Syntagm in the Analysis of the Intonation Contour (Experimental Results)

The article deals with the syntagm in the analysis of the intonation contour. The elements organizing the discourse, its beginning and end are expressed more saliently with the help of intonation. The problem of studying the information structure within texts was instituted by scholars of the Prague School. It is undeniable that the division of discourse according to the structure and intonation plays a very important role in determining it. The intonation includes three parameters: temporal, dynamic and melodic parameters. The main component of the intonation according to the time parameter is that the time strength is getting weaker at the end of the terminal syntagm. In the Azerbaijani language the time parameter depends on the second parameter—melodic component. As it makes it clear that it takes more time to pronounce the sentences which have the least phonemes and morphemes than the sentences which have the most phonemes and morphemes. The third component of the intonation is its intensity. The intensity inside sentences depends on the quality of the vowels which is realized inside them and the place of them inside a sentence. The article includes the results of the phonetic experiment, in which sentences consisting of one or more syntagms (mostly two syntagms) are used.


Introduction
The prosodic elements play a very important role in the interpretation of discourse. The elements which organize the discourse, its beginning and its end are expressed more saliently with the intonation. To send the information is considered to be one of the main features of discourse.
The problem of studying the information structure within texts was instituted by the scholars of the Prague School. Later in 1967 the information sending within the texts was seen in the articles of Halliday. Halliday was interested in sending the information within texts, and generally in studying the information structure, and the ways of its being sent.

Scope of the Study
Two categories of discourse information were distinguished: given information and new information.

Cümlə -Sentence Verilmiş və yeni Məlumat (Given and New Information)
1.It is the BOY who is petting the cat  As it is shown in the examples the same words have been written in capital letters. It marks that these words are stressed words. As Halliday claims intonation has a very great role in sending the discourse information. The information sender or the information receiver gets the goal of the information sender's through the intonation. Halliday states that one feature of the intonation is that it should definite the category of the sent information. Generally, Halliday was concerned about specifying the organization of information within the spoken texts. He related the organization to phonological realization, mainly to intonation. Among these phonological realizations, intonation has a very specific place. The inner organization of the information unit distributes the information within the texts. Halliday suggests that the speaker should place the new information before the given one. Besides, Halliday also states that sentences mark given and new information by stress or accent on particular words. It proves that the local stressed words always convey the new information.
We can see some important points from this presentation. Firstly, it is not clear whether the given or new status of the information is determined by the central form or by the effect of placing the 'focal stress' on different constituents of the sentences or by some other interactions of these two distinct systems.
Secondly, it somewhat misrepresents Halliday's position taking the view that 'Sentences signal given and new information' (our emphasis). Halliday repeatedly insists that it is speakers who signal information status.
Thirdly, Hornby and Clark and Clark attribute one focus of the information in each sentence. The one which directly refers to the Hallidaynian clause is sentence 5. All other sentences are realized in tow clauses. In Hallidaynian analysis each of these two clauses would be expected to contain information focus as is demonstrated in the similar examples discussed by Halliday (1967, p. 226).
//the one who painted the SHED last week// was JOHN// //JOHN// was the one who painted the SHED // last week// By analogy we would expect sentence number 3, for example, to be realised with two points of information focus: //the one who is petting the CAT // is the BOY// Fourthly, the term 'given' is no longer being used as an analytic term to describe the status of the referents of expressions within the clause (or tone group), but is being used of the presuppositions attributed to clauses within sentences.
This view of 'givenness' is picked up by other psycholinguistics -for instance, Sanford and Garrod, 1981.
Halliday states 'given' information is specified as being treated by the speaker as 'recoverable either anaphorically or situationally' and 'new' information is said to be focal 'not in the sense that mentioned, the speaker presents it being recoverable from the preceding discourse. Whereas this characterisation does discriminate between the status of information marked intonationally as 'given' or 'new' by the speaker, it is capable of being interpreted so as to embrace a wider ranger of other phenomena. As Dahl remarks: "The concepts of old and new information are used to explain such phenomena in langauge as intonation, stress and word order and the use of anaphoric devices" (1976, p. 37).
Chafe insists that given status should be restricted to 'that knowledge which the speaker assumes to be in the consciousness of the addressee at the time of the utterance' (1976, p. 30) A very different view if givenness is put foward by Clark. He takes the general view of 'given' status characterised by Chafe as 'what the listener is expected to know already'. Clark and Clark characterises information status thus: ... given information should be indentifiable and new information unknown ... listeners should be confident that the given onformation conveys information they can identify uniquely. They understand that it is nformation the speaker believes they both agree on and that the speaker is asserting his beliefs about. (1977, p. 92) The Clarkian view of given status is to be observed in Sanford and Garrod (1981). They suggest a processing model which invokes the notion of scenario. They propose that the scenario enables referring to individuals to be made in the first instance by a definite noun-phrase, because they are already given in the representation.
Chafe insists that what Haviland and Clark are concerned with is not givenness (the term is used by Chafe) (1974), but definiteness (Chafe, 1979). He states that the givenness may coincide with definiteness and often does, but that it is perfectly possible to find combinations of definiteness and newnes.
To define the information unit depends on the movement of a tone, its intensity and the voice temp.  Vol. 5, No. 4;2015 Some call the theme as a discourse topic for the purpose of distingushing its grammatic characters. Though in this case discourse can also be considered as a propozition, not only a nominal element. It can be displayed as a whole fragment theme. Moreover, the title of the conversation can be the topic of it. For insatance, there is a TV program which is about the educational problem in a country. If we are asked such a question: "What is the program about? Or What is spoken there?" The answer may be like this: today's education. Or the problems of today's education. We can give any answer like these. It means that if a theme can be expressed either by a word or a word phrase, the topic of all discourse can be determined as its theme. Another example, /gatar gəl'd:i/ -in this sentence in normal speech /gatar/ is the theme (the subject) and /gəldi/ is the rheme (the predicate). It is possible to change this approach with the intonation and contrastive stress. For example, a man who is waiting for any of the vehicle (a train, a bus, a plane, etc.) coming and when he/she sees that any of them is approaching, he cries emotionally: /ga'tar, gəldi/ (only the train comes not the others). So, the theme of a sentence becomes the rheme. Such changes can often be seen.
So, there can be different kinds of discourse participants. But in any case, the participants who join the conversation should complete one another's speech. In the written discourse it is shown in paragraphs, etc. in the spoken discourse through the intonation, pause and other prosodic elements as well as their relation with syntagms.