Prosodics Flashcards

1
Q

What is intonation?

A

Intonation is the melody of speech; study of intonation is mainly concerned with the rising and falling of the pitch of the voice.

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2
Q

What are prosodic characteristics of speech?

A

Pitch, volume and speed- all of which make the rhythm.

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3
Q

What is tonality?

A

Tonality or chunking is the system that divides spoken discourse into smaller units known as intonation phrases (also referred to as word groups, tone units, intonation units).

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4
Q

What is an IP?

A

To make themselves understood, speakers organize the flow of speech into smaller, meaningful chunks, called intonation phrases (IPs). The boundary between two successive IP’s is called an intonation break.

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5
Q

What is neutral tonality?

A

When the division into IP’s follows the divison into clauses or sentences.
Example: Milk comes from cows, | and wool comes from sheep.

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6
Q

When do we have intonation breaks?

A

Intonation breaks are often between successive sentences, usually between successive clauses, sometimes between successive phrases and occasionally between successive words. There can be a break within a word but it’s unusual and only used for special emphasis.

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7
Q

What is marked tonality?

A

When the division into IP’s occur within a clause, phrase, word or even syllable boundaries or if one IP covers more than 1 clause or sentence (division into IP’s does not follow the division of clauses). It needs some sort of context):
a) When IP’s occur within a clause, phrase, word or even syllable boundaries:
(1) Milk | comes from cows. Delicious, | cool | milk.
b) When one IP covers more than one clause or sentence
(2)| He did. I saw him. ||

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8
Q

When do vocatives get their own IP?

A

Only in initial positions (to draw attention):
LINda, | could I have a WORD?
Jenny and PETer, | I want you to take the LEFT side.

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9
Q

When do adverbials (answers to how, when, where, how often?) get their own IP?

A

a) At the beginning of a clause:
(1) On Thursday EVEning | I’m going out.

b) In the middle of a clause:
(2) Well we COULD | THIS year | do something DIFFerent.

c) If they’re sentence adverbials (adjuncts) modifying the whole clause:
(3) I’m quite disaPPOINted, | FRANKly.
–> Ambiguous structures:
She talked to me HONestly. vs. She TALKed to me, | HONestly.

Adverbials do NOT get their own IP when they are:
Modifying the verb/adjective:
(4) She quickly picked up the PENcil.
(5) We were really PLEASED with it.
Adverbs of manner:
(6) I just can’t take him SERiously.
(7) I’ll pay you back SOON.

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10
Q

When do relative clauses get their own IP?

A

a) Non-defining relative clauses (,) get their own IP:
(1) She’s my SISter, | who lives in CANada. (= my only sister)

b) Defining relative clauses do not get their own IP:
(2) She’s my sister who lives in CANada. (= one of my sisters)

The same rule applies to appositions (two consecutive NPs that refer to the same thing):
(3) This is my colleague CHARLES. (= one of my many colleagues)
This is my COLLeague, | CHARLES. (= 2 pieces of information: colleague, name)
This is my COLLeague, Charles. (1 – vocative; 2 – from several Charles-es, this one is my colleague)

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11
Q

When do lists and parallel structures get their own IP?

A

If the context requires emphasis, each item will be given its own IP.

(1) I come on MONdays, | WEDnesdays | and FRIdays.

Strings of letters/numbers will be said all in one IP unless emphasized (to be easier for the listener to process)
A: How do you spell to SEIZE? B: S, E, I, Z, E.
A: What was that again? B: S, | E, | I, | Z, | E. (each is a nucleus and separate IP)

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12
Q

When do tag questions have their own IP?

A

a) Reverse polarity (checking) tags have their own IP:
(1) We could do it toMORrrow, | COULDn’t we?

b) Constant-polarity (copy) tags do not have a separate IP:
(2) You’re ready to GO, are you?

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13
Q

A heavy noun phrase is…

A
  1. Heavy noun phrases = phrases which consist of several content words.
    When functioning as a grammatical subject, it is given its own IP:
    0The people I’ve been TALKing to | were quite SURE about it.
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14
Q

Marked themes (topics) are…

A

when other sentence elements occur in the initial position (due to context). Marked themes are always followed by an intonation break and require their own IP’s.
His RUDEness | I shall igNORE. || But his ACTions | I cannot forGIVE. (objects in initial position)

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15
Q

What is tonicity?

A

Tonicity is the placement of nucleus in an intonation unit.
It’s a system by means of which the speaker decides on the focus of information.
When a speaker decides which word to be accented, he chooses the tonicity of the IP.

