静岡県立大学
短期大学部
研究紀要第14-1号
2000年度Teaching English Intonation with Discourse Approach

43

Teaching English Intonation with Discourse Approach
Mika Higuchi

1. Introduction
EFL (English as a foreign language) teaching／learning for communicative use has
been drawing increasing attention at formal educational institutions in the last decadeinJapan, wherestoring

grammaticalknowledge

andacquiringreadingandtranslating skills have long been extremely emphasised.
One obvious sign of this is that in 1989 the Ministry of Education began torequire senior high schools to give students courses inoral communication' (Taniguchi
1998:17): this is the first time for the Ministry to refer to a communicative course in
English. In 1999 they revised the guidelines to focus more on developing L2
communicative ability (Ministry of Education 1999:3-5) as shown in Appendix A.
Thus, educators and students are now eager to train in spoken phases of English
and have a keen interest in improving their speaking ability, wishing to gain
communicative skills. Alongside this tendency, they are beginning to feel theimportance of intonation and seriously hope to acquire native-like competence of it.
However, it seems

that they areunawareof theclose

relationship between

communication and intonation. Hence, they tend to teach／learn intonation to show off
how well they can mimic sounds of L2 by uttering lists of words or reading aloudwritten texts. This unfavourable situation seems to be caused because EFL teachers／
learners living outside English-speaking countries cannot see the linkage between
spoken communication and uses of intonation. In this paper I aim to investigate how
we can teach intonation for communicative use inside classrooms in non-Englishspeaking countries.
1.1

Aim of the research

To examine intonation in EFL teaching I will review the treatment of intonation ina coursebook, 

(Littlejohn and Hicks 1998c, the title
 

 

is abbreviated to CES4 hereafter), which I have used to teach my students, incomparison with discourse intonation. I will examine components and features of the
discourse intonation system in detail in section 2. I will also look into 
 





    (Brazil 1994a,b, the title is abbreviated to PALE hereafter) and

 



  (Hewings 1993a,b), which mainly deal with intonation. Throughthe investigation I will clarify my thesis that discourse intonation can be effective
approach in EFL teaching.

44

1.2

Mika HIGUCHI

Intended Students

My students to whom I refer in this paper are Japanese native speakers aged 18 to
20, who study at a junior college (a higher two-year educational institution). They
have learned English for 6 -7 years under formal instruction and their English skills
are estimated as being at a lower-intermediate level.
1.3

CES4

CES4 is a communicative coursebook that aims at lower-intermediate students. The
course consists of a total of 32 units and 5 of them provide practice for intonation in
the sections called 'Say it clearly!'. There are one or two target sentences forintonation practice in the student's book. Most of these target sentences are extracted
from the texts for listening and reading comprehension activities in the same unit.
Further exercises of the same kind are provided in the workbook. Considering the factthat the authors have provided so few sections for intonation practice and presented
most of the exercises in the workbook, it can be said that CES4 places little emphasis
on intonation.
As for the pronunciation teaching, the authors (1998e:148) say:...good pronunciation is something which takes time to build up as there aremany factors involved. Students need to hear a lot of English before they candevelop a "feel" for the sounds of English.
Hence, it seems that the authors think students at this level should be moreencouraged to assimilate the sounds of English inside themselves rather than to be
trained analytically and systematically in this area as the discourse intonation
approach does. I will investigate such analytic and systematic features of discourse
intonation in section 2.

2. Discourse intonation approach
In this section I will discuss discourse intonation approach in detail.
2.1

Definition of intonation

There are various definitions about intonation. Cauldwell and Allen (1997:12) present
general agreement of it by summing up the essentials stated by several experts asfollows:(a)the form of intonation centres on pitch and variation on pitch.

(b)

there exists a system in intonation.

(c) intonation has meaning, although the nature of that meaning is in dispute.
2.2

Intonation in EFL teaching

There are also various views concerning what is central to the function of intonation.
Among them there are three views which can be useful in EFL teaching. The two
traditional ways view intonation in terms of grammatical function and attitude／
emotion; thus they are called the grammatical approach and the attitudinal approach(McCarthy 1991:106-109). Nonetheless, each has its own problems and I will examine

Teaching English Intonation with Discourse Approach45

them in section 3 by taking examples from CES4. The third one has started to draw
attention comparatively recently and is called the interactive approach, which views
intonation in conjunction with its interactive role in discourse (McCarthy 1991:109).
This label refers to the same approach as what Brazil termed discourse intonation(1978,1980 and 1985) as we will see in the next section. This approach seems to be
currently the most convincing of the explanations among the three (McCarthy
1991:109).
2.3

Definition of discourse intonation

The discourse intonation approach was developed by David Brazil (1978,1980 and1985). He studied intonation from the viewpoint of, and in relation to, spoken
interaction exclusively. He investigated 'how intonation affects the communicativevalue of an English utterance' (1995:ix), how intonation functions and what meanings
it bears in spoken interaction. Cauldwell and Allen (1997:10) summarise two
important points in Brazil's theory:
First, Brazil sees speech as a purpose-driven activity in which speakers andhearers

co-operate

to reach 'target states' of shared understanding. The

conditions governing spoken interaction ... mean that in their move towards thattarget state, speakers build their message bit by bit, in tone units. ... A second
point of importance is that it is not speakers alone who use intonation. Brazilemphasises the interactive nature of spoken communication. Intonation signals
play a key role in listening as well as speaking, as they signal a speaker's
assumptions and intentions with regard to the shared ground between speakerand hearer.
2.3.1

