The features of the usage of general and disjunctive questions and their intonation registration
INTRODUCTION
Intonation is crucial for communication. It's also a largely unconscious mechanism, and as such, a complex aspect of pronunciation.'s divided into phrases, also known as 'tone-units'.pitch moves up and down, within a 'pitch range'. Everybody has their own pitch range. Languages, too, differ in pitch range. English has particularly wide pitch range.each tone unit, the pitch movement (a rise or fall in tone, or a combination of the two) takes place on the most important syllable known as the 'tonic-syllable'. The tonic-syllable is usually a high-content word, near the end of the unit.patterns of pitch variation are essential to a phrase's meaning. Changing the intonation can completely change the meaning..g. It's raining.could say it to mean 'What a surprise!', or 'How annoying!', or 'That's great!'. There are many possibilities.paper is based on the investigation of phonetic features of general and disjunctive questions due to the film Another Cinderella Story.
Another Cinderella Story is a 2008 romantic comedy <#"justify">I. MAIN CHARACTERICTICS OF INTONATION
1.1 Functions of intonation
The process of communication cannot be performed without intonation as it has its own functions in a sentence. These functions are:
) sentence-forming;
) sentence-delimiting;
) distinctive;
) attitudinal [1:8].forms sentences. Each sentence consists of one or more intonation groups.intonation group is a word or a group of words characterized by a certain intonation pattern and is generally complete from the point of view of meaning..g. Youll come early | and stay as long as you can | wont you ||are separated from each other by pauses. The end of a sentence is always recognized by a long pause; the end of a non-final intonation group is usually characterized by a shorter pause..g. Hes passed his exam || He is a student now || Like most old people | he was fond of talking about old days ||also serves to distinguish the communicative types of sentences, the actual meaning of a sentence, the speakers emotions or attitudes to the contents of the sentence, to the listener or to the topic of conversation..g. Hes passed his exam ||Fall - a statement of fact;Rise - a question;Rise - a question with surprise;Fall - an exclamation;and the same sentence pronounced with different intonation can express different emotions.is also a powerful means of differentiating the functional styles.
1.2 Components of the intonation
The sentence possesses definite phonetic features: variations of pitch or speech melody, pauses, sentence stress, rhythm, tempo and timbre. These features or components are called prosodic. Each feature performs a definite task and all of them work simultaneously. It is generally acknowledged that the pitch of the voice or speech melody, sentence stress and rhythm are the three main components of intonation, whilst pauses, tempo and timbre play a subordinate role in speech. [1:9]) Speech melody or the pitch.pitch of the voice does not stay on the same level while the sentence is pronounced. It falls and rises within the interval between its lower and upper limits. Three pitch levels are generally distinguished: high, medium and low.pitch of the voice rises and falls on the vowels and voiced consonants. These falls and rises form definite patterns typical of English and are called speech melody.Range is the interval between two pitch levels. It may be normal, wide and narrow..g. I didnt know | youve been to London||use of this or that pitch (and range) shows the degree of its semantic importance. As a rule, the low pitch level expresses little semantic weight, on the contrary the high pitch level is a sign of importance, stronger degree of feeling.) Rhythmis a regular recurrence of stressed and unstressed syllables at definite intervals.characteristic features of English speech rhythm may be summed up as follows:
. The regularity of the recurrence of stressed and unstressed syllables results in the pronunciation of each rhythmic group in a sense-group in the same period of time irrespective to the number of unstressed syllables in it. Which in its turn influences the length of sounds, especially vowels.
. The alternation of stressed and unstressed syllables results in the influence of rhythm upon word-stress and sentence-stress.are as many rhythmical groups in a sense-group as there are stressed syllables. Rhythmic groups can be of two types:
·enclitics - a rhythmic group in which an unstressed syllable clings to the preceding stressed syllable.
