INTONATIONINTONATION Presented To:Presented To:

SIR SOHAIL FALAK SHERSIR SOHAIL FALAK SHER

Presented By:Presented By:SADIA QAMARSADIA QAMARIRAM RUBABIRAM RUBAB

ISLAMIA UNIVERSITY, ISLAMIA UNIVERSITY, BAHAWALPURBAHAWALPUR

INTONATIONINTONATIONIntroduction Introduction Linguistics is concerned primarily with the spoken word. Language is Linguistics is concerned primarily with the spoken word. Language is

first and foremost a spoken thing not a written one. Its appeal is to ear first and foremost a spoken thing not a written one. Its appeal is to ear not to the eye. Even, presently, there are some languages, which have not to the eye. Even, presently, there are some languages, which have no written script. For efficient communication and for proper no written script. For efficient communication and for proper understanding of the message it is essential to have an understanding understanding of the message it is essential to have an understanding of intonation. of intonation.

The study of intonation went through many changes in the twentieth The study of intonation went through many changes in the twentieth century. century.

The most intensive development began during the 1940. The most intensive development began during the 1940. In United States the theory that evolved was based on ‘pitch In United States the theory that evolved was based on ‘pitch

phonemes’ (Pike. 1945). phonemes’ (Pike. 1945). It was developed in 1951 and then by Haliday (1967) and consequently It was developed in 1951 and then by Haliday (1967) and consequently

a good introduction to the theoretical issues is Cruttenden (1997). a good introduction to the theoretical issues is Cruttenden (1997). We can divide language into languages which are toned and those We can divide language into languages which are toned and those

which are not, English falls into second category, that is, it is not a tone which are not, English falls into second category, that is, it is not a tone language.language.

Stress:Stress: Stress is the degree of force Stress is the degree of force with which a sound or syllable or a with which a sound or syllable or a word is uttered.word is uttered.

Pitch:Pitch: The rate of the vibration of The rate of the vibration of the vocal folds. the vocal folds.

Tone languagesTone languages

All the languages in the world use consonants and vowels to All the languages in the world use consonants and vowels to build morphemes, which in turn join together to form words. build morphemes, which in turn join together to form words.

Thus the English word ‘me’ is made up of a nasal consonant Thus the English word ‘me’ is made up of a nasal consonant followed by a high vowel. followed by a high vowel.

If we change the consonant to a/b/ we would get a different word, If we change the consonant to a/b/ we would get a different word, ‘be’, and if we change the vowel to a low vowel, we would also ‘be’, and if we change the vowel to a low vowel, we would also get a different words, ‘ma’. get a different words, ‘ma’.

We may pronounce the word ‘ma’ with various pitch patterns, We may pronounce the word ‘ma’ with various pitch patterns, depending on the occasion. We may pronounce it with high pitch depending on the occasion. We may pronounce it with high pitch if we are emphatic, we may say it with a rising pitch in a question if we are emphatic, we may say it with a rising pitch in a question etc. etc.

But these different pitch patterns do not alter the word in the But these different pitch patterns do not alter the word in the way that changing a consonant or changing a vowel does. way that changing a consonant or changing a vowel does.

These different pitch patterns that do not change but merely These different pitch patterns that do not change but merely add to the basic meaning of words are called intonation. add to the basic meaning of words are called intonation.

Yet there are some languages in the world that use pitch Yet there are some languages in the world that use pitch patterns to build morphemes in the same way consonant and patterns to build morphemes in the same way consonant and vowels are used. The best known such language is Chinese, as vowels are used. The best known such language is Chinese, as illustrated in the figure below (Wang 1973). illustrated in the figure below (Wang 1973).

As the figure shows, the syllable ‘ma’ when pronounced with As the figure shows, the syllable ‘ma’ when pronounced with a falling pitch patterns means, ‘to scold’. a falling pitch patterns means, ‘to scold’.

When pronounced with a rising pattern, the meaning is When pronounced with a rising pattern, the meaning is ‘hemp’, when pronounced with a high level pattern, the ‘hemp’, when pronounced with a high level pattern, the meaning is ‘mother’ as in some dialects of English, and lastly, meaning is ‘mother’ as in some dialects of English, and lastly, when pronounced with a low dipping pattern, the meaning is when pronounced with a low dipping pattern, the meaning is ‘horse’. ‘horse’.

When pitch patterns are used in this lexical capacity i.e. to When pitch patterns are used in this lexical capacity i.e. to build word and morphemes much as consonants and vowels build word and morphemes much as consonants and vowels do, they are called tones. do, they are called tones.

And languages that use tones in this way are called tone And languages that use tones in this way are called tone languages. languages.

English is not tone language because different tones make no English is not tone language because different tones make no difference in meanings. difference in meanings.

