Ilowever, due to limited time and knowledge in this paper, I only focused on the part of intonation of English question wh-questions, yes-no questions and alternative questions, in whic
The Take-off
Such questions about invariably express “disapproval or skepticism” and should only be used where this is appropriate
Fg: A: Tam sorry now that T did it Đ: Are you xeẩlly sprry?
A question of B implies that he doubt whether A truthfully felt sorry or not
When used as independent comment, question tags said with the ‘Take-off show exactly the same disapproval and skepticism
Eg: A: Isaw you on Wednesday
This example illustrates the speaker's uncertainty regarding the specific day they met, recalling it might have been either Tuesday or Wednesday In contrast to question tags that accompany statements with Low Drop and High Drop intonations, the use of question tags in this context varies.
Take-off does not require the listener to agree with the speaker; instead, it invites the listener to share their opinion The response can be either "yes" or "no," depending on the listener's perspective.
Eg: He didn’t lode, diate?
She may not have fully formed an opinion about the man in question, as she is sincerely interested in the listener's perspective.
He did not looky, diye?
She almost certainly of has met the man and formed on opinion about host niceness, and is demanding confirmation that opinion by the listener
Moreover, in some special cases where the question tags “will you, won't you, wauld you?” are used after imperative forms, for instance
Comeland sit down, wo} ou?
Take-olT it used to explain that the command is in fact a form of invitation
In Yes-No question, the effect of the Switchback is of “astonishment”, as if the speaker can hardly believe his ears
Ke: A: Diana is going to Lavid's wedding?
With the Switchback, the speaker (B) expressed his astonishment of what he heard He never thought Mary is going to the wedding because Mary and
Peter were old-llames cach uther B is surprised By using the Switchback, the listener (A) could see B’s attitude and A shall give the answer to confirm information again
Next, let’s see another example:
Teacher: [low many students prepared homework today?
Students: There are five students
In this example, the teacher used the Switchback to ask students She was
Teaches very astonished because there arc only live students prepared lhe homework
Basing on the intonation, teacher wants to know the reason Due to the
Switchback, the students can be easy to realize the teacher's attitude She is not satisfactory And the students have to try in the next time
On the other hand, in Yes-No question wherether is only one word to be accented, the Switchback is used in a way reminiscent of the Take-off in
42 similar questions The possible disapproval of the Take-off is minized, and surprised or interest are dominants
(1 1D O'Connor and Gz KF Amold(1961:71)
Fe: John loves Jane - Doss he?
Upon hearing the news, the speaker was taken aback and intrigued He never believed that John had feelings for Jane, yet the reality is now undeniable.
Switchback in question, the spcaker could display his emotion without saying anything
The Low-Bounce is the most prevalent method for forming Yes-No questions, presenting them as serious suggestions or topics for urgent discussion.
(J D O'Connor and G E Amold(1961:50) Fg: Well couldn’t we borrow some money?
In a conversation with the T.ow Drop, the speaker aims to offer a solution to financial challenges While there are various methods to obtain money, suggesting to "borrow some money" can be a viable option at that moment Ultimately, individuals may choose to agree or disagree with this approach.
Next, lot’s sce the following cxample
Shall we postpone it till Tuosday?
In this discussion, the speaker and his friends aim to reach a consensus on when to go The Low Drop technique facilitates understanding among listeners, presenting a solution for collective deliberation Ultimately, the group considers various options, including Monday, Tuesday, and Wednesday, with Tuesday emerging as a prominent choice during their conversation.
Moreover, the Low Drop is also used when we are trying to keep someone to
43 the poinL, to make him give a straight answer to a straight question Œ.D O'Comnor and G F Arnold(1961:50)
Did you see him on|Sundey?
In this example, the spoaker gocs straight to the problem By using the Low Drop, the listener can understand the speaker expocts an answer right now
On the other hand, question beginning with “will you ” are more often than not imperative and very strong ones at that
Eg: Will you bk quite?
Will you stop|pestering me?
In this case, it would be a bold child who would dare to answer either question
With nogative questions of this kind the Low Drop gives purely exclamatory
This example illustrates an exclamatory question due to the use of the Low Drop technique The speaker expresses genuine emotion, exclaiming, “It is wonderful!” Through the Low Drop, the listener can clearly perceive the speaker's feelings, indicating that the speaker seeks agreement from the audience.
What’s about tag question with the Low Drop?
