Some tactics to improve students’ intonation in grade 8 at thieu phu secondary school

TABLE OF CONTENT
Sections
PART A: INTRODUCTION
PART B: DEVELOPMENT
I. RATIONALE
1. An overview of phonetics and phonology
2. An overview of English intonation
3. Function of intonation
4. Types of English intonation
5. Factors affecting English major’s intonation.
II. SITUATION
1. Difficulties in using correct English intonation that
English majors face with
2. Learning environment
III. SOME SUGGESTED SOLUTIONS TO
IMPROVE ENGLISH INTONATION.
1. For teachers
2. For students
3. For the secondary schools
4. For the education and training department.
PART C. CONCLUSION AND RECOMMENDATION
PART D. REFERENCE BOOKS
PART A: INTRODUCTION

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Nowadays English is considered to be an international language. It plays an
important role in integration. Therefore, it is very necessary for people to master
English, especially to speak English well to help them in their work, their study,
and communication.
In English speaking skill, intonation plays a very important role. It helps the
speakers express their emotions and attitudes, enables the listeners to recognise
the grammatical structures, the new and important information. Therefore,
intonation makes communication more effective and avoids misunderstandings.
However, intonation is difficult problems for English learners, especially for
secondary students. Many of them are still unable to recognize and analyze
intonation or use intonation incorrectly.
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Learning to speak English in general and learning how to use English intonation
language properly in particular of grade 8’students at Thiệu phú Secondary
school still has many problems to consider. In English lessons, they do not

participate enthusiastically. They are afraid to talk and meet a lot of difficulties
in using the correct intonation to express their thinkings or opinions. In addition,
in the situations given by teacher, most students are not able to respond quickly
and naturally. They cannot use proper intonation to control the conversation as
intended.
For the above reasons, I decide to choose the topic “Some tactics to improve
students’ intonation in grade 8 at Thiệu Phú secondary school” as my paper
with the hope that it can help students get better in using English intonation.
PART B: DEVELOPMENT
I. RATIONALE
1. An overview of Phonetics and phonology.
“Phonetics and phonology” is a general theory about speech sounds and how
they are used in language.
1.1Phonetics
The term phonetics used in connection with such studies comes from Greek and
its origins can be traced back to the verb phonein, to speak, in its turn related to
phone, sound.
Phonetics is the study of all the sounds that the human voice is capable of
creating. Phonetics deals with sounds themselves, how they are made, how they
are perceived, and the physics involved.
Phonetics will be almost unanimously acknowledged to be the linguistic
science, which studies speech sounds: the way in which they are produced
(uttered, articulated), the way in which they are perceived, their physical
characteristics, etc
1.2 Phonology
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The end of the 18th century witnessed a revival of the interest in the studying of
the sounds of various languages and the introduction of the term phonology.

Phonology is the study of a subset of those sounds that constitute language and
meaning. Phonology deals with how the speed sounds are organised in the
system for each individual language. For example, how the sounds can be
combined, the relation between them and how they affect each other.
Different languages operate different distinctions and structure in different ways
the more or less common stock of sounds that can be found in various idioms. It
is precisely this aspect of sounds that is of interest for phonology.
2. An overview of English intonation.
2.1 Definition of intonation.
What is intonation? No definition is completely satisfactory. In the scope of this
paper, I only suggest some of the most acceptable ones.
According to Wikipedia - the free encyclopedia: “intonation is the variation of
pitch when speaking.”
According to English phonetics and phonology by Peter Roach “Intonation is
the pattern of pitch changes that occur during a phrase or in a complete
sentence.”
According to Intonation in Context (www.cambridge): Intonation Practice for
Upper- intermediate and Advanced Learners of English: Intonation is a feature
of the spoken language. It consists of the continuous changing of pitch of a
speaker’s voice to express meaning.
Here are two diagrams, which show a same group of words spoken in two
different ways. The pitch rises and falls in different places.

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Are you well?

Are you well?