·proclitics - a rhythmic group in which an unstressed syllable clings to the following stressed syllable. [10:1]acquire a good English speech rhythm one should arrange sentences:
) into intonation groups;
) into rhythmic groups;
) link the words beginning with a vowel to preceding words;
) weaken unstressed words and syllables;
) make the stressed syllables occur regularly within an intonation group.) Sentence stressseparate word when used alone as a sentence is always stressed. In a sentence consisting of more than one word, some of the words are left unstressed. They are the words of small semantic value or those with a purely grammatical function: articles, prepositions, conjunctions, auxiliary, modal and link verbs, personal and reflective pronouns.words to the meaning of the utterance are normally stressed (nouns, adjectives, notional verbs, adverbs, demonstrative and interrogative pronouns). So words that provide most of the information are singled out by means of sentence stress.stress is a greater prominence with which one or more words in a sentence are pronounced as compared with the other words according to their informational (semantic) importance.greater prominence is achieved by:
. Changing of the pitch level.
. Pronouncing the stressed syllables longer.
. Not changing the quality of a vowel in the stressed syllable. [8:1]most important piece of information conveyed in the sentence is called its communicative center. It may be expressed by a single word or a number of words. Usually it is the last word in a sense-group and it carries the terminal tone.main function of sentence stress is to single out the communicative centre of the sentence, which introduces new information. So it performs a distinctive function and distinguished the speakers modal and emotional attitude to the words.stress may vary in degree. It may be full and partial. Full sentence stress in its turn may be unemphatic and emphatic.sentence stress is indicated by single stress-marks places below the line of print. E.g. I havent the ˎslightest idea.unemphatic sentence stress is indicated by single stress-marks placed above the line of print. E.g. I havent the ˋ slightest idea.emphatic sentence stress is effected by greater force of utterance, greater force of exhalation and lengthening the sounds. Emphatically stresses syllables become more prominent and sound longer than syllables with unemphatic stress. It is indicated by double stress-marks. E.g. Stop talking!stress can also be subdivided as to its function into syntagmatic stress, syntactic stress and logical stress.stress presents the most important functional type. Together with the main tones it singles out the semantic centre of the sentence or a sense-group. In sentences where no word is made specially prominent syntagmatic stress is usually realized in the last stressed word.(or normal) stress marks the other semantically important words within the utterance.stress is connected with the shifting of the syntagmatic stress from its normal place on the last stressed word to one of the preceding words. It often expresses something new to the listener and creates a new communicative center.
Though we know that usually notional words are stressed in the sentence and functional words are unstressed it is necessary to point out that any word in a sentence may have logical stress. A word which is made prominent by logical stress may stand at the beginning, at the end or in the middle of a sense-group but it is usually the last stressed word in it. Sentence stress on words following logical stress either disappears or becomes weak.general rules for sentence stress are sometimes not observed: a word that should be stressed according to these rules may be left unstressed. In most cases it is rhythm that is responsible for the omission of stress.words belonging to the notional parts of speech are not stressed in certain cases:
. When a word is repeated in a sense-group immediately following, the repetition is generally unstressed..g. - How many books have you got?
Two books.
. Word-substitutes like one are usually unstressed..g. I dont like this dress. Show me that red one.
. When the word most does not express comparison, but a high degree of quality and is equivalent to very, extremely it is not stressed..g. This is a most beautiful picture.
. The pronoun each in each other is always unstressed..g. They loved each other
. The adverb so in do so, think so is not stressed.
. The conjunctions as in the constructions of the type as well as is not stressed.
