patterns: Yes/No
Questions
Falling intonation for
questions to which the
speaker already know the
answers
Mother to child: “Are you
going to pick up your toys??
(falling)
Rising intonation for when
the speaker is uncertain, or
“making sure” questions
Quite useful for language
learners
Person to Stranger: Excuse
me. Do you have the time?Final Intonation Patterns
WH Questions
asking for information is falling
repetition or clarification is rising
A: I know someone at the US Embassy that you should contact.
B: Great. What’s her name? (falling – asking for information)
A: Veronica Moermond
B: What was that? (rising – repetition/clarification)
A: M-O-E-R-M-O-N-DFinal Intonation Patterns:
More Minimal Dialogues
A: Finished?
B: Yes.
A: Dinner?
B: Sure.
A: Italian?
B: No.
A: Sushi?
B: Yeah.
A: Where?
B: Tomo’s?
A: OK.
Rising
Falling
Rising
Falling
Rising
Falling
Rising
Falling
Falling
Rising
FallingIntonation with Lists
The items in a list are usually rising, especially single words or short
phrases
Last item is falling to indicate that the list is complete
We visited Thailand (rising), Indonesia (rising), and China
(falling).
Last item is rising if the list is not finished or is “open”
We visited Thailand (rising), Indonesia (rising), China (rising) …
The word and is usually left off the end to suggest that the list
remains “open”Intonation with Lists: Memory Game
Can be used with a variety of
vocabulary
Students in a speaking circle
Teacher poses a question
Students must use proper
intonation when listing all those
who came before them (rising)
and then adding their own to
the chain (falling)*Quick Note on Final Intonation:
Choice Questions
Looks like yes/no questions but includes an or
Speaker expects to be answered with one of the choices listed, NOT a yes/no answer
A: Do you want to go on Friday (rising), Saturday (rising), or Sunday (falling)?
B: Saturday.
Some are real yes/no questions if the speaker does not care which choice is given
A: Can you come on Saturday (rising) or Sunday (rising)?
B: No, sorry, I’m busy.Ambiguous Dialogues Activity
Encourage students to use their voices
more to express attitudes and emotions
Teacher describes different situation in
which a short dialogue between two
people might take place
Student pairs act out the exchanges
The differing relationships and situations
require the expression of different
attitudes and emotionsAmbiguous Dialogues Activity
A: Let’s go for a drive.
B: OK, but I have to do something first.
It’s an extremely hot and humid summer day, and A
and B, husband and wife, don’t have air conditioning
in their apartment or car. They’re both exhausted from
the heat. They think that maybe the breeze coming in
the car windows will make them feel better, but they’re
not very hopeful.Ambiguous Dialogues Activity
A: Let’s go for a drive.
B: OK, but I have to do something first.
B is A’s mother/father. B is teaching A to drive. B
believes that A is a terrible driver and always dreads
helping A practice. A loves to drive and never refuses
and opportunity to practice.Ambiguous Dialogues Activity
A: Let’s go for a drive.
B: OK, but I have to do something first.
A and B are newlyweds, very much in love. They’re
going to one of their favorite spots, a secluded lake
where they first met and fell in love.Tips for Teaching Intonation
Teach highlighting of key words to help students make their meaning
clearer.
Use short utterances to illustrate intonation patterns.
Teach intonation patterns that occur at the ends of utterances.
Practice the intonation of communicatively useful language that your
students know how to use.
Isolate intonation patterns using nonsense syllables to make them easier to
hear.
Integrate intonation work with classroom work on other English skills.
Encourage monotone students to use their voices more.Intonation Conclusion
Crucial component of pronunciation because it is “the most
communicative aspect of pronunciation” and it plays a role in “both
structuring and interpreting a speaker’s meaning”
Alone, without words, intonation can communicate meaning
Is Mary ready? Mm-mm-mm (I don’t know)
Are you ready? Mm-hm (Yes)Bibliography
Lane, Linda. Tips for Teaching Pronunciation: A Practical Approach. Edited by H.
Douglas Brown, Pearson Education, Inc., 2010.