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16
Q

What is neutral tonicity?

A

Tonicity is the placement of nucleus in an intonation unit. It’s a system by means of which the speaker decides on the focus of information.
When a speaker decides which word to be accented, s/he chooses the tonicity of the IP.
(each IP contains one item which is particularly important for the meaning –> N). This implies that the information of the whole intonation unit is in focus (=broad focus).
I want to buy a LEMon.

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17
Q

What is marked tonicity?

A

When the nucleus is not located on the last content word (last lexical item) – but within an item which comes earlier in the intonation focus. In this case, only the section up to the nucleus is in focus (= narrow focus).
Would you like gin and TONic? – I prefer VODka and tonic.

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18
Q

What is a single stressed compound?

A

Most compounds are single stressed compounds as they only have one stress. The nucleus is on the first element (‘early stressed compound’).
(1) It’s well past your BEDtime.
o Open compounds (2-word compounds): Is that my LIBrary book?
o Nested compounds: credit card bill –> [‘ [‘credit card] bill]

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19
Q

What are double stressed compounds?

A

Double stressed/late stressed/end stressed compounds are when the nucleus is on the second element.
This includes:
o Proper names of people: ,James Mc’Gregor; De,nise ‘Harris
o Proper names of roads & public places (except ending in street: ‘Oxford Street):
Vic,toria ‘Road ; ,Oxford ‘Avenue ; ,Leicester ‘Square)
o Names of institutions such as hotels and schools:
the ,Festival ‘Hall ; ,Goldsmith’s ‘College ; ,Bailey’s ‘Restaurant ; the ,Marlborough Ho‘tel
o Compounds in which the first element names the place or time:
,Town ‘Hall ; ,kitchen ‘window ; ,Christmas ‘Eve ! BUT: ‘Christmas card
o Compounds in which the first element names the material or ingredient (except ending in juice or cake: ‘orange juice; ‘carrot cake): ,leather ‘jacket ; ,cheese ‘sandwich ; ,pork ‘chop;

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20
Q

What is contrastive focus?

A

It’s a particular type of narrow focus. It is used to put two items in contrast; either grammatical or lexical items. The contrast can be explicit or implicit.
(1) I know what PETer wants, | but what do you want? (explicit)
(2) I don’t know what YOU’RE complaining about. (implicit: between you, the addressee & someone else)

  * Cont. focus can override some rules: N on a given item to correct: A: He’s a famous actor. B: Well not exactly an ACTor | more a SINger.
Focus on a part of a word (changed stress): I got her a birthday PREsent, | but I didn’t get her a birthday CARD.
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21
Q

Information status

A

If all information is new, the N is on the last lexical item: A: Yes madam? B: I’d like a gin and TONic.

If the last lexical item is old info, then the N moves to the left on the first lexical item containing new info.
A: Who doesn’t want to DANCE? B: BILL doesn’t want to dance.

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22
Q

When can old information bear the nucleus tone?

A

a) When reusing the other speaker’s words - echo questions
(1) A: I can’t stand ‘WHIiskey.
B: You can’t stand
‘WHIskey?
or echoing the other speaker’s words
(2) A: So you’re going to ‘EMIgrate?
B: ‘EMIgrate, yes.

b) When reusing your own words
(3) It’s TRUE, it’s TRUE! or re-accenting the same ideas by using synonyms
(4) I ‘HATE her, I de’TEST her, I can’t ‘STAND her!)

c) with idiomatic expressions
(5) We walked for miles and MILES.
(6) The noise got louder and ‘LOUder.)

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23
Q

What is broad focus? What is narrow focus? Provide examples.

A

a) For broad focus (the whole IP in focus), we use neutral tonicity -> nucleus on the last lexical item
(1) A: What happened next?
B: Everyone burst out laughing.
(2) A: What’s going on here?
B: Selena’s had a heart attack.

b) With narrow focus (only a part of IP in focus), the nucleus shows where the focus domain ends
(3) A: Who brought the wine?
(possibilities:
3a) MARY.
3b) MARY did.
3c) MARY brought the wine.
3d) I think it was MARY that brought the wine.
–> the intonation is indicating that the focus is on the item ‘Mary’

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24
Q

What is the contrastive focus? Which two types? Provide examples.