Systems and choices in discourse intonation

Discourse intonation consists of four systems containing a total of thirteen choices,which can be summarised in the table below:
SystemChoices

Prominence

prominent／non-prominent syllables

(2)

Tone

rise-fall, fall, level, rise, fall-rise

(5)

Key

high, mid, low(3)Termination

high, mid, low(3)(Brazil 1995:vii)

In addition to the thirteen choices, there is a fundamental component called a tone
unit in discourse intonation.
2.3.2

Meanings and functions of the 13 choices

Bradford (1998) compactly summarises the meanings and functions of the basic
components of Brazil's intonation system as shown in the table below. Her simple

46

Mika HIGUCHI

description is understandable for intermediate learners too.

Teaching English Intonation with Discourse Approach47 

There is a division of natural speech which corresponds to the speaker's
organisation of what is said into units of information. Each tone unit has asingle pitch movement. There is no direct relationship between the tone unit
and any grammatical discourse unit.
 




The tone unit will have, as a minimum requirement, one prominent syllable. It
may have two, but very rarely more. The distribution of prominence is relative
to the communicative value of the word (sometimes the syllable) at that pointin the developing discourse. Thus, by assigning a prominent syllable to it, thespeaker marks it as significant.
 
The first prominent syllable of a tone unit.





The tonic syllable is the minimum element, the defining characteristic of thetone unit. It is the place where the major pitch movement begins, and marks
the focal point of the message.
The pitch movement that begins at a tone syllable is called a tone. There are
two broad classes of tones: those which finally fall (proclaiming), and which
finally rise (referring). This binary system represents the main meaning
contrast, each of the tones having a particular communicative value.
This system operates between successive tone units, and involves the varying of
the pitch level beginning at the onset, compared to the proceeding units. For
any speaker there is a 'normal' pitch level, easily perceived by interlocutors,
which Brazil calls 'mid'. The rising of this level is called High Key, the loweringof it Low Key.
(pp.9-10)
As for the key and termination, the former is the choice associated with the onset／
first prominent syllable and the latter is that associated with the tonic／last syllable(Brazil 1995:11).

48

2.4

Mika HIGUCHI

Discourse intonation for EFL learners

Let us see how the theory and system of discourse intonation can contribute to EFL
learning.
2.4.1

Intonation acquisition in L1 and L2

We have heard discouraging opinions such as the one by Roach (1991:135) concerning
the difficulty in acquiring L2 intonation, stressing that L2 learners should follow theclose process of L1 intonation acquisition2 . Nonetheless, since L1 acquisition highly
depends on L1 intuition, adapting an artificial process of L1 intonation acquisition
seems to be impossible after childhood.
Bradford (1998:2) tells about the relationship between native speaker's intuition
and intonation patterns:
In speech of native speakers intonation is planned at a deeply subconscious level,
the units and contours being mapped out in the speaker's mind before he／she
decides which words he／she will use. Native speakers respond intuitively to theintonation used by other native speakers. Foreign learners may need to discuss
this seemingly complex phenomenon, and we must, therefore, find some way ofenabling the learner to capture the fleeting moment and analyse it.
The discourse approach enables EFL learners to obtain the L2 intonation system byteaching them how to take an analytic attitude towards phenomenon of intonation.
2.4.2

Discourse intonation and PALE

Criticising conventional opinions such as that of Roach (1991), Brazil states that
simple exposure to L2 is not enough and without some experience in listening
systematically to the sounds of speech, and without a consequent awareness of what
to listen for, much of what learners hear tends to wash over them and have little
effect upon what they do themselves (1994a:2).
To enable EFL students to listen systematically and grasp analytically how
intonation sounds and works, Brazil presents a coursebook PALE (1994a,b) based on
his discourse approach. He gives pseudo-real conversations and monologues, both ofwhich seem to be created on the basis of the data he had collected, in the settings of
spoken interactions. Thus each text can preserve authenticity and naturalness enoughto be used for a discourse intonation approach, yet contain well-organised facets as acoursebook for foreign learners.
In section 3, I will discuss the merits of taking a discourse intonation approachin EFL teaching.
3. Merits of teaching discourse intonation
In this section I will argue about the merits of teaching discourse intonation incomparison with grammatical and attitudinal intonation approaches by taking
examples from CES4 (1998c,d,e).