The speaker is able to make the group of words mean what he/she wants it to
mean by choosing the right intonation.
3. Function of intonation.
3.1 The attitudinal function of intonation
Intonation enables the speaker to express emotions and attitudes. With the same
sentence, speaker can say in different ways, which might be labeled “angry,
happy, grateful, or bored….”
Example:
Come here .
It won’t hurt

(encouraging)

3.2 Accentual function
Intonation helps to produce the effect of prominence on syllables that need to be
perceived as stressed syllables and in particular the placing of tonic stress on a
particular syllable mark out the word to which it belongs as the most important
in the tone-units.
Example:

I want to buy a yellow hat.

When the word “hat” is stressed. This means the speaker emphasises that he
wants to buy a “hat” not a “shirt”. But when the stress falls on the word
“yellow”. The speaker implies that he wants to buy a “yellow” hat, not a “red”
one.
3.3 The grammatical function
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The listener is able to recognize the grammatical and syntactic structures of what
is being said by using the information contained in the intonation. Intonation
determines the boundaries between phrases, clauses, and sentences. It also helps
to indicate whether an utterance is a statement, a question, or a command, to
indicate the finality or continuation.
Example:
That is the end of the news. (Finality)
3.4 Discourse function
Intonation focuses the listener's attention on aspect or subject of the
conversation. It can signal to the listener what is being taken as "new"
information and what is already given.
4. Types of English intonation:
4.1 The glide down (falling tune)
The glide down is the intonation pattern that consists of a fall at the end, from a
high pitch to a low one.
The glide down is used in complete and definite statements, in wh-questions,
which sound business like.
Example:
How do you go to school?
In yes-no questions when the speaker expect an agreement.
Example:
The bell has rung, hasn’t it ?
In strong command.
Example:
Close the door.
In exclamations.
Example:
How cold it is!
4.2 The glide up (rising tune)
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The glide up is the intonation pattern that consists of a rise at the end of the tone
unit and before the rise; the voice starts at a rather high pitch.
Example:
Do they have to leave right now?
The glide up is used in yes-no questions with neutral expectation.
Example:
Did you meet him again?
In wh-question, which show the speakers interest in the answers.
Example:
Where did you lose

it?

In statement which are soothing or encouraging.
Example:
It won’t

hurt.

In greeting and saying goodbye.
Example:
Bye, see you soon.
In exclamation referring to something unexpected.
Example:
How cheap it is!
4.3. The take off (fall-rise tune)
The take off is the intonation pattern that consists of a rise at the end but before
the rise, the voice is low.

The take off is used in tag questions with neutral expectations.
Example:
You do not want to marry her, do you ?
It is used in statements, which are grumbles.
Example:
I don’t

like it .
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It is used in exclamation the form of a question.
Example:
Really

?

4.4 The dive (rise-fall tune)
The dive is the intonation pattern that consists of a fall from a rather high pitch
to a low one and then the voice rises to about the middle.
Example:
We looked at the sky and saw the clouds.
4.5 The level tune [

]

This intonation pattern is used when to say something as a habit, not interesting
or boring. It is also used when to leave the speech open.
Example:
I bought a table … a chair … and a bed.

5. Factors affecting English major’s intonation.
5.1 Aptitude and attitude
- Students are different in the ability to recognize and use intonation.
Some are good at listening and identifying intonation. They also have good
voice and pronunciation. This aptitude allows them to use intonation accurately
and effectively in communicating. While others do not have this aptitude gets
difficulties with intonation.
- Many students consider intonation not very important. They only pay attention
to pronunciation, these learners try to pronounce the words accurately and
therefore unconsciously ignore intonation. These make their ability of using
intonation become worse.
5.2 Learning environment
Learning environment much influences on the learners’ intonation.
- The teacher’s knowledge of using intonation, their methods of teaching and
their attitude to the importance of intonation can make learners become better or
worse at using intonation.
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If the teachers pay enough attention to using intonation and have suitable
method of teaching it, learners can improve their ability of using intonation.
- Facilities partly contribute to improve the English learners’ intonation. If
language classes are well equipped, it will be easier for learners to develop their
intonation.
- Communicative environment
If the learners have more opportunities to communicate with people who have
good intonation, especially with English native speakers, their intonation will be
improved.
5.3 The effect of mother tongue intonation.
In English, as in many European languages, the intonation may function as the

