Contents
Introduction
Chart of Transcription Symbols
1.1 Why Does Intonation Matter?
1.2 Historical Approaches to Intonation
1.3 Intonation in Discourse
1.4 Pedagogical Impact of the Study of Intonation
1.6 Check Your Learning
1.7 Activities
Chapter 2: A Discourse-Pragmatic Approach to Intonation: An Overview of Brazil’s Model of Discourse Intonation
2.1 Dividing Speech into Units
2.2 Highlighting Prominent Information within Tone Units
2.3 Choosing the Pitch Pattern on the Unit’s Tonic Syllable
2.4 Choosing the Pitch Level on Prominent Syllables or the Tonic Syllable
2.5 A Competing Model: The Autosegmental-Metrical Approach
2.6 Which Model Should You Choose?
2.7 Summary
2.8 Check Your Learning
2.9 Activities
Chapter 3: Segmenting the Speech Stream: Tone Units
3.1 Prominence
3.2 Pausing
3.3 Rhythm in Spoken Discourse
3.4 Summary and Pedagogical Implications
3.5 Check Your Learning
3.6 Activities
4.1 Pitch and Pragmatic Meaning
4.2 Question Types and Falling and Rising Tones
4.3 The Function of the Level Tone
4.5 Summary and Pedagogical Implications
4.7 Activities
5.1 Key: Left Edge Boundary Pitch
5.2 Termination: Right Edge Boundary Pitch
5.3 Structure and Function of Pitch-Defined Paragraphs
5.4 Pitch Concord
5.5 Question Types and Key Choice
5.6 Summary and Pedagogical Implications
5.8 Activities
Chapter 6: The Social Life of Intonation
6.1 Revisiting Tone Choice
6.2 Classroom Discourse
6.3 Revisiting Tonal Composition
6.4 Summary and Pedagogical Implications
6.5 Check Your Learning
6.6 Activities
Chapter 7: Variation between Traditional and New Varieties of English
7.1 Different Communication Styles and the Linguistic Penalty
7.2 Intonational Cues across Varieties of English
7.3 Summary and Pedagogical Implications
7.4 Check Your Learning
7.5 Activities
Chapter 8: Variation between Traditional Englishes and English as a Lingua Franca
8.2 Use of Intonation for Informational Functions
8.3 Use of Intonation for Interpersonal Functions
8.4 Intonation Use and Transparency in ELF Interaction
8.5 Summary and Pedagogical Implications
8.7 Activities
Chapter 9: Teaching Discourse Intonation
9.1 Experimental Evidence
9.2 Studies of Teacher Cognition
9.4 Summary and Pedagogical Implications
9.6 Activities
10.1 The Model
Appendix A: Mirroring Project Update (by Colleen Meyers)
Appendix B: An Election (by Catherine DeGaytan and Mark DeGaytan)
Glossary
References
Index