103:
232:
A corpus-based study of yes–no questions in
American English found that the great majority of them (approximately 90%) ended in a high boundary tone (H%), most frequently (80%) using a "low-rise" final contour transcribed L*H-H%. The next most common contour is H*H-H%, which is described as
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A rising boundary tone can often be heard internally in a sentence in some languages, for example, to mark a topic, to mark off items in a list, or following the subordinate clause in a sentence such as "If you like it, please buy it". (See further:
150:
Because of its simplicity compared with previous attempts at transcribing
English intonation, Pierrehumbert's model has been influential and has been successfully adapted to several other languages, for example
196:
Boundary tones are also used to mark questions in many languages. For example, in
Chichewa, a yes–no question may be indicated either by a rising tone on the final syllable, or by a high-low falling tone (e.g.
130:
is the topic of the sentence and does not give new information, it will have a slight rise in pitch on the second syllable (see the illustration). In this case it is transcribed by
Pierrehumbert as H* L H%.
57:
In modern intonational studies the term 'boundary tone' replaces the notion of 'terminal junctures' (falling #, rising //, and level /) used in earlier
American studies of intonation.
538:
27:, at the end of each intonational phrase. It can also refer to a low or high intonational tone at the beginning of an utterance or intonational phrase.
99:, which fills the interval between the last pitch accent and the final boundary tone, and the percent symbol (%) indicates the boundary tone itself.
142:. Pierrehumbert marks this high pitch also with H%. (A low boundary tone at the beginning of an utterance is usually not marked by Pierrehumbert.)
23:
refers to a rise or fall in pitch that occurs in speech at the end of a sentence or other utterance, or, if a sentence is divided into two or more
491:
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is marked as ending in a boundary tone, written either H% when the speaker's voice rises up or remains high, or L% when it falls or remains low.
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marked as L* followed by a smooth rise to a high pitch at the end. Less commonly a yes–no question will end in a "high-fall", for example,
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would usually be pronounced with a low pitch on the first syllable. However, it can sometimes be pronounced with a high pitch on the vowel
114:. Again there are two possible pronunciations: the speaker can either say this as a single intonational phrase with a single high pitch on
69:. This can be pronounced in two ways, either as a single intonational phrase with a single high pitch on the first syllable of
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552:
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both have a falling intonation, and each one is transcribed by
Pierrehumbert as H* L L%. Here the asterisk (*) indicates a
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in 1975 but without being developed further. It was taken up again in 1980 in another PhD thesis on
English intonation by
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uses L%, H%, and % (no boundary tone) at the end of an utterance, and %L, %H, and %HL at the beginning; while for
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In another example, in response to the question, "What about Anna? Who did she come with?", a speaker may reply
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Frota and Prieto posit six boundary tones, written L%, H%, LH%, HL%, L!H%, and H!H% (where !H represents a
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163:. Some analyses use a larger number of boundary tones than L% and H%; for example for Dutch,
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Myers, Scott (1996). "Boundary tones and the phonetic implementation of tone in
Chichewa",
118:(L L L L H L), or as two intonational phrases with one high pitch on the first syllable of
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156:
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A boundary tone can also begin a sentence or intonational phrase. For example, the phrase
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511:"The Meaning of Intonation in Yes-No Questions in American English: A Corpus Study"
126:(H L L L H L). If the sentence is pronounced in the second way, because the word
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Pitch track illustrating the H% boundary tone, from
Pierrehumbert (1980), p. 266.
73:(L L L L L H L), or as two intonational phrases with a high pitch both on
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172:
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233:"high-rise". A typical low-rise question transcribed in the study is
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high tone, i.e. one slightly lower in pitch than the previous one).
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263:
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81:(L L L H L H L). If it is pronounced the second way, the words
496:
Prosodic
Typology: The Phonology of Intonation and Phrasing
485:
Prosodic Typology: The Phonology of Intonation and Phrasing
46:. In Pierrehumbert's model, which later developed into the
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Grice, Martine; Stefan Baumann and Ralf Benzmüller (2005)
481:"German Intonation in Autosegmental-Metrical Phonology"
209:, on the contrary, a yes–no question is indicated by a
548:, Indiana University Introduction to Phonetics course.
