RATIONALE OF THE RESEARCH
I have over four years of experience teaching English skills to students majoring in English at the Department of English Linguistics and Literature, University of Social Sciences and Humanities, Ho Chi Minh City My teaching encompasses all four essential English skills, including grammar and pronunciation, with a particular focus on improving students’ pronunciation in both segmental and supra-segmental aspects through specialized courses in English Pronunciation during the first semester of their first year Through my teaching experience, I’ve observed that while students initially make a wide range of pronunciation errors—ranging from individual sounds to speech patterns—they significantly improve their phonetic accuracy, word stress, and rhythm after completing the course However, many students still struggle to produce natural speech due to a lack of mastery in English intonation, which is essential for effective communication This insight aligns with Wells (2006), who highlights that native speakers often overlook segmental errors but are less tolerant of errors in intonation, underscoring its critical role in learners’ communicative competence.
1 The name of the Department has been changed into the Faculty of English Linguistics and Literature
The lack of appropriate intonation in learners' speech may be due to insufficient attention from both teachers and students, despite its inclusion in the syllabus Typically, instructional focus is placed on segmental aspects of language, leading to the neglect of supra-segmental features like intonation Additionally, teaching approaches often rely on grammatical methods and present intonation in isolation with little context, hindering students' understanding To address these issues, research on students’ perception, comprehension, and production of English intonation is essential to identify the challenges they face These findings can inform the development of effective teaching strategies aimed at enhancing students' communicative competence through proper intonation instruction.
My research on English intonation is driven by my personal experiences in learning and teaching English pronunciation, inspired by my academic background in Phonetics and Phonology during my BA and MA studies, which sparked my interest in linguistics As a Vietnamese learner, I initially focused on reading, writing, and grammar, with listening and speaking skills developing later, and I faced challenges in being understood due to low proficiency in English intonation despite correct individual sounds This motivated me to pursue research that can help students improve their expressive communication more efficiently I also enjoy teaching English pronunciation because my exposure to phonetics and phonology has deepened my understanding of phonological rules and constraints, enriching my teaching practice Additionally, experimenting with various teaching methods has fueled my curiosity to find the most effective approach for teaching English intonation, particularly for Vietnamese students majoring in English at DELL – USSH, aiming to enhance their speaking proficiency and communicative competence.
English intonation has gained increasing scholarly attention, with notable models developed by the American and British traditions—Wilhelm Crystal (1969) highlights two main approaches: pitch-level analysis within phonemes and functional units within pitch contours Although foundational studies by Pike (1945), Trager & Smith (1951), O’Connor & Arnold (1960), Halliday (1967), and Crystal (1969) have explored English intonation patterns, the topic remains underrepresented in language proficiency, with intonation only gradually being recognized as a crucial aspect of pronunciation, as noted by Chun (2002) Compared to other speech aspects like rhythm—which garners more focus due to its significance in poetry—intonation continues to receive limited pedagogical attention, especially in Vietnam Existing research on teaching intonation to Vietnamese learners is scarce, with only a few studies involving English majors or general English learners (Ngo & Setter, 2011; Pham, 2007; Nguyen, 2009; Lai, 2010), alongside comparative studies of learners from diverse language backgrounds (Hewings, 1995; Ilčiukienė, 2006; Verdugo, 2006) Therefore, this research aims to make a meaningful contribution to the theoretical understanding and pedagogical approaches to teaching English intonation to Vietnamese students majoring in English at DELL – USSH.
Drawing from my teaching experience, personal interests, and observations within my educational context, I am highly motivated to pursue this research My background in teaching and learning has shaped my focus, aligning with current trends in the field, which emphasizes the importance of innovative approaches This research is driven by a desire to contribute valuable insights and solutions grounded in practical experience and recent scholarly developments.
AIM OF THE RESEARCH
This quantitative descriptive study focuses on first-year English majors at DELL – USSH Data was collected through various instruments, including questionnaires, perception tests, comprehension assessments, read-aloud tasks, and course-related materials These tools aim to provide comprehensive insights into students’ language learning experiences and proficiency levels The research seeks to analyze key factors influencing English language acquisition among first-year students in a systematic and data-driven manner.
This research aims to explore students’ perceptions of English intonation, including their ability to distinguish various intonation patterns based on tonality, tonicity, and tone It also investigates their comprehension of how different intonation patterns convey specific functions and meanings through speech Additionally, the study examines students’ production of English intonation, focusing on their ability to produce pitch variations across different tone units Finally, the research seeks to provide effective teaching recommendations to enhance intonation instruction.
The research aims at answering the following questions:
(1) How do the students perceive different English intonation patterns in terms of tonality, tonicity and tone?
(2) How do the students comprehend different English intonation patterns in terms of tonality, tonicity and tone?
(3) How do the students produce different English intonation patterns in terms of tonality, tonicity and tone?
SIGNIFICANCE OF THE RESEARCH
This study addresses the need for more research into English intonation, both theoretically and pedagogically, to enhance understanding and teaching approaches It specifically focuses on Vietnamese learners, whose native language features pitch variations as lexical tones over words, unlike English where pitch shapes intonation patterns across sentences By examining how English-major freshmen perceive, comprehend, and produce intonation, the research offers insights into Vietnamese learners’ general characteristics in mastering English intonation Additionally, understanding their learning process can shed light on the effectiveness of intonation instruction within the Vietnamese educational context This knowledge serves as a vital foundation for developing tailored teaching methods that improve Vietnamese students’ proficiency in English intonation and their overall communicative competence, making teaching strategies more effective and culturally appropriate.