Tag questions like "isn't it?", "won't there?", and "oughtn't you?" are used to elicit agreement from the listener In the example provided, a low drop is applied when the preceding word group ends with a low fall nuclear tone, indicating that the speaker is seeking confirmation or agreement.
Tig: What is a|beautiful day, i: it?
There’1] bel seven ere’1] be] seven 0 us, Wom, of 21 there? cre
All these questions necessitate a "yes" response from the listener Additionally, question tags can serve as independent comments on statements made by another speaker When the Low Drop is employed in such situations, it expresses either a lack of interest or hostility.
Eg: A: [have just come back from Paris
The Low Drop in question tags allows the speaker to convey indifference towards the information received This technique is particularly evident when a friend returns from a trip.
Paris and he did not care about it Basing on the intonation, the listener can realize the speaker’s attitude to information In addition, the listencr can
‘understand the relationship between the listener and the speaker is not good
In contrast, if the High Fall is used for such comment, the speaker sounds interested and not hostile at all
‘The High Drop is described as “now imagine a parachutist descending from a great height and finally landing: High Fall.”
The High Drop is probably the most common way of asking Wh-quostions
While with Low Drop these questions sound serious and urgent, High Drop makes these questions sound brisk, businesslike, considerate, not unfriendly.
(I D O’Connor and G F Amold(196:55) It’s clear that the High Drop placed on a nuclear syllable( ie “time” and
Listeners appreciate the friendly approach speakers take when asking questions, fostering an encouraging atmosphere that motivates them to share their thoughts and opinions.
In a scenario where a mother is furious with her daughter for returning home at midnight after being out with her boyfriend, the question "What's the time?" serves as a prime example of using a low drop instead of a high drop on the nuclear syllable "time." This shift in intonation highlights the emotional tension in the situation.
When the High Fall nuclear tone is applied to the Wh-word without a head, it creates an engaging and lively question, lacking the detachment or flatness associated with the Low Drop.
Isaw the Queen today Wore?
I know an easy way to do it But hop?
A brief question can engage listeners without offending them; instead, it encourages them to continue the narrative, particularly due to the presence of a high drop in the Wh-question.
The High Drop - - - - - 4ã 2.2.2 Low otee àccscehreererereeeeeoe 26 2.2.3 The Takc-olT
‘The High Drop is described as “now imagine a parachutist descending from a great height and finally landing: High Fall.”
The High Drop is probably the most common way of asking Wh-quostions
While with Low Drop these questions sound serious and urgent, High Drop makes these questions sound brisk, businesslike, considerate, not unfriendly.
(I D O’Connor and G F Amold(196:55) It’s clear that the High Drop placed on a nuclear syllable( ie “time” and
Listeners appreciate the friendly approach of the speakers when asking questions, which fosters an encouraging environment for them to express their thoughts and opinions.
In a situation where a mother is upset with her daughter for coming home at midnight after being out with her boyfriend, it is more effective to ask, "What's the time?" by replacing High Drop with Low Drop on the nuclear syllable "time." This shift in intonation can convey a different emotional tone and urgency in the conversation.
In the absence of a head, when the High Fall nuclear tone is applied to the Wh-word, the result is a lively and engaged question, devoid of the detachment or flatness characteristic of the Low Drop tone.
Isaw the Queen today Wore?
I know an easy way to do it But hop?
A brief question can engage listeners without hurting their feelings; instead, it encourages them to continue the story due to the intrigue created by the high emotional impact of the Wh- question.
The Low Bounce technique is characterized by an initial high hold of the ball at arm's length, followed by a throw to the ground that results in a low rebound, aptly referred to as the "Low Rise."
By using the Tow Bounce with Wh-questions, the speaker sccks to establish a bond with the listener, to show interest not only receiving the information
46 asked for bul also in the listener himself Since this lone group avoids the possible sternness of the |.ow l}rop and the brisk Businesslike attitude of the
Iligh Drop is a common way of asking questions to young children, as well as adults, often serving as an opening question This approach ensures that the speaker's inquiry is perceived as friendly rather than intrusive or critical Once a sense of friendliness is established, the speaker may then transition to more direct Wh-questions.
Drop as being more businesslike
Fg: (Hullo, darling) What}have you[got
Engaging in a Low-Bounce conversation, the speaker shows genuine curiosity about the listener's thoughts and eagerly anticipates their response This approach fosters a positive interaction, as the listener feels encouraged and happy to share their insights, creating a dynamic exchange between both parties.