Teaching English Intonation with Discourse Approach

3.1

49

Manageability

As Hewings and Cauldwell point out (Brazil 1995:vii), the most advantageous point of
discourse

intonation

approachovergrammaticalandattitudinal

ones

is

its

manageability. Since it is composed of a total of 13 choices, students can manage tomemorise it in a certain period of training time to utilise it in both natural settingsand classroom spoken activities.
3.2

Problems with grammatical and attitudinal approaches

Grammatical and attitudinal intonation approaches have been widely used in EFL
teaching; nevertheless each has its own problems. The former focuses on a sentence's
grammatical pattern and structure alone, though there are no one-to-one relationships
between sentence-type and tone of intonation. (McCarthy 1991:107, Bradford 1998:9).
Compared to the total of 13 choices in discourse intonation in attitudinal approaches
students need to know a large number of attitudinal meanings conveyed in intonation(Hewings and Cauldwell 1995:vii). McCarthy criticises the latter approach by pointing
out that attaching attitudinal／emotive labels to each tone is enormously messy andfruitless because almost any emotion can be accompanied by any tone contour as
displaying a particular attitude or emotion (1991:107).
3.3

Grammatical intonation approach in CES4

Unit 3 of CES4 (1998c) provides intonation practice on yes／no questions. The target
sentences presented in the student's book are extracted from a dialogue for listening
and reading comprehension activities. However, the target sentences and the same typeof exercises in the workbook are presented as isolated sentences without contexts.
3.3.1

Yesno question

The target sentence in the intonation practice part in the student's book is(1) Can you tell us about it?

(1998c:13)

The authors instruct students that the intonation of yes／no questions usually goes up
at the end (ibid.), putting an arrow from 'a' of to 't' of as I do with thedotted line just above the sentence. Namely, they instruct students to pronounce (1)using rising tone. Several similar sentence patterns are provided in the workbook andeach is pronounced using rising tone on the audiotape. However, when we listen to theconversation version from which (1) is extracted, (1) is pronounced using falling tone.
3.3.2

Pseudo-real conversation

This conversation is an interview about racing pigeons between an interviewer and a
man named Mick whose sport is racing pigeons, as shown in Appendix B. Thisdialogue is created and recorded as if the interview was done in a natural setting;thus we can see it as a pseudo-real conversation.
3.3.3

Falling tone in yesno question

I put the number 2 to the sentence extracted from the conversation to distinguish itfrom the decontextualised one previously numbered 1.
(2) Can you tell us about it? (Littlejohn and Hicks 1998e:29)

50

Mika HIGUCHI

Listening to the conversation on the audiotape, (2) is pronounced(2a) ／／  can you tell us aBOUT IT ／／ ?3
The falling tone is used in the conversation. According to the tone choice of discourse
intonation (Brazil 1994a:43), the speaker of (2), here the interviewer, uses the falling
tone because she has got no advance knowledge about racing pigeons and everything
Mick is going to tell will be new to both her and those who will hear／read theinterview afterwards.
Suppose (2) is pronounced using rising tone as the authors instruct. (2) withrising tone sounds as if the interviewer has got a certain degree of knowledge about
racing pigeons, and is going to control the whole interview by giving questions to
Mick to check whether her understanding about racing pigeons is right or not.
Moreover, choice of rising tone in (2) could be interpreted that the interviewer isstressing that she is to control the conversation as the dominant speaker (Brazil
1995:56) by using the tone at the very first question. In fact in the conversation it
appears that the interviewer chooses to talk to Mick in a non-dominant-like manner(Brazil 1994a:56) for several reasons. One is that she rather wants to leave the flow
and the content of the interview up to him because she does not have enoughknowledge about racing pigeons to control the talk. Secondly, she refrains fromtaking a dominant role in order to make him talk as freely as possible, which
eventually creates the friendly atmosphere we can hear throughout the interview.
3.3.4

Fall-rise tone in yesno question

Another yes／no question in the same conversation is pronounced using fall-rise toneby the interviewer.
(3)

But aren't all pigeons the same? (Littlejohn and Hicks 1998e:30)(3a) ／／ ＼  but AREN't all pigeons the SAME ／／ ?
(3) is spoken in response to Mick's comment 'pigeons can be trained to fly back towhere they live'. (ibid.) Thus, the fall-rise tone in (3) is used to 'make sure' (Brazil
1994a:43) whether her assumption that not all pigeons can fly back to where they live
is right.
Through investigating (1) and (2), we have seen that there seems to bedifferences in tones when a sentence is spoken either in context or without a context.
(3) clarifies that tone choice depends on the context. It ought to be emphasised that
intonation matters only in spoken interaction; in other words, intonation plays norole in an isolated sentence which can affect nobody／nothing in reality. Hence, it canbe said that a grammatical approach using isolated sentences does not fit in with realuses of intonation, while a discourse approach agrees more with the natural
phenomenon of intonation.
3.4

Attitudinal approach in CES4

Let us look into the intonation practice in unit 28 of CES4 (1998c), where the authors
instruct about intonation with an attitudinal approach concerning whether a speakerTeaching English Intonation with Discourse Approach51

utters a sentence enthusiastically or unenthusiastically. The intonation practice in thisunit is to figure out whether each utterance is pronounced enthusiastically orunenthusiastically on the audiotape.
The following is the target sentence extracted from the text for reading andlistening comprehension activities, which is supposed to be done prior to theintonation practice.
(4) We do so many different experiments. (Littlejohn and Hicks 1998c:113)
They put an arrow, which indicates to go up from to the beginning of andgo down from the same point to the end, as I do with the dotted line, explaining thatthe speaker of (4) utters it with the voice going down from high to low because she
is enthusiastic about what she is talking about. (ibid.)
3.4.1