ORGANIZATION OF THE REMAINDER OF THE RESEARCH
In addition to the current introduction, which presents the rationale, aim and significance of the study, and the conclusion, the thesis consists of the following chapters:
This study explores the undergraduate English Linguistics and Literature program at DELL – USSH, with a focus on the English Pronunciation course The research highlights the importance of intonation within the course syllabus, emphasizing its role in developing students’ pronunciation skills during the first semester of their first year Key course materials and curriculum frameworks are also examined to provide a comprehensive understanding of how intonation is integrated into the program.
Chapter 2 is the literature review which provides the theoretical background of the research and summarizes different studies in the field of teaching English intonation to second/ foreign language learners
Chapter 3 describes the methodology of the research It includes research questions and research design involving the description of participants, research instruments, data collection and analysis procedure
Chapter 4 is the detailed analysis of the data on the base of the research questions Discussion regarding the findings is also mentioned
Chapter 5 consists of implications and recommendations on the base of the findings and discussion.
BACKGROUND TO THE STUDY
CURRICULUM OF ENGLISH LINGUISTICS AND LITERATURE
The Major in English Linguistics and Literature focuses on the study of the English language, including British and American cultures and literary works It also emphasizes developing interpreting and translating skills, along with teaching English as a foreign language This comprehensive four-year undergraduate program is structured into three distinct parts, providing students with a well-rounded education in language, culture, and communication.
The first two years of the program focus on developing fundamental language skills, including listening, speaking, reading, writing, grammar, and pronunciation These skills are integrated through two main course sets: Language Skills A, which covers reading, writing, and grammar, and Language Skills B, which emphasizes listening and speaking Each course set is divided into four levels—pre-intermediate, intermediate, upper-intermediate, and advanced—each taught over one semester to ensure progressive learning Additionally, English pronunciation is prioritized early in the curriculum, with instruction beginning in the first semester of the first year to build a strong foundation in clear and accurate speech.
In the third year of the program, students transition from basic language skills to specialized disciplines through two sets of courses The first set emphasizes advanced language skills with courses like Academic Writing, Advanced Reading, Advanced Listening, and Advanced Grammar, enabling students to practice skills comprehensively and academically This phase also provides an opportunity for students to review their learning methods and enhance their English proficiency, preparing them for the upcoming specialized coursework In the second semester, students are introduced to fundamental knowledge of their chosen disciplines, beginning with courses such as Presentation skills to facilitate effective communication within their specialized fields.
Skills, Teaching Methodology, Basic Translation, Introduction to English Linguistics, Introduction to Literature, Introduction to British Culture and Society, and Introduction to American Culture and Society
In the final year of the program, students choose a specialization and are divided into dedicated disciplines, including Teaching English as a Foreign Language, Interpreting and Translating Skills, and Cultural and Literary Studies They are provided with specialized coursework tailored to their chosen field, ensuring focused skill development Additionally, students complete internships relevant to their discipline, gaining practical experience to prepare for their professional careers.
English intonation is explicitly taught in the English Pronunciation course and implicitly integrated into Language Skills B (Listening and Speaking) courses, allowing students to subconsciously perceive intonation patterns through listening activities While students can internalize these patterns, their correct production may vary Textbooks, such as "Interactions 2 – Listening/Speaking" by Tanka and Baker (2002), incorporate English intonation into their content, providing important resources for first-year students to learn and practice intonation in context.
The first chapter of the textbook introduces three intonation patterns based on an attitudinal approach, helping students recognize speaker emotions such as excitement, anger, or disappointment through pitch variations In Chapter 4, students learn about the intonation patterns of tag questions, while Chapter 7 covers the functions of statements with rising intonation However, the textbook's intonation content lacks systematic coverage and depth, limiting students’ ability to improve their communicative English skills Additionally, intonation is rarely emphasized in listening and speaking courses, reducing its instructional focus In the third year, a brief overview of English intonation is provided in the Introduction to English Linguistics course, which is insufficient for significant improvement in students’ communicative competence Students specializing in English teaching, interpreting, or translation have the opportunity to study English Phonetics and Phonology in their fourth year, providing a stronger theoretical foundation in English intonation.
COURSE OF ENGLISH PRONUNCIATION
The 60 – period course of English Pronunciation is taught in 12 class sessions during
The first semester of the first year at DELL – USSH spans 12 weeks, with each class period lasting 50 minutes A complete class session comprises five periods, providing a structured and comprehensive learning schedule This course is mandatory for all first-year students, emphasizing its importance in the curriculum.
This course aims to help students recognize English phonetic symbols within the International Phonetic Alphabet (IPA), ensuring accurate pronunciation of English sounds through listening and discrimination tasks involving consonants, vowels, and diphthongs It provides foundational knowledge of suprasegmental features such as stress, intonation, linking, rhythm, and strong and weak forms, essential for natural speech Additionally, the course establishes a solid understanding of English phonetics and phonology, equipping students with the skills necessary for proficient pronunciation and linguistic analysis.
