UNIVERSIDADE FEDERAL DO ESPÍRITO SANTO

CENTRO DE CIÊNCIAS HUMANAS E SOCIAIS

DEPARTAMENTO DE LINGUA E LITERATURA

ANA RAQUEL RIBEIRO DE FREITAS

THAIS BICAS

LUCIANE RIBEIRO

ATTITUDINAL FUNCTION OF INTONATION IN MOVIES

VITÓRIA

1

2011

ANA RAQUEL RIBEIRO DE FREITAS

THAIS BICAS

LUCIANE RIBEIRO

VITÓRIA2011

Academic paper presented to the Departamento de Linguagens, Cultura e Educação e o Departamento de Línguas e Linguagem)da Universidade Federal do Espírito Santo as parcial fullfilment of the subject Tópicos de Ensino de Lingua Inglesa II and Projetos da Língua Inglesa II

Advisor: Profª. Drª. Karen Currie

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TABLE OF CONTENT

1 INTRODUCTION........................................................................................................ 04

2 LITERATURE REVIEW ………………………………………………………. 05

2.1 Attitudinal function of prosody.................................................................................. 05

2.2 Basic Emotions……………………………………………………………………… 06

2.3 The use of movies in EFL classrooms………………………………………………. 08

2.4 How to teach prosody using movies…………………………………………………

2.5 Relation of Pitch movement and emotions…………………………………………

3 METHODOLOGY....................................................................................................... 08

4 DATA ANALYIS......................................................................................................... 10

5 FINAL THOUGHTS................................................................................................... 14

6 REFERENCES............................................................................................................ 16

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1. INTRODUCTION

Intonation or prosody is the melody of speech according to Wells (2006). Non native speakers

have difficulties to acquire a foreign language because of the intonation, it is been described

as the most difficult aspect to acquire and it can cause misunderstandings (Grabe et al).

Within the area of prosody, English speakers generally have three concerns when they speak:

tonality, tonicity and tone according to Wells (2006). These elements are important for

communication (Sabbadini et al, 2006).

According to Wells (2006) there is a lack of studies in the area of intonation and most people

do not pay attention to it as being very important for effective communication. However,

understanding English intonation patterns increases not only your spoken English

pronunciation competence, but your English listening comprehension as well.

According to Abreu e Mathon (2005, p.1) “One difficult point a learner of a foreign language (whose

intention is to communicate) has to face is that she or he needs to perceive the emotions of her or his

interlocutor in order to react in an appropriate way to the situation, and speaking is a crucial part of

second language learning and teaching.(KAYI, 2006).

Intonation choices made by speakers carry linguistic information and the various elements of

intonation are seen to perform a variety of functions (RANALLI,2002) . “The prosodic

expression of emotions influences the way we interpret each other’s words”( ABELIN, 2010, p.1)

So we observed that intonation is crucial for communication and we should find ways to

teach it in the classroom( Sabbadini et al,2006).

After learning about this area in our prosody classes, we were interested to see how the connection of

prosody and emotions really works, so we started to look for a method to compare the emotions in

different situation. We found out that movies could be helpful in that experience so we started our

work with two aims, first: to show the relation between the prosodic features (tone movement)

and two different emotions and after that to show how important is to teach attitudinal

intonation for students and how it can be taught through movies.

Research shows that audio-visual tools improve the language learning process. This may be

explained by the fact that video can help learners to see the context of the words as well as the

meanings, and by the fact that movies are about communication, and this can often be done

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without the help of language because we often use more than language to talk to people and

they understand what we mean, for example, with gestures, facial expressions, eye contact,

etc. (LING, Li, 2009)

The movie we chose to use in our research is “Closer” .We found it interesting because our

focus was on observing the effect of anger in the speech of different characters and in this

movie there are some great speeches where the characters use prosody to communicate this

emotion.

Some authors explain that specific intonation patterns can be associated with specific

emotions. In this paper we will show how emotion , specifically anger, influences pitch movement

In our work we decided to analyze the pitch movement of a specific scene of the movie,

because several studies relate specific kinds of pitch movement with emotions, mainly with

anger, which is the focus of our analysis.