Attitudeemotion and context

The text from which (4) is extracted is created as a school newspaper article written
by a student reporter named Rita. She interviews a doctor about her experiment on
sleep. In Rita's report what the doctor says to her is written in direct narration. So
in the audiotape the descriptive part is spoken by a woman as Rita, while what thedoctor said is spoken by another woman as the doctor. To continue the same type ofpractice as (4), the authors provide a short conversation composed of six pairs ofquestions and answers, which is based on Rita's report but not the conversation
between her and the doctor.
EventhoughRita'sreport

and

the

short

conversationareseemingly

contextualised, as shown in Appendixes C and D respectively, one fatal point is that
it is impossible to see the reason inside the texts why each speaker needs to be soenthusiastic. Looking through Rita's report, what the doctor tells her is rather acommonplace matter that many of us have already known about. In fact it seems
funny to hear the doctor speaking about her experiment so enthusiastically. The
doctor would explain more calmly about her current experiment and some well-known
facts concerning it to Rita as a novice in this field in a natural setting similar to this.
If the authors dare make the doctor speak enthusiastically, they need to interweave
up-to-date facts about sleep into the texts. Likewise, the conversation in the workbook
also appears to be too common to talk enthusiastically. There is almost no necessity
to speak enthusiastically in terms of the context for the given topic of experiment on
sleep.
3.4.2

Intonation and context

McCarthy says that it seems almost any emotion can be accompanied by any tone
(1991:107), hence coursebook writers ought to interweave the necessity of speaking
enthusiastically into the contexts if they dare instruct intonation according to an
emotional／attitudinal approach. It is assumed that how people express attitudes andemotion is a complex combination of vocal cues, intonation, lexis, non-verbal
behaviour and contextual factor. (McCarthy 1991:108), and Brazil stresses that every

52

Mika HIGUCHI

aspect of pronunciation is related to the communicative context (1994b:4). Intonation
plays a vital role in pronunciation; therefore, contexts should receive the primary
focus in teaching／learning intonation.
Grammatical and attitudinal approaches do not explain or fit with real uses andfunctions of intonation because they ignore contextual factors. Discourse intonationemphasises

communicative

contexts

and

that

intonation

communication, and regards

theinteractiveisnaturecentral to spokenofspokeninteraction(Cauldwell and Allen 1997:10). Thus, it can be said that the discourse intonation
approach is far more convincing in EFL teaching／learning than grammatical andattitudinal ones.

4. Discourse intonation and lower-intermediate students
In this section I will discuss the problems in teaching discourse intonation to lowerintermediate students, and also some devices to utilise the approach for those at thislevel.
In my teaching to small groups of lower-intermediate students, I tried using unit
1 of PALE (1994a) and 



 

(Hewings 1993a, henceforth PT), part 6of which is based on discourse intonation, as books mainly dealing with intonation
alongside   (Littlejohn and Hicks, 1998a, henceforth

CES3)and 4 as our main coursebook4.
4.1

Learning with PALE

As for PALE, we took a longer time than we should have to go through part 1 ofunit 1, largely due to the fact that the book's level was much higher than thestudents' ability at that time. Yet they were so concentrated on my explanation about
the three basic components of discourse intonation, tone unit, prominent and tonic
syllables, that they did fairly well with the exercises in part 1 of unit 1 of PALE.
On finishing the part, I tested how much they had understood those three basic
components by having them mark tone unit boundaries, prominent and tonic syllables
on a monologue from unit 28 of CES35. They had already done most of the unit; thus
they understood the background of the text without additional explanation. The
speaker of the monologue reads it slower than they do in PALE. The students did
almost perfectly with the test.
A little later on, we did a role play practice, in which each student had a roleand read aloud her part. Although I asked them to remember and utilise the threecomponents of discourse intonation, they only read it aloud in their own ways
disregarding the instructions in PALE.
4.2

Learning with PT

Next, I used part 6 of PT to teach discourse intonation to another small group of
lower-intermediate learners. This time we proceeded more quickly than the group with
PALE because the exercises in PT were simple for them since the book aims at pre-

Teaching English Intonation with Discourse Approach

53

intermediate students. In part 6 of PT the author refers to three types of tones,
falling, fall-rise and rising, as well as tone unit, prominent and tonic syllables.
One thing made clear in learning with PT is that the lower-intermediate students
already have acquired unfavourable and awkward intonation so firmly that they havea lot of difficulty to reproduce patterns just as the speakers in the audiotape do, evenwhen the sentences are so short. This problem occurred in many sentence patterns andrather significant frequency appeared when pronouncing yes／no questions. I will
discuss this issue further in section 4.4, yet here I could mention that remedying
intonation can be as hard as starting it from scratch. Then the second group also
turned to CES4 and did a role play. This group did not utilise what they learned in
PT either despite my telling them to do so. Thus, the two cases show that lowerintermediate students can relatively soon come to utilise the discourse intonation
system as hearers, but have a lot of difficulty to use it as speakers.
4.2.2 Problem with PT
One reason why part 6 of PT did not work well may be that each short conversationand exercise in it lacks enough context needed in spoken interactions, although theauthor designs the exercises in relation to discourse intonation. We need to keep inmind Brazil's observation (1994b:4):
The emphasis is not upon pronouncing words, or even sentences. It is rather
upon speaking language which is   

