POINTS TO STUDY
To recognize rising
intonation patterns.
오늘은 Rising Intonation 에
대해서 자세히 알아 봅니다. 지난번에 다룬
Falling Intonation 은 사실 그렇게 알아 차리는데 어렵지 않지만, 오늘배울 Rising Intonation은 제대로 알아듣지 못한다면 상당한 의미상의 혼란뿐
아니라 자칫하면 오해를 할수도 그리고 오해를 부를수도 있는 중요한 부분이니 꼭 경청 하시길 추천 드립니다.
VIDEO, SCRIPT,
LISTENING TIPS, & GRAMMAR
http://www.youtube.com/watch?v=k80wiT0t2rc
[see screen and listen Jennifer] Lack of Finality: With rising
intonation, you may be telling your listener that you’re not done speaking. You
might be thinking of something else to add. So it’s very important to
understand and master / rising and falling intonation. With too much rising intonation in your
speech, you can come across unsure and your listener might not know when you’re
done speaking.
Now
let me give an example of rising intonation. [see
screen and listen Jennifer] In this example, we have a sentence and
question that means we have at least two thought groups. Let’s mark those. Here and down here. Now,
let’s work backwards. Isn’t that
great? The final content word is great.
That means this is the point where our voice will go up. Great has one syllable, so we only have one
syllable to make our voice go ride up.
And with using rising intonation, because this question requires ‘Yes or
No’ answer / by asking / isn’t that great?
We will stop to listener agree with us and say yes.
Now
let’s look at the sentence. It’s broken
up with two commas, one after flute and two after clarinet. What actually doing them with three thought
groups. If you remember from previous
lessons on thought groups [바로가기], commas tell us to pause.
So we have three thought groups, then we also can talk about three final
content words that receive stress. They are flute, clarinet, and saxophone. Now
this sentence is a list. We’ll (be) listing information. Erik plays three instruments, one, two,
three. When we have a list, we use
rising intonation on each phrase until we get to the final item of the
list. So. We’re actually going to go up
on flute, then we go up again on clarinet, this is our final item in the list, so
we’re going to go down. Listen to how I read that sentence. [see screen and listen Jennifer]
Again
when we’re listing items, one possible pattern is to use rising intonation in
each phrase until we get to the last one, and this case is saxophone. Again the number of syllables makes
difference and how we rise or fall.
Flute has one syllable, so we only have one syllable to make our voice
to glide up. Clarinet has three syllables, but it’s the final syllable that is
stressed, and there is a pause right after, which means there is nothing
following. We have to use one syllable to make our voice glide up. And the case
of saxophone, there are also three syllables, but the stressed syllable is the
first one, which means we have two more syllables to make our voice fall down,
and actually can fall down further. The
more unstressed syllables that follow, the more our voice can step down., Saxophone. Listen to the entire example again.
INTERVIEW - 1
Can
you play the flute? Sure.
That
was nice, what was that? That was a song
by Ben Kohl Sublime, it was a Reggae song.
Do
you play any other instruments? Yes, I also play clarinet. This is my clarinet. It made out of wood. And I also play
saxophone.
How
did you learn to play all these instruments? I started on saxophone when I was
a little boy, and I liked it so much that I went to school for music and I
went, I got my degree in music education where I learn to play many different
instruments so that I can teach them to children. [see screen and listen Jennifer]
Set One
With
primary stress in the middle of these questions, remember that you voice must
continue to rise until the very end. Also to sound more natural, here is the
tip. Imagine your voice like a ball,
bouncing across a room. It first hits the ground and then bounces up into the
air. So down a little bit on ‘play’ and then start rising up up up until the
end of the question. Can you play the
flute? Same thing with the number 2,
bouncing down a little bit and then rising.
Do you play any other instruments?
Set
Two
These
two example(s) show how an everyday speech people sometimes use rising
intonation because they’re forming their thoughts as they speak. The rising intonation tells you the listener
that they’ll probably going to add information to what they already said.
Listen closely and I’ll try to read the number one as Erik said it. [see screen and listen Jennifer] Now, you try. Now let me read
number two. [see screen and listen Jennifer] Now, you try. And
note that my voice went down on boy, but not to its lowest pitch because the
statement is not complete. Erik went on
to say something more. It was the first
half of the statement. Again, [see screen and listen Jennifer]. End of part 3. Please go on to
the next part of this lesson.