of intonation
The functional value of the pitch.
Sentence stress.
The tempo of speech.
Pauses.
Rhythm.
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English intonation презентация
Содержание
- 1. English intonation
- 2. INTONATION Intonation is a specific organization of
- 3. DEFINITION to superimpose [⎮su:prIm⎮pqVz] inherit [In⎮herIt] prosody[⎮prPsqdi]: pitch, loudness, tempo timbre [⎮txmbrq] non-entity utterance
- 4. INTONATION on the perception level Intonation
- 5. PROSODY – synonym of INTONATION “prosody” and
- 6. TIMBRE Pr. Vassiliev includes it as the
- 7. Sentence (Utterance) Sentence real =
- 8. A potential and an actualized syntagm
- 9. Pitch-and-stress structure of the intonation pattern (or
- 10. Pitch-and-stress structure of the intonation pattern (or
- 11. Types of terminal tones Simple tunes
- 12. Types of pre-heads Zero pre-head Low
- 13. Types of heads Descending Stepping Falling
- 14. Level Heads Low High Medium
- 15. Descending heads Falling Stepping Sliding
- 16. Ascending heads Rising Climbing
- 17. Combinations High Head + Low
- 18. FUNCTIONS OF INTONATION to structure the information
- 19. The functional value of the pitch Syntactically
- 20. Statements: * I like music. Questions: *
- 21. Semantically distinctive function: I don’t give
- 22. Attitudinally distinctive function: →Will you be \
- 23. Sentence-stress Sentence-stress is a special prominence given
- 24. 3 types of sentence stress normal (syntactic)
- 25. Normal (syntactic) sentence-stress: →Very \good.
- 26. Logical sentence-stress Compare: a) I knew what
- 27. Emphatic sentence-stress implies
- 28. Various distinctive functions logically distinctive function
- 29. Various distinctive functions semantically distinctive function: You
- 30. A: What do you think of the
- 31. TEMPO The term “tempo” implies the
- 32. PAUSE By “pause” we mean a
- 33. A syntactic pause
- 34. HESITATION Pauses: silent and filled.
- 35. No stop of phonation but we feel
- 36. RHYTHM A.M. Antipova defines rhythm as
- 37. LANGUAGES syllable-timed stress-timed
- 38. Proclitics - the adjoining unstressed words
- 39. Piccadilly – Piccadilly Circus –
INTONATION Intonation is a specific organization of speech-sounds grouped in syllables and words and intended to produce meaningful utterances.
Слайд 1ENGLISH INTONATION
The definition of intonation
The anatomy of English intonation
The functions
Слайд 2INTONATION
Intonation is a specific organization of speech-sounds grouped in syllables and
words and intended to produce meaningful utterances.
Слайд 3DEFINITION
to superimpose [⎮su:prIm⎮pqVz]
inherit [In⎮herIt]
prosody[⎮prPsqdi]: pitch, loudness, tempo
timbre [⎮txmbrq]
non-entity
utterance
Слайд 4INTONATION
on the perception level
Intonation is a complex unity of changes
in voice pitch or tone, intensity or accent, and tempo, i.e. the rate of utterance and pausation.
Слайд 5PROSODY – synonym of INTONATION
“prosody” and “intonation” include the same components
but intonation is a broader notion, that’s why the term “prosody” seems to be more adequate.
Слайд 6TIMBRE
Pr. Vassiliev includes it as the fourth component of intonation.
By
voice timbre we mean the colouring of voice.
Слайд 7Sentence (Utterance)
Sentence real =
Sentence potential + Intonation
Intonation group (an actualized
syntagm) – a group of words which is semantically and syntactically complete.
Intonation patterns is the basic unit of intonation which is formed by pitch, loudness and tempo.
Intonation patterns is the basic unit of intonation which is formed by pitch, loudness and tempo.
Слайд 8A potential and an actualized syntagm
“I think
he is coming soon”
a potential syntagm a potential syntagm
“I think he is coming soon”
an actualized syntagm
a potential syntagm a potential syntagm
“I think he is coming soon”
an actualized syntagm
Слайд 9Pitch-and-stress structure of the intonation pattern (or pitch-sentence stress pattern)
Nucleus (focal
point)
Tail
Head
Pre-head
Tail
Head
Pre-head
The Terminal Tone
The Pre-nuclear Part
Слайд 10Pitch-and-stress structure of the intonation pattern (or pitch-sentence stress pattern)
1
2
3
4
He is
a very remarkable novelist.