However, it certainly gives different meanings when different However, it certainly gives different meanings when different parts/syllables of the same words are stressed. parts/syllables of the same words are stressed.

Tone – unit and the structure of Tone – unit and the structure of tone unit:tone unit:

Tone:Tone: Tone is the overall behaviour of Tone is the overall behaviour of pitch. pitch.

Pitch: Pitch: Pitch is frequency of vibration of Pitch is frequency of vibration of vocal cords. vocal cords.

Tone unit:Tone unit:For the purpose of analyzing For the purpose of analyzing intonation, a unit greater than syllable one intonation, a unit greater than syllable one syllable. Usually tone – unit is always syllable. Usually tone – unit is always composed of more than one syllable. composed of more than one syllable.

Analysis of Utterances to Analysis of Utterances to Understand Tone – UnitUnderstand Tone – Unit

One syllable utterance One syllable utterance

YouYouThis is one tone unit. This is one tone unit.

Note: Underlined syllable carry tone. Note: Underlined syllable carry tone.

Three Syllable Utterance Three Syllable Utterance Is it Is it you?you?

This is one tone unit. This is one tone unit.

Note: the underlined syllable have more prominence. Note: the underlined syllable have more prominence.

The Structure of Tone Unit The Structure of Tone Unit

The structure of tone unit comprises of:The structure of tone unit comprises of: Tonic syllable Tonic syllable (TS)(TS) Head Head (H)(H) Pre-Head Pre-Head (PH)(PH) Tail Tail (T)(T)

(i) (i) Tonic SyllableTonic Syllable Tonic syllable is an obligatory component of tone unit. The Tonic syllable is an obligatory component of tone unit. The

centre of the unit, around which everything else is constructed, centre of the unit, around which everything else is constructed, is the tonic syllable, or nucleus.is the tonic syllable, or nucleus.

For example:For example:John, is it you?John, is it you?

In this example, there are two tone units because there are, two In this example, there are two tone units because there are, two tonic syllables in it. First is John, one syllable utterance) tonic syllables in it. First is John, one syllable utterance) second is it you? (Three syllable utterance). second is it you? (Three syllable utterance).

It contains a high degree of prominence which is a property of It contains a high degree of prominence which is a property of stressed syllable, so, tonic syllable contains. stressed syllable, so, tonic syllable contains.

Tone + Stress:Tone + Stress:Tonic stress:Tonic stress: The stress that tonic syllable is having is called The stress that tonic syllable is having is called

tonic stress. tonic stress.

(ii)(ii) The Head:The Head:The head is all that part of a tone unit that extends from the first stressed The head is all that part of a tone unit that extends from the first stressed

syllable up to the tonic syllable. syllable up to the tonic syllable.

For example:For example:Give me,Give me, those?those? Head Head TS TS

If there is no stressed syllable proceeding the tonic syllable, there If there is no stressed syllable proceeding the tonic syllable, there cannot be any head.cannot be any head.

(iii)(iii) The Pre-Head:The Pre-Head:The unstressed syllable before the head is called pre-head. The unstressed syllable before the head is called pre-head. For exampleFor example

In anIn an hourhourPre-headPre-head TS TS

Pre-head can be found in two situations. Pre-head can be found in two situations. When there is no head. When there is no head. As inAs inFor example:For example:

In anIn an hourhour PHPH TS TS

b) When the head is after the unstressed syllable. b) When the head is after the unstressed syllable. For example: For example: In In aa littlelittle less less than than anan, , hourhour PH PH HH TS TS

(iv)(iv) The tailThe tailAny syllable that follows the tonic syllable or any Any syllable that follows the tonic syllable or any syllable between tonic syllable and of tone unit is called syllable between tonic syllable and of tone unit is called the Tail. the Tail.

For example:For example:

LookLook atat itit

TSTS Tail Tail

I I mightmight buybuy itit

HH TS TS Tail Tail

Kinds of Tones and their function Kinds of Tones and their function

Linguistics are not in complete agreement about the precise Linguistics are not in complete agreement about the precise number of tones which are used by speakers of English some number of tones which are used by speakers of English some distinguish as many as eight, others work with four or five. The distinguish as many as eight, others work with four or five. The following tones are the ones most usually encountered. following tones are the ones most usually encountered. Fall Fall Rise – fall Rise – fall Fall – rise Fall – rise Rise Rise Level Level

1. 1. FallFall It is regarded as neutral tone and gives the impression of It is regarded as neutral tone and gives the impression of ‘finality’.‘finality’.

Example:Example:

A:A: Have you attended the class?Have you attended the class?

B:B: Yes Yes

(It will be understood that the question is now answered (It will be understood that the question is now answered and that there is nothing more to be said.)and that there is nothing more to be said.)

2. 2. RiseRiseThis tone conveys an impression that something more is to follow. This tone conveys an impression that something more is to follow.