The course primarily emphasizes the segmental aspects of speech, focusing on individual sounds like English consonants and vowels, while also providing a brief introduction to supra-segmental features such as stress, intonation, rhythm, linking, and strong and weak forms To enhance students’ perception and production of English sounds, the course incorporates various activities including minimal pairs, short sentences, and conversations for both listening and speaking practice Transcription exercises help students familiarize themselves with individual sounds, complemented by spelling rules to improve recognition and pronunciation Additionally, basic principles of supra-segmental features are explicitly taught through illustrative listen-and-repeat tasks involving words, sentences, and short dialogues.
Sometimes, simple situations for role plays are assigned to students in order to help them produce natural speech
The course utilizes "Ship or Sheep? An Intermediate Pronunciation Course (3rd Edition)" by Baker (2006) and "English Pronunciation in Use" by Hancock (2003) as essential textbooks The syllabus is structured based on these textbooks, tailored to specific teaching and learning contexts Over 12 weeks, the program covers comprehensive pronunciation topics across 12 class meetings, ensuring students develop foundational and practical pronunciation skills.
Class Main contents Detailed contents
Introduction Unit 1: Bye, buy – Introducing letters and sounds (EP)
Unit 3: Back, pack + sound pair (EP) Unit 24 & 25 /p/ & /b/ (Ship & sheep)
Unit 5: Down town (EP) Unit 9: Gate, Kate (EP) Sound pairs (EP) Unit 26, 27, 28, 29: /t/, /d/, /k/, /g/ (Ship & sheep)
Unit 8: Few, view (EP) Unit 17: Arthur’s mother (EP) Sound pairs (EP)
Unit 4: Rice, rise (EP) Unit 12: Sheep, jeep, cheap (EP) Sound pairs (EP)
Unit 15: Some, sun, sung (EP) Unit 12: Flies, fries (EP) Sound pairs (EP)
Unit 10: Hear, we’re, year (EP) Sound pairs (EP)
2 See Appendix 2 for more details about the syllabus
Consonant clusters: beginning, middle and ending of words
The sounds /h/, /j/, /w/ (Ship & sheep) Unit 24, 25, 26 & 27: Syllables (EP)
Unit 7: Carrot, cabbage (EP) Unit 32 – 37 (EP)
Unit 6: Meet & met (EP) Unit 2B & Unit 18A (EP) Sound pairs (EP)
Unit 14A, Unit 6B, Unit 18B, C, Unit 19 (EP) Sound pairs (EP)
Unit 2A, Unit 11A, Unit 14B, Unit 16A, Unit 20A (EP)
Table 1.1: Syllabus of English Pronunciation course 3
The course syllabus outlines comprehensive content, emphasizing both segmental and supra-segmental aspects of pronunciation, with a stronger focus on the former Supra-segmental features are introduced progressively, with weak forms covered in week 7, linking and stress in week 11, and rhythm and intonation in the final week Additionally, Section C of Hancock’s (2003) textbook is allocated five lessons dedicated to teaching intonation, indicating limited explicit focus on intonation in the overall course Throughout all lessons on consonants and vowels, foundational pronunciation skills are consistently emphasized to enhance students’ oral communication.
3 EP stands for English Pronunciation in use by Hancock (2003)
Intonation is implicitly taught through short sentences and conversational practice, helping learners grasp its natural usage Although not explicitly emphasized in the syllabus, intonation can be incorporated into the teaching process because it is presented in certain units within the textbook, facilitating easier integration into lessons This approach ensures that students develop a better understanding of intonation patterns in real-life communication, enhancing overall language proficiency.
Ship or Sheep? An intermediate pronunciation course (3 rd edition) by Baker (2006).
INTONATION CONTENTS IN THE SYLLABUS
This section carefully describes the intonation contents in the syllabus They involve not only explicitly-taught intonation contents given in the textbook by Hancock
(2003) but also those included in some units of the textbook by Baker (2006)
1.3.1 Intonation contents in the course book English Pronunciation in Use by Hancock (2003)
Intonation is taught in the final class session of the course, based on Section C of Hancock’s (2003) textbook This section focuses on pronunciation in conversation, providing learners with essential skills to improve their spoken English Hancock (2003) emphasizes that understanding and using correct intonation is crucial for effective communication, making it a key component of pronunciation instruction.
Section C highlights key pronunciation features that appear in conversational contexts, such as discourse organization, prominence, and tone While these features are more critical for listening comprehension than for spoken production, learners can greatly benefit from developing a receptive awareness of them Although mastering intonation features may be challenging for many, understanding their role in conversation enhances overall language comprehension and communication skills (Hancock, 2003, p.10)
This book comprehensively covers the three key aspects of intonation: tonality, tonicity, and tone, providing a well-rounded approach to intonation teaching It emphasizes the importance of listening activities, as they help second language learners accurately perceive and internalize native-like intonation features Incorporating diverse listening practices is highly beneficial for learners struggling to produce authentic English intonation, ultimately enhancing their spoken proficiency.