In the following sections we will explain this relationship between pitch movement and the

communication of emotions e show how it happens.

2. LITERATURE REVIEW

2.1Attitudinal function of prosody

One of the most important functions of prosody is called “attitudinal function”, that

express our feelings, emotions and attitudes. “ A important role of prosody is to convey the

speaker´s mood, relationship with the hearer and other attitudinal matters “ ( Jensen et al )

1994,p.1). English is an intonation language, so through the changes in pitch, we can change

the means of the words.

According Bolinger (1986, p.21) “ In English, pitch changes are the most important signal

of new information or special importance “.

“Fundamental frequency (pitch) and intensity are the most representative parameters for

describing voice source behavior, while articulatory movement range and speed have been

used to characterize vocal tract shaping patterns. “ ( Jangwon Kim et al,2010, p.1)

According to Mozziconacci and Hermes(2011, p.1) “It is likely that information on the

emotion expressed by the speaker is not only present in global properties of the

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utterances, such as pitch level and pitch range, but also in more local properties

involving changes of pitch through time”.

These author also says that we still don’t know much about that role of expression of emotion or

attitude that intonation has and many learners ignore that functions and will not able to express

properly and interpret messages from the speaker.

“In adulthood, individuals must decode the emotional expressions of others effectively or risk

a breakdown in interpersonal communication. It is therefore of major” ( PAULMANN,

SILKE, et al, p. 01)

We can express emotions with adjectives: I am happy, angry, sad, afraid, surprised, tired and

so on. But often we express the emotions with prosody ( ABBELIN, 2005,p.10) .

2.2 Basic Emotions

Primary emotions are those we feel first and disappear fast. It’s Universal, and we found in all

cultures. It’s the first response to stimulus. (Darwin, Ekman, 1998)

Secondary emotions occur after the primary emotions. Can occur as response to primary

emotions, like to feel anxiety for fear that something will happen. Some authors explained

also like different levels of emotions, became in secondary emotion. I can feel low anger,

middle anger, and finally became angry. Depression is other example of secondary emotion.

That kind of emotion does not disappear fast, normally stay for long time.

“ Each basic emotion has a distinct physiological profile and a unique expression “ (Ekman,

1992 ).

The most authors elect four basic emotions: anger, happiness, sadness, fear .

Many studies have been done in this area, and some international measurements are often cited:

Anger: normally tends to high frequency, wide pitch range, high energy and fast tempo.

Happiness: normally happiness tends to increase in pitch and pitch range, sometimes with

slow tempo, sometimes with faster tempo( depends the speaker), higher intensity.

Sadness: normally tends to have rise at the end of the sentences, a lower pitch, slow tempo,

lower intensity.

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Fear: normally tends to highest pitch , widest pitch range

In the table 1 we have some general acoustic characteristics of emotions:

Anger Happiness Sadness Fear

Speech rate Slightly faster Faster or

slower

Slightly slower Much faster

Pitch

average

Very much

higher

Much higher Slightly slower Very much

higher

Pitch range Much wider Much wider Slightly narrower Much wider

Intensity Higher Higher Lower Normal

Voice

quality

Breathy, chest

tone

Breathy,

blaring

Resonant Irregular

voice

Pitch

changes

Abrupt, on

Stressed

syllables

Smooth,

upward

inflections

Downward

inflections

Normal

Articulatio

n

Tense Normal Slurring Precise

Summary of most general correlates to emotions in speech. Table from Murray & Arnott

( 1993)

In that paper we will show the influence of emotion in pitch movement , specifically anger.

Expressions of anger and sadness are typically recognized more reliably from prosody than

expressions of fear and pleasant surprise (Banse & Scherer, 1996). The high recognition rates

for these two emotions may be due to their distinctiveness at the acoustic level; a small

literature on this topic indicates that sadness is usually expressed with low intensity, low

speaking rate, and rather low pitch, while anger is conveyed with high intensity, fast speaking

rate,and high pitch (Juslin & Laukka, 2003).

