1. Intonation and It’s Functions Language Analysis Assignment 5.5.2 Blair Hiribarne October 20th, 2013

2. Functions of Intonation Scott Thornbury classifies intonation into three functions. These functions operate in different manners and are used to create and symbol different meaning. The three functions are: Grammatical Function: This function is used to alter the grammatical quality of a statement. Simply put, the difference between making a statement and asking a question. Attitudinal Function: This function allow us to express a wide range of emotions through intonation. We are able to express feelings such as interest, surprise, boredom etc. Dicoursal Function: This function allows us to do a number of things. In this presentation we will discuss how intonation effects topic management, turn-taking, Information Status and Social Meaning. Let us analyze each of these functions and ask how they are useful in the world of EFL.

3. Grammatical Function Intonation often has upward and downward glides within a tone. These movements can be used to signal a change in the grammatical nature of a sentence. For EFL students, these glides are often the first early lessons on intonation and how it effects their L2. By simply adjusting the tone at the the end of statement, an EFL student can improve the prosodic nature of their language. How do we produce this function? By using a rising tone or a falling tone at the end of a sentence we can signal whether one intends to make a statement or question. Example Brian went home By using an upward glide (rising tone) one can signal that he or she is asking a question. Brian went home By using a downward glide (falling tone) one signal that he or she is making a statement.

4. Attitudinal Function Intonation is an effective way to express a number of feelings. Halliday (1967) suggests that we have five significant tone choices. How we use these five choices can create a variety of results. By adjusting tonic movement and terminal pitch, one can convey a wide range of emotions. For EFL students this a valuable tool to understand. Being able to convey feeling is necessary for effective communication. It is equally valuable to understand the emotions of the person one is speaking with. While body language and other cues assist in doing this, intonation is instrumental in conveying a speakers attitude. Not being able to understand this function would be a disadvantage for any speaker. How do we produce this function? Let’s use an alteration of Haliday’s chart from 1967 with the example given by Coulthard is his work An Introduction to Discourse Analysis. The example sentence we will be using is ‘I saw him yesterday’. The tonic movement will be on the first syllable in ‘yesterday’ tonetonic movement/ terminal pitchresult 1falling / lowneutral 2rising, rising-falling / high, highcontradictory 3rising / midnon-committal 4(rising)-falling-rising / midreservation 5(falling) -rising-falling / lowcommitted

5. Discoursal Function As mentioned earlier. The discoursal function of intonation can be broken down into a number of sub categories. For the purpose of this presentation, and the need to expand upon the important of the discourse function for EFL students. I believe that the two functions mentioned earlier are functions that naturally occur in many languages. For EFL students, these skills often come naturally. On the other hand, the nuances of discoursal functions are more complex and may be difficult to grasp for learners and native speakers. For this reason, and others that I will mention shortly, I believe more attention should be given to the following: Sub-categories of Focus Topic Management - The ability of the speaker/ listener to note the continuation or cessation of a topic. Information Status - The ability to mark shared knowledge versus new knowledge Turn-Taking - The ability for speakers to note and recognize when to speak or be silent Social Meanings and Roles - The ability to position ourselves in terms of status, dominance, authority politeness or solidarity.

6. Topic Management Variation in tone key is often used to mark when a topic is being continued, or when a topic had finished. High key is used as a signaling device to signal the beginning of a new sequence. On the other hand, a low key may be used to signal that a topic has ended. For EFL students, understanding when a speaker is continuing with a discussion or changing topic is a valuable asset. Without this understanding, a student may have a difficult time following the flow of the conversation; not realizing that the topic has changed. Conversely, a student may poorly display that they have moved on from topic; creating confussion for the listener. How do we produce this function? Example exchange A: I really enjoy Tokyo life and culture. B: Yes. The Tokyo has fantastic museums. In the previous exchange a jump to high key on the first syllable of fantastic helps to introduce a new mini topic. A drop to low key is often used to mark the ending of a topic segment. Example Well, let’s move on “The jump to a high key and the drop to a low are realized on the first prominent syllable of the tine unit.” (Dalton and Seidlhofer, 1994)