Section C consists of 20 units which are given in the table 1.2
41 Could you say that again? Understanding conversation
42 ‘Was that the question?’ he asked Reading aloud: ‘pronouncing punctuation’
43 A shirt and a tie/ a shirt and tie Grouping words
44 Ehm… Showing that you want to continue
46 I mean, it’s sort of like… Understanding small talk
48 ‘Like father like son’ as they say Quoting speech
49 He will win Introduction to emphatic stress
50 Schwartz… Pedro Schwartz Emphasizing added details
51 I think you’re in my seat Emphasizing important words
52 Chips or salad? Emphasizing contrastive alternatives
53 Fifty? No, fifteen! Emphasizing corrections
54 Look who’s talking! Introducing tones
55 Here? Yes, here! Asking and checking tones
56 Where were you born? Tones in asking for information
57 We’re closed tomorrow Tones in new and old information
58 Oh, really? Continuing or finishing tones
59 It’s fun, isn’t it? Agreeing and disagreeing tones
60 It was brilliant! High tones
Section C in "English Pronunciation in Use" by Hancock (2003) focuses on teaching intonation through three key concepts: tonality, tonicity, and tone Units 41 to 48 specifically introduce the concept of word grouping, or tonality, which is essential for understanding the natural flow of spoken English These units help learners grasp how to effectively use intonation to convey meaning and emotion in speech Incorporating these principles into pronunciation practice can significantly improve fluency and communicative clarity.
Units 49–53 focus on prominence placement and tonicity, while the remaining units emphasize tone Each unit is divided into two parts: the first page offers lessons with two to four sub-parts on specific topics, and the second page provides exercises that reinforce each sub-part through practice These units mainly concentrate on perception, as reflected by the majority of listening lessons and exercises, enabling students to develop their ability to perceive various aspects of intonation Additionally, the units incorporate contrasts and contextual examples to enhance students’ understanding of intonation patterns, making the learning process more comprehensive.
Students are presumed to have a foundational understanding of English intonation due to its inclusion in the syllabus They are also expected to perceive and comprehend various intonation patterns related to tonality, tonicity, and tone, as these aspects are explicitly taught in the course However, the extent of their actual understanding may vary, highlighting the importance of targeted teaching approaches to enhance their intonation skills.
5 out of 60 periods are served for intonation cannot ensure the mastery of the target knowledge of English intonation
1.3.2 Intonation contents in the course book Ship or Sheep? An intermediate pronunciation course (3 rd edition) by Baker (2006)
While the intonation content in Baker's (2006) course book is not specifically designated as a target for instruction in the syllabus, it can still be integrated into the teaching process due to its inclusion in certain units of the book.
The table in Baker's "Ship or Sheep? An Intermediate Pronunciation Course (3rd edition, 2006)" summarizes the intonation contents associated with each unit While the syllabus primarily focuses on teaching segmental sounds, each unit also includes intonation topics that can be introduced to students The presentation of these intonation contents depends on the instructors' available time and willingness The table is organized into three columns: the first details class sessions, the second lists the assigned units, and the third specifies the related intonation topics.
Intonation in questions: new information/ old information
Intonation review Intonation in polite requests and if sentences Intonation in exclamations
Rising contour and its meanings Intonation in thanks/ responses Intonation in a list
Sentence stress Intonation patterns of ‘Mm’
Intonation in WH-questions and statements Intonation in exclamations
Intonation to express unfinished and finished notions
Intonation in WH-questions and intonation to express old information/ new information Highlighting a word
Intonation of questions of ‘or’
Intonation in WH-questions and Yes/No questions
Intonation in exclamations Intonation in suggestions and commands Intonation to express surprises
Intonation: up or down tags
Table 1.3: Summary of intonation contents in the course book by Baker (2006)
According to Halliday (1967), intonation encompasses three key aspects: tonality, tonicity, and tone Tonality involves chunking utterances into intonational phrases, while tonicity highlights the most important words within a phrase or sentence, emphasizing word prominence Tone refers to pitch movements, such as rising and falling contours, which serve various functions including grammatical, attitudinal, discourse, and accentual purposes Grammatical functions are reflected through pitch variations in statements, questions, and clause boundaries, whereas attitudinal intonation patterns express feelings Discourse functions involve contrasting old and new information, and accentual functions highlight specific words through emphasis While tone-related pitch variations play a vital role in conveying these functions, the content focusing on tone does not significantly change across different tone unit structures Despite covering most intonation functions, students often overlook the importance of tonality in understanding nuanced meanings.
Below is the intonation lesson in Unit 1 of the book Ship or Sheep? An intermediate pronunciation course (3 rd edition) by Baker (2006)
4 Intonation of questions with ‘or’
Intonation is the voice going up or down
This movement up or down begins on the most important word in a phrase or sentence
In questions with ‘or’ the intonation usually goes down at the end a Listen and repeat Would you like veal or beef?
Would you like coffee or tea?
Practice role-playing a restaurant scenario by using a menu to engage in a group conversation with four or five participants Take turns acting as the waiter, asking customers questions such as, "Would you like coffee, tea, or milk?" This activity helps improve conversational English skills, boost confidence in ordering food and drinks, and enhances understanding of restaurant etiquette Incorporate relevant keywords like "restaurant role play," "practice English conversation," and "ordering food" to optimize for SEO.
