INTONATION AND FUNCTIONAL LANGUAGE
'It ain't what you say it's the way that you say it.'
In focussing on 'getting the words right', both teachers and students often overlook the question of how intonation creates meaning.
Following on from a functional lesson ('telephoning') being observed, I'd like to consider how intonation interplays with functional language.
1) ADDING COLOUR: Once the notion of chunking has been firmly established, work on specific areas of intonation in connected speech:
(See: last chapters of 'Pronunciation Task's by Martin Hewings, CUP, for the basics)
Identifying stressed words/syllables:
dictionary work with 'schwa' for individual words prior to chunks unstressed forms of to/and/were - which are often the 'grammar words'! versus prominent words - which are normally the 'content' words rhythm in Whatdidhesay?/Yesofcourse/Whatdoyouearn?
Linking words together:
consonant+vowel - keepoffthegrass/putonyourclothes
assimilation, or some consonants changing nature - turnback!/Agoodpartybecomes = turmbackf/Agoopparty
vowel+vowel often needs /w/, /j/ or /r/ - Whoareyou?jTeaorcoffee?/Isthedooropen? elision, or the dropping of sounds - Canyouseehim/Ican'tunderstandher becomes Canyouseeim?/Icanunderstander
Students will be familiar with I'm/don't, but not that Areyoualright,mate? becomes ri'ma?
Mimicking the 'music' of the language:
Tonic words, or where there is a change in tone, normally indicate the prominent word -It'sontopofthebookcase or It'sontopofthebookcase
Rising tone can indicate what the listener already knows, whereas falling tone is 'news' - WhenareyougoingtoNewYork? (up = not sure) I'mflyingatteno'clock (down = I know)
Rising tone can also indicate that the speaker hasn't finished: the sound-scripted phone-call above would have rising tone at Canitakeamessaget and 'within' the phonenumber
2) Students EXPERIMENT with intonation:
Students listen to clear and complete exponents and try them out themselves. PARROTING exactly what they hear - including pitch, pace, pauses, as above
Higher level students INTERPRET more varied exponents where intention and meaning are not clear. Content often contradicts use of voice:
Yes;. of course/I see. (When the speaker in fact doesn't agree)
Changing stress:
Idunno/Areyougonnago? becomes ldon'tknow/Areyougoingtogo
Whatdidyougetuptolastweek?/Wouldyoumindnotdoingthat,please?
Changing tone:
I'dliketo from down to up can show definite acceptance of an invitation to reservation
Wasitexpensive? from up to down can show curiosity to scolding
Really? from up-down to down-up
Work out with the students whether tone should be questioning or flatter
Changing function:
Trying to say a 'command' as a 'request' and vice-versa, whilst keeping the phraseology:
Iwaswonderingifyoucouldgivememycoat,please./Ablackcoffee.
Trying out different 'moods' to the same phrase, saying it weak/strong, pleading/demanding, authoritatively/patronisingly/sarcastically:
Canwegotothebeach?/Whydon'tyouloveme?
3) Start with the premise that most functional speech is made up of 'CHUNKS', that is, pieces of language which should be recognised as a single whole:
Could I have a cup of coffee?/I'll have the steak./Have you got any change?
Students should be given practice in saying these out loud - but as chunks: Repeating or reading these complete phrases as if they were one word.
Gaps in the wrong place would indicate hesitation:
CanlspeaktoJohn?/Wouldyoumindopeningthewindow?
Integrating set phrases into a complete conversation with correct pausing.
Speed does not equal fluency: it encourages students to blur chunks or stop mid-chunk. It'saboutnextWednesday. (pause.) I'msorrybutlcan'tmakeit (pause.) Canwemakeanotherdate? (pause.)
4) SOUND-SCRIPTING: Students take a ready-made audio script or a self-created conversation - then re-write it line by line. This can be done on a word-processor by pressing 'enter' at the end of each chunk to start a new line:
A: Hi.
Joehere. CanlspeaktoTim?
B: Sorry, He'snotin.
Canltakeamessage ordoyouwanttocallback?
A:Er
Canyoutakeamessage?
ThisisJohn
Canhecallmebackon
01395
513
456?
It really does take off when students must ask themselves about both the appropriate phraseology to be adopted and the appropriate tone - depending on the role being played.
In other words, we are teaching our students to PLAY ROLES - to act out their lines convincingly - and 'with feeling'.
14th September 2008.
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Here's the same but as images to download and photocopy:
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