A

It’s a particular type of narrow focus used to put two grammatical or lexical items in contrast.
a) Explicit contrast:
I know what PEter wants, | but what do YOU want?

b) Implicit contrast:
I don’t know what YOU’RE complaining about. (the addressee VS someone else)

NOTE!! Contrastive focus can override some rules:
a) N on a given item that corrects:
(1) A: He’s a famous ACTor.
B: Well not exactly an ACT or | more a SINger.

b) Focus on a part of a word (changed stress):
(2) I got her a birthday PREsent, | but I didn’t get her a birthday CARD.

25
Q

When do the following items acquire the nucleus?
a) Pronouns acquire
b) Idioms/set expressions
b) Demonstratives

A

a) Pronouns acquire the nucleus if in contrastive focus:
(1) I know how SHE feels, | but how do YOU feel?

b) Idioms and set expressions have fixed tonicity
(2) Good for YOU!

c) Demonstratives usually attract the nucleus
(3) What’s THAT?

26
Q

When do reflexive pronouns carry the nucleus?

A

True reflexive pronouns do not attract the nucleus
(1) Have you HURT yourself?

However, emphatic pronouns (emphasizing the noun) may attract the nucleus
(2) She’s not very enthusiastic herSELF.

27
Q

When do reciprocal pronouns (each other, one another) attract the nucleus? What about indefinite pronouns (some, anything)? Provide examples.

A

a) Reciprocal pronouns (each other, one another) do not attract the N.
(1) I think they KNOW each other.

b) Indefinite pronouns (someone, anything…) do not attract the N.
(2) Can you SEE anyone?

28
Q

When is the nucleus placed on function words? Provide examples.

A

The nucleus always falls on a function word with:
o Direct answers to yes-no Q.:
(1) A: Have you finished? B: YES. / DEFINITELY. / Oh SURE. / NO. / Not REALLy.

o Sentence fragment without yes/no:
(2) A: Have you FINished?
B: I HAVE.

o Tag questions:
(3) A: We’re nearly READY.
B: ARE you?

o Prepositions when emphasised (or in contrastive focus):
(4) Look at this BUTTon. What’s it FOR?

o Wh-questions with the pattern: wh-word + to be + pronoun:
(5) How ARE you?
(6) Tell me who it IS
(7) How would it BE| if we met for LUNCH?

o Words too, as well, either, anyway, anyhow (often have their own IP):
(8) ANYhow, | I’ve got to be GOing | NOW.
(9) I don’t like JIM, | and I don’t like TAMmy, | EIther.

29
Q

Which lexical items do not attract the nucleus?

A

Categories of lexical items which do not get the nucleus even in a final position in the IP with broad focus:

o Repeated words
(1) A green chair and a BLUE chair.
(2) Tina Lee and JANE Lee.

o Synonyms
(3) A: Shall we WALK there?
B: Yes, I LIKE going on foot.

o Hypernyms
(4) Malaria | and Other tropical diseases.

IF IN FINAL POSITION:

o Nouns with vague meanings (things, people, places, the man, that woman)
(5) I keep SEEing things.

o Pro-forms (one, some, any)
(6) I’ve got lots of MILK left - | would you LIKE some?

o Vocatives at the end of the utterance (no own IP, no nucleus)
(7) More WINE, darling?

o Reporting clauses following quoted words (he said, she replied, …) (8) ‘‘How are you DOing?” he asked.

o Adverbs of time and place in final position
(9) I had an unexpected VISitor yesterday.
HOWEVER —> when adverbs of time and place are obligatory, they get the nucleus: (10) Put it on the TAble. (11) Write the details in the BOOK.

30
Q

Where does the nucleus go in phrasal, phrasal prepositional and prepositional verbs? Provide examples.

A

a) Phrasal verb (verb + particle (adverb or preposition)), nucleus on the particle:
(1) How are you getting on?
(2) The car broke down. (3) The next month | she passed away.

b) Phrasal prepositional verb (verb + adverb + preposition), nucleus on the adverb:
(4) She looks down on her.
(5) I cannot put UP with her.
(6) I look UP to you.

c) Prepositional verb (verb + preposition), nucleus on the verb:
(7) Are these the books I SENT for?
(8) Who can you COUNT on?
(9) What are you applYING for?

31
Q

Which items can appear in the final position and yet not receive the nucleus?

A

o Nouns with vague meanings (things, people, places, the man, that woman)
(1) I keep SEEing things.

o Pro-forms (one, some, any)
(2) I’ve got lots of MILK left - | would you LIKE some?

o Vocatives at the end of the utterance (no own IP, no nucleus)
(3) More WINE, darling?

o Reporting clauses following quoted words (he said, she replied, …)
(4) ‘‘How are you DOing?” he asked.

o Adverbs of time and place in final position
(5) I had an unexpected VISitor yesterday.
HOWEVER —> when adverbs of time and place are obligatory, they get the nucleus: (6) Put it on the TAble.
(7) Write the details in the BOOK.

