Presentation on theme: "Pitch 4 extra High 3 High na 2 Normal ____________imagi 1 Low tion"— Presentation transcript:
1Pitch 4 extra High 3 High na 2 Normal ____________imagi 1 Low tion Pitch refers to the rate of vibration of the vocal cords. The higher the vibration, the higher the pitch. Thus sounds are said with a high pitch, low pitch or a normal pitch. Pitch of a sound is an auditory property that enables a listener to place it on a scale going from low to high… When speech goes up in frequency, it also goes up in pitch (Ladefoged, p. 23)Levels of Pitch4 extra High3 High na2 Normal ____________imagi1 Low tionNormal conversation moves between high and normal pitch with low pitch typically signaling the end of an utterance. Extra high level is used to express a strong emotion such as surprise, enthusiasm, or disbelief and used in contrastive or emphatic stress.120 Hz for men220 Hz for women330 Hz for children(Hz = cycles per second)The differences are due to different sizes of larynx and vocal cords, Plus sociological reasons.
2Linguistic info conveyed by pitch Syntactic information : pitch marks the boundaries of grammatical units.I have this little sister Lola / she is small / and very funny.
3Linguistic information conveyed by Pitch Lexical Information: Pitch can differentiate meaning of identical words
4IntonationA pattern of changing pitch during an utterance (a phrase, clause, sentence) to convey linguisticinformation. The variations taking place in the pitch of the voice in connected speech.The pattern of changing pitch is perceived as the melody - falling or rising intonation.
5Intonation PatternThe change of pitch starts on the tonic syllable and continues till the end of the Intonation unit.You must be *VERY brave
6Intonation PhraseIntonation Phrase/ Tone unit: The part of an utterance over which a particular intonation patterns extends:When you wanna take a picture / just press this buttonEnough of them / were supportive of what I did / even if they couldn’t tell me
7Functions of Intonation 1- Intonation can reflect the grammatical function of an utterance (i.e. it is a syntactic marker: it may signal a phrase boundary, differentiae declarative statements from questions.- She’s gone- She’s gone?" you want me to do it NOW?"“Do it now”2- Convey an attitude or emotion or a mental state. That is, intonation signals speaker’s attitude toward what she is saying, i.e. to show excitement, enthusiasm, frustration, doubt, surprise, etc.Great! Great!I didn't marry her because of her money."thank you“What? What? What?If a rising pitch and extra stress on "because", the sentence means that I married her but this was not related to the fact that she has money. However, if the word "because" is not stressed, the sentence means that I didn't marry her, and the reason for this is because of her money.
9Types of IntonationFalling Intonation: The pitch begins to fall on the accented syllable and it continues to fall till the end of the tone unit.assertions, matter-of-fact statementsRising Intonation: The pitch begins to rise on theaccented syllable and it continues to fall rise till the end of the tone unit.questioning, uncertain statements, continuation.
11Declarative statements I am going home wh- questions Who will help? Falling IntonationDeclarative statements I am going homewh- questions Who will help?Where are you going?Exclamations How beautiful! What a nice day!Imperatives Get out1Turn the lights on!Question tags when you expect an answer “Yes”.The car is ready, isn’t it?
12Yes/no questions Are you feeling better? Rising IntonationYes/no questions Are you feeling better?Tag questions when we expect a negative answer or tags intended as a genuine Yes/No answer.You like chocolate, don't you?You have left the door open, haven't you?He usually arrives at NOON, DOESn't he?Statements to encourage the listener:Come on! You can make it.Come On! It won't take a minute.Yes-no questions in statement formhe is gone?Incomplete sentences (speaker intends to continue)If you wait here,….Well if you are going to play,….
13Activity 1Say with what intonation pattern each of these sentences is said: 1- I like tea 2- Do you like chocolate? 3- If you listen to me, … 4- You wouldn’t like this coat, would you? (expecting a negative answer) 5- What’s your ID?1- I like tea FALLING2- Do you like chocolate? RISING3- If you listen to me, … RISING4- You would like this caught, don’t you? (expecting a negative answer) RISING5- What’s your ID? FALLING
14Activity 2Say with what intonation each of the following sentences is said:1- She’s never here on time2- Do you like Pepsi?3- If they work hard, …4- The car is old, isn’t it? (yes answer is expected)5- What’s your name?
15She must have gone on foot or by bus Activity 3: Match the meanings of each version to the interpretation belowShe DIDn’t take the carShe didn’t take the CARSHE didn’t take the carSomeone else must haveSo stop accusing herShe must have gone on foot or by bus
16he thought the film was GOOD He thought the FILM was good Activity 4: Match the meanings of each version to the interpretation belowhe thought the film was GOODHe thought the FILM was goodHE thought the film was goodBut the music was awfulShe didn’t, thoughOh really? The critics hated it
17Intonation in ArabicArabic and English have fairly similar intonation patterns. Arabic learners still have problems in English intonation as they tend to adopt Arabic intonation.English mainly uses word order and grammatical words to form questions, intonation is the major signal for questions, offers and suggestions especially in colloquial Arabic.There are various intonation patterns in English showing various meanings depending on the speaker’s intention (friendly, polite, detached, reserved, reassuring). It may be difficult for the Arab learners to master the English intonation system because they are unaware of the attitudinal role of intonation in speech.This may cause Arabic speakers to sound abrupt and commanding when speaking English.
18Differences between English and Arabic intonation patterns 1- The intonation pattern of the tag-question in Arabic is always rising, the same as that of any other question without a question word. It has a fixed grammatical strucutre which is أليس كذلك؟ [‘alysa kathalek?] which means (isn't it so?)English tags with a rising intonation means the speaker is expecting disagreement from the listener; if he/she expects agreement, a falling intonation is used.Arabic speaker of tag questions expects, rather than demands, agreement
19Differences between English and Arabic intonation patterns 2- Calling on personsIn English: If the name is stressed on the last syllable, e.g. (Marie), it may take the rising intonation pattern.If the name is stressed on the first syllable such as "Harry and Jane", it may take the falling pattern.In Arabic: the most commonly used pattern is the second case.
20Suggestions for Teaching Intonation (1) T. must make sure that their students understand the stress patterns and weak forms.T. must show learners the relationships between grammatical patterns and intonation (questions, statements), e.g. falling intonation for affirmative or WH. questions; Rising intonation for yes –no questionsAttitudinal intonation should be introduced contextually so that the learner can associate between the type of intonation and the spoken attitude.
21Suggestions for Teaching Intonation (2) 4. Intonation arrows: draw a little box over each stressed syllable. Add a small intonation arrow coming out from the right of each box, showing the direction of the intonation e.g. if the intonation starts high and then falls, draw an arrow from the top- right corner of the box going diagonally down.5. Role Play and dialogues6. It is necessary to produce intonation after native speakers model, tape recorder, computer and radio.
22Suggestions for Teaching Intonation (3) One-Word ConversationWrite a number of single words(e.g. yes, today, sorry, bread etc.) on pieces of paper. Make groups of three students and give each group one of the pieces of paper.Tell the class a situation-(e.g. “Two people think the third person is a thief.”). Then the students must have a conversation, but the only word anyone can say is the one on their paper to express different ideas or emotions through intonations.
23Suggestions for Teaching Intonation (4) 8. Marking Texts:Ask learners to listen to a short dialogue while looking at the printed text.The learners must (a) decide which syllables are prominent (i.e. are strongly stressed in the sentence) – and then- (b) which direction the intonation moves after these stresses.When learners are sure, they should mark the text (using the boxes).