The Role of Intonation in Questioning and Grammar Wang Jiazhi Hubei University

1.0. Introduction The fact has been widely noticed that in EFL teaching, intonation occupies a minor position and sometimes it is even largely neglected. In most EFL textbooks intonation is mentioned very briefly. As a result, only the stereotype rules such as the tone choice of yes/no question and the wh-question are taught. This problem has been identified by researchers in the field of ELT.

This paper aims at raising awareness of the importance of intonation in the communication of meaning by investigating the role intonation plays in questioning and in grammar respectively.

2.0. The Role of Intonation in Communication Reviewing the literature on intonation, it is not difficult to find that most of the linguists deal with the functions of intonation, which reveals the important roles intonation plays in communication of meaning.

3.0. The Study 3.1. The Research Purpose This research makes an attempt to investigate discourse intonation of Chinese speakers of English and to identify their intonation problems by examining areas of dialogue (with the purpose to elicit tones on questions, namely yes/no questions and wh-questions) and of reading aloud (with the purpose to elicit tones in lists).

3.2. Research questions What are the intonation problems that Chinese speakers of English have? What are the roles intonation plays in questioning and grammar?

3.3. The subjects The research subjects are two natural classes of first-year English major students in the English Department in Hubei University with a total number of 54. They are aged between 17 to 19 and have learned English for about 5 or 6 years.

3.4. The Procedures The data collection comprises two sections. In the first section, the subjects were asked to pair up and read a short dialogue of questions and answers. It contains five questions with simple vocabulary and structures. The task (Task 1) is designed to elicit tones on questions, namely yes/no questions and wh-questions. In the second section, each subject was given the opportunity to read a short passage. The task (Task 2) is to elicit tones on lists. The two

Tasks were audio recorded and were transcribed and analysed by the author. After the two tasks, an interview followed. It enquired about the subjects’ reasons for the choice of tones and their knowledge about intonation. The interview notes were recorded in writing.

3.5. Data Analysis 3.5.1. Dialogue Reading Ben: Now, have we got everything we need? Sam: Well, let’s see. There are some onions and potatoes, but there aren’t any mushrooms and, of course, there isn’t any minced beef. Ben: Are there any carrots? Sam: A few. But we don’t need many, so that’s OK. Ben: How much milk is there? Sam: Only a little. And there isn’t any butter, and we haven’t got much cheese. Ben: Well, we don’t need much cheese. Is there anything else? Sam: No, not for Shepherd’s Pie. We’ve got some salt and pepper, and there’s a lot of flour. Would you like me to help with the shopping? Ben: Yes, please.

Questions in the dialogue Number and percentage of subjects using rising tone ↗ Number and percentage of subjects using falling tone ↘ Now, have we got everything we need? 24 (89%) 3 (11%) 2. Are there any carrots? 23 (85%) 4 (15%) 3. How much milk is there? 5 (19%) 22 (81%)

Questions in the dialogue Number and percentage of subjects using rising tone ↗ Number and percentage of subjects using falling tone ↘ 4. Is there anything else? 26 (96%) 1 (4%) 5. Would you like me to help with the shopping? 19 (70%) 8 (30%)

3.5.2. Passage Reading The Passage Men are lazy in the home according to an official survey published today. They have about six hours a week more free time than wives, but play very little part in cooking, cleaning, washing and ironing, according to the social trends survey by the central statistical office.

Intonation on Lists Number and percentage of subjects who get right Number and percentage of subjects who don’t get right …in cooking↗, cleaning ↗, washing ↗ and ironing↘ 23 (43%) 31 (57%)

4.0. The Role of Intonation in Questioning and Grammar 4.1. Intonation and Questioning 4.1.1. wh-question with a rising tone In most situations wh- question has a falling tone, but when it is used as an echo question it has a rising tone. e.g. This belongs to me. / Who does it belong to? ( Tench 1988:349)

He went to Gallipoli. / Where did he go? I require fifteen yards. / How many yards did you say? (ibid:62)

4.1.2. yes/no question with a falling tone e.g. Would you like me to help with the shopping/? Would you like me to help with the shopping\? Lucy’s ready, isn’t she/? Lucy’s ready, isn’t she\? ( Wells 2004)

e.g. Is that St Giles cathedral in the back\ ? Have I just to start now\ ? ( ibid:178) Do you mind closing the door\ ? Can you give some examples\ ? (Couper-kuhlen 1986:156) Shall we go\ ? Are you sure about that\ ? ( Knowles 1986 )

Excuse me, is this your hand bag/ ? Pardon? Is this your handbag\ ? (Tench 1988:350) 4.2. Intonation and grammar The different location of tone unit boundaries can have contrastive effect on the meaning of the same sentence, compare, for example, (I) You know / he works on Sundays. (II) You know he works on Sundays. ( Crystal 1975:92)

(I) My brother / who lives in Nairobi / has got a son and three daughters. (II) My brother who lives in Nairobi / has got a son and three daughters. ( Tench 1988:37) (I) He asked himself. (II) He asked himself. ( ibid:64) (I) George has direction to follow. (II) George has direction to follow. ( Couper-kuhlen 1986:111)

Other categories of the tonics on different words in a sentence have their specific functions. Contrastive tonicity e.g. Did you find it easy to settle in? (or difficult?) Are you asking me? (or Jimmy?) Is it an article you’re writing? (or a book?) ( Wells 2004) Compounds e.g. I want to change my library books. I’m going to buy some running shoes. It’s time to submit a progress report. ( ibid)

e.g. What do you think of the heat? I don’t like the heat. Answer to questions e.g. What do you think of the heat? I don’t like the heat. Is there anyone who doesn’t like the heat? Well, I don’t like the heat. ( ibid) Wh-adj. objects e.g Which hotel are you staying in? What arrangements have you made? Whose pen did you borrow? ( ibid) 5.0. Conclusion