BALEAP WEBINAR - Pronunciation Using Discourse Intonation with EAP Students – Richard Cowen Richcowen2@gmail.com

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 1994 CUP

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.

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.

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.

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.

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.

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!

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

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.

References References: Brazil, D: Pronunciation for Advanced Learners of English 1994 CUP Underhill, A: Sound Foundations 2000 Macmillan Heinemann Hadley, G.S. A Discourse approach to Intonation http://nuis.ac.jp Speech in Action