Слайд 11Types of terminal tones
Simple tunes
Low Fall Low Rise
High Fall
High Rise
Mid Fall Mid Rise
Mid Level
Complex tunes
Fall-Rise
Rise-Fall
Rise-Fall-Rise
Compound tunes
Rise + Fall
Fall + Rise
Mid Fall Mid Rise
Mid Level
Complex tunes
Fall-Rise
Rise-Fall
Rise-Fall-Rise
Compound tunes
Rise + Fall
Fall + Rise
Слайд 13Types of heads
Descending
Stepping
Falling
Scandent
Sliding
Ascending
Rising
Climbing
Level
High
Medium
Low
Слайд 15Descending heads
Falling
Stepping
Sliding
Scandent
What did you think of Mary’s flat?
Alice was beginning to
get very tired.
I’ll get it rewired at once.
… and her brother and sister were asleep.
Слайд 16Ascending heads
Rising
Climbing
Did you tell Vincent about it?
Thank you very much!
“That is
too bad,” said the professor.
Слайд 17
Combinations
High Head +
Low Fall
High Fall
Low Rise
High Rise
Fall-Rise
Not at all!
calm, reserved
surprised, concerned
encouraging,
very friendly
questioning
protesting, correcting
Слайд 18FUNCTIONS OF INTONATION
to structure the information content of a textual unit;
to
differentiate the actual meaning of textual units;
to structure a text, to define the number of terminal tones;
to determine the speech function of a phrase;
to convey connotational meaning of “attitude”;
stylistic function of intonation.
to structure a text, to define the number of terminal tones;
to determine the speech function of a phrase;
to convey connotational meaning of “attitude”;
stylistic function of intonation.
Слайд 19The functional value of the pitch
Syntactically distinctive function:
She washed and dressed
her \baby. (1)
She washed and dressed her \baby. (2)
--- The meaning is different.
She washed and dressed her \baby. (2)
--- The meaning is different.
Слайд 20Statements: * I like music.
Questions: * Can you prove it?
Imperative sentences
or commands: * Try it again.
Exclamations: * Right you are!
a) Isn’t it wonderful! (a general question)
b) Isn’t it wonderful! (an exclamation)
Exclamations: * Right you are!
a) Isn’t it wonderful! (a general question)
b) Isn’t it wonderful! (an exclamation)
The communicative types of sentences:
Слайд 21Semantically distinctive function:
I don’t give my books to anybody.
\anybody (= to
nobody)
\any⁄ body (= to those whom I don’t know)
\any⁄ body (= to those whom I don’t know)
Слайд 22Attitudinally distinctive function:
→Will you be \ quiet. (order)
→Will you be ⁄
quiet. (request)
The pitch differentiates the connotational meaning.
----------------
Why? (no interest, detached)
Why? (interest, sympathy)
Why? (much concern)
Why? (concerned, hurt)
The pitch differentiates the attitudinal meaning.
The pitch differentiates the connotational meaning.
----------------
Why? (no interest, detached)
Why? (interest, sympathy)
Why? (much concern)
Why? (concerned, hurt)
The pitch differentiates the attitudinal meaning.
Слайд 23Sentence-stress
Sentence-stress is a special prominence given to one or more words
according to their relative importance in a sentence.
I can’t | tell you | anything about it.
I’d like them | to come | to my party.
(3 rhythmic groups)
I can’t | tell you | anything about it.
I’d like them | to come | to my party.
(3 rhythmic groups)
Слайд 243 types of sentence stress
normal (syntactic) stress
logical stress
emphatic stress
Rhythmic stress is
a subtitle of normal stress.
Rhythm is alternations of stressed and unstressed syllables.
Rhythm is alternations of stressed and unstressed syllables.
Слайд 25Normal (syntactic) sentence-stress:
→Very \good.
→Not very \good.
If \Mary ⁄comes |→
let me \know.
→If she ⁄comes |→ let me \know.
→If she ⁄comes |→ let me \know.
