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

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 whquestions) 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
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.
Ben:
Questions in
the dialogue
Number and
percentage of
subjects using
rising tone ↗
24 (89%)
1. Now, have
we got
everything
we need?
2. Are there
23 (85%)
any carrots?
3. How much
5 (19%)
milk is there?
Number and
percentage of
subjects using
falling tone ↘
3 (11%)
4 (15%)
22 (81%)
Questions in
the dialogue
4. Is there
anything else?
Number and
percentage of
subjects using
rising tone ↗
26 (96%)
5. Would you like 19 (70%)
me to help with
the shopping?
Number and
percentage of
subjects using
falling tone ↘
1 (4%)
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)
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