The acquisition of English L2 prosody by Italian native speakers: experimental data and pedagogical implications

This paper investigates Yes-No question intonation patterns in English L2, Italian L1, and English L1. The aim is to test the hypothesis that L2 learners may show different acquisition strategies for different dimensions of intonation, and particularly the phonological and phonetic components. The study analyses the nuclear intonation contours of 4 target English words and 4 comparable Italian words consisting of sonorant segments, stressed on the semi-final or final syllable, and occurring in Yes-No questions in sentence-final position (e.g., Will you attend the memorial?, Hai sentito la Melania?). The words were contained in mini-dialogues of question-answer pairs, and read 5 times by 4 Italian speakers (Padova area, North-East Italy) and 3 English female speakers (London area, UK). The results show that: 1) different intonation patterns may be used to realize the same grammatical function; 2) different developmental processes are at work, including transfer of L1 categories and the acquisition of L2 phonological categories. These results suggest that the phonetic dimension of L2 intonation may be more difficult to learn than the phonological one

Intonation development from five to thirteen

Research undertaken to date suggests that important developments in the understanding and use of intonation may take place after the age of 5;0. The present study aims to provide a more comprehensive account of these developments. A specially designed battery of prosodic tasks was administered to four groups of thirty children, from London (U.K.), with mean ages of 5;6, 8;7, 10;10 and 13;9. The tasks tap comprehension and production of functional aspects of intonation, in four communicative areas: CHUNKING (i.e. prosodic phrasing), AFFECT, INTERACTION and FOCUS. Results indicate that there is considerable variability among children within each age band on most tasks. The ability to produce intonation functionally is largely established in five-year-olds, though some specific functional contrasts are not mastered until C.A. 8;7. Aspects of intonation comprehension continue to develop up to C.A. 10;10, correlating with measures of expressive and receptive language development

Automatisation of intonation modelling and its linguistic anchoring

This paper presents a fully machine-driven approach for intonation description and its linguistic interpretation. For this purpose,a new intonation model for bottom-up F0 contour analysis and synthesis is introduced, the CoPaSul model which is designed in the tradition of parametric, contour-based, and superpositional approaches. Intonation is represented by a superposition of global and local contour classes that are derived from F0 parameterisation. These classes were linguistically anchored with respect to information status by aligning them with a text which had been coarsely analysed for this purpose by means of NLP techniques. To test the adequacy of this data-driven interpretation a perception experiment was carried out, which confirmed 80% of the findings

Data-driven Extraction of Intonation Contour Classes

In this paper we introduce the first steps towards a new datadriven method for extraction of intonation events that does not require any prerequisite prosodic labelling. Provided with data segmented on the syllable constituent level it derives local and global contour classes by stylisation and subsequent clustering of the stylisation parameter vectors. Local contour classes correspond to pitch movements connected to one or several syllables and determine the local f0 shape. Global classes are connected to intonation phrases and determine the f0 register. Local classes initially are derived for syllabic segments, which are then concatenated incrementally by means of statistical language modelling of co-occurrence patterns. Due to its generality the method is in principal language independent and potentially capable to deal also with other aspects of prosody than intonation. 1

The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills

This pilot study investigated the effect of semester-long strategy-based instruction on learner beliefs and skills in the processing of aural input by adult learners of English as a second language at metacognitive and procedural levels. The study addressed two frequently encountered learner beliefs thought to impede L2 processing of aural input: The little words aren’t important; intonation is merely decorative. Working on the premise that learner beliefs underpin learner strategies for processing aural input and are reflected in learner productive and receptive skills, pre- and post-instruction instruments measured both learners’ awareness of connected speech processes and the functions of intonation, and their ability to segment a continuous speech stream, and to process utterances for speaker intent. Findings using repeated measures analysis of variance support strategy-based metacognitive training in connected speech and stress and intonation to promote listening skills awareness, aid word segmentation, and facilitate understanding utterance content and intended meaning.Published versio

Intonation and discourse : biased questions

This paper surveys a range of constructions in which prosody affects discourse function and discourse structure.We discuss English tag questions, negative polar questions, and what we call “focus” questions. We postulate that these question types are complex speech acts and outline an analysis in Segmented Discourse Representation Theory (SDRT) to account for the interactions between prosody and discourse

Assessing intonation skills in a tertiary music training programme

[Abstract]: Buttsworth, Fogarty, and Rorke (1993) reported the construction of a battery of tonal tests designed to assess intonation abilities. A subset of the tests in the battery predicted 36 per cent of final scores in an aural training subject in a tertiary music course. In the current study, the original battery of fourteen tests was reduced to six tests and administered three times throughout the academic year to a new sample (N = 87) of tertiary music students. Three research questions were investigated. Firstly, it was hypothesised that tests in the battery would discriminate among the different aural classes at USQ, which were grouped according to ability level. The results from discriminant function analyses provided strong support for this hypothesis. Secondly, it was hypothesised that students should improve their performance on the pitch battery across the three administrations. A repeated measures analysis of variance failed to find evidence of overall improvement. Finally, it was hypothesised that there would be significant differences on the intonation tests between musicians of different instrumental families. Again, no overall differences were found. The results indicated that intonation tests appear to tap an ability that (a) is not significantly modified by training, (b) is more or less the same across different instrument families, and (c) is related to success in music training programmes

Intonation Awareness

Young instrumentalists are taught to press buttons or keys to make pitches sound from their instruments, but that doesn\u27t always ensure that they are in the center of the pitch. It also doesn\u27t ensure that they are in tune with those around them. It is important to improve awareness that pitch is not only physical, but conceptual as well. It is important that instrumentalists know how to center pitch and make adjustments while playing their individual instruments, to compensate for tendencies of said instrument. There are many ways to practice this. I met with four flutists three times to try to help them with this process. They sang, used tuners, and created a journal. All of this helped increase awareness of playing in tune. In the end, they found out what adjustments they needed to make individually to get the pitch closer to the center