Transcript Discourse Analysis & Phonology

Discourse Analysis & Phonology
Phonology is a branch of linguistics, closely related to phonetics.
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It studies the manners of organization and usage of the speech sounds in
natural languages.
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Phonetics deals with the smallest chunks of language, yet it is in connection
with other linguistic disciplines like morphology, because adding
morphemes may change the meaning of words and their pronunciation,
frequently following patterns-eg. work + er = worker.
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Phonetics is also related with syntax, as depending on a function of a word
in a sentence it can be pronounced differently with a shifted phrasal stress
and with changed intonation-eg. Who are you? Who are you!
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Similarly, this branch of linguistics is connected with semantics because of
intonation constraints. While phonetics studies the production and
perception of the speech sounds (for instance, in the expression 'London
photography', phonetics would analyze all the sounds present in the words
'London' and 'photography', describing how they are produced).
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phonology is more interested in the abstract, that is mental aspects of these
sounds. It inquiries into and describes the patterns of sounds and sound
types which native speakers acquire intuitively.
http://tlumaczenia-angielski.info/linguistics/phonology.htm
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Teaching has often focused on practicing of
phonemes eg. /p/, /b/ ( in isolation) or in words
eg. Pump & bump
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Vowels in words are generally affected by the
surrounding consonants .
(Good morning & Good Evening) –refer to
page 89 MC.
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According to Pennington & Richards—
Pronunciation is important to determine
correct meaning of words.
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Rhythm—Segmental or phoneme-based
-- Prosodic—stress & intonation
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Pronunciation can cause problem or difficulty
in understanding each other.
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Strong
} Beats/stress (Examples : 4.1- 4.3)
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Weak
Important Element in The Teaching of
Spoken English
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English has :
i) rhythmicality of different degrees in speeches
of :
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broadcast
fluent reading
speeches
monologues
ordinary conversation
ii) stress-timed L :--stress timing
--syllable-timing
--e.g : the word “extraordinary”, “mother”, etc.
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Prominence : Syllables which stand out in the flow of talk
Because speaker has uttered them with greater
intensity or duration or
pitch duration.
Sentence stress is also called ‘tonic’.
e.g : JA pan ESE, or
Japan εSε, never
JaPAnese.
Good example : 4.16
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Word-stress Prominence
The knowledge about syllables that may be
prominent is useful.
In context –primary & secondary stress is
important.
e.g : When I was in college, I had many
Japanese friends.
Placing of Prominence
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e.g : 4.17, 4.18 & 4.19
Interactive choice is important.
When we consider prominence in discourse, we are
considering the extent to which speakers & listeners’
worlds converge.
e.g: 4.21 ( I can take you right to the door if you
wish).
--The emphasis on to instead of door.
e.g: In Islam, one who seeks knowledge must practice
humility.
.
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Good practice—Activity 5 (97).
Function & non-function words can be given
prominence as well.
e.g: 4.22, 4.23 & 4.24.
Problems with prominence—
misunderstandings about word stress esp. in
compound words.
e.g: You can publish your poem in the
newsletter.
Teacher needs to observe learners’ speech to
seek problem in misplaced of prominence
Intonational Unit.
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Intonation is essential to interprete meaning e.g : sarcasm,
surprise, querry, teasing etc.
Can’t really be taught but the more you are exposed to it, the
more conversant you are about the right intonation for specific
intention.
According to linguists, intonation is related to information
structure of utterances.
Halliday believes that speakers decide how to segment
information.
e.g: …I know I am far from being a perfect Muslim. I am still
unsure of the state I will be in when my Creator finally calls
me up. I am worried whether I would pass the test, ie. the
pain, the agony, especially during ‘sakaratul maut’ (death
throes).
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Nuclear prominence projects what the speaker decides is new
in the tone.
e.g : 4.30
4.31 words in bold are the newsworthy
4.32
Speakers decide on the information that needs to be distributed
in tone groups & where tonic is placed.
Decisions rests on assessing what needs to be highlighted to
the listener.
(new & given)
Info
Background info (obvious in the context)
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Prominence -may be used to draw the listeners attention to a
wide variety of
phenomenon in the discourse,
including markings of the speakers’ turn
a new topic
& emphasis on contrast or giving new info
Turn-taking
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Speakers can signal a desire to continue a
speaking turn by :
using low pitch
pause to stop or continue
low pitch for ending statement
syntax, lexis, non-verbal communication &
context
Types of tones are not easy to separate. (good
example p. 105 4.39)
Pitch Across Speakers
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Matching or concord in pitch between speakers is a
phenomenon.
e.g: 4.59
4.60
4.61
Phonology is complex. Not straightforward pedagogy.
Several parts of the system can be scrutinized.
But the entire discourse is significance.
Levels of choice of speakers.
Importance of speakers’ choice.
Changing role of participants in conversations
Suggestions for Teachers.
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Expose students to basic everyday functions
--simple fall/fall-rise
Expose them to contextualized key system
--through dialogues.
Pitch—through prepared talks & anecdote telling.
*All these done in a discrete manner.
Opinions on tone
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1) intonation has grammatical function.
e.g: Qs—correct interrogative
intonation is essential.
--tag qs
--subordinate clause
e.g: The woman I saw yesterday
is my mother’s friend.
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2) Attitudinal Approaches
Good example
(p.10)
—some intonations express surprise,
detachment, etc.
Good activity (p.107)--*9.
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Stress and intonation deal with attitudes,
moods and emotions.
Attitude and emotions are complex
combination of vocal cues, intonation, lexis,
context and non verbal behaviour.
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Choice of tone is independent of the choice of
grammatical form. It is the speakers’
assessment of the conducive character of the
question that is important.
e.g: 1) WHAT’s the Time?
2) WHAT’s the Time?
Speakers need to judge what tone to use.
Open and Closed meanings?
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Key.
The relative level of pitch can move and are
interchangeable.
e.g : 4.57
The jump from high to low key is important
cues in management.
(high key
initiation)
(low key
ending)
Good Reading
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SIGNAL ANALYSIS SOFTWARE
FOR TEACHING DISCOURSE
INTONATION
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Discourse Analysis