1. BALEAP WEBINAR - Pronunciation
Using Discourse Intonation with EAP Students – Richard Cowen

2. What is Discourse Intonation? (DI)
‚The significance of intonation is related to the function of the utterance as an existentially appropriate contribution to an interactive discourse’ (Brazil 1984:46). ‘By making a choice in any of the intonation systems … a speaker makes some kind of assumption about what he/she takes, for present purposes, to be the state of understanding between him/her and a hearer’ (Brazil 1997:132).
References:
Brazil, D: Pronunciation for Advanced Learners of English CUP

3. The key components of DI
PROMINENCE: changes in stress, pitch or emphasis for added meaning to be inferred in spoken language. The tonic syllable: prominent syllable in the tone unit
TONE: falling, rising, rise-fall, Fall-rise, Level> dependent on proclaiming and referring function of utterance.
KEY: High key (contrary to expectations), Mid Key (additive) , Low Key (as expected)
TERMINATION: The choices speakers make beforehand considering the above.

4. How can it help students and teachers?
Provides a consistent framework for analysing intonation.
By raising awareness of the importance of intonation – it’s not only about WHAT we say, but HOW!
Facilitates understanding > receptive. A more holistic and top-down approach to improving listening skills.
Accentuates the need for modulation in speech > improved oral performance.

5. Problems and Difficulties with DI
It’s complicated! Eg: use of transcription notation – rise, fall, rise-fall, fall-rise, level
Is it teachable?
How useful is it for students?
Time constraints.

6. Solutions
Complications?: spend some time giving clear guidelines and examples.
Teachability?: a little but often > gradually raise awareness of what DI is.
Usefulness?: teacher needs to identify most useful elements and focus accordingly.
Time constraints?: don’t make it a separate issue in the classroom > integrate it.

7. Some practical ideas See Underhill – exercises/activities
Avoid using Brazil’s transcription method – sts will find this tedious
Use recording script – teacher identifies salient features and practises with sts.
Focus on consciousness-raising activities.
Integrate into speaking activities. Remember that intonation is context sensitive. Sts need plenty of exposure.

8. DI in action – referring and proclaiming
From Underhill (88-9): Alice referring tone Alice referring + tone Alice proclaiming tone Alice proclaiming + tone These activities can be FUN to practise in class!

9. DI in Action 1. | The TEA’S | on the TABle
Sentence one: referring + proclaiming tone.
Sentence two: proclaiming + referring tone.

10. Recommendations/suggestions
Exploit transcripts to raise awareness of DI. EG: sts identify whch ‚key’ the lecturer is talking in: high, medium or low?
Presentation skills –get sts to practise intonation – avoid obsession with content – sts need to focus on HOW they delivery their message – DI can play an important role.
Integrate a focus on intonation in the classroom. Make it an integral part of listening and speaking skills’ classes
Encourage personalisation – the tone we use is often determined by our reaction to what we hear – avoid the regular course book straitjacket.
Avoid technicalities as much as possible associated with DI. Rather, focus on how you can directly help sts develop their listening skills through a practical application of DI, possibly by exploiting transcripts.

11. References References:
Brazil, D: Pronunciation for Advanced Learners of English CUP
Underhill, A: Sound Foundations Macmillan Heinemann
Hadley, G.S. A Discourse approach to Intonation
Speech in Action