32
Q

What is stress?

A

A syllable which is made prominent by means of loudness and length (it stands out in volume, muscular effort, length)  symbol [ ° ], [ ̥ ]

33
Q

What is accent?

A

A stressed syllable which is also pitch prominent (the height of the voice changes from high to low, or low to high) –> symbol [ ˈ ]
Syllable which is made prominent by means of loudness and length but is also pitch-prominent.

34
Q
  1. What is the maximum number of elements any given sentence can have?
A

The maximum number of elements is four: pre-head, head, nucleus, tail.
Pre-Head + Head + Nucleus + Tail: It was (pre-head) easier than I ex(head)pec (nucleus)ted (tail).
Pre-head + Nucleus + Tail: It was amazing.
Pre-Head + Nucleus: Hello!
Head + Nucleus + Tail: Don’t be silly.
Head + Nucleus: Don’t cry.
Nucleus + Tail: Two, you mean.
Nucleus: Right.

35
Q

What is the head?

A

The head is all the syllables from the first pitch prominent syllable to the nucleus. It begins with the stressed syllable of the first accented word (before the nucleus) and ends with the syllable before the nucleus. (high/low/rising/falling head)

36
Q

What is tone?

A

The pitch movement realized on the nucleus. There are 5 different pitch movements:
1. (low/high) FALL (arrow down)
2. (low/high) RISE (arrow up)
3. FALL-RISE (arrow down&up)
4. RISE-FALL (arrow up&down)
5. LEVEL –>

The FALL, RISE and LEVEL tones are all simple tones = one pitch movement
The FALL-RISE and RISE-FALL tones are complex tones = two pitch movements

37
Q

Explain falling tones and provide examples.

A

The pitch of the voice starts relatively high and then moves downwards, almost to the bottom of the pitch range. The tail is always low and level in pitch.
o High fall – the voice falls during the word from a high to a very low pitch.
Example: \LOVEly \THEN we’ll see what happens. (slanted line above)
o Low fall – the voice falls during the word from a medium to very low pitch.
Example: \LOVEly \THEN we’ll see what happens. (slanted line below)

–> After falling tones (high and low fall and the rise-fall) the tail is low and level.(s

38
Q

Explain rising tones and give an example.

A

The pitch of the voice starts relatively low and then moves upwards to the mid to high part of the pitch range. The tail is rising.
o High rise – the voice rises during the word from a medium to a high pitch.
Example: /CHIcken? /ALL of us? (slanted line above)

o Low rise – the voice rises during the word from a low to a medium pitch (or a little above).
Example: /CHIcken? /ALL of us? (slanted line below)

39
Q

Explain the fall-rise tone and give an example.

A

The pitch of the voice starts high (like simple fall tones), moves downwards almost to the bottom of the pitch range, and then moves upwards again to the mid part of the pitch range.
* If there is only nucleus, the two movements are realized on that syllable.
* If there is a tail, the falling part of the tone is realized on the nucleus and the rising part begins towards the end of the tail and extends to the last syllable.
Example: A:ˇMINE. B:ˇMINE you mean.

40
Q

Rise-fall tone

A

The rising part starts at a mid-pitch, rises to a high pitch and then falls to the bottom of the pitch range.
* If there is a tail, the realization of the rise-fall is spread over the nucleus and the first one or two syllables of the tail.
* The low-level pitch is usually not reached until the second syllable of the tail.
Example: ^ WONderful. ^ TAKE physics then.

41
Q

What is the mid-level tone? Provide an example.

A

The voice maintains a pitch between high and low, neither rising nor falling.
Example: > Actually.

42
Q

What is the tail?

A

All the syllables following the nucleus. The height and shape of the tail holds the clue to recognition of different tones:
o After falling tones (high/low fall and rise-fall), tail is low and level
o After rising tones (high/low rise and fall-rise), tail is rising
o After mid-level tone, tail is level

43
Q

What is the pre-head

A

All the syllables preceding the first pitch prominent syllable (the head). We recognize 2 pre-heads:
o Low pre-head: neutral, unmarked (no special diacritical sign to mark it), realized in the middle of the pitch range (see the previous examples)
o High pre-head [ ¯ ]: realized in the upper part of the pitch range:

44
Q

What is a tune?