. The word street in the names of streets is never stressed. E.g. Oxford street.English general questions the final stress falls on the adverbials or on direct object following the verb .you speak English?you go home? [6:2]) Intonation Groupintonation group may be a whole sentence or a part of it. In either case it may consist of a single word or a number of words. An intonation group has the following characteristics: 1. It has at least one accented (stressed) word carrying a marked change in pitch (a rise, a fall…). 2. It is pronounced at a certain rate and without any pause within it.pitch-and-stress pattern or the intonation pattern of the intonation group consists of the following elements: the pre-head, head, the nucleus, the tail.are different types of pre-heads, heads and tails. [6:3]of heads.patterns are classified into three groups: descending, ascending and level according to the way it begins from the point of view of pitch movement.heads move down from a medium or a high pitch level to the low one. The first stressed syllable is the highest. In the stepping head the stressed syllables gradually descend in pitch levels, unstressed or partially stressed syllables are pronounced on the same level as the preceding stressed ones. This head conveys the impression of the balanced, active, normal mood of the speaker. The unstressed syllables may gradually descend in pitch too. In this case the head is called a falling head. A fall in pitch may not be gradual but rather jumpy which is achieved by a considerable lowering of the pitch inside the stressed syllables or by pronouncing unstressed syllables at a much lower level than the preceding stressed ones. Such a head is called the sliding head. It usually reflects an excited state of mind and, sometimes, a highly emotional attitude to the situation.heads are the opposite of the descending heads: their stressed syllables move up by steps with the intervening unstressed ones continuing the rise and in this case it is a rising head. If the voice moves up jumpy the head is called climbing. Unstressed syllables glide up too.level heads all the syllables are pronounced on the same level (or gradually ascends towards the nucleus) either high or medium or low. So there are three level heads correspondingly. It is shown by the tone mark before the first stressed syllable. Low head conveys an impression ranging from cool and indifferent to sulky and hostile.of pre-headare two types of pre-head: the low pre-head and the high pre-head. The low pre-head is pronounced at a low pitch and may occur in all unemphatic and many emphatic utterances. Its main semantic function is to mark the comparative unimportance of initial unstressed syllables.high pre-head is pronounced at a high pitch level. It has a clearly emphatic function. Before a rising tone it usually gives a bright, lively, encouraging character to the utterance. The high pre-head is marked by the tone-stress mark placed before the first syllable above the line of print.of tailsare two types of tails: the low tail and the rising tail. The low tail goes after the falling tone and is pronounced at a low pitch.rising tail occurs after the rising tone and gradually rises in pitch producing the very effect of the rising tone whilst the word carrying the syntagmatic stress is pronounced on the lowest level in the sense-group.
1.3 Notion of tone. Static and kinetic tones
Prominent segments of an utterance are usually associated with a pitch change (or a pitch contrast) combined with increased force of articulation and increased duration. Such a cooperation of different phonetic features is reflected in the notion of the tone - the basic element of English intonation.are divided into two classes: static and kinetic. Static are level tones, their number corresponds to the number of pitch levels. Kinetic tones are classified according to the following criteria:) the direction of the pitch change;) the interval of the pitch change;) the relative position of the pitch change within the speakers voice range.and kinetic tones differ not only in form but also in function. Static tones give prominence to words. The degree of prominence is proportional to the pitch height of the static tone - the higher the tone, the greater the prominence. Kinetic tones are more significant for the sentence.tones perform a number of functions in a sentence:
. Indicate the communicative type of a sentence.
. Express the emotional state of the speaker, his attitude towards the subject-matter and the situation.
. Single out the centre of semantic importance in a sentence.most common kinetic tones of Modern English are:Low Fall - the voice falls from a medium to a very low pitch.Low Rise - the voice rises from a low to a medium pitch.High Fall - the voice falls from a high to a very low pitch.High Rise - the voice rises from a medium to a high pitch.Fall-Rise - the voice first falls from a fairly high to a rather low pitch and then rises to a medium pitch.Rise-Fall - the voice first rises from a medium to a high pitch and then falls to a very low pitch.falling tones carry a sense of completion and finality and are categoric in character. The rising tones carry incompletion and are non-categoric in character. Combinations of nuclei, heads, tails, and pre-heads lead to a great variety of melodic patterns in English intonation. The melodic structure of the language is a simple system of patterns based upon the most important linguistic functions of intonation. Since the most significant component of intonation is speech melody, and the most important word of an utterance is made prominent by one of the special tones typical of the language, it is natural to systematize the melodic patterns according to these special tones. [1:16]
Intonation is about how we say things, rather than what we say. Without intonation, it's impossible to understand the expressions and thoughts that go with words.to somebodys speaking without paying attention to the words: the 'melody' you hear is the intonation.exists in every language. However, learners are often so busy finding their words that intonation suffers. Yet intonation can be as important as word choice - we don't always realize how much difference intonation makes:of intonation aids communication., all functions and components are really important for present-day speech as due to them we can distinguish the expressiveness of speech and define the speaker`s intentions whether he is loyal to us or angry or sorry for something.intonation can result in misunderstandings, speakers losing interest or even taking offence!it's unlikely our learners will need native-speaker-level pronunciation, what they do need is greater awareness of intonation to facilitate their speaking and listening.
