Emotion in speech
A systemic functional semiotic approach to the vocalisation of affect
This paper explores how emotion is conveyed in spoken language based on a sample of three stories for children read aloud by a trained storyteller. It draws on both Martin & White’s appraisal framework (
2005) and a systematic account of vocal features. Interpreting and profiling emotion is a challenge both for researchers interested in spoken language and for English-as-an-additional-language teachers, when working to improve students’ spoken expression of emotion