A

A tune is the complete pitch movement of an intonation phrase. It’s a combination of different prosodic elements: pre-head, head, nucleus and tail (nucleus is the only obligatory element).
1) The high drop: (low pre-head) + (high level head) + high fall
2) The low drop: (low pre-head) + (high level head) + low fall
3) The high bounce: (low pre-head) + (high level head) + high rise
4) The low bounce: high pre-head + low rise; or (low pre-head) + high level head + low rise
5) The jackknife: (low pre-head) + (high level head) + rise-fall
6) The switchback: (low pre-head) + (falling head) + fall-rise
7) The take-off: (low pre-head) + (low level head) + low rise
8) The long jump: (low pre-head) + rising head + high fall
9) The terrace: (low pre-head) + (high level head) + mid-level

45
Q

What are the tones used for statements? EDIT

A

DEFAULT: Definitive Fall  complete, final, confident, unreserved. (My name is Jess.)
MARKED: Implicational Fall-Rise  implying sth without necessarily putting it into words.
Implications:
Expresses some kind of reservation (A: Do you smoke? B: I do occasionally).
It can also imply contrast between what is said and what isn’t
(A: Who’s that? B: Well I know her vface, | but I can’t remember her name).
Tentativeness  the speaker is tentative, imply they are not quite sure
(A: What should we drink? B: We could try a Merlot.)
Polite corrections  we want to correct sbd politely
(A: She’s coming on Monday. B: No, on Tuesday.)
The fall-rise is often used in negative statements (She wan’t very pleased).
MARKED: Independent Rise
Declarative Qs  (You’ll be coming to dinner?)
Uptalk  questioning effect ( Hi. | I’m Cathy Pomeroy. | I’m a customer service agent.)
Short responses to encourage further conversation 
(A: Have a cup of tea. B: That’s very kind of you.)
Yes, No and Elliptical Answers (answers to a yes-no Q: yes/no/an equivalent/Elliptical verb phrase)
DEFAULT: Fall (A: Have you finished? B: No.)
MARKED: Rise (A: Have you finished? B: No. | I haven’t.)
MARKED: Fall-rise (A: Have you finished? B: Yes. | I am.)

46
Q

What are the tones used for questions? EDIT

A

o Wh-Questions:
 D: Definitive Fall  business-like (Where’s my book?)
 M: Encouraging Rise  gentle, kindly encouraging, sympathetic, interested (How long will you be staying in London?)
o YES-NO Questions:
 D: Rise (the yes-no rise) (normal y/n Qs: Will you be at home?)
+ (requests: Would you pass me some salt?)
 M: Insistent fall  businesslike, serious, threatening.
(I’ll ask you once more. | Did you take the money?)
o TAG Questions:
 D: (yes-no) Rise  asking for information or confirmation.
(The answer is twenty, | isn’t it?)
 M: Insistent Fall  the speaker assumes/expects/suggests that the addressee will agree. The speaker appeals for agreement (The view is stunning, | isn’t it?)
o BONUS:
 Reverse polarity: main clause positive, tag negative (and vice versa)
 Constant polarity: both positive (or negative): ALWAYS RISE (What a lovely dress! You like it, do you?)
 attached to an exclamation, the tag is said with an Insistent fall
(What a surprise, wasn’t it?)
 attached to a command, the tag (if its own IP) is said with an Encouraging rise
(Open the window, | would you please?)
* but usually tags with commands do not have their own IP

Independent Elliptical Qs (IEQ – short comments, reactions)
D: Rise (A: He’s just seen Jason? B: Has he?)
M: Insistent fall  scepticism, surprise (A: There’s nothing wrong with greed. B: Isn’t there?)

CHECKING
D: Rise
- Interjections: OK, right, all right, yeah, eh, huh (You’re making dinner, right?)
- Other expressions: What?, Sorry?, Pardon? (A: Could you open the window? B: Sorry?)
- Echo Qs: (A: You’ll have to do it again? B: I’ll have to do it again?)
- Please repeat wh-questions: (A: Dan’s lost a cat? B: Dan’s done what?)

47
Q

What are the tones used for exclamations?

A

o Default: Exclamatory fall (What a pity! , Wow!)
o No marked tone

48
Q

What are the tones used for commands?