II. USE OF GENERAL AND DISJUNCTIVE QUESTIONS IN SPEECH
2.1 Intonation and expressiveness of general questions
2.2 Meaning and use of disjunctive questions in present-day speech
A tag question (a disjunctive question) consists of two parts. The first part is a declarative sentence (a statement). The second part is a short general question (the tag). If the statement is affirmative, the tag is negative. If the statement is negative, the tag is affirmative. Use falling intonation in the first part and rising or falling intonation in the second part of the tag question.[4,12]the verb BE:'s a nice day, isn't it?wasn't invited, was he?main verbs:know him, don't you?went there, didn't he?will agree, won't she?hasn't seen her, has he?didn't study French, did he?modal verbs:can swim, can't you?should go, shouldn't he?shouldn't do it, should I?questions use a falling intonation when you want to emphasize a statement and don't really need an answer..g. This restaurant is terrible, isn't it?you want an answer, are asking for information or want someone to do something you use rising intonation..g. You're coming to the party, aren't you?the rising tag goes with the positive to positive pattern to create a confrontational effect:was the best in the class, was he?
(rising: the speaker doesn't believe this, or perhaps is surprised by it)was the best in the class, wasn't he?
(falling: the speaker believes this)careful, will you?
(rising: expresses irritation)care, won't you?
(falling: expresses concern)the same words may have different patterns depending on the situation or meaning:don't remember my name, do you? (rising: surprised)don't remember my name, do you? (falling: thinks it is funny)name's Mary, isn't it? (rising: isn't sure)name's Mary, isn't it? (falling: is sure)all-purpose tag question from London, innit (for "isn't it") is ONLY used with falling patterns:.g. He doesn't know what he's doing, innit?, the adverbial tag questions (alright? OK? etc.) are always found with rising patterns!changing the intonation you can change the meaning!can change the meaning of a tag question with the musical pitch of our voice. With rising intonation, it sounds like a real question. But if our intonation falls, it sounds more like a statement that doesn't require a real answer:.g. You don't know where my wallet is, do you? - rising: a real question.g. It's a beautiful view, isn't it? - falling: not a real questionthe basic structure of tag questions is positive-negative or negative-positive, it is sometimes possible to use a positive-positive or negative-negative structure. We use same-way tag questions to express interest, surprise, anger etc., and not to make real questions.at these positive-positive tag questions:you're having a baby, are you? That's wonderful!wants to marry him, does she? Some chance!you think that's amusing, do you? Think again.negative tag questions usually sound rather hostile:you don't like my looks, don't you? (British English)that we often use tag questions to ask for information or help, starting with a negative statement. This is quite a friendly/polite way of making a request. For example, instead of saying "Where is the police station?" (not very polite), or "Do you know where the police station is?" (slightly more polite), we could say: "You wouldn't know where the police station is, would you?" Here are some more examples:don't know of any good jobs, do you?couldn't help me with my homework, could you?haven't got $10 to lend me, have you?use won't for invitations. We use can, can't, will, would for orders.+ question tag
Examples:a seat, won't you? - polite orderme, can you? - quite friendlyme, can't you? - quite friendly
Close the door, would you? - quite politeit now, will you? - less polite't forget, will you? - with negative imperatives only will is possiblechoice of a rise or a fall in the second part of tag questions depends on whether the speaker is sure of getting an affirmative answer.'s a beautiful \TOWN, /ISN'T it? (The speaker thinks that the town is beautiful but asks for your opinion and confirmation.)'s a beautiful \TOWN, \ISN'T it? (The speaker is sure that the town is beautiful and expects you to agree.)don't speak \FRENCH, /DO you? (The speaker thinks that you don't speak French but is not completely sure and asks for confirmation)don't speak \FRENCH, \DO you? (The speaker is sure that you don't speak French and expects you to agree.)that the falling tone is always used in the first part of tag questions (disjunctive questions). Despite the fact that tag questions are asked to get confirmation and agreement, the answer may be affirmative or negative.rise is often used instead of standard rise in unfinished parts of sentences, for example, in introductory phrases or subordinate clauses at the beginning of the sentence. Fall-rise signals non-finality and continuation of the utterance and emphasizes the word on which it is used. The voice first falls down and then goes up within one word.