On the other hand, note that when the nuclear is the interrogative word, the effect of the repetition and the puzzlement of Take-off returns
Eg: A: | saw bim at Wembley
The speaker expresses uncertainty about what he heard, indicating a desire for repetition This low bounce suggests that the emphasis is on the location of the inquiry, highlighting the speaker's doubt.
With the Low Bounce the listener shall repeat the information
Additionally, in cchood questions this tone group shows disapproval of the question being asked
Eg: A: When are you going home?
Basing on the intonation of the Low Bounce, the listener (A) could understand the speaker’s (B’s) attitude B disapproves of A’s question B
B asserts their autonomy by stating to A, "You have no right to force me to return home; that decision is mine." This declaration highlights B's disagreement and emphasizes their right to choose, which A recognizes through B's use of the Low Bounce communication style.
‘The ‘lake-off 1s described as “your plane taxis along the run way at speed:
Low Pre [ead and Low Ilead Then finally it begins to rise into the air: Low
J.D O’Connor introduces "Takc-oll," referring to 1L as the "take off," likening it to an airplane that begins by running along the ground before ascending into the sky.
When "nuclear" is used as the interrogative word, it can serve to either echo the listener's question or request clarification on the information provided In both scenarios, the questioner's tone conveys a sense of curiosity, suggesting mild confusion about the question posed or the information received.
Tig: A: [low did he do it?
B: How did nolo u?(Pentoetly obvious.)
In this example, the Take-off is put on “how” which indicates that B repeated
A’s question Tlowever, in the following instance, B is asking for formation
He wants the listener repeals the time
Besides, Take-off makes Wh-questions sound very calm but very disapproving and resentful
Eg: A: Please don’t do that!
(TD.O Comnor and Œ F Amold(1961:59) With Take-off used, the speaker seems not to be pleased about A’s words B’s
In a free country, individuals have the freedom to do anything as long as they do not break the law When it comes to communication, listeners must grasp the implied meanings conveyed by the speaker Additionally, the listener becomes aware of the speaker's attitude through their choice of words and expressions.
The Switchback
The Switchback is described as: “Now you are enjoying a ride on the
Switchback al fair It takes you down: Falling head Then up and down and up again: Fall Rise
Firstly, in Wh-question, the effect of the Switchback is of “astonishment”, as if the speaker can hardly believe his ears ŒD.O'Comnor and Ở T Arnold(1961:71)
Eg: Wbat timeldid sho come bere?
In this scenario, the speaker is taken aback by the unexpected late arrival of his friend, whom he perceives as a good girl who typically respects her parents' rules This unusual behavior prompts the speaker to seek clarification, effectively demonstrating his surprise and concern through the use of the Switchback technique.
Secondly, in Wh-question where there is only one word to be accented, the Switchback is used in a way reminiscent of the Take-off in similar questions
Eg: A: I’ve seen Britney Spears
The Switchback focuses on the word "who," creating a sense of surprise and intrigue in the speaker's tone The speaker is eager to discover the identity being questioned Additionally, if the Take-all approach is applied, it leads to further contemplation about the nature of the inquiry.
The LoW DOĐ uc HH HH he nhoeooereece, 5Ô) 2.3 Allernalive questions
‘The Low Drop is described as “imagine a small child, standing on the bottom stair and then jumping down to the foot of the stair-case.”: Low Fall
According to D.O O'Connor and G F Arnold (1961), the tone group associated with the Low Drop conveys a sense of urgency and seriousness, making questions sound more impactful This tonal power can effectively reinforce feelings of both approval and disapproval.
The use of a Low Drop on the nuclear syllable "table" indicates to the listener that the speaker is facing a significant issue The speaker appears to struggle with finding a suitable spot for the table due to a cluttered room, suggesting a desire for someone to clean up or a genuine need to locate a space for the table Additionally, the Low Fall intonation helps convey the speaker's underlying thoughts effectively to the listener.
Hg How can Thank you?
The speaker's attitude is evident, reflecting a sense of urgency in their situation They may be expressing gratitude and are in immediate need of a response.
The examples above illustrate that such questions often carry an exclamatory tone, as if the speaker is expressing their inability to contemplate an answer to their own inquiry.
When the Low Drop occurs in Wh-questions, whether in single-word inquiries or longer questions with only the Wh-word emphasized, the speaker's tone conveys detachment, often resulting in a sound that is unsympathetic or even hasty.