, and doing so in somesituation in which that message matters to both speaker and listener.
It seems that too short a conversation cannot fulfil the function of carrying amessage enough to affect both speaker and listener even as a practice in a coursebook.
4.2.3 Students' understanding about theory
Hewings says to teachers that students do not necessarily need explanations of the
background of the intonation exercises (1993b:63). He appears to have thought that
explanations about discourse intonation should be beyond pre-intermediate learners'
ability, worrying that it would end up confusing them rather than facilitating theircommand of intonation. Nevertheless, I would say from experience with my lowerintermediate students that when students are adults and young-adults at the levels ofintermediate or higher, they could well understand the basis of Brazil's theory insimplified description like the one by Bradford (op.cit), which I presented in section
2.3.2. My students found it helpful to be told the background information to proceedwith intonation practice based on Brazil's theory. It sometimes happens among adultlearners

at formal institutions

that their understanding

about basic

Englishlinguistics is better than their current skills of general English, especially aural-oral
ones. Thus, it can be said that whether to explain a fundamental theory of a practice
to students should depend on their intellectual capacity in a wider sense, not only
their L2 skills.
4.3

When to start discourse intonation

54

Mika HIGUCHIIt seems too early to start teaching discourse intonation to pre-intermediate learners
because their skills and knowledge have not achieved the level where meaningfulinteractions can be produced and interpreted. Yet, it would seem to be too late to wait
till they have reached an advanced level, even though Brazil tells us that those whohave achieved an advanced level in written English are suitable to start using PALE
(1994a:1). As I will examine in section 4.4 Japanese lower-intermediate EFL learners
seem to have acquired seriously awkward intonation. Starting discourse intonationteaching may work well at intermediate level to both build a proper L2 intonation
system and remedy awkwardness of students' existing intonation.
4.4

Difficult intonation pattern

Let us examine why Japanese EFL learners at a lower-intermediate level find it sodifficult to pronounce short yes／no questions, using examples from PT:(5)A: Do you want some grapes?
B: No, thanks. I don't like them.
(6)C: Does Pat know the answer?
D: I'll ask her. (Hewings 1993a:62)
Both (5) and (6) are pronounced using falling tone. As for (5), it ought to be falling
tone to find out if B wants some grapes because we can see A does not know if B
likes grapes or not till she hears B's answer. However, it seems both falling tone andfall-rise tone are possible in (6), judging from D's reply, because C can either find out
new information about Pat by asking D, or check if her expectation of Pat's knowing
the answer is right by questioning D. The vagueness of (6) might have happened
because of the conversation's shortness and lack of sufficient context.
(5)and (6) are pronounced on the audiotape as(5a) ／／  do you want some GRAPES ／／ ?
(6a) ／／  does PAT know the ANswer ／／ ?
The following are my students' pronunciations:(5s) ／／  do YOU WANT ／／  some GRAPES ／／ ?
(6s) ／／  does PAT KNOW ／／  the anSWER ／／ ?
Two problems are revealed here. For one thing, they pronounce yes／no questions
always using rising tone regardless of its function: finding out or making sure(Brazil 1994a: 43). This is largely due to the grammatical intonation approach, which
is much more frequently taken in Japan than attitudinal and discourse ones. In (6s)to make a rising tone at the end of the sentence, my students cannot help but put
stress on the second syllable of answer and this is caused partly by their ignoranceof stress

and syllabification. Generally EFL teachersin Japan seldom teachpronunciation symbols and syllables, so students often do not know about them welleven after several years of learning.
Another problem is that they have such a strong tendency to pronounce a
sentence in accordance with grammatical structure. They divide each sentence into twoTeaching English Intonation with Discourse Approach55

tone units while each should be pronounced as a single unit as in native speaker's
utterances. Each of the first tone units of (5s) and (6s) is a clause in theinterrogative mood composed of an auxiliary verb, a subject and a main verb (Sinclair
1990:196) and each of the second units is a direct object (Spears 1991:56). As for the
first tone units, they seem to pronounce each clause of the interrogative mood toemphasise that they are uttering an interrogative; thus they put prominent and tonic
syllables on subjects and main verbs. As for the second tone units, they seem to stresswhat are affected by the action indicated by the main verbs.
My students toiled to correct their pronunciation and some could still not
pronounce intonation patterns like (5a) and (6a) after attempting to do so manytimes. This problem is caused mainly by the tradition of Japanese EFL teaching thatputs much more weight on grammar than on any other aspects, while pronunciation
has received the least consideration. This case seems to suggest to us that thediscourse intonation approach should be given to intermediate students too in order
not to make their problems irremediable, since intonation generally becomes quite
hard to correct and remedy after spending years of learning.
4.5