7. Information Status Speakers use falling and rising tones to mark whether information is shared or perceived to be new. Understanding how this function works assists speakers in understanding what common grounds are shared. For listeners, understanding this function allows one to distract what the speaker believes to be new versus shared information. Understanding this, one can ask for clarification on items that are not shared information but were believed to be. For EFL speakers, when giving a presentation or speaking with others, by using this function, one can clearly signal what information is meant to be expressed as new. How do we produce this function? “Brazil argues that in choosing the fall-rise tone, hereafter called referring tone (symbol r), for a particular part of his message the speaker is marking it as part of the existing common ground, whereas by choosing the falling proclaiming tone (symbol p) he is indicating his expectation that the area of common ground will be enlarged as a result of the listener being told something he didn’t already know.” (Dalton and Seidlhofer, 1994) Example sentences A) (r) There are FIFteen cups / (p) in the PANtry B) (p) There are FIFteen cups / (r) in the PANtry By altering the tone in the two example sentences, one can mark which information is new and which is shared.

8. Turn-Taking Turn-taking is the process by which speakers and listeners understand when it is appropriate to speak or remain silent. “Competent speakers achieve effective turn-taking, with vey precise timing, by taking into account many factors simultaneously: syntactic and lexial signals, eye contact, body positioning and movement, loudness and intonation. (Coulthard, 1985). Understanding when to enter a conversation is necessary for both native speakers and EFL students. For students, there might me a great deal of hesitation when selecting to the appropriate time to enter a conversation. Students may worry about being rude and interrupting a speaker. Understanding the cues given by intonation will help the students confidently enter conversations at appropriate times. How do we produce this function? The key factor is pitch height. Pitch height is how a speaker signals that it is another persons speak. A non-low pitch is usually used to signal that a speaker wants to hold his or her turn. A low pitch is used when a speaker wants to stop speaking and let another person take turn. Example sentences “Did you get everything for the cake?” A) I got the eggs and the flour. B) I got the eggs and the flour. (but may still need to buy other ingredients.) Example A illustrates how a low pitch key indicates that the speaker has finished speaking. Example B non-low key signals that the speaker has not finished his language act.

9. Social Meanings and Roles Brazil states that in an exchange, “one speaker will exercise dominance and signal this by the appropriate tone.” Finch (2005). There are two possible falling tones. The rise-fall tone is more dominant than the simple fall. In regards to rising tones, the simple rise is more dominant than the fall-rise. We can see this form of dominance displayed in language acts that take place between people have different social positions, a doctor to a patient, teacher to student, etc. For EFL students, it is helpful to recognize these tones when being in the lower social position. Not understanding the nature these tone changes may cause confusion, and the listener may feel disrespected. In regards to playing the dominate role, it may be helpful to utilize these tones to command respect and appear confident. How do we produce this function? Brazil has created a special notation for the rise-fall proclamation sentences (p+) and the simple rise (r+). These two tones are what is used by speakers in the dominate position. Example (Example sentences used from Finch’s adaptation of Brazil’s 1985 figure) a. (r) When i’ve finished what i’m DOing // (p) i’ll HELP you // b. (r+) When i’ve finished what i’m DOing // (p) i’ll HELP you // The difference between (a) and (b) can be seen as: a. ‘If you wait a minute, I’ll help you’ b. ‘If you want me to help you, you’ll have to wait.’ Finch (200)

10. References Finch, G. (2005) Key Concepts in Language and Linguistics (2nd edn).Basingstoke: Palgrave Macmillan. Dalton, C., and Seidlhofer, B. (1994) Pronunciation. Oxford: Oxford University Press. Coulthard, M. (1977/1985 An Introduction to Discourse Analysis. London: Longman.