Fg: You got some cigarettes, why? — ŒD.O'Comnor and Ở E Arnold(1961:59)
In this example, the attitude convey clearly The speaker is likely angry to ask
“Why did you get cigarettes?” The speaker thought his boyfriend give up
50 smoking for the long time so she disappointed Any reason from his bayfriend is unacceptable
As mentioned above, there are two types of alternative question, the first resembling a yes-no question, and the second a wh-question
Most alternative questions exhibit a similar intonation pattern in spoken language, characterized by a low drop used to indicate the final possibility, while earlier options typically feature tone groups with a rising nuclear tone.
More clearly, to avoid being confused to the speaker, altemative question have rising intonation on the first oplion except the last
Firstly, with the first type of altemative question resembling a Yes-No question, it carrivs the rising intonation on cach option before “or” and the falling intonation in the end
Jn order to answer it, one of the options given must be chosen
Eg: Would you like ef or sồRQ?
In this scenario, there are two potential options, with a notable emphasis on the first choice, "coffee." The speaker's intonation suggests an expectation for the response to be one of these two alternatives, indicating that the answer should be either of the specified options.
“tea, please” or “coffee, please” There isn't any answer This is an important feature to distinguish between allernative question and yes-no question
The different of intonation between allemabve and Yos-no quostion is very important, is that ignoring it can lead to misunderstanding- as the contrast between these replies indicates:
Eg: Alternative: A: Shall we go by bus or Big’
Yes-No : A: Shall we go by bus or Walp?
B: Bo, Ict us take the car
In Yes-No question, the answer can be chosen by another option, but in alternative cannot
Secondly, with the second type of the altemative question, it is similar to the first type in term of intonation and answer but different because of the use of
Bg Which ice-cream would you like? Chogplafé, vanjllrẤr strềhterry?
‘The answer may be either “chocolate, please”, “vanilla, please” or
Intonation plays a crucial role in alternative questions, where a rising intonation at the end can resemble a yes-no question This rising tone indicates that the answer may encompass a broader range of choices beyond those presented in the question, signaling the speaker's hope for additional options from the listener Conversely, falling intonation at the end of an alternative question signals completeness, while rising intonation suggests that the question is open-ended and invites further possibilities.
Eg Did lef or Brad win the World Cup?
In this case, there are several possibilities for the answer, which could include Italy, Brazil, or other countries like Germany and France However, it is important to note that these options should not be presented with a falling intonation at the end.
FINDING AND DISCUSSION ON THE STUDY
Finding and discussion on using intonation of English questions of
In general, for Vietnamese learners often use English intonation wrongly
This causes their communicative value not high This is demonstrated by finding collected from questionnaires following
This question tried to find out students taking part in this survey
0% 125% mlyear m2years m3 years mabove 4 years
Figure 1: Levels of students in the survey
As can be seen from figure 1, the majority of students (62.5%) have learn
English for above 4 years Therefore, their English knowledge is quite good
In this survey, no students reported learning English for just one year, while 37.5% have studied the language for either two or three years This study aims to investigate how Vietnamese students utilize English intonation in both learning and communication, despite their varied lengths of English study.
This question aimed to identify students spending how much time to learn English a day at home
Approximately 37.5% of students dedicate 2 hours daily to learning English at home, reflecting a positive attitude towards their studies They consider home learning essential for reinforcing university lessons and enhancing their English proficiency Notably, 25% of students invest over 4 hours in self-study, leading to significant academic success Meanwhile, 20% and 17.5% of students spend 1 hour and 3 hours, respectively, on English learning at home Overall, all participants agree that home learning is a crucial factor influencing their academic outcomes in English.
This question intends to find out the attention of intonation of English students when they speak English very attentive
Figure 3: Attention of English intonation
Chart 3 reveals that 40% of students are often inattentive to intonation while speaking English, whereas only 15% pay close attention to it This indicates that, despite being English majors, many students have not yet fully grasped the importance of intonation in their speech.
This question tried to find out their frequency usage of intonation in English questions
Figure 4: The frequency in using intonation in English questions
Generally, 45% of them indicate that they sometimes use intonation in
Intonation plays a significant role in English communication, with approximately 25% of speakers frequently utilizing it in questions, enhancing their communicative effectiveness Conversely, only 17.5% of respondents reported rarely using intonation, while 12.5% admitted to never incorporating it, relying instead on grammar and vocabulary alone.