Intonation for communicative use

One reason why pronunciation teaching has been regarded poorly in Japan can bethat educators and teachers have not considered the phase of spoken communicationin L2 learning enough. Many of them and even many students are seeminglyinterested in obtaining good pronunciation but only to pronounce sentences fordemonstration, not to speak to interact with others.
The discourse intonation approach can raise students awareness about spoken
interaction. Brazil (1994a:3) emphasises the communicative aspect of intonation as herefers to that feature in PALE as follows:
it [PALE] makes its first objective an increased awareness of how the intonation
system of English is used. This can only be done if we assume that language isbeing used to communicate, for intonation is the means whereby we organise ourlanguage into patterns that fit the present communicative need.
Teachers ought to bear this point in mind in teaching intonation and also try hard
to make it understood by their students.
4.6

Appropriate texts for intermediate learners

Finally let us think of what will be appropriate texts for intermediate students tolearn discourse intonation.
It seems fairly effective to select pseudo-real conversations from a maincoursebook like the interview about racing pigeons in unit 3 of CES4. By using texts
with which students have been through as listening and reading comprehension
activities, they can be familiar with contexts of interaction as well as vocabulary andgrammatical aspect of the texts, as Brazil suggests (1994b:4). Thus they canconcentrateon mattersof intonation alone

while

listening to theaudiotape.

56

Mika HIGUCHI

Conversation style is better because students can hear how a spoken interaction
proceeds. The quality of accompanying audiotapes is so vital that a teacher needs toexamine both the text itself and the quality of the recording before using it fordiscourse intonation teaching. Communicative coursebooks often provide pseudo-realconversations, not in all the units but in many of them as CES4 does.

5
My

Conclusion
lower-intermediate

students

showed greatinterest

ingrasping

intonation

analytically using discourse intonation system. It seemed to give them clues to follow
a long conversation smoothly by letting them listen to the message tone unit by tone
unit and grasp the essence of the talk from the prominence of the tone unit. Thus,
discourse intonation surely contributes to effective training of intermediate students
to become competent listeners.
What we have to think about next is how we can utilise the discourse intonation
system to train students to become competent speakers. I suppose these problems
could be solved by teaching them some basis of the theory of communicative use of
intonation and devising effective activities in which they participate in real／pseudo-realspoken interaction using discourse intonation system, in order to make them realisethat communication means exchanging messages with each other in a co-operative
manner to enable each participant to reach shared understanding. Through this kindof practice we may enable students to understand only in such interactive contexts
can intonation play its own significant role.

Notes
1. CES 4 consists of a student's book, a workbook, a teacher's book and a set of two
audiotapes.
2. Roach (1991:135) considers that a foreign learner can acquire L2 intonation only
by following the same process as a child does with its L1 intonation. Unless s／he
is wholly exposed to an English-speaking environment and regularly converses
with native speakers, s／he cannot obtain good competence in intonation.
3. Henceforth, in transcribing intonation patterns I use the symbols presented
by Brazil (1994a,b):the tone unit boundary is indicated by two slashes '／／',
prominent syllables by capital letters, tonic syllables by capital letters with
underline, falling tone by '', fall-rise tone by '＼', and rising tone by ''.
4. We were in the middle of advancing from levels 3 to 4 at that time.
5. To make the monologue suitable for my purpose, I retyped all the words in lower
case letters and omitted all the punctuation marks in it. The original monologue
and the retyped version are provided in Appendix E and F respectively.

Teaching English Intonation with Discourse Approach

57

References
Bradford, B. (1998) 



 
   . Cambridge: Cambridge
University Press.
Brazil, B. (1978) 
 




 

Discourse Analysis Monographs No.2.
University of Birmingham.
Brazil, B. and R. M. Coulthard and C. Johns. (1980) 
 




 
  Harlow: Longman.
Brazil. D. (1985)






 
 

 . Birmingham:

University of Birmingham, English Language Research.
Brazil, D. (1994a)  


 




 


 !





Cambridge: Cambridge University Press.
Brazil, D. (1994b)  


 




 




 
.

Cambridge: Cambridge University Press.
Brazil, D.(1995)






 
 
 . Cambridge:

Cambridge University Press.
Cauldwell, R. and M. Allen (1997)  
". Birmingham: The Centre for English
Language Studies, The university of Birmingham.
Hewings, M. (1993a)  


 
!



. Cambridge: Cambridge
University Press.
Hewings, M. (1993b)  


 
 
 
. Cambridge: Cambridge
University Press.
Littlejohn, A. and D. Hicks (1998a)# 
 ! 
!



$.
Cambridge: Cambridge University Press.
Littlejohn, A. and D. Hicks (1998b)# 
 !   $Cambridge: Cambridge University Press.
Littlejohn, A. and D. Hicks (1998c) # 
 ! 
!



