Intonation: Meaning and its implication on teaching

Abstract

Several evidences of research into segmental phonology abound, but not much has been done on intonation. Jowitt opined that “… intonation has been hampered by insufficient investigation at the scholarly level …” (Jowitt, 2000). From researches, up to 70% of the problems associated with the lack of intelligibility in spoken communication are caused by inadequate knowledge of patterns of English intonation among non-native speakers. The aim of this paper is to investigate reasons responsible for relegation to the background the teaching of intonation patterns and investigate the connections between intonation and meaning. The model used for this research is that of Cruttenden (1986). In conclusion it was realized that intonation has great influence on meaning derivation and should be taught correctly by teachers of English who knows what it takes to teach phonology and its types. They are to introduce methods of teaching that will help learners develop interest and make deliberate efforts to acquire and use them correctly. The government and appropriate school authorities should ensure a conducive learning environment; provide training and retraining opportunities for teachers and world class language laboratories with state-of-the-art equipment. This will bring both learners and teachers of English to the attainment of Educated English.