For example:For example:

A:A: (wishing to attract B’S attention.)(wishing to attract B’S attention.)Excuse me. Excuse me.

B:B: Yes Yes (B’S reply is, perhaps, equivalent to what do you want?)(B’S reply is, perhaps, equivalent to what do you want?)

A:A: Do you know John Smith?Do you know John Smith?B:B: Yes Yes (Inviting A to continue with what she intends to say about John (Inviting A to continue with what she intends to say about John Smith. The response with a fall would make it difficult for A to Smith. The response with a fall would make it difficult for A to continue). continue).

3. 3. Fall – riseFall – rise This tone shows limited agreement, uncertainty, This tone shows limited agreement, uncertainty, and doubt.and doubt.For example:For example:A:A: I have heard that it’s a good college. I have heard that it’s a good college. B:B: Yes Yes (B does not completely agree and A would (B does not completely agree and A would probably expect B to go on to explain why he probably expect B to go on to explain why he was reluctant to agree). was reluctant to agree).

4. 4. Rise – FallRise – Fall This is used to convey rather strong feelings of This is used to convey rather strong feelings of approval, disapproval or surprise. This tone is approval, disapproval or surprise. This tone is used rarely in English. used rarely in English. A:A: You wouldn’t do on awful thing like that, You wouldn’t do on awful thing like that, would you?would you?B:B: NoNoA:A: Isn’t the view lovely!Isn’t the view lovely!B:B: Yes Yes

5. 5. LevelLevel This tone is neutral and uninterested. This tone is neutral and uninterested. High level High level Yes Yes No No Low level Low level Yes Yes NoNoIt is used in English language in a restricted context. It It is used in English language in a restricted context. It almost always conveys a feeling of routine, almost always conveys a feeling of routine, uninteresting or boring. uninteresting or boring.

For example:For example:A teacher calling names of the pupils from a register. A teacher calling names of the pupils from a register.

Uses of TonesUses of Tones

The tone-units and kinds of tone – units have The tone-units and kinds of tone – units have already been discussed. Now we will try to already been discussed. Now we will try to establish a correlation between the various types establish a correlation between the various types of sentences (tone – units or tone groups) and the of sentences (tone – units or tone groups) and the tones with which they are generally said. Thus, tones with which they are generally said. Thus, we will see which types of tones are used to say we will see which types of tones are used to say which type of tone units. which type of tone units.

a. a. Falling Tone (neutral tone& impression of finality)Falling Tone (neutral tone& impression of finality)The following types of sentences are generally said with a falling The following types of sentences are generally said with a falling tone. tone.

a)a) Statements which are complete and definite, Statements which are complete and definite, e.g. He’s just been promoted. e.g. He’s just been promoted.

b)b) Wh – questionsWh – questions which are matter of fact and intended to be neither polite which are matter of fact and intended to be neither polite nor nor impolite.impolite.

e.g. Where are you going?e.g. Where are you going?What are you doing?What are you doing?

c)c) Commands Commands e.g Shut the door.e.g Shut the door.

d)d) Invitations Invitations e.g. Come over for a cup of coffee. e.g. Come over for a cup of coffee. Come and dine with us. Come and dine with us.

e)e) Exclamations Exclamations What a fine weather!What a fine weather!How beautiful:How beautiful:

f)f) Tag questions forcing the listner to agree with the speaker. Tag questions forcing the listner to agree with the speaker. e.g. You are coming today aren’t you?e.g. You are coming today aren’t you?He can’t help it / can he?He can’t help it / can he?

b.b. Rising ToneRising Tone (something more is to follow) (something more is to follow)The rising tone is used with the following tone – groups:The rising tone is used with the following tone – groups:i.i. Yes / No type questionsYes / No type questions

e.g. Was he present yesterday?e.g. Was he present yesterday?ii.ii. Statements intended to be a questions. Statements intended to be a questions.

e.g. you won’t come?e.g. you won’t come?He isn’t going. He isn’t going.

iii.iii. Non – terminal tone group. Non – terminal tone group. e.g. if you don’t come in time …………. (I’ll have)e.g. if you don’t come in time …………. (I’ll have)

iv.iv. Terminal tone group said as an after thought. Terminal tone group said as an after thought. e.g. you’re going away/I suppose. e.g. you’re going away/I suppose.

v.v. Request Request e.g. pass me the dish, please. e.g. pass me the dish, please.

iv.iv. Command intended to sound like a request. Command intended to sound like a request. e.g. close the door, e.g. close the door, Don’t be late. Don’t be late.

iv.iv. Wh – questions showing politeness friendliness, warmth, Wh – questions showing politeness friendliness, warmth, personal interest. personal interest. e.g. How are you?e.g. How are you?What is your name, child? What is your name, child?

vii.vii. Repetition questions which repeats some one else’s question Repetition questions which repeats some one else’s question or wants him to repeat some information. or wants him to repeat some information. e.g. what did I say? e.g. what did I say?