%
Cambridge: Cambridge University Press.
Littlejohn, A and D. Hicks (1998d) # 
 ! 
&#%.
Cambridge: Cambridge University Press.
Littlejohn, A. and D. Hicks (1998e) # 
 !    %.
Cambridge: Cambridge University Press.
McCarthy, M. (1991) 
 
 
"


   
#
:
Cambridge University Press.
Monbusho [Ministry of Education] (1999) '  !  ( " ) !
 +
 ! '
['





 *

／
]Tokyo: Kairyudo Co.,Ltd.

Roach, P. (1991)   
 
". Cambridge: Cambridge University
Press.
Sinclair, J. et al. #
 '  . London: Harper Collins Publishers.
Spears, R. (1991) ,  "' ". Chicago: National

58

Mika HIGUCHI

Textbook Company.
Taniguchi, K. (1998)  [  



 
 





 .] Tokyo: Taishukan-shoten.

APPENDIX A: excerpt from the revised guidelines by the ministry of
I Basic policy on the revision
education1999
(i) Foreign language teaching further emphasises developing students' communicative
ability in practice from the viewpoint of enabling students to cooperate withpeople all over the world and to have cultural exchanges among nations briskly.
For this aim, it is necessary to develop students' attitudes to briskly communicate
with others and broaden their outlook on life and understand and respect different
cultures through foreign language learning.
(ii) Aiming to develop students' communicative ability in practice, the teacher shouldattempt to give lessons focusing on the real uses of the target language.
(iii) Foreign language should be treated as a compulsory subject at junior and seniorhigh schools from the standpoint regarding every student's need to acquire basic
and practical ability to communicate using foreign language enough to haveeveryday conversation and exchange simple information to go along with theprogress of current internationalisation. For this reason, English should be treatedas a compulsory subject at junior high schools since the language is widely used
as a communicative tool throughout the world.
II Specific items to be revised
 
 
 

In teaching the target language connecting organically the four aspects of language
activities (reading, writing, listening and speaking) based on the course at junior highschool, the following are to be improved from the viewpoint of further filling theteaching which meets individual students' need, as well as developing communicative
ability in practice.
(i) The English courses consist of 'Oral communication I', 'Oral communication II',
'English I', 'English II', 'Reading' and 'Writing'.
(ii) 'Oral communication I' is organised by emphasising spoken communication such as'listening' and 'speaking', based on the course at junior high school. In this course
activities such as simple role play, speech, discussion and exercises which can be
the basis of these activities should be included to enable students to present theirown opinions putting information and ideas in order and develop their ability to
discuss and express themselves in English.
(iii) 'Oral communication II' is organised to further develop communicative activities inspoken English such as 'listening' and 'speaking' based on 'Oral communication I'.
(iv) 'English I' is aimed to further study items learned at junior high school andconnect collectively and organically the four aspects of language learning, i.e.,'listening', 'speaking', 'reading' and 'writing', with communicative activities.

Teaching English Intonation with Discourse Approach

59(v) 'English II' is based on 'English I' to aim to further teach communicative activities.
(vi) 'Reading' is aimed to develop students' ability in written communication such as
reading English texts to quickly and properly grasp the information and writer's
intention to suit various occasions and purposes.
(vii) 'Writing' is aimed to develop student's ability in written communication such as
conveying information and their own ideas properly by writing English texts tosuite various occasions and purposes.
(viii) Language activities, language materials, lesson materials and devices for teachingshould be revised regarding each subject's aim, following the similar concepts atjunior high school.
(ix) Students must take 'Oral communication II' after completing 'Oral communication
I', 'English II' after 'English I'. 'Reading' and 'Writing' should be taken after they
complete 'Oral English I' or 'English I'.
(x)

As

for

other

organisation,

foreignlanguages

besidesEnglish,thelanguagecourse'scontent and teaching method should be flexibly treated, and thelanguage should be
encouraged to be learned with regard to local needs and each school's situation.
(from Ministry of Education 






   



／ 


 
1999, pp.3-5) (trans. mine.)

APPENDIX B
INTERVIEWER: Mick, you have an unusual hobby. Can you tell us about it?
MICK: Yes, right. We race pigeons.
Ｉ: How do you do that?
Ｍ: Well, we take the pigeon a long way away from its home and then we see howlong it takes for it to fly back. You know, pigeons can be trained to fly back towhere they live.
Ｉ: But aren't all pigeons the same?
M: Oh no, no! You have to train them.
Ｉ: Train them?
M: Yes, that's right. First we take them a short way from home and let them fly
back. We start with perhaps just a distance of 10 or 15 kilometres and then gradually increase it. Then we have competitions.
Ｉ: And how far do they fly in competitions?
M: Well, there are different competitions. National competitions can be about 800
kilometres but there are also international competitions of one and a half thousand kilometres or more.
Ｉ: One and a half thousand kilometres! That's a long way.

