Discourse Analysis & Phonology

1. Discourse Analysis & Phonology • Phonology is a branch of linguistics, closely related to phonetics. • It studies the manners of organization and usage of the speech sounds in natural languages. • 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. • 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! • 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). • 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

2. Teaching has often focused on practicing of phonemes eg. /p/, /b/ ( in isolation) or in words eg. Pump & bump • Vowels in words are generally affected by the surrounding consonants .(Good morning & Good Evening) –refer to page 89 MC.

3. According to Pennington & Richards—Pronunciation is important to determine correct meaning of words. • Rhythm—Segmental or phoneme-based -- Prosodic—stress & intonation • Pronunciation can cause problem or difficulty in understanding each other.

4. Strong } Beats/stress (Examples : 4.1- 4.3) • Weak

5. Important Element in The Teaching of Spoken English • English has : • i) rhythmicality of different degrees in speeches of : • broadcast • fluent reading • speeches • monologues • ordinary conversation • ii) stress-timed L :- --stress timing --syllable-timing --e.g : the word “extraordinary”, “mother”, etc.

6. 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

7. 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.

8. Placing of Prominence • 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. • .

9. 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

10. Intonational Unit. • 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).

11. 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)

12. 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

13. Turn-taking • 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)

14. Pitch Across Speakers • 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

15. Suggestions for Teachers. • 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.

16. Opinions on tone • 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.

17. 2) Attitudinal Approaches • Good example • (p.10) • —some intonations express surprise, detachment, etc. • Good activity (p.107)--*9.

18. 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.

19. 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?

20. 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)

21. Good Reading • SIGNAL ANALYSIS SOFTWARE FOR TEACHING DISCOURSE INTONATION • Discourse Analysis