i.i. Incomplete statement leading to a following tone group.Incomplete statement leading to a following tone group.ii.ii. Statement intended to be a ‘correction’ of the information Statement intended to be a ‘correction’ of the information

received. received. e.g (he has three sons) He has foure.g (he has three sons) He has four

iii.iii. Statement intended to be a warning reproach or to express Statement intended to be a warning reproach or to express concern. concern. e.g you, mustn’t go like this (warning)e.g you, mustn’t go like this (warning)Be careful (concern)Be careful (concern)

iv.iv. Imperative meant to be a pleading request. Imperative meant to be a pleading request. e.g don’t get on my nervee.g don’t get on my nerve

v.v. Statement which shows a kind of reservation on the part of the Statement which shows a kind of reservation on the part of the speaker. speaker. He’s good (I can’t trust him)He’s good (I can’t trust him)I can do it tomorrow (but not today)I can do it tomorrow (but not today)

c. Falling-Rising Tone (limited agreement uncertainity c. Falling-Rising Tone (limited agreement uncertainity and doubt)and doubt)The following tone groups are generally said with the The following tone groups are generally said with the falling-rising tone:falling-rising tone:

d. d. Rising-Falling Tone (strong feelings of Rising-Falling Tone (strong feelings of approval, disapproval or surprise)approval, disapproval or surprise)The following tone groups are said with the rising-falling The following tone groups are said with the rising-falling tone:tone:

i.i. Statement showing enthusiastic agreement. Statement showing enthusiastic agreement. e.g Yes, of coursee.g Yes, of course

ii.ii. Question showing suspicion, indignation incredulity, or Question showing suspicion, indignation incredulity, or mockery. mockery. e.g what has he been doing? (Suspicion)e.g what has he been doing? (Suspicion)Will he be able to do it? (Mocking, suspicion)Will he be able to do it? (Mocking, suspicion)

iii.iii. Imperative expression petulance, haughtinessImperative expression petulance, haughtinesse.g Go and break your head (haughtiness)e.g Go and break your head (haughtiness)

iv.iv. Exclamation expressing sarcasm, irony. Exclamation expressing sarcasm, irony. e.g How good for you (sarcasm)e.g How good for you (sarcasm)oh, really (sarcasm)oh, really (sarcasm)

Intonation Intonation No completely satisfactory definition can be given for this No completely satisfactory definition can be given for this

term but give a rough idea term but give a rough idea J. Sethi J. Sethi defines it as:defines it as: Different pitches of the voice combine to form patterns of Different pitches of the voice combine to form patterns of

pitch variation, or tones, which together constitute the pitch variation, or tones, which together constitute the intonation of the language. intonation of the language.

The intonation of the language’ thus’ refers to the rise and fall The intonation of the language’ thus’ refers to the rise and fall of the pitch of the voice when we speak. One of the most of the pitch of the voice when we speak. One of the most important tasks in analyzing intonation is to listen to speaker’s important tasks in analyzing intonation is to listen to speaker’s pitch and recognize the tone. pitch and recognize the tone.

Speakers are said select from a choice of tones according to Speakers are said select from a choice of tones according to how they want the utterance to be heard. how they want the utterance to be heard.

Tone is carried by the tonic syllable whereas intonation is Tone is carried by the tonic syllable whereas intonation is carried by the tone unit. A tone unit is consisted of carried by the tone unit. A tone unit is consisted of

Pre-head, head, tonic syllable, and a tail. Pre-head, head, tonic syllable, and a tail. (PH)(PH) (H) TS (T)(H) TS (T)

CONCLUSIONCONCLUSION

So to conclude the whole discussion the importance of intonation So to conclude the whole discussion the importance of intonation has been veiled of. A learner who learns a new language has not has been veiled of. A learner who learns a new language has not only to grasp the grammar of that language but also the only to grasp the grammar of that language but also the intonation pattern to prove himself a good communicator. intonation pattern to prove himself a good communicator. In the twentieth century, it was for a long time hoped that In the twentieth century, it was for a long time hoped that scientific study of intonation would make it possible to state what scientific study of intonation would make it possible to state what the function of each different aspect of intonation was, and that the function of each different aspect of intonation was, and that foreign learner could then be taught rules to enable them to use foreign learner could then be taught rules to enable them to use intonation in the way that native speakers use it. Few people now intonation in the way that native speakers use it. Few people now believe this to be possible. But it is certainly possible to produce believe this to be possible. But it is certainly possible to produce a few general rules. However these rules are certainly not a few general rules. However these rules are certainly not adequate as a complete practical guide to how to use English adequate as a complete practical guide to how to use English intonation. But at least by learning something there must be some intonation. But at least by learning something there must be some improvement and a better performance. improvement and a better performance.