CONCLUSIONS
A question may be either a linguistic expression used to make a request for information <#"justify">In everyday speech we often use different kinds of questions, especially general and disjunctive questions. In actual speech, however, the disjunctive questions acquire its final shape and a definite aim only after a definite intonation pattern has been superimposed on it. In disjunctive questions the predominance of the declarative or of the interrogative part is finally settled by intonation. Yes/no questions(general questions) are believed to carry some suggestibility load. For instance, in response to yes/no questions children tend to display a compliance tendency. That is, they tend to comply with the structure of the question, be it negative or positive, by responding in the same way. For example if you ask a preschooler "Is this book big?" the preschooler tends to respond "yes it is". But if you ask "Is this book not big?" the preschooler is more likely to say "No it is not".
III. PHONETIC PECULARITIES OF USING GENERAL AND DISJUNCTIVE QUESTIONS ON THE BASIS OF THE FILM ANOTHER CINDERELLA STORY
3.1 General questions
Are you trying to ruin me?second instance question - insistent question expressing unlikable attitude.that true?first instance question, basic general questions, when the speaker does not know whether he will receive an affirmative or negative answer. Such questions usually take the Descending Stepping Scale + the Low Rise., do you want some punch?general question put forward as a subject for discussion or as a suggestion and takes a Rising tone.you supposed to be Cupid?s a confirmatory general question asked when the speaker expects a confirmation of the supposition expressed in the question. Such questions take the Descending Stepping Scale + the High Fall.I ask you to dance?general question put forward as a subject for discussion or as a suggestion and takes Rising tone.that supposed to impressed me?s a confirmatory general question ( a bit ironical )asked when the speaker expects a confirmation of the supposition expressed in the question. Such questions take the Descending Stepping Scale + the High Fall., are you OK?first instance question, basic general question, when the speaker does not know whether he will receive an affirmative or negative answer. Such questions usually take the Descending Stepping Scale+ the Low Rise.you listening?second instance question - insistent question expressing unlikable attitude.I have it back?first instance question, basic general question with polite request with Low-Rise.your friend here?first instance question, basic general question, when the speaker does not know whether he will receive an affirmative or negative answer. Such questions usually take the Descending Stepping Scale+ the Low Rise.you be more obvious?second instance question---insistent question expressing unlikable attitude or light irritation.you want me to wait?first instance question, basic general question, when the speaker does not know whether he will receive an affirmative or negative answer. Such questions usually take the Descending Stepping Scale+ the Low Rise.you feel sorry for me?s a confirmatory general question asked when the speaker expects a confirmation of the supposition expressed in the question. Such questions take the Descending Stepping Scale + the High Fall.you ready to get it popping?general question put forward as a subject for discussion or as a suggestion and takes a Rising tone.it a little boy-band like this?general question consisting of an auxiliary verb and a pronoun and used as comments upon statements made by another speaker. It takes the High Narrow Rise to keep the conversation going.I forget to tell you?Instance General Question. Echoing general question which is repeated by the hearer. The hearer repeats the question, because he wants to think what to answer. In this case the hearer uses a High Rise preceded by a Descending Stepping Scale.you been crying?first instance question, basic general question with sympathetic feeling when the speaker does not know whether he will receive an affirmative or negative answer. Such questions usually take the Descending Stepping Scale+ the Low Rise.he find somebody prettier and more successful?general question consisting of an auxiliary verb and a pronoun and used as comments upon statements made by another speaker. It takes the High Narrow Rise to keep the conversation going.you just naturally puffy?second instance general question. In this sentence a categoric statement of a negative character is expressed in the grammatical form of a general question. It is equivalent to the statement I don't believe you are naturally puffy. Here there is the use of falling and rising tone.there a problem?question used as comments upon statements made by another speaker. It takes the High Narrow Rise to keep the conversation going.you feel that?question consisting of an auxiliary verb and a pronoun and used as comments upon statements made by another speaker. It takes the High Narrow Rise to keep the conversation going.