only means of distinguishing various types of sentences, for example: He is
coming versus He is coming? In Vietnamese intonation is rarely used as a way
to form questions. If an assertive statement ends in a word with the high rising,
the voice should be raised at the end of the sentence.
For example:
It is really hot today.
On the other hand, if a question ends with the low-falling tone, the voice should
be lowered at the end of the question.
For example:
Is it really hot today?
In many European languages, the pitch of the voice in an assertive statement is
usually dropped at the end. In Vietnamese the meanings of the sentences: He has
become a Buddhist monk and he has been sent to prison are completely
different. Intonation in Vietnamese is strictly restricted by the tones
II. SITUATION
Students especially in grade 8 are not really in full awareness of the importance
of developing intonation in speaking skills and still hold their passive learning
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habit which is an obstacle decreasing the effectiveness of the methods that
teachers uses to teach English intonation.
Although all of the teachers are aware of the importance of English intonation
and the difficulties students have in using it, not all teachers fully pay attention
to teaching intonation. This leads to the fact that they don’t spend much time on
designing syllabus and activities focusing on English intonation
1. Difficulties in using correct English intonation that English majors face
with.
1.1 Manipulating and analysing intonation is one of major problems for English
learners.

Intonation is an aspect of language not usually brought to the level of
consciousness. In the speech of native speakers intonation patterns are planned
at a deeply unconsciousness level, the units and contours being mapped out in
the speaker’s mind before he or she decides which words he or she will use. It is,
therefore, intrinsically difficult to make a leaner manipulate intonation
consciously without running the risk of destroying the naturalness of his/her
speech.
Intonation is fleeting and, therefore, inherently difficult to analyze. Native
speakers respond intuitively to the intonation used by other native speakers.
These problems lead to the fact that learners of English cannot figure out how
English intonation works or the way the English use intonation in
communication. Therefore they can’t speak English with appropriate intonation.
1.2 The difference between native language intonation and English intonation
causes difficulties.
Mother tongue has strong effect on the speakers’ voice, accent and intonation.
Furthermore, most of the time learners communicate in mother tongue, therefore
it takes a lot of time and effort to change their habit of using intonation.
2. Learning environment

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Though teachers have chosen to use all the effective methods to teach English
intonation, the using intonation of students is not improved very much. This
conflict is partly caused by teaching and learning environment. In the first place,
students don’t have enough facilities to support their study (TV, radio, language
lab…). Moreover, class time is limited for both teachers and students to practice
intonation; there are not many activities for students to attend to improve using
intonation.
III. SOME SUGGESTED SOLUTION TO IMPROVE ENGLISH

INTONATION.
Actual practice let me give some solutions to improve his English intonation
learning:
1 For teachers:
- The teachers should organize various activities for students: listening to music
songs, news programs, telling stories, performing plays, or watching clips.
- The teachers should organize the extra-teaching or spend a little time on
intonation which represents a progression from receptive to productive
activities:
- Sensitisation
A particular feature of intonation is demonstrated in context. By means of
questions and tasks the students have to recognize and discuss the use of the
feature. The purpose of this section is to make the students aware of its
communicative value.
One feature of English intonation is demonstrated to help you to become aware
of the choices a speaker can make and how they sound. There is usually a
conversation for listening, with questions to familiarize you with the content and
the context. Then you will listen to an extract from the conversation, which is
accompanied by tasks, which focus your attention on the particular feature.
- Imitation
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This involves the simple repetition of models derived from section I to
encourage the students to produce the feature with accuracy and confidence. The
section is kept short but the items can be repeated as often as it’s necessary.
- Practice activities
These include a variety of activities that provide practice in recognition,
discrimination and production. Where it is appropriate, answers are provided in
the Teacher’s Book.