The challenge of understanding the purpose of intonation in English is quite complex Respondents indicated that they lack sufficient knowledge about how intonation functions across various types of questions.
55 questions, most informants indicated that they were difficult when they want to express communicative purpose by using intonation ig, 255
Figure 5: Difficulty in expressing purpose of intonation in English question
Chart 5 indicates that a significant majority of informants, 85%, found it challenging to use intonation for communicative purposes, with only 2.5% reporting that expressing the purpose of intonation in English questions is easy, suggesting that a limited number possess sufficient knowledge in this area.
This question aimed to identify students learning intonation on means of mass communication
17.5% 17.5% always often '8 sometimes rarely never
Figure 6:The frequency in learning intonation on means of mass communication
A significant 55% of Vietnamese students occasionally learn English intonation through mass communication channels, indicating a lack of commitment to mastering intonation in their English studies Alarmingly, only 5% actively focus on improving their intonation skills.
Many Vietnamese students struggle with English intonation, which often leads to difficulties in communication with foreigners, including teachers and peers This challenge is exacerbated by the limited exposure to natural intonation patterns in mass communication.
This question focuses on the different methods to improve intonation in the students’ speaking skill
Yable 1: Methods to improve English intonation
2 Listening ta news on ‘TV, radio 32 80%
As can seen from table, the graduate have many methods to improve their
Effective English intonation can be improved through various means, including listening to news on TV and radio, as well as recordings and performances Notably, 80% of learners utilize TV and radio as primary tools for enhancing their intonation skills This highlights the significant potential these media offer for mastering English intonation Ultimately, employing diverse methods to improve intonation is crucial for developing strong speaking skills, and students are encouraged to focus on mastering these techniques.
This question determines to students’ attitude towards intonation of English questions
Students' attitudes towards the intonation of English questions significantly influence their academic achievement A survey conducted by the researcher examined the importance of intonation, revealing valuable insights into students' perceptions The findings are illustrated in Figure 7.
Figure 7: Students’ attitude towards intonation
A significant majority of students recognize the importance of intonation in English questions, with 80% considering it essential Notably, none of the students deemed intonation unnecessary However, there is a disconnect between their positive attitude toward intonation and their actual usage Therefore, it is crucial to assess their efforts in learning and applying intonation, as well as the teaching methods employed by educators.
This question tries to find out difficulty of intonation
35% '8 very difficult difficult '# not very difficult Measy
According to Figure 8, 80% of respondents (45% and 35%) believe that intonation is not very difficult, with many finding it easy However, it appears that students lack sufficient knowledge about effectively using intonation If they receive proper instruction on the purpose of intonation, they are likely to speak more suitably and effectively Only 15% of respondents indicated that speaking with intonation is difficult, while 5% considered it very difficult, which may suggest issues related to their speech organs.
Kor teaching English quesfion5 ào 1 Wh-question cành hhhhheeeeeeeeedaeeeereecooe ÔE Yes-No question
1 Rationale of the study oo eee ee HH TH HH Hy
Scope of the study oe eee eer HH HH TH Hệ
4 Methods of the SfUdY ch HH HH HH hệt
1 An overview of English sentehcẽS cà con nho
1.1, What is an English sentence ?