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2.3 The use of movies in EFL classrooms

Teachers have continuously dedicated enhancing the amount of time spent on listening and

speaking in the classrooms.( Kusumarasdyati, 2004). It is relevant to note that learners listen

to the foreign language they are studying approximately twice as much as they speak it (van

Duzer, 1997; Nunan, 1998).To promote the learners’ mastery of listening skills, teachers

might select and prepare a variety of quality teaching materials to be used in the classrooms,

assuring that the learners will take good results from the movies. Movies provide exposures to

the real language uttered in authentic settings and the culture in which the foreign language is

spoken (Stempleski, 1992; Telatnik and Kruse, 1982).

At the most basic level of instruction, it can be argued that language found in films could help

foreign language learners understand English intonation, such as intonation units, stress

patterns, tones and pitch range.Take stress patterns as an example, stress is an important

feature of word identity in English. It is evident that not all syllables of a polysyllabic English

word receive the same level of stress. In connected speech, usually two levels of stress appear

to be perceptible, to non-native speakers in particular: stressed and unstressed. It is generally

the case that one word is stressed more than any other since it possesses the highest

information content for the discourse utterance, that is, it informs the hearer most. In films,

many contextual clues are offered to learners. Films allow the learner to see body rhythm and

speech rhythm in second language discourse through the use of authentic language and speed

of speech in various situations. (LI Ling, 2009)

2.4 How to teach prosody using movies

(Scherer, 2003) discuss a number of pros and cons of using real versus acted data, in the

context of emotional speech analysis. His main argument is hat while real data offers natural

expressions of Emotions, it is not only hard to collect (due to ethical issues) but also very

challenging to annotate and analyze, as there are very few instances of strong expressions and

the rest are often very subtle.

Acted data (also referred to as portrayed or simulated), on the other hand, offers ample of

prototypical

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examples, although these are criticized for not being natural at times.(PURANDARE AND

LITMAN)

It is not rare to find some researches suggest that the students like learning language through

using films. As Canning-Wilson (2000) points out that the use of visuals overall can help

learners to predict information, infer ideas, and analyze the world that is brought into the

classroom via the use of video instruction. In a teaching or testing situation, films can help

enhance understanding and give meaning to an auditory text; it can create a solid link between

the materials being learned and the practical application of it in an authentic situation; films

can serve as a stimulus or catalyst to help integrate materials or aspects of the language. Just

as Arthur (1999) claims that video has values of giving students realistic models to imitate for

role-play, increasing awareness of other cultures by teaching appropriateness and suitability,

strengthening audio/visual linguistic perceptions simultaneously, widening the classroom

repertoire and range of activities, teaching direct observation of the paralinguistic features

found related to the target language, and lowering anxiety when practicing the skill of

listening, films can be used in classrooms to lower the anxiety and increase the motivation of

EFL students by providing learners with much valuable information, for example, getting to

know different cultures and learning about different perceptions toward some phenomena.

Films are very popular with both students and teachers alike as they have enormous cross-

cultural value and offer linguistic diversity, especially in monolingual situations like in China.

In an attempt to find out what happens, students will often persevere with a film regardless of

any difficult language it may have. Wood (1996) presents that the use of films helps to extend

learning beyond the limits of the classroom since students will develop skills and interests that

they can pursue throughout their lives. Therefore, it can be noted that in an academic

environment, the use of films provides an excellent basis for the development of broader

academic and critical thinking skills. The following are some steps that the teacher may take

when using films in the EFL classroom:

Firstly, the teacher should carefully select a film which caters to students and is related to the

topic his students have been working on in their intensive reading class. So the students will

be able to be equipped with some necessary vocabularies and related knowledge prior to film

watching. The teacher should be clear that entire films should not be shown in class. Films

should have either English subtitles or subtitles in the students’ native language, which may

help students better understand the film.(LING, 2011)

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2.5 Relation of Pitch movement and emotions

Crystal notes that an important function of intonation is 'attitudinal', but he does so under the

heading of 'emotion', thus unhelpfully conflating the two: "Emotion: Intonation's most

obvious role is to express attitudinal meaning - sarcasm, surprise, reserve, impatience, delight,

shock, anger, interest, an thousands of other semantic nuances" (1995: 249). It seems

therefore that the most important prerequisite for studying the intonational (or other prosodic)

correlates of attitude and emotion is to consider carefully what we mean by the

terms(WICHMAN,2011).