60

Mika HIGUCHI

M: Yes, that's right. We have to be careful to give them the right feed, to maintaintheir energy and not make them fat. We also have to make sure that their wings
and feathers are in a good condition.
Ｉ: This all sounds very complicated.
M: It is. It's a science as well as a hobby!
Ｉ: One last question, Mick. How long does it take a pigeon to fly one and a half thousand
kilometres?
M: Well, that would take about two days. They usually fly at about 70 or 80
kilometres an hour, although some birds can fly at over 140 kilometres an hour.
Ｉ: That's fascinating, Mick.
(from Littlejohn and Hicks 



 
 
     1998,

pp.29-30)
APPENDIX C
Approximately one third of our life is spent asleep but when I started to think about
sleep, I realised that my mind was completely blank. All I knew was that all creatures
go to sleep at some point in 24 hours. To find out more, I went to spend a weekend
with Dr Hernandez, director of the local Sleep Laboratory. I took a long list ofquestions to ask her.
First of all, I wanted to know why we sleep. Dr Hernandez said:"Well, years ago we didn't really know, but recent science has shown that people
who don't sleep enough soon get ill and often die." So it seems that when we sleep ourbodies are being "repaired". She went on to say that a lot of natural chemicals comeinto our blood while we sleep and these can help cure minor illnesses such as colds.
I wondered if our bodies experience any other changes while sleep. Dr Hernandez
replied:"In some stages of sleep the heart rate and our breathing slow down but in otherstages the opposite happens - the heart rate increases and our breathing becomesquite rapid. During the night our body temperature drops by one or two degrees too."In the laboratory there were six volunteers fast asleep with wires attached to theirheads. The wires were connected to a monitor. The monitor was measuring the brain's
electrical activity and showed which of the four stages of sleep the volunteer were in.
I wanted to know what happened in the different stages. Dr Hernandez explained:"After we have slept through the four stages - which takes about 40 minutes - wethen go backwards through the stages again, four, three, two, one. Stage four is thedeepest sleep. Each stage is deeper than the one before. Look now at the volunteer's
eyes. Those rapid eye movements (REM) are telling us that they are dreaming. If wewake them up now they'll remember their dreams quite clearly."Teaching English Intonation with Discourse Approach

61

Then it was my turn to be a volunteer. I started to listen to some instructions and... yawn ... yawn ...
(from Littlejohn and Hicks 



 
 
     1998,

p.113)

APPENDIX D
1 A: So, it was a good holiday job?
B: Well, it was very interesting.
2 A: What was the food like?
B: Oh, I hadn't had that kind of food before.
3 A: So what did you have to do in the sleep lab?
B: Well, we had to try and do different kinds of puzzles.
4 A: You did puzzles all the time?
B: Yes, and sometimes we had discussions.
5 A: Didn't you get tired?
B: It was incredible after 48 hours without sleep.
6 A: Did you have to do anything else?
B: Oh, yes, lots of things.
(from Littlejohn and Hicks 



 

 
1998, p.76)

APPENDIX E
Thank you for coming to visit. It's nice to know that so many people are stillinterested in me. I am pretty old now - nearly 5,000 years old.
I've had an interesting life but it hasn't always been easy. In the beginning I was asmall circle and I was made of wood. In the winters, when there was a lot of snow
and ice, my wood broke. Then people brought big stones from far away and madethese big circles. That was much better.
But then there were wars, and soldiers started to climb and fight all over me. Whenthe soldiers went away, farmers used to come in the night and take some of my smallstones to build houses and walls for their fields.
A lot of people used to come here for picnics and they liked to climb on me and write
their names on some of my stones. You can see the graffiti. They wrote some of thenames with knives. That was very painful!
About fifty years ago, some men came and build a road right next to me. Then more
and more cars and heavy lorries and coaches came - not 100 metres from some of mybest stones! A lot of my stones started to fall off! I began to feel very old. The air
became very dirty from the traffic fumes and my stones became very dirty. Some ofthem were almost black!
But now, I feel a bit stronger. Some people have come to try to repair me and look

62

Mika HIGUCHI

after me. They have a fence all around me to keep me safe. I feel more protected now
and I will last a few more years. It's been nice talking to you. Enjoy your visit.
(from Littlejohn and Hicks 



 
 
     1998,

p.106)

APPENDIX F     
  




  





    



 
 


        ／／ thank you for coming to visit it's nice to know that so many people are stillinterested in me i am pretty old now nearly 5,000 years old i've had an interesting life
but it hasn't always been easy in the beginning i was a small circle and i was madeof wood in the winters when there was a lot of snow and ice my wood broke thenpeople brought big stones from far away and made these big circles that was muchbetter but then there were wars and soldiers started to climb and fight all over me
when the soldiers went away farmers used to come in the night and take some of mysmall stones to build houses and walls for their fields a lot of people used to comehere for picnics and they liked to climb on me and write their names on some of mystones you can see the graffiti they wrote some of the names with knives that wasvery painful about fifty years ago some men came and build a road right next to methen more and more cars and heavy lorries and coaches came not 100 metres fromsome of my best stones a lot of my stones started to fall off i began to feel very old
the air became very dirty from the traffic fumes and my stones became very dirty
some of them were almost black but now i feel a bit stronger some people have cometo try to repair me and look after me they have a fence all around me to keep me
safe i feel more protected now and i will last a few more years it's been nice talking
to you enjoy your visit ／／(from Littlejohn and Hicks 



 
 
     1998,

p.106)〔2000年10月25日 受付〕