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Prosody in Conversation: Implications for Teaching English Pronunciation

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Pragmatics and Prosody in English Language Teaching

Part of the book series: Educational Linguistics ((EDUL,volume 15))

Abstract

This chapter presents findings from research on conversational prosody and discusses some of their implications for teaching English pronunciation. Two main areas are discussed: the relationship between prosodic form and interactional function, particularly with respect to prosody and turn taking; and the role of prosody for interactional alignment, in particular the sequential practice of designing a turn either as responsive to prior talk or as a new beginning. One challenge for pronunciation teaching is the emerging consent amongst students of talk-in-interaction that conversational cues work together as clusters, rather than fulfilling functions individually. Moreover, the very latest studies on intonation suggest that for some interactional practices, pitch patterns play a very limited role. One of the conclusions emerging from this research is that participants in conversation make prosodic choices, not according to any context-free functions or meanings of prosodic patterns but according to the social action they are in the process of accomplishing. The chapter suggests that teaching methodologies for pronunciation take into consideration the role of prosody for implementing and coordinating social actions, for example, by developing learners’ interactional orientation to others.

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Notes

  1. 1.

    Cf. Sacks (1992). For comprehensive overviews of CA see, for example, Psathas (1995), Liddicoat (2007), ten Have (2007), Hutchby and Wooffitt (2008).

  2. 2.

    The British school of intonation has been pursued, for example, in O’Connor and Arnold (1961/1973), Halliday (1967, 1970), Crystal (1969), Cruttenden (1997), Wells (2006). Reviews of the approach can be found in Gibbon (1976), Crystal (1969) and Couper-Kuhlen (1986).

  3. 3.

    Exceptions are the conversational phoneticians John Local and Richard Ogden, whose work is based in Firthian Prosodic Analysis (Ogden and Local 1994).

  4. 4.

    In addition to those mentioned here, one of the most prevailing form-function associations occurs in Brazil’s ‘proclaiming’ (fall and rise-fall) and ‘referring’ (rise and fall-rise) tones, which are said to indicate new and given information, respectively (Brazil et al. 1980; Brazil 1985).

  5. 5.

    In a related study, Levis (1999) conducted listening experiments to investigate the distinction between low-rising and high-rising pitch on Yes/No questions in American English. Challenging the assumption that American English Yes/No questions end in a high rising tone, with low rising intonation being used only in British English, Levis shows that his American English speaking subjects in fact do not differentiate between the two contours.

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Authors and Affiliations

  1. Department of Education, University of York, Heslington, York, UK

    Beatrice Szczepek Reed

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  1. , Fac. de Filosofía y Letras, Uni. Autónoma de Madrid, C/Francisco Tomás y Valiente 1, Madrid, 28049, Madrid, Spain

    Jesús Romero-Trillo

Appendix

Appendix

Transcription Conventions (Adapted from Selting et al. 1998)

Pauses and lengthening

(2.85)

measured pause

:::

lengthening

Accents

ACcent

primary pitch accent

Accent

secondary pitch accent

Phrase-final pitch movements

?

rise-to-high

,

rise-to-mid

-

level

;

fall-to-mid

.

fall-to-low

Pitch step-up/step down

↑

pitch step-up

↓

pitch step-down

Change of pitch register

<<l> >

low pitch register

<<h> >

high pitch register

Volume and tempo changes

<<f> >

forte

<<p> >

piano

<<all> >

allegro

<<len> >

lento

Breathing

.h,.hh,.hhh

in-breath

h, hh, hhh

out-breath

Other conventions

[

overlapping talk

[

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Reed, B.S. (2012). Prosody in Conversation: Implications for Teaching English Pronunciation. In: Romero-Trillo, J. (eds) Pragmatics and Prosody in English Language Teaching. Educational Linguistics, vol 15. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3883-6_10

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