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Ph.D. Thesis, Massachusetts Institute of Technology.
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Ph.D. Thesis, Massachusetts Institute of Technology.
539:"The Phonology and Phonetics of English Intonation"
509:Hedberg, Nancy, Juan M. Sosa, Emrah Görgülü (2014)
472:Frota, Sónia; & Pilar Prieto (Eds.) (2015),
65:Pierrehumbert gives the example of the sentence
418:Myers (1996), p. 35; Hullquist, C.G. (1988),
8:
50:system of intonational transcription, every
487:. Oxford University Press, pp. 55–83.
16:Change in pitch at the end of an utterance
504:10.1093/acprof:oso/9780199249633.001.0001
431:Kamoga, F.K. & Stevick, E.W. (1968),
235:And do you still work for a veterinarian?
515:Corpus Linguistics and Linguistic Theory
498:. Oxford Scholarship Online, chapter 5.
407:Focus and Phrasing in Chichewa Phonology
555:. Ph.D. Thesis, University of Manitoba.
374:
372:
330:Pierrehumbert (1980), pp. 47, 266, 315.
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553:"The Intonational Grammar of Persian"
546:ToBI Intonation Transcription Summary
319:ToBI Intonation Transcription Summary
122:and another on the first syllable of
7:
525:"The Intonational System of English"
492:"Transcription of Dutch Intonation"
30:The term was first introduced in a
476:. Oxford: Oxford University Press.
387:Frota & Prieto (2015), p. 412.
14:
213:tone on the final syllable (e.g.
146:Boundary tones in other languages
537:Pierrehumbert, Janet B. (1980)
205:, a related language spoken in
532:Studies in African Linguistics
1:
551:Sadat-Tehrani, Nima, (2007).
469:. Cambridge University Press.
339:Pierrehumbert (1980), p. 258.
308:Pierrehumbert (1980), p. 266.
201:"have you received it?"). In
186:Chichewa tones#Boundary tones
490:Gussenhoven, Carlos (2010).
444:Hedberg et al (2014), p. 10.
409:. New York, Garland, p. 147.
290:Pierrehumbert (1980), p. 26.
95:, the hyphen () indicates a
299:Cruttenden (1986), pp. 45f.
590:
405:Kanerva, Jonni M. (1990).
348:Cruttenden (1986), p. 67f.
61:Examples of boundary tones
523:Liberman, Mark Y. (1975)
465:Cruttenden, Alan (1986).
221:'is it a school?'). (See
281:Liberman (1975), p. 286.
259:Intonation (linguistics)
192:Question boundary tones
179:Internal boundary tones
107:
67:This is my sister Mary
574:Prosody (linguistics)
474:Intonation in Romance
453:Hedberg et al, p. 13.
357:Sadat-Tehrani (2007).
217:'it is a school' vs.
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433:Luganda Basic Course
396:Myers (1996), p. 34.
245:, in which the word
237:, with the syllable
112:Anna came with Manny
25:intonational phrases
378:Gussenhoven (2010).
52:intonational phrase
44:Janet Pierrehumbert
569:Tone (linguistics)
366:Grice et al (2005)
249:is marked H*L-L%.
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34:thesis on English
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199:mwalandirâ?
173:downstepped
165:Gussenhoven
563:Categories
534:25, 29–60.
467:Intonation
270:References
36:intonation
544:Port, R.
435:, p. 242.
422:, p. 145.
317:Port, R.
247:treatable
19:The term
517:, 13,2.
253:See also
219:ssóméro
215:ssóméró
203:Luganda
169:Italian
153:Persian
77:and on
207:Uganda
159:, and
157:German
83:sister
75:sister
161:Dutch
124:Manny
116:Manny
264:ToBI
225:and
128:Anna
120:Anna
87:Mary
85:and
79:Mary
71:Mary
48:ToBI
519:DOI
500:doi
239:ve-
229:.)
211:low
188:.)
38:by
32:PhD
565::
371:^
155:,
140:A-
506:.
502::
321:.
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