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Юриспунденкция

Tone Group VII.

TUNES:

1. (Low Pre-head + ) Stepping Head + Low Rise ( + Tail).

2. High Pre-head + Low Rise ( + Tail).

STATEMENTS.

Such statements tend to sound soothing, reassuring; they offer the information as a means of setting the listener’s mind at rest; no criticism is implied such as is found with Tone Group VI, but there is a hint of great self-confidence or self-reliance on the part of the speaker.

Examples:

In echoed statements, i.e. those which repeat more or less what has just been said by the other person, this tone group turns the statement into a surprised and disbelieving question.

Examples:

The same attitude is present in other statements which are not obviously echoes.

Examples:

This tone group is frequently used with unfinished groups, i.e. when the speaker is leading up to something more; it is regarded by the speaker as being important only as a preparation for what follows and not in its own right, as would be the case with a falling nuclear tone. Compare:

I ^went _/up to him | and ^shook his _\hand.

I ^went _\up to him | and ^shook his _\hand.

In the first example there is only one episode with two phrases, but in the second there are two separate episodes.

Examples:

^When I ar_/rived | there was ^nobody at ^\home.

I ^opened the ^door _/quietly | and ^looked _\in.

As ^soon as you _/see him | ^tell him I’m _\here.

The effect of the tone group in these circumstances is to intensify expectancy regarding what is to follow and it is perhaps most commonly used in narration. If the speaker does not particularly want this he can avoid it by substituting a level syllable (or sequence of syllables) of medium pitch for the low-rising tone; the effect of incompleteness is then retained but the implication of great things to come is reduced.

Examples;

^When I ar^rived | there was ^nobody at ^\home.

I ^opened the ^door ^quietly | and ^looked _\in.

Note that in these two examples the pitch of nobody and looked is higher than that of arrived and quietly.

SPECIAL QUESTIONS.

By using Tone Group VII with special questions the speaker seeks to establish a bond with the listener to show interest not only in receiving the information asked for but also in the listener himself. Since this tone group avoids the possible sternness of Tone Group II and the surprise of Tone Group IV, it is a very common way of treating these questions. This is especially so in an opening question, when the speaker wants to establish that it is a friendly enquiry, not an attempt to pry or a criticism. Once this friendliness has been established he may revert to Tone Group II or IV as being somewhat more businesslike.

Examples:

(Hullo, darling.) | ^What have you ˙got _/there?

^What _/train are you ˙thinking of ˙catching?

^Why did you ˙let him ^think we ˙didn’t _/know?

Note that when the nucleus is the interrogative word, the effect of repetition and puzzlement of Tone Group VI returns.

Examples:

In echoed questions this tone group shows disapproval of the questions being asked.

Examples:

GENERAL QUESTIONS.

This is by far the most common way of asking such questions; it should be regarded as the normal way, and any other tone group should be used only in the special circumstances outlined in the appropriate place.

Examples:

^Are you ˙coming _/with us?

^Did you en^joy the _/play ˙last ˙night?

^Would you ˙mind ^moving a_/long a ˙bit?

^Seen the ^Times _/leader to˙day?

When no prominent syllable occurs before the nucleus, the High Pre-head is used to avoid skepticism of Tone Group VI.

Examples:

¯Is _/this the ˙one?

¯Can _/I ˙help?

COMMANDS.

Commands with Tone Group VII have the soothing effect of statements with this tone group. They imply that the speaker is somehow, perhaps only temporary, in a superior position to the listener, with the result that the speaker sounds encouraging, and perhaps calmly patronizing. For this reason these commands are frequently used to children, but less often to adults, who may find the “soothing” effect irritating.

Examples:

^Come to _/Daddy. ^Blow your _/nose, ˙dear. ^Don’t _/worry.

^Move a_/long, ˙please. ^Mind the _/doors.

INTERJECTIONS.

This tone group is rather commonly used with a few interjections. The effect is rather brighter than with Tone Group VI, not so reserved, but still quite airy and casual and with the encouraging effect mentioned above.

Examples:

Greetings very frequently employ this tone group, when they sound bright and friendly. If the syllable before the nuclear syllable is stressed the effect is rather ponderous, so most often it is unstressed though high in pitch, a High Pre-head being used.

Examples:

¯Good _/morning. ¯Hul_/lo ˙there.

Leave-takings are almost invariably in this form since Tone Groups I – V sound too brusque and final, and Tone Group VII, however, sounds bright and friendly.

Examples:

¯Good _/bye. ¯Good _/night, ˙dear.

Assignments:

1. Listen to the recording of the “Low Bounce” on the tape. Put down the script and intonation marks of the mini dialogues you hear. Figure out what types of sentences the recorded drills are and what attitude do they convey according to the tune they are pronounced with. Prepare test reading of these mini dialogues in pairs.

2. Read the following drills in pairs. Follow the intonation marked in the text. Analyse them from the point of view of their connotations.

Intonation Drills:

STATEMENTS.

QUESTIONS.

COMMANDS.

INTERJECTIONS.

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