Part Six

1. Part Six TONE & INTONATION -- CONTRASTIVE PHONOLOGY

2. (a) Pronounce the following monosyllabic words separately: earth, sky, sea, sand How would you describe the tone of each word -- e.g. as ‘falling’, ‘rising’, ‘level’, or a combination thereof? (b) Now pronounce the following polysyllabic words. Do you see any basic similarity between the tones in the two sets of words? ‘trumpet, 'symphony, 'opera, 'orchestra (c) What similarities and differences do you see between the following tones and the ones above? pi'ano, con'ductor, ac'company, clari'net · ‘The stressed syllable in an English word is assigned a high tone, and the unstressed syllables a low tone.’ Question: Is the tone part of the lexical meaning of the word?

3. TONE LANGUAGES – e.g. Chinese, Thai, Vietnamese, etc. Tones (different pitch levels) are used to distinguish different words – i.e. tone has a phonemic function

4. Phonological processes: Tone sandhi – the change undergone by a tone when adjacent to another tone Tone sandhi in Mandarin: CHANGENO CHANGE 1) hao jiu --> hao jiu hao ren xin jiu 3 3 --> 2 3 3 2 1 3 好酒 好　人　　　新　酒  2) mai ma --> mai ma mai shu qi ma 3 3 --> 2 3 3 1 2 3 买　马 买　书　　　骑　马  3) xiao gou --> xiao gou xiao shu da gou 3 3 --> 2 3 3 4 4 3 小 狗 小 树 大 狗

5. Do the other tones undergo change? 4) xin shu xin nian xin fu 1 1 1 2 1 4 新　书 新　年 新　妇 5) ti ming ti gao ti huo 2 2 2 1 2 4 提 名 　　　提 高 提 货 6) da di da feng da xue 4 4 4 1 4 2 大 地 大 风 大 学

6. Writing a rule for tone sandhi: (a) which tones undergo change? (b) what tones do they change into? (c) in what environment do these changes take place? Tone sandhi in Mandarin: ‘A _____ Tone changes to a _____ Tone when ______________ (preceded/followed?) by a _____ Tone.’

7. A classic case of syntax-phonology interaction: Does tone sandhi apply ‘blindly’, or is it ‘sensitive to’ syntactic and morphological structure? [lao li] mai [hao jiu] 老 李 买 好 酒 UR 3 3 3 3 3 a) 2 3 3 2 3 b) *2 3 2 3 3 c) *3 2 3 2 3 Taking morpho-syntactic structure into account: a) [2 3] 3 [2 3] b) *[2 3] [2 3] 3 c) *3 [2 3] [2 3]

8. INTONATION: patterns of pitch variation over a stretch of speech intonational phrase (IP) a) /Our 'students 'love pho'nology/ b) /Our 'students/ 'love pho'nology/ c) /Our 'students/ 'love/ pho'nology/ tonic or tonic syllable: the most prominent syllable within an IP, which carries a pitch movement a) /Our 'students 'love pho'nology/ b) /Our 'students/ 'love pho'nology/ c) /Our 'students/ 'love/ pho'nology/

11. Restrictive vs. non-restrictive clause: a) /The city which hosts the 2008 Olympics/ will need to raise billions of dollars/ (restrictive) b) /The city/ which hosts the 2008 Olympics/ will need to raise billions of dollars/ (non-restrictive)

12. Structurally ambiguous sentences: Those who left immediately regretted it. a) /Those who left immediately/ regretted it/ b) /Those who left/ immediately regretted it/ 1) He remembered the incident on the train. 2) The young woman who is a paediatrician adores children. 3) She saw the man with a pair of binoculars. 4) People who sold their apartments quickly made a profit. 5) The eggs are stamped with the date they were laid by the farmer

13. 3. Marking information structure • Information unit • Focus of information Intonational phrase information unit Nucleus focus • /As long as land remains scarce/ property prices will always be high/ • /She finally decided to marry Gabriel/ not because he was rich/ but because he was devoted to her/ • 3. /Although over-eating is bad for one’s health/ many people do not seem to care/

14. new information vs. old (or ‘given’) information ‘The lecture yesterday evening was on standard and non-standard language./ It touched on a lot of misconceptions and prejudices in people’s minds,/ and made us look at the issues in a totally new light.’ Question: Where does the ‘old’ information normally come in a sentence – in the first or the last part? What about the ‘new’ information?

15. CONTRASTIVE FOCUS (i) /Half the students have gone shopping today/ (explaining why attendance at the lecture is so poor) (ii) /Halfthe students have gone shopping today/ (emphasising the extent of the truancy) (iii) /Half the studentshave gone shopping today/ (as opposed to the teaching staff) (iv) /Half the students have gone shopping today/ (on other days it’s not like this) (v) /Half the students havegone shopping today/ (the speaker is certain of this, in response to a challenge)

16. CONTRASTIVE PHONOLOGY: Comparing the phonological systems of different languages or different varieties of the same language ACCENTS OF ENGLISH Regional varieties of English – British (RP, southern, Cockney, northern, Scottish, etc), American (GA, southern, New York, etc.), Canadian, Australian, New Zealand, etc Rise of English as a global language in the second half of the 20th century Spread of ‘New Varieties’ of English – Singaporean, Malaysian, Indian, Philippino, Hong Kong, etc. English

17. Comparing the phonology of different varieties of English – four main aspects:

21. ANALYSING THE PHONOLOGY OF ‘NEW’ VARIETIES OF ENGLISH: The case of Hong Kong English

22. Spectrograms for heat and hit in HKE:

23. VOWEL SYSTEM OF HKE

27. 2. DIPHTHONGS Question: Does this mean HKE has an identical system of diphthongs to native varieties like British RP?

28. Phonetic realisations (allophones) of diphthongs in HKE:

29. 3. CONSONANTS Question: Is there any evidence for a /s/ vs. /z/ contrasts in HKE?

30. Is there any evidence of a voiced vs. voiceless contrast among fricatives in HK English?

31. HONG KONG MANDARIN 1. Palatal obstruents – is there any evidence forthem in the following HKM data?

32. The diphthong ou