Many languages in the world, such as Mandarin Chinese, Cantonese, Vietnamese, and Thai, are known as tonal languages because their speakers must rely heavily on tones to convey meaning. A particular word may have that same sound(s) as a different word and the only thing that sets them apart for the listener is which tone accompanies each syllable of the word.

English, in contrast, is famously labeled as a non-tonal language because so much of an English speaker’s successful communication hinges on placing stress on the right part of a word or the right words in a sentence.

While the above labels are not false, I was reminded in my classroom last week about the importance of teaching many different things when focusing on pronunciation. Individual phonemes (sounds within words) are crucial building blocks and correct word/sentence stress helps listeners to understand anyone who is trying to speak English.

But tone…that is an equally important thing for us to properly model for our students and target in the classroom when we are giving students time to practice.

Consider two aspects of this.

First, think of a common word such as interesting. Then, think of at least four ways that word can be said – that is, say the word at least four different ways using different tones. I can say it to show that something is mildly attractive. But I can also show by my tone if I think it is tantalizing, surprising, previously unknown, thought-provoking, or utterly boring.

Second, think of a whole sentence and how saying it with different types of intonation will change the meaning or feeling for the listener. For instance, look at this sentence/question and say it at least three different ways:

(Sarcastic) Well, that was the most interesting book I’ve ever read!

(Honest, friendly question) Was that the most interesting book you’ve ever read?

(Excited) That was the most interesting book I’ve ever read!

(Doubtful, disbelieving) Was that the most interesting book you’ve ever read?

(Nostalgic) Now that was the most interesting book I’ve ever read.

Teaching language well requires balanced exposure to many aspects of that language. But every now and then, it’s important for both the language teacher/tutor and the language student to evaluate if they are working on each of the major components of the target language with equal emphasis.

For me, right now that means reminding my students that they all need to pay careful attention to English intonation in both their interpretive listening and their speaking.

If you teach language, what does it mean for you?