A

o Default: definite fall (Tell me the truth!)
o Marked:
 Rise  to encourage the speaker to continue (A: I’ve got sth to tell you. B: Go on.) also soothing and kind (Come to Daddy. / Don’t worry.) (when talking to children, with adults it would sound patronizing).
 Fall-rise  denotes warning (Watch out!)
+ negative commands (Don’t start until you’re ready.)

49
Q

What are the tones used for interjections?

A

DEFAULT: the exclamatory (high) fall: \Thank you. Oh \good! \Sure.
MARKED: the encouraging rise  invitation to continue, routine acknowledgement:
I’ve ˈbought a new \hat, darling. – /Uh-huh. (= Tell me about it.)
 compare: Unˈscrew the \cylinder head. – \Right. (= I \will.)
Unˈscrew the \cylinder head. – /Right. (= And ˈwhat’s \next?)
The rise or the fall-rise  calling someone by name to get their attention
Proˈfessor /Jones: | I ˈwonder if I could have a \word.
Professor v Jones: | I ˈwonder if I could have a \word.
 If said with the fall  greeting: Proˈfessor \Jones! || How ˈnice to \see you!

50
Q

What are the tones used for greetings?

A

o Default:
 Fall  more formal (Good morning.)
always fall: Hi!, Hey!, and Cheers!
 Rise  personal, encouraging (Good morning.)

51
Q

What are the tones used for farewells?

A

o D: Rise  expressing good will (Good night. || See you tomorrow.)
o F: Fall  when you want the guest to leave (Goodbye.)

52
Q

What are leading and trailing tones?

A

Dependent phrases and clauses are incomplete and therefore attached to some other element.
o Leading dependent fall-rise + independent definitive fall: If you’re v ready, | we could be\gin.
o Independent definitive fall + trailing dependent rise: We could be\gin | if you’re /ready.

53
Q

What are the tones used for open and closed lists?

A

finality) + closed definitive fall (indicating completeness, finality).
You can have /chicken | or \beef. (= only two options)
You can have /chicken | or /beef. (= there may be more options, yet unmentioned)
Alternative questions (sets of two or more yes-no questions linked by ‘or’):
Would you ˈlike some coffee now, | or at the end of the meal?
MARKED intonation in lists  all items in one IP (not reaching the N signals yat the openness of the list):
We’ve been to ˈManchester, ˈEdinburgh and \London.

54
Q

What tones do adverbials with their own IP have?

A

DEFAULT:
o leading non-final limiting fall-rise: v Frankly, | I’m ˈrather an\noyed.
o trailing rise: I’m ˈrather an\noyed, | /frankly.
MARKED:
o reinforcing fall (leading and trailing): Of \course, | you must pro\test. You must pro\test, | of \course.

Fixed intonation in adverbials (at least; at any rate; by the way; incidently)  the fall
Inci\dently, | ˈwhen are we going to get \paid?

55
Q

What is a tone concord?

A

Two grammatically parallel IPs  same tones:
o Appositions: ˈThis is my \colleague, | \Charles. (any tone can be used)
o Parallelism between nouns, NPs, clauses: I re\ject it, | I de\spise it, | I won’t ac\cept it.
o too; as well; also; either at the end of the sentence: She  didn’t v ask for it, | and she ˈdidn’t \get it, | \either.
Compare: \Peter wants some, | \too. (definitive | concord, definitive)
v Peter wants some, | \too. (implicational | definitive)
v Peter wants some, | v too. (implicational | concord, implicational)

56
Q

How to identify intonation?

A
  1. How to identify intonation
    1) locate the NUCLEUS 2) identify the TONE 3) locate the HEAD and identify its type
    Remember:
     The clue to the TONE lies in the TAIL: falling tones – low level tail, rising tones – rising tail
     The clue to the TYPE of HEAD:
    o compare the pitch height of the pre-head to the pitch height of the 1st syllable in the head
    o if no pre-head: compare the pitch height of the 1st pre-nuclear accent to the height of the tone
     Learn the combinations of heads and tones as recognized in O’Conner & Arnold’s intonation model.
57
Q

Provide an example of a tail in a fall-rise tone

A

If there is a tail, the falling-rising pitch movement is spread out over the N and the tail. N is falling and the tail is rising.
Are you ready yet? Almost

58
Q

What does the insistent fall in the marked tone for yes-no questions denote?

A

The insistent fall is the marked tone for yes-no questions and denotes seriousness, it is more business-like and threatening. (I’ll ask you once more. Did you take the money?)
ALSO: The insistent fall is the marked tone for question tags and denotes that the speaker insists or expects that the other person will agree. (It’s not very good, is it?)