V2.1 Statement cee cece ee cee er eee cee tee cree eeceneener rete
2 An overview of English question -
2.2 Class1flcatlon 0Ÿ qu€SEIOH cọc LH HH Hưệp
2.2.1 Yes-No qU€SEẽOTR ch HH HH HH nưệp
3.3 Intonation language and tone language eee
3.4 Tunction of in†OnatiQH sinh re
3.5 Some major intonation features 0.0.0 ce ehhhhHehước
3.5.1.3, Comtrastive Stress ccc ten eee rete tnerineeaee
3.5.2.1 The Fa11 Tune-The Glide-Down -.c-:ccSsy
3.5.2.2 The first rising tune -the Glide- Up
3.5.2.3 The rising tune-the lake-off
3.5.2.4 The falling-rising tune-the Dive cà cài
CHAPTER 2: INTONATION IN ENGLISH QUESTIONS
1.1.1 General Yes-No q©§tiO'S à hành nhà ho ie
1.1.4.Exclamatory questions 000.0 eee HH He
1.3 Alternative questions oo con HH hi Hưệp
1.3.2 Alternative plus Yes-No questions
1.3.3 Alternative plus Wh-question ee Hee
2 Attitudinal functions of the intonation and Inglish questions
2.1.1 The High ÚWrửp ch nhH ĐH H HH KH Hy kệ 2.1.2 Low-Bounce
2.1.4 The S5witchback à ào đ2 Pha 2.2 Wh-questions - - - - - 45
2.2.1 The High Drop - - - - - 4ã 2.2.2 Low otee àccscehreererereeeeeoe 26 2.2.3 The Takc-olT - - 48
2.2.5 The LoW DOĐ uc HH HH he nhoeooereece, 5Ô) 2.3 Allernalive questions - - 51
CHAPTER 3: FINDING AND DISCUSSION ON THE STUDY 53
1 Finding and discussion on using intonation of English questions of
2 Some suggestions from improvement after studying intonation 59
2.1.1 Improving English listening 0.00000 eee ID 2.1.2 Improving English speaking - - - - 61
2 Kor teaching English quesfion5 ào 2.2.1 Wh-question cành hhhhheeeeeeeeedaeeeereecooe ÔE 2.2.2 Yes-No question - - - - - 65
2.3 For comimunication purpOSe€ àc cài 0
2.3.3 In Alternative questions 0 tee EL
CONCLLSION Sàn heo PD REFERRENC
Language is a vital tool for communication, enabling individuals to interpret messages and ideas English, recognized as the most widely spoken language globally, has become increasingly important in today's technologically advanced society It serves as a key language for fostering relationships and connections among people worldwide, making the learning of English essential in our modern world.
Intonation plays a crucial role in effective communication for English learners, as inaccurate intonation can lead to misunderstandings Even with correct grammar and vocabulary, improper intonation can convey politeness or impoliteness, and formality or informality, affecting how listeners perceive the message Despite recognizing its importance, many learners struggle to articulate the significance of intonation in their communication.
Boing a student of English, I am too stuck in the problem and my desire is to make it clear and to get more comprehensive and specific understanding
Intonation is a significant aspect of language, as each country possesses its own unique language and corresponding intonation patterns In this paper, I will concentrate specifically on the intonation of [insert specific language or aspect here].
This article explores the various types of English questions, including wh-questions, yes-no questions, and alternative questions, highlighting their definitions and differences It also examines the distinction between tonal languages and intonation languages, focusing on intonation patterns and their major features Furthermore, the article discusses how these intonation patterns are linked to the speaker's attitude, providing insights into the nuances of communication in English.
Intonation is a complex aspect of English that is often overlooked by native speakers, who tend to take it for granted, yet they are sensitive to the attitudes conveyed through intonation While native speakers may be forgiving of foreign grammatical or pronunciation errors, inappropriate intonation can lead to misunderstandings, causing them to perceive the speaker as bored, arrogant, or disinterested This research aims to enhance understanding of sentence structures, questions, and intonation, clarify the distinctions between tonal languages and intonation languages, and identify various types of sentence questions.
* Raising the leamer’s aware of the existence of intonation and the effects using intonation and communication
Helping the learners use right intonation in right situations
With the above aims, the following methods arc uscd in the studying process
* Having discussion with supervisor, friends, etc e Reading reference books and documents
& Accessing Internet e© Sclecting typical cxamples
This paper provides a clear organizalion consisting three main paris thal help an easy exploration and practical benefits gained for readers as well
Part one is the Introduction which includes: Rationale, Scope of the study, Aims of the study, Method of the study, and Design of the study
Part two is the Development which consists of three chapter as following:
Chapter 1 is the theoretical background deal with an overview of English sentence, question, roles of intonation, difference between tonal language and intonation language, functions of intonation and some major intonation features
Chapter 2 is intonation in English questions It is divided into 2 parts: intonation in Fnglish question and attitudinal functions of intonation and
Chapter 3 is the implication of the study which consists of 2 parts: finding and discussion on using intonation of English question of English students some and suggestions for improvement after studying intonation
1 An overview of English sentences
1.1 What is an English sentence ?
The definition of a sentence is more complex than it seems, with over two hundred definitions identified by American linguist C.C Tries Sentences serve as the fundamental building blocks of written language, traditionally defined by their ability to convey "a complete thought." This definition prompts questions regarding the distinctions between complete and incomplete thoughts.
