Re: Pronunciation

>  I agree with you that a lot of
> native Chinese speakers, me included, are in the disadvantage because
> of inadequate intonation and stress. In that case, what are the best
> remedies to address the issue?
> 
> Thanks,
> 
> David Bi
> -- 

I don't think there's a simple answer to this, unless you say the best
remedy is mimicry, but this is too easy to say and much harder to put
into practice. One of the problems is that although intonation
patterns have meaning, the same speaker can often use a variety of
patterns that give the same meaning and attitude. This is confusing to
say the least. At least stress is a bit easier so maybe one might
start with this. 

Practice is the key. Starting at a much lower level of English than
David has, I get learners to thud their fist into their other hand as
they stress the important words(s) in their utterance. 

YOU did it. (accusation)

You DID it. (success!)

There's a little problem that arises later. English often uses
adjectives to identify and distinguish and these carry a stress.

Striking COAL miners in Hebei province clashed with police last Saturday.

Chinese and other Asian learners of English often feel that the noun
is more important:

Striking coal MINERS in Hebei province clashed with police last Saturday.

When different cultures have different opinions over which is the key
word in an utterance there's not much one can do. I think here you
just have to accept the NS view of the world. Fortunately it rarely
happens outside this "noun or adjective" case.


As the learner masters stress, intonation lies over the top. I think
intonation is best learned by practice and mimicry, just like tones in
 Chinese, though I must admit my own ability with tones in Chinese is
miserable. It also helps if the learner can interact with NS or NNS
since mimicry also needs testing out to see if your attempts do what
they are supposed to do.

There are "rules", but it gets too complicated to memorize and apply
them in conversation. Questions, general questions, go up on the final
stressed syllable but of course, if you want to stress other syllables
you go up on them.

Why do you want to go to LONdon?

WHY do you want to go to london? (give me a reason)

Why do YOU want to go to london? (why don't you send someone else.
What's your personal reason for going)

In each case the stressed syllable has a rise. I don't think you can
learn this by analysis and reasoning. I think repetition and use in
action is the only way.

Dick Tibbetts









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