Слайд 26Logical sentence-stress
Compare:
a) I knew what he was going to \say.
b)
I \knew what he was ֽgoing to ֽsay.
I want an English book.
I want an English book.
You know what I’d like, I’d like a new car.
I want an English book.
I want an English book.
You know what I’d like, I’d like a new car.
Слайд 27
Emphatic sentence-stress implies
the increase of the effort
of expression.
I want an English book. (unemphatic, NS)
I want an English book. (emphatic, NS)
I want an English book. (unemphatic, LS)
I want an English book. (emphatic, LS)
I want an English book. (unemphatic, NS)
I want an English book. (emphatic, NS)
I want an English book. (unemphatic, LS)
I want an English book. (emphatic, LS)
Слайд 28Various distinctive functions
logically distinctive function
syntactically distinctive function:
Have you met my
⁄ brother | ⁄ Tom? (apposition)
Have you met my ⁄ brother Tom? (direct address)
Have you met my ⁄ brother Tom? (direct address)
Слайд 29Various distinctive functions
semantically distinctive function:
You for get your self.
You for
get yourself.
What are you working for? (purpose)
What are you working for? (reason)
attitudinally distinctive function:
→What shall I \do?
→What \shall I do?
She said the bus was late. (You believe this)
She said the bus was late. (You don’t believe her)
What are you working for? (purpose)
What are you working for? (reason)
attitudinally distinctive function:
→What shall I \do?
→What \shall I do?
She said the bus was late. (You believe this)
She said the bus was late. (You don’t believe her)
Слайд 30A: What do you think of the film?
B: It’s quite interesting.
(= yes, it’s definitely interesting)
A: What do you think of the film?
B: It’s quite interesting.
(= but not very interesting)
A: What do you think of the film?
B: It’s quite interesting.
(= but not very interesting)
Слайд 31TEMPO
The term “tempo” implies
the rate of the utterance and pausation.
The rate of speech can be fast (or rapid),
normal (or mid),
slow.
“My mother thinks him to be a common labouring boy”, said Betty with a smile.
“I’m not ready,” he said slowly.
normal (or mid),
slow.
“My mother thinks him to be a common labouring boy”, said Betty with a smile.
“I’m not ready,” he said slowly.
Слайд 32PAUSE
By “pause” we mean
a complete stop of phonation.
PAUSES
Short Syntactic
Normal
Emphatic
Long Hesitation
Long Hesitation
Слайд 33A syntactic pause
delimitates the
text syntactically.
An emphatic pause
emphasizes the following part of the utterance.
She is the most _ charming girl in the group.
A hesitation pause (in spontaneous speech) serves to gain time to think over what to say next.
An emphatic pause
emphasizes the following part of the utterance.
She is the most _ charming girl in the group.
A hesitation pause (in spontaneous speech) serves to gain time to think over what to say next.
Слайд 34HESITATION
Pauses: silent and filled.
with
speech sounds: um, er.
prolonged vowels: theee, tooo, ayyy.
special phrases: you see,
frankly speaking,
let me think for a moment,
just, now, I think, …
speech sounds: um, er.
prolonged vowels: theee, tooo, ayyy.
special phrases: you see,
frankly speaking,
let me think for a moment,
just, now, I think, …
Слайд 35No stop of phonation but we feel a pause:
On Saturday I’ll
go to Moscow.
Anyway, I must be off …
Anyway, I must be off …
Слайд 36RHYTHM
A.M. Antipova defines rhythm
as a complex language system which is
formed by the interrelation of lexical, syntactic and prosodic means.
Prosody creates similarity and isochrony of speech elements.
Prosody creates similarity and isochrony of speech elements.
Слайд 37
LANGUAGES
syllable-timed stress-timed
(French, Spanish) (English,German, Russian)
‘
One, ‘ Two, ‘ Three, \Four.
‘ One and ‘ Two and ‘ Three and \Four.
‘ One and ‘ Two and ‘ Three and \Four.
Слайд 38Proclitics - the adjoining unstressed words
when they precede the stressed
words.
(on the wall)
Enclitics - the adjoining unstressed words
when they follow the stressed words.
(come with me)
(on the wall)
Enclitics - the adjoining unstressed words
when they follow the stressed words.
(come with me)