According to these author also tone refers to the pitch movement and is used to transmit

attitudes chosen by the speaker , it’s an implicit part of communication.

In our work we will focus on the pitch to show that attitudinal function. Pitch can be

described as the fundamental frequency of the voice. The speaker needs to decide how to

realize each accented syllable. “Pitch variations in speech are realized by the alteration of the

tension of vocal cords” (Ladefoged, 1982, p. 22).

A normal speaker voluntarily alters the tension of the laryngeal musculature to produce F0

changes tipically associated with pitch accent.(M. A van rossum , et al pg. 01, 2002)

Tone is used to transmit attitudes chosen by the speaker , it’s an implicit part of

communication.

Tone is a frequency contour. The choice the speaker has to produce different meaning. A unit

of speech bounded by pauses has movement, of music and rhythm, associated with the pitch

of voice (Roach, 1983 pg. 113).

3. METHODOLOGY

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For our reflective paper we have chosen 02 scenes from a movie because we wanted to

analyse the attitudinal function of intonation. In movies it is possible to exemplify those

chacteristics because acted conversations are better to recognize the influence of emotion in

intonation.

We selected a scene from the movie Closer (2004) because it talks a lot about human

emotions, and for the analysis we chose a scene from the end of the movie because our focus

in this work is anger and the scene had that characteristic.

First we cutt the movie in several scenes using the Windows Movie maker, that made possible

to selected an specific scene for the analysis after that we extracted the audio of the movie

using a software called Video converter , it extracted the audio from the movie and converted

it in a wav file. After that and using the software WASP we measured the pitch maximum

and minimum , the pitch movement, the intensity and the duration of each scene.

After that we compared the results and analyzed the differences between them and how they

influenced the expression of emotion in the different scenes it influence the discourse intonation.

5. DATA ANALYSIS

The first selection that we are going to analyze from the movie is a conversation between a

male and a female in a calm situation. We selected two phrases, one spoken by each character.

The first one is from the male: You did remember to pack my passport?

Graph1: Male: You did remember to pack my passport?

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In this utterance we could see after analyzing the graphs from WASP that in the scene the

actor starts with a pitch of 150Hz reaching after that the maximum pitch height of 230

characterizing a rise on the word Did, that seems to be the focus of the utterance because it

reaches the maximum pitch of the whole phrase. At the end of the utterance he uses very little

pitch movement [ranging from 150.Hz to a little less than 100 Hz] over the very little pitch

movement. Reaching the lowest pitch in the word passport.

We analyzed intensity and duration too with respectively 33996 for the intensity and 1.355 s

for the duration of the phrase. In this utterance the actor produced 10 syllables in 1.355s, so

that makes about 7,4 syllables a second.

In the other part of the scene the female says:

Graph2: : Female: Of course. It’s with my passport.

Analyzing the graph we observed that the woman started with a rise-fall, her highest pitch

was 300Hz, which is higher than the highest pitch of the man as we can observe. That

happens because according to Ashby (2005) typically women have a smaller larynx and

shorter vocal folds than men what produces a higher pitch . Daly and Warren (2001) found

that females also have a wider pitch range. Pitch range can be equated with a greater range of

emotion during speech, which may be more culturally developed among females.

However, in this example, the female actor has a small amount of pitch movement, only

140Hz, in the beginning of the utterance on the phrase: Of course , in that she reachs the

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maximum pitch height (300hz) of the whole phrase. And after in the rest of the phrase ‘It’s

with my passport’ – there is an initial fall from300 Hz to 250 Hz, then a small rise fall from

250 Hz to270 Hz and ending on 250Hz.

The intensity was 23078 and the duration 2,045 s. The female actor produced 9 syllables in

2,045 s which means that we had 4,4 syllables per second in that utterance.However we have

to point out here that there is a considerable pause in between the 2 phrases – of about 0,305 s.

Comparing the results for the calm scene involving the man and the woman we saw that

overall the female’s pitch is higher than the male, which corresponds to the theoretical data

we cited before.

We then selected another scene where each actor demonstrated anger in their conversation.