When dining at a restaurant, it's important to clearly communicate your order by giving clear instructions to the waiter, who will repeat it back to ensure accuracy Practice ordering from different menu sections to become more confident In upscale restaurants, waitstaff typically adopt a more formal approach, often greeting guests with a courteous "Good evening" before taking the order, enhancing the dining experience.
Soup leek soup OR pea soup
Sweets cheesecake OR ice cream OR peaches
Drinks coffee OR tea Biscuits and Cheese Edam cheese OR Brie
This sample from "Ship or Sheep?" (3rd edition), an intermediate pronunciation course, highlights key aspects of intonation It notes that tonality or phrase chunking is not explicitly mentioned, with tone units primarily determined by context Tonicity is implicitly defined as identifying “the most important word in a phrase or sentence,” emphasizing its role in effective pronunciation The textbook simplifies intonation as “the voice going up or down,” acknowledging that the concept of intonation closely overlaps with tone Additionally, the described intonation pattern specifically pertains to alternative questions or questions with specific intonational structures, illustrating practical applications of tone in English pronunciation.
The article explains that the word "or" is characterized by a falling intonation at the end, which indicates its grammatical function It includes three short, simple-tone questions as examples to illustrate the target intonation pattern To enhance learning, a listen-and-repeat task is used to help students practice this pattern effectively Additionally, a role-play activity involving customers and waitstaff conversing in a food order scenario is incorporated to give students practical experience in using the correct intonation.
Teaching students the intonation patterns and functions outlined above provides them with a foundational understanding of this crucial suprasegmental feature However, the simplistic and context-free presentation of intonation in this textbook limits students' ability to fully grasp its practical use in real-world communication To develop effective intonational skills, students need exposure to more comprehensive, context-rich examples that demonstrate how intonation functions dynamically in various communicative situations.
SUMMARY
This chapter outlines the four-year curriculum for English linguistics and literature, with a specific focus on the course of English pronunciation It provides a detailed overview of intonation content included in the syllabus, essential for understanding the study's foundation Additionally, the chapter offers a comprehensive background to the research by reviewing relevant theoretical frameworks and prior studies related to teaching English intonation, ensuring a solid basis for the subsequent analysis.
LITERATURE REVIEW
THEORETICAL BACKGROUND TO THE RESEARCH
Hirst (1977) defines intonation, or intonative features, as elements within an acoustic signal that do not contribute to phonematic transcription but serve to convey the semantic content of a message This understanding indicates that spoken communication comprises both phonematic features—such as segmental sounds like consonants and vowels that form words and grammatical structures—and non-phonematic, or intonative, features that influence meaning While phonematic features form the building blocks of words, sentences, and overall message structure, intonative features are crucial prosodic elements that directly or indirectly shape the semantic interpretation In essence, intonation functions as a vital prosodic feature of speech, playing a key role in expressing linguistic meaning and enhancing communication clarity.
Furthermore, “intonation is the linguistic use of pitch in utterances” (Tench, 1996, p
2) First of all, pitch is one of the three prosodic features including length, loudness
Pitch is a central element in speech analysis, primarily involved in intonation, and refers to the varying height of the voice over one or several syllables (Cruttenden, 1997) It is influenced by three key factors: tension of the vocal folds, airflow from the lungs, and different types of phonation (Ladefoged, 2011) Among these, the vibration rate of the vocal folds is the most significant, as it causes pitch variations in speech Acoustically, pitch is perceived as the fundamental frequency, representing the number of times the vocal cords open and close per second, which plays a crucial role in linguistic intonation and meaning.
Intonation plays a crucial role in conveying the meaning and function of spoken messages by signaling the amount of information, whether the message is complete or incomplete, and the speaker's intent, such as asking a question or concluding a topic (Tench, 1996) These linguistic aspects involve the accentual, grammatical, and discourse functions of intonation, distinguishing them from paralinguistic cues that reflect the speaker's feelings or attitudes, which are largely universal across languages A key feature of intonation is the variation of pitch within utterances, which helps interpret the speaker's intentions and the overall meaning Unlike tone languages, where pitch changes can alter the lexical meaning of words, intonation in non-tone languages primarily conveys different linguistic interpretations without changing the core lexical content.
Tench (1996) highlights three key points to prevent confusion in interpreting intonation First, lexical tones, which involve pitch variations that alter a word's meaning—such as the Vietnamese syllable [ba] which can mean ‘father,’ ‘grandmother,’ or ‘waste’ depending on tone—are distinct from intonation patterns that do not change lexical meaning, like the rising or falling pitch of the word “yes” indicating questioning or definiteness Second, intonation is perceived within utterances rather than entire sentences, with its formation influenced by speech rate; faster speech produces fewer pauses, affecting how intonation units are structured Third, all languages utilize pitch variations for intonation, meaning that speakers of tone languages like Vietnamese should consider how their native intonation patterns influence the acquisition of intonation in non-tone languages such as English Failure to account for Vietnamese intonation characteristics can hinder understanding of language learning processes among Vietnamese learners of English.
2.1.2 System of tonality, tonicity and tone
Halliday's (1967) system of tonality, tonicity, and tone provides a comprehensive theoretical framework for understanding English intonation, making it a preferred approach in current research According to Tench (1996), research on intonation has evolved since the eighteenth century, with significant advancements in the 1950s and 1960s through tape recording analysis, which added a new dimension to intonational studies Notable contributions by Crystal (1969) and Halliday have further detailed descriptions of intonation, enhancing our understanding of its linguistic functions.