3.2 disjunctive questions
You are kidding me, right? - The speaker thinks that interlocutor is kidding him but he isnt completely sure and asks for confirmation. Such adverbial tag questions (alright? OK? etc.) are always found with rising patterns.s total nonsense, isnt it? - Falling intonation, its not a real question.s cold, isnt it? - Falling intonation, its not a real question.am right, right? - The speaker thinks that he is right but he isnt completely sure and asks for confirmation. Such adverbial tag questions (alright? OK? etc.) are always found with rising patterns.)are going to find her, all right? - The speaker thinks that they are going to find her but he isnt completely sure and asks for confirmation.Such adverbial tag questions (alright? OK? etc.) are always found with rising intonationit was worth it, dont you think? - The speaker thinks that it was worth it but he isnt completely sure and asks for confirmation. Such questions are always found with rising intonation. You are coming to the ball, arent you? - Rising intonation means the speaker isnt sure about this and asks for confirmation.t forget I need you, will you? - Falling intonation. Sometimes we use question tags with imperatives (orders), but the sentence remains an imperative and does not require a direct answer. You work for Dominic, dont you? - Real question with rising intonation. She is amazing, isnt she? - The speaker uses a falling intonation. He wants to strengthen a statement and doesn't really need an answer. The film Another Cinderella Story is full of different kinds of questions. Also there are many general and disjunctive questions which express not only the usual meaning but also with the help of intonation we can observe the speaker`s attitude to another speaker or to the situation at all. In the film there are different situations which can be misunderstood if they are just written but not pronounced with the proper intonation. Many general questions are used either with a high narrow rising tone: these questions are used as comments upon statement pronounced by the previous speaker, or with a high falling tone: these questions are confirmatory. Moreover, they are both first-instance and second-instance general questions. As for disjunctive ones, they take also rising: when the speaker isn`t completely sure and asks for confirmation and falling tones: usually it`s not a real question, which doesn`t require the answer.
GENERAL CONCLUSIONS
An important conclusion to be made here is that intonation plays a very important role in structuring the discourse: it organizes words into a meaningful phrase, it ties phrases together within the text, showing where divisions comes, which things are more prominent and so on. In other words, intonation signals how phrases go together in a spoken discourse. At the same time intonation reflects the influence of the context, on the speech realization.'s important to recognize the meaning behind the tones used in everyday speech, and to be able to use them so that there are no misunderstandings between the speaker and the listener. It is generally true that mistakes in pronunciation of sounds can be overlooked, but mistakes in intonation make a lasting impression.is said to indicate the attitudes and emotions of the speaker. It is clear that when we are expressing emotions, we must keep our listeners' attention and their participation in the exchange of information. Communicative interaction would be much more difficult without intonation: think how many misunderstandings between people arise in the exchange of e-mail messages, where intonation cannot play a role.'s important that students are aware of necessity of studying the intonation.
intonation question speech
РЕЗЮМЕ
Інтонація в англійській мові - це сукупність певних характеристик речення, які є обов'язковою ознакою усного мовлення. На листі інтонація відображається за допомогою розділових знаків. Саме інтонація оформляє все, що ми говоримо. З її допомогою ми можемо не тільки розповідати, але і задавати питання, просити про щось, дивуватися чому-небудь.
Основні складові інтонації в англійській мові - це тон (мелодика мови), ритм, темп, тембр голосу, фразовий і логічний наголос. Вся наша мова складається з чергування наголошених і ненаголошених складів. Ми можемо говорити, підвищуючи або знижуючи голос, тим самим вимовляючи розповідні або питальні речення. Ми здатні говорити швидко або зупинятися у визначених місцях. Ми в змозі міняти звукове оформлення нашої мови, передаючи необхідні емоції. А виділяючи певні слова в реченні, ми можемо вказувати, що маємо на увазі в цьому випадку.
У фільмі «Ще одна історія про Попелюшку» ми можемо спостерігати різні варіації інтонації, що дійсно допомагають нам сприйняти не тільки слова англійською мовою, а ще й зрозуміти, який настрій у співрозмовників, яке в них ставлення один до одного і взагалі питання потребує відповіді.
LIST OR REFERENCES
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4. Vitaliy Baran. А Practical English Phonetics: Online book.
5. Useful English: Falling Intonation www.usefulenglish.ru/phonetics/falling-intonation
.Sentences and Intonation - readinghorizons.com www.readinghorizons.com/.../Lesson-06.pd... -
.Useful English: Rising Intonation usefulenglish.ru/phonetics/rising-intonation
.Questions - Cambridge University Press www.cambridge.org/.TGE-Chapter4.pdf
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.Intonation TeachingEnglish British Council BBC www.teachingenglish.org.uk › Articles