You are given opportunities to practice the feature of intonation by repeating
extracts from the conversation you have heard in the Sensitization.
- Communication activities
The activity is designed for pair work and is based on an information gap
between the students. Each activity has been designed to exploit the feature that
has formed the focus of the unit. However, the full range of intonation will come
in to play, so the teachers should try to ensure at some stage that the focus
feature is used appropriately.
This activity requires you to work with a partner and exchange information. It
gives you the opportunity to think about the feature you have been learning
about and to use it in a freer situation.
2 For students.
In addition to what the teacher teaches, students can improve their intonation
by:
2.1. Using the Internet as a learning aid
Through the Internet, the learners can search many websites, which provide
English intonation teaching and learning programs.
2.2. Recording and analysing speeches
Learners can read aloud a piece of news, passage or perform a conversation and
record them. After comparing with those spoken by native speakers or good
speakers, they can analyse their intonation to find out the appropriate way of
using intonation
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2.3. Attending a variety of activities related to English intonation
Learners should attend activities such as: listening to music songs, news
programs, telling stories, performing plays, and watching films. Through these
activities, learners can improve their intonation.
2.4. Communicating in various contexts

Students should communicate in a variety of social, personal and academic
English contexts to help them use suitable for each situation and each listener.
3. For the secondary schools.
The secondary schools should be well equiped with enough facilities and
modern equipment for teaching and learning English intonation. For example:
function rooms, radio, projector…
4. For the education and training department.
The education and training department should regulary organize training courses
for the teachers to exchange their experiences in teaching English. It is a useful
opportunity for us to communicate by speaking English.
Beside writen English, the education and training department should also
organize speaking contests for students from grade 6 to 9 to urge them to speak
more English in class. This not only helps them improve their speaking skill but
also encourage using correct English intonation in each communication. The
students will be more self-confident and active.
PART C: CONCLUSION AND RECOMMENDATION
As mentioned in the introduction of this paper, having knowledge about the
English intonation is an important and very useful aspect for English learner
especially for students in grade 8 in my school. We know that English 8 focuses
on 4 skills: Listening, speaking, reading and writing. So using correct intonation
in teaching and learning will help the students improve those skills. After
applying my paper to the students in class 8A and 8B, I realize that my students
not only know about the grammar or vocabulary but also know how to use
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correct intonation, specially in communicating. This is verified by this table:
Time

Number of

Using correct

Rate

Before applying this paper.
After applying this paper.

students
65
65

English intonation.
13
52

23%
80%`

In short, developing the use of English intonation will improve learners’
communicative skill. It is really necessary to appreciate the importance of
intonation and give suitable teaching methods in order to encourage learners in
using appropriate intonation.
This paper aims at studying the forms and function of English intonation, and
providing English learners with some useful tactics to improve the use of correct
English intonation.
Due to limited time, knowledge and other conditions, I have only mentioned
about some aspects related to English intonation: an overview of English
learners’ intonation, types of English intonation, difficulties with intonation and
some suggested solutions. Unavoidably, My research may have some certain

short – comings which I hope to solve when coming back to this matter on other
occasion.

XÁC NHẬN CỦA THỦ TRƯỞNG

Thanh Hóa, ngày 30 tháng 3 năm 2016

ĐƠN VỊ

Tôi xin cam đoan đây là SKKN của
mình viết, không sao chép nội dung của
người khác.

Lê Thị Hoài Vân

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PART D: REFERENCE BOOKS
1. Peter Roach, English phonetics and phonology, Cambridge University
Press, 1983, 1991, 2000.
2. Brazil, D., Discourse intonation II, University of Birmingham, Discourse
Analysis Monographs No. 2, 1978.
3. Brazil, D., The Communicative Value of Intonation in English, University
of Birmingham, English Language Research, 1985.
4. Brazil, D., Coulthard, R. M &Johns, C., Discourse intonation and
language teaching, Longman, 1980.
5. esl.about.com/old/speakingadvanced/a/timestress
6. umanitoba.ca/faculties/arts/linguistics/russell/138/sec3/inton.htm
7. www.intonation.co.uk

8. wikipedia.org/wiki/intonation_(linguistic)
9. www.cambridge

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