The structure and function of intonational paragraphs in native and nonnative speaker instructional discourse

Abstract

In the context of classroom communication, there is a premium on the clarity of the message, and instructors will typically employ multiple linguistic cues to highlight information structure. Using a model of intonation in discourse [Brazil, D. (1986). The communicative value of intonation in English. Birmingham, England: University of Birmingham, English Language Research. Brazil, D. (1997). The communicative value of intonation in English. Cambridge: Cambridge University Press.], this paper examines the use of intonational paragraphs as an organizational tool in the teaching discourse of native speaker teaching assistants and nonnative speaker international teaching assistants at a North American university. Analysis of the native speaker data presents evidence of intonational paragraphs defined by phonological criteria and used by the speakers to underscore local and global information structure. Comparative analysis of the parallel nonnative speaker data shows a considerably weaker control of intonational structure and a disturbance in prosodic composition that materially affects the comprehensibility of the discourse for native speaker hearers. The paper closes with a discussion of some of the implications of this study for international teaching assistant programs.

Longitudinal Changes in the Use of Paratones in L2 English Speech by Mandarin Speakers

“…2015. (BRAZIL, 1997), intonation group (CRUTTENDEN, 1986), and intermediate phrase (PIERREHUMBERT;HIRSCHBERG, 1990), is the domain of an intonation contour. Its boundaries were identifi ed by a series of phonetic cues listed in the literature.…”

“…When the topic comes to an end, there is a lowering of the pitch level and oft en a slowing down, followed by a lengthy pause (YULE, 1980). Another way of describing this phenomenon is to say that pitch range is expanded at the beginning of new topics, then lowered and compressed at the end (BRAZIL; COULTHARD;JOHNS, 1980;PIERREHUMBERT;HIRSCHBERG, 1990). Th ese cues segment discourse into macro-units that are analogous to paragraphs in writing.…”

The Effects of Chinese Learners’ English Acoustic-prosodic Patterns on Listeners’ Attitudinal Judgments

“…According to Kang and Pickering (2013), NNS speech tends to be somewhat monotonous because of compressed pitch range and a lack of variety in pitch level choices. Overall narrow pitch range has been identified as the most common feature of NNSs (Pickering 2004, Wennerstrom 1998, especially in East Asian speakers' speech. Studies of Chinese learners pitch range patterns (Hincks & Edlund 2009, Wennerstrom 1998 have shown that Chinese L2 speakers have much more compressed pitch ranges than NS speakers.…”

“…Narrow overall pitch range has been identified as the most common intonation feature of NNSs (Pickering 2004, Wennerstrom 1998, especially in East Asian speakers' speech. According to Kang and Pickering (2013), pitch range variation is an important intonation feature that affects NSs' comprehension of NNSs' speech.…”

Authenticity of Discourse Signaling Cues in Second Language Lecture Comprehension Tasks

“…Chaudron and Richards' classification of discourse signaling cues pertains to van Dijk's paradigm of discourse structures. [5] compared native-speaker and international teaching assistant's use of pitch and pause cues to create "intonational paragraphs' in their classes. Rickards, et al [6] conducted a research concerning the role of discourse signaling cues in L1 listening comprehension.…”