(1967) analyze long stretches of speech Furthermore, Halliday (1967) is evaluated to
This article presents a more linguistic orientation by emphasizing the phonological nature of intonation, highlighting its fundamental role in language structure Additionally, it draws attention to the informational function of intonation, which has been largely overlooked by previous studies (Tench, 1996, p 7).
In English, utterances involve three key choices grouped under "intonation," including the distribution into tone groups—determining the number and placement of tone group boundaries; the placement of the tonic syllable(s)—identifying the position of pretonic and tonic sections within each tone group; and the selection of primary and secondary tones These three aspects can be categorized as "tonality," "tonicity," and "tone," respectively, forming the core components of intonation analysis in English speech.
Tonality is the process of segmenting utterances into intonational phrases or tone units based on how speakers organize information structures Tonicity refers to the prominence or focus of information within these tone units, highlighting what is most important Tone involves contrastive pitch variations within tone units, contributing to meaning and emphasis English intonation patterns are shaped by three key processes: tone unit formation, focus placement, and tone choice, which together influence how information is conveyed and interpreted.
This article explores the three key aspects of intonation: tonality, tonicity, and tone, as originally proposed by Halliday (1967) Tench (1996) further elaborates on English intonation, providing a comprehensive analysis based on Halliday's system Understanding the theoretical foundation of these aspects is essential for a deeper grasp of intonation in English speech.
Tonality is the system within intonation that divides spoken discourse into distinct intonation units, each carrying a specific piece of information (Tench, 1996) The way speech is segmented into these units depends on speakers' management and organization of their speech, as they actively decide how to structure their spoken language Different intonation units can be used to convey varied pieces of information, making tonality crucial for effective communication and speech clarity.
Halliday (1967) identifies two types of tonality: neutral and marked Neutral tonality occurs when the boundaries of an intonation unit align with those of a clause, meaning a clause constitutes a single intonation unit Marked tonality, on the other hand, involves either a tone group extending beyond a single clause or a tone group consisting of less than one clause For example, sentence (1) demonstrates neutral tonality, while sentences (2) and (3) exemplify the two types of marked tonality.
(1) A dog is a man’s best friend
(2) I am going to town ǀ this morning
This article explains the structure of certain English sentences, highlighting how they convey meaning It clarifies that in the sentence "A dog is a man’s best friend," "a dog" serves as the theme while "is a man’s best friend" presents the rheme, emphasizing the central message Additionally, the phrase "this morning" adds extra information, appearing after the main statement to specify timing The article also notes that when the main information appears in the second clause, the first clause is often spoken quickly, indicating that it provides background or introductory context These insights improve understanding of sentence dynamics and are useful for SEO-friendly content related to English grammar and language structure.
Tench (1996) discusses various structures that incorporate tonality as a key element One such structure is listing utterances, where multiple items are presented in a list, with each item spoken as a separate intonation unit This marked tonal pattern allows a clause to encompass more than one tone unit, highlighting the significance of intonation in organizing and emphasizing items within a list.
(4) He could speak English ǀ French ǀ and German
Marked themes typically have their own intonation units, emphasizing their role in conversation They are described as preceding the subject and serving as the main theme of the utterance For example, in sentences like "This morning" and "Last night," these time expressions function as marked themes and are delivered with distinct tone groups, highlighting their importance within the speech Properly identifying and emphasizing marked themes can enhance clarity and coherence in communication.
(5) This morning ǀ I’m going into town
(6) Last night ǀ you came in too late
Third, adjuncts which add the meaning to the whole utterance are spoken with a separate tone group
(7) However ǀ he ran the mile in four minutes
(8) Miss Smith ǀ can you help me?
Fourth, tags also have their own intonation units
(9) John’s going out ǀ isn’t he?
(10) That was a bit early, wasn’t it?
Tonality contrasts in grammar are exemplified through structures like defining and non-defining clauses, which significantly influence how the nouns they modify are interpreted Understanding these differences is essential for clear and precise communication, as they affect the meaning and emphasis of sentences By mastering the use of contrasting clause types, writers can enhance the coherence and tonal variation in their text This distinction plays a crucial role in conveying specific nuances and ensuring the reader grasps the intended message effectively.
(11) a My brother who lives in Nairobi ǀ … b My brother ǀ who lives in Nairobi ǀ …
PREVIOUS RESEARCH ON TEACHING ENGLISH INTONATION TO SECOND/FOREIGN LANGUAGE LEARNERS
This section reviews key studies on teaching English intonation to non-native speakers, with a focus on Vietnamese learners These research efforts explore various aspects of intonation, involving diverse participant groups and applying different theoretical frameworks The studies utilize a range of methods and offer valuable insights for effective English intonation instruction, highlighting the importance of tailored teaching approaches for non-native speakers.
Hewings (1995) investigates tone conformity between native and non-native speakers, focusing on falling and rising tones during read-aloud tasks The study involves 12 British English speakers and 12 non-native speakers from Korea, Greece, and Indonesia, who read scripted dialogues after analyzing their context Results indicate that non-native learners are more likely to use falling tones that closely resemble native speakers' intonation patterns, suggesting higher conformity, especially with falling tones Hewings interprets these findings within Brazil’s (1985) discourse intonation framework, emphasizing the role of shared understanding in effective communication This research highlights the importance of tone choice in second language acquisition and intercultural communication.
