Abstract
Intonation of classroom communication is viewed within the framework of discourse approach. The study investigates intonation in interactional dimension with regard to speech situation, specific features of pedagogical discourse in primary school, social and cultural parameters. Basing on the data of perception analysis the authors focus on the extralinguistic factors that determine frequent use of rising terminal tones in the discourse addressed to young children. Special attention is given to the institutional principles and norms of teacher-student interaction in primary schools of Scotland. The article contains an overview of the main tendencies in the intonation of primary school teachers, determined by their professional background, regional accent and new pronunciation trends. Approaches to multidisciplinary study of discourse intonation are outlined.
Highlights
Basing on the data of perception analysis the authors focus on the extralinguistic factors that determine frequent use of rising terminal tones in the discourse addressed to young children
Special attention is given to the institutional principles and norms of teacher-student interaction in primary schools of Scotland
The article contains an overview of the main tendencies in the intonation of primary school teachers, determined by their professional background, regional accent and new pronunciation trends
Summary
В ходе перцептивного анализа материалов исследования было установлено, что наиболее частотным терминальным тоном является восходящий тон (67% от общего количества терминальных тонов). Что для выявления более тонких различий между восходящими тонами, необходимо рассмотреть такие его типы, как the high rise, the low rise and the wide rise [3, p.
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