A common definition today is: “A sentence is marked by a capital letter at the beginning and a full-slop at the end” This works for many English sentences, but there are many languages, such as those in Asia that does not use this punctuation Also, it is possible to have written sentence without capital letters and punctuation marks
In traditional grammar, a sentence consists of a subject and a predicate, with a significant classroom focus on analyzing sentences into these components The predicate encompasses everything in the sentence following the subject.
He plays football well yesterday
“iach sentence is an independent linguistic form, not including by virtue of any grammatical construction in any larger linguistic form”
(Leonard Bloomfield (1926:9) 1.2 Classification of sentence
Statements are sentences in which the subject is always prosenl and generally precedes the verb
(Bandolph Quick 8idney Greenbaum(2000: 190) This is the sentence type mainly used and described by the forms: SV, SVO,
SVC, SVA, SVOA, SVOC, SVOO
The man is coming upstairs president of the company § c
The function of statements is to convey information
A question is a specific type of sentence characterized by subject-operator inversion and a rising intonation, or by the placement of wh-words at the beginning It is primarily used to seek agreement or request information.
‘These are also referred to as interrogative sentences or interrogatives
‘There are three main types of questions: ® Yes-No questions © Wh-questions e Alternative questions
Commands are sentences which normally have no overt grammatical subject, and whose verb is in the imperative
This type of sentence used to express suggestion, order, request or invitation
It carries the falling intonation
(Randolph Quick Sidney Green Baum (2000:190)
Exclamations are sentences, which have an initial phrase introduced by
“what” or “how”, without inversion of subject and operator
This type of sentence used to express leclings such as compliment, surprise, attitude or opinion
It carries the falling intonation
(Randolph Quick Sidney Green Baum (2000:190)
2 An overview of English question
(Questions are sentences marked by one or more these three criteria
- ‘The placing of the operator immediately im front of the subject
Fg : Will John speak to the boss today?
- ‘the initial positioning of an interrogative or Wh-element
Eg: Who will speak to the boss today ?
Eg: You will speak lo the si
(Randolph Quick Sidney Green Baum (2000-190)
Yes-No questions are usually formed by placing the operator before the subject and giving the sentence a rising intonation
Fag: Has the boat ft ?
Tf there is no item in the verb phrase that can function as operator, “do” is introduced as with negation
(Randolph Quick Sidney Green Baum (2000:191) Eg:1 like coffee ~ Do you like coffee?
Again as wit negation, lexical “be” acts as operator, in BrE as this is often true or “have” also mformally “got” is added
Eg: John was late ~ Was John lạc ?
Hehas acar ~ Docs he has a car ? (esp AmE)
Has he gut a soft 2 (esp BrE)
There are five main types of Yes-No question: ® General Yes-No question e Tag question © Declarative question ô Lxclamatory question
Wh-queslions are formed with the aid of one of the followmg interrogalive words(or Q-words): who , whom, whose, what, which, when, where, how, why
(Randolph Quick Sidney Green Baum (2000:195}
(1) The Q-element (i.e clause element containing the Q-words) generally comes Lirst in the sentence
(2) The Q-words itself takes first position in the Q-clement
Eg | Who opened my letter ?
How many people arc there in your family ?
‘Wh-question carries the falling intonation and gonorally bas subject operator inversion
Alternative questions are created by inverting the subject and operator, presenting at least two choices linked by "or," and can include or exclude "Wh-words."
There are two types of altcrnative questions, the first resembling a Yos-No question
Eg: Do you like oranges or apples ?
The second resembling a wh-question
Eg: Which countries do you like lo travel? Australia or England ?
No language is completely monotonous, as speech involves variations in pitch at the syllable, word, and sentence levels In rare instances, speech may maintain a constant pitch, but this is not the norm Throughout history, various definitions of intonation have emerged, each attempting to clarify its meaning However, according to Peter, a comprehensive understanding remains elusive.
Roach (1991, p.133) thore is no completely satisfactory delimtion of intonation, but any attempt at a definition must recognize that the pitch of the voice plays the most important part
Firstly, intonation is about how we say things, rather than what we say
Intonation is essential for comprehending the emotions and meanings behind spoken words When listening to someone speak, it's crucial to focus not just on the words but also on the "melody" created by their intonation.
Secondly, inlonation is also the system of levels (rising and falling) and variations in pitch sequences within speech
In the English Dictionary, the term "intonation" is defined as the variation in pitch during speech, encompassing elements such as inflection, cadence, modulation, tone, and accentuation Additionally, it refers to the opening phrase of a plainsong melody.
* Anact of intoning e The correct pitch of musical notes