Shared understandings, or "common ground," are essential in effective communication (Hewings, 1995, p 2) Tone choice plays a crucial role, with rising tone indicating known and shared information, while falling tone signifies new or changing information Non-native speakers often struggle with tone usage due to limited exposure to natural spoken English, leading to a lack of awareness of when to use rising intonation for social and interactive purposes in British English (Hewings, 1995, p 9) To address this, researchers emphasize the importance of targeted teaching methods that help non-native learners understand how different contexts influence intonation patterns, ultimately improving their spoken English proficiency.
Ilčiukienė (2006) explores Lithuanian freshmen's perceptions and interpretations of English intonation at Vilnius Pedagogical University, highlighting the importance of suprasegmental features in effective communication The study emphasizes that intonation patterns and their functions are often overlooked in second language teaching, despite their crucial role in conveying meaning A sample of 90 students, who received instruction in English phonetics, were tasked with recognizing different intonation contours across five minimal pairs and selecting the appropriate ones This research underscores the need to integrate intonation training into EFL instruction to enhance learners' communicative competence.
The study identified 43 different meanings associated with specific intonation patterns It was observed that the five minimal pairs used in the experiment only differed in tonality or intonational phrase segmentation Results indicate that while participants can perceive variations in intonation patterns, they often struggle to interpret their meanings accurately Based on these findings, the author emphasizes the importance of teaching English intonation within communicative contexts to enhance learners' understanding and practical application.
Verdugo (2006) conducted experimental research applying a multi-sensory approach to improve Spanish students’ awareness and performance of English intonation, addressing their difficulties with falling and rising pitch contours The study involved 30 participants: an experimental group of 10 Spanish ESL learners, a control group of 10 Spanish learners, and 10 native English speakers Spanish learners, upper-intermediate undergraduates at Universidad Autónoma de Madrid, participated in a 10-week intonation training program that integrated auditory, visual, and productive speech exercises to facilitate meaningful language use The training employed acoustic analysis of recordings comparing non-native speakers' pitch patterns with native speakers' as learning materials, allowing learners to listen, observe pitch displays, speak, and refine their utterances Data collection included pre- and post-training conversation recordings, questionnaires assessing pronunciation attitudes, and observations, with native speakers evaluating learner performance The findings demonstrate the effectiveness of the multi-sensory approach, showing significant improvements in learners' awareness and mastery of English intonation through computer-assisted training. -Boost your English intonation mastery like Spanish learners with our multi-sensory training tools—[Learn more](https://pollinations.ai/redirect/2699274)
Pham (2007) investigates the current state of teaching intonation to General English learners in Ho Chi Minh City and evaluates the applicability of the discourse intonation approach in enhancing students' communicative competence Her research employs various tools such as questionnaires, interviews, classroom observations, and analysis of course materials, revealing that intonation instruction is often overlooked despite its crucial role in effective communication The study features an experimental teaching program with two classes of 33 GE students, applying Brazil’s (1994, 1997) discourse intonation approach, which emphasizes shared information and mutual understanding through correct intonation patterns Based on her findings, Pham recommends that teachers incorporate discourse intonation into their instruction, focusing on prominence and tone as key elements, and adapt existing materials rather than creating new ones Additionally, she advises course book designers to incorporate discourse intonation concepts, develop diverse activities, demonstrate effective teaching methods, and include authentic materials to improve the teaching of intonation in GE classrooms.
Nguyen (2009) explores the challenges of teaching intonation to non-majors of English at the University of Transport, Ho Chi Minh City, highlighting issues such as limited emphasis on intonation in the curriculum, syllabus, and assessment tasks The study emphasizes the importance of teaching specific aspects of English intonation to students and examines teachers' and students' attitudes toward intonation instruction It also discusses the benefits of explicit intonation teaching, noting that while teachers recognize its significance, they often prioritize grammar instruction due to limited opportunities to include intonation in their teaching practices.
This study investigates the effectiveness of intonation teaching among second-year students at the University of Transport, involving 20 full-time teachers and 52 students The research highlights that students possess unsystematic knowledge of English and lack motivation to learn the language Data were collected through questionnaires targeting both teachers and students to explore their attitudes toward intonation instruction The impact of the experimental teaching method was assessed by comparing diagnostic and achievement tests that evaluate students’ understanding of English intonation, complemented by recordings of their performance before and after the intervention Based on the findings, Nguyen (2009) offers targeted recommendations to administrators, teachers, and students to improve awareness and teaching practices related to intonation Additionally, specific teaching strategies are proposed to enhance students’ communicative competence and motivation in learning English intonation effectively.
Lai (2010) investigates the teaching of intonation patterns in Yes/No and WH-questions among first-year non-English majors at Van Hien University, emphasizing the crucial role of intonation in effective communication The study highlights that intonation is often neglected in English courses, prompting Lai to explore the reasons behind this oversight and its impact on students' speaking skills Data collected through questionnaires reveal that both teachers and students recognize the importance of intonation but agree it is rarely taught at Van Hien University Lai recommends that teachers focus on fundamental intonation aspects, cultivate students’ habits of correct intonation usage, and provide positive feedback to raise awareness The study also suggests implementing specific intonation teaching activities to enhance students’ spoken English proficiency.