First analyzing the man’s speech:

Graph 3: Angry man :Who are you?

In that utterance we can point out that the pitch maximum is 390 Hz and the minimum is 50.

Over all the pitch movement is 580 which is much bigger than the other in the calm scene.

In the Word Who for example he starts with 175 hz rising to 217 hz, then falling slightly to

around 200. And in the other part of the utterance - are you The ‘are’ seems to be the nucleus.

it is around 250, then the last word is a larger fall from 355 to 245

The intensity reached 55637 and the duration is 1,035 s. Since the phrase contains only 3

words, the speech velocity is about 2,9 syllables per second.

In the woman’s speech,we have:

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Graph 4: Angry female: I’m no one.

In that utterance we have the highest pitch at 500 Hz and the lowest on 200. The total amount

of pitch movement is 520 overall,. starting on 200 going to 460 falling to 400 rising again to

480 then finishing on 180.which is bigger that her pitch movement in the first scene too, that

was 260, so we had 260 difference between them. In the beggining of the utterance in the

first part :I’m she reaches have a initial pitch level at around 200 – then Imake her highest

point in this word around 465Hz. However, we have to consider that her speech are more

related to the glottal tension which is connected to her voice quality, rather than her pitch

measurement. In the other part of the utterance –No one- she starts higher in 480 hz ending

on 200 hz and after that she rises again to 400 hz. (The last word is being pronounced as a

small rise – so check the measurements here.)???rise??

The intensity was 50185 and the duration 0,890s, so since the phrase involved 3 syllables the

speech velocity was 3,3 syllables per second.

For better show our results we developed the following table:

PROSODIC FACTORS

MALE FEMALECALM ANGRY CALM ANGRY

Maximum F0230 390 300 500

Total amount of pitch movement

180 580 140 520

50 390 300 500

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Pitch range

Intensity1355 55637 23078 50185

Syllables per second

7,4 2,9 4,4 3,3

Table 1:Prosodic factors values.

6. FINAL THOUGHTS

After analyzing all the graphs we realized that the utterances that represented the angry

emotion had a bigger pitch movement and that difference was very clear in both the m fan’s

and woman’s speech . In the female speech in the calm situation we had a maximum F0 of

only 300hz while in the anger speech we had 500z. In the male speech we had a maximum F0

of 230hz in the calm speech and 390hz in the angry

So overall the pitch range in the anger situation was above 300, and in the calm or

unemotional situation it was 300 at the most.

We also saw differences in intensity, in the anger situation utterances we had intensity over

50 000, and in the calm situation the maximum that it reached was 33995.So the intensity in

anger situation was higher.

The duration wasn’t an important character. We had lots of variation in this feature. The

female calm utterance had the biggest number of words per second, although in that situation

the number of syllables per second could not be accurate because, the utterances are different

and in her calm utterance she had a pause that should be discounted of the total duration, but

as that was not the focus of our work we didn’t worked with that values.

The calm scenes where harder to analyze because several times they almost whispered , what

makes the measurements to low. We could find better scenes to show that situation in this

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movie. In the anger situation we have some measurements misunderstandings too because of

grasp in their voice what provoked some alterations that wasn’t real in the graphs.

Analyzing the movie and comparing the scenes where the characters are expressing different

emotions, we can observe that prosodic features has such a big importance in out speech; it is

more relevant how we say things rather than what we say (SABADINI, 2009). We could also

observe that the utterance that represent the angry emotion had a bigger pitch movement that

difference was very clear in both man and woman speech.

With the use of films (or any kind of audio-visual tool) it is possible to teach English for EFL

students more effectively considering that they keep in contact with native speakers – based

on the fact that the majority of EFL students have teachers which their mother language is not

English. It can also show to students the English intonation patterns, because they tend to

transfer their first language’s intonation pattern to the second one, and sometimes it does not

work. (LI Ling, 2009).

Our paper was able to show the importance of the attitudional function of intonation, and that

movies are a significant tool in the classroom when we are tryng to show that for the EFL

students, we confirmed with our results that there a clear difference between the emotion in

terms of prosodic factors mainly pitch and intensity as we could see . So teaching about it will

help the EFL students to develop their speech skills.

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