Ngo & Setter (2011) conducted experimental research to examine Vietnamese students’ ability to perceive English intonation features related to tonicity and tone, highlighting the neglect of intonation in Vietnamese foreign language teaching Their study hypothesized that integrating intonation training with individual language learning strategies could improve students’ perception of English intonation patterns Forty-one Vietnamese sophomores majoring in English were divided into two groups, each undergoing separate training cycles involving different strategies and drills on intonation patterns for various sentence types The first group selected preferred learning strategies during the initial phase, followed by drills on intonation; the second group repeated this process with improvements based on the first cycle’s outcomes To evaluate performance, students took pre-tests, mid-tests, and post-tests, listening to sentence variations and identifying prominence and tone as assigned by a British native speaker Results indicated that students performed better in mid- and post-tests compared to the control group that did not receive training, suggesting that training combined with personalized strategies can enhance perception However, the authors caution that the improvement in tone perception was not statistically significant, and the small sample size limits the generalizability of the findings.
The overall performance improved in all three tests compared to the first cycle, indicating progress in language learning However, assessing the true impact of language learning strategies remains challenging, as measuring their effectiveness is often complex Incorporating effective strategies can enhance learning outcomes, but accurately evaluating their influence requires careful analysis.
The summary of the reviewed studies is given in the table 2.1
Previous studies on teaching English intonation to second/foreign language learners highlight gaps that my current research aims to address, focusing specifically on Vietnamese first-year English majors at DELL – USSH While prior research often examines only one or two aspects such as perception, comprehension, or production of intonation, my study investigates all three comprehensively Unlike studies grounded in discourse intonation, this research adopts Halliday’s (1967) framework of tonality, tonicity, and tone, providing a fresh perspective Additionally, this study is pioneering in exploring the perception, comprehension, and production of English intonation among first-year Vietnamese students at DELL – USSH, as previous works by Pham, Nguyen, Lai, Ngo, and Setter have concentrated on non-majors or students from different institutions The reviewed literature offers valuable insights into research issues, methodologies, and teaching strategies, guiding the development of effective approaches for teaching English intonation to Vietnamese learners.
This study investigates the three key aspects of perception, comprehension, and production to provide a comprehensive understanding of intonation teaching and learning It builds on previous research by analyzing similarities and differences between native speakers and Vietnamese learners through acoustically-analyzed recordings The research also offers practical teaching implications and recommendations to enhance intonation instruction, aligning with established findings in the field.
Production of tone choice in the discourse intonation approach by Brazil
Compare the production of tone choice by native & non-native speakers
12 British English speakers & 12 non- native speakers from Korea, Greece &
Non-native speakers may lack context exposure & then intonation awareness
Appropriate teaching methods to raise non-native speakers’ awareness of intonation & contexts
Perception & interpretation of tone unit segmentation after an English Phonetics Course
90 Lithuanian freshmen of English at Vilnius Pedagogical University
Students are able to perceive but fail to interpret English intonation
Intonation should be taught in communicative contexts
Application of multi-sensory approach in the training course to enhance students’ awareness & performance
Pre-tests, post-tests, classroom observations, questionnaires, native speakers’ assessment
A control group of & experimental group of 20 Spanish undergraduate students at Universidad Autónoma de Madrid, & 10 native speakers
The training course has positive effects on students’ awareness & performance
The computer- assisted training course with the multi-sensory approach is recommended
Teaching intonation to GE learners in discourse intonation approach by Brazil
Questionnaires, interviews, classroom observations, course-related materials, experimental teaching
Teachers & 66 GE students at University of Security
Intonation does not receive appropriate care by teachers & students
Recommendations for teachers & course book designers
Teaching intonation to non- majors of English
Questionnaires, diagnostic tests, achievement tests, recordings, experimental teaching
& 52 second-year students at University of Transport
Intonation is little mentioned in the curriculum, course syllabus and course books; intonation does not receive appropriate attention
Recommendations for administrators, teachers, students at University of Transport & teaching strategies for the increase of students’ performance and awareness
Lai (2010) Teaching intonation patterns of Yes/No & WH- questions to non- majors of English
First-year non- majors of English at Van Hien University
Most teachers and students realize the importance of intonation; intonation is not frequently taught at
Recommendations for teachers and students; suggestions of specific activities
Perception of tonicity & tone in the combination with language learning strategies
Experimental teaching, pre-tests, mid-tests, post-tests
Effects of the experimental teaching are somehow positive but the impact of language learning strategies are not clear
Further research is needed to have a better image of the issue
Table 2.1: Summary of previous studies on teaching English intonation to second/ foreign language learners
SUMMARY
This section offers a comprehensive overview of the theoretical foundations of intonation, including its definition and key characteristics It details the system of tonality, tonicity, and tone, explaining their roles in speech The structure of tone units and the pitch movements within them are thoroughly described, highlighting how intonation functions in communication Additionally, previous research on teaching English intonation to second and foreign language learners is reviewed to provide context The chapter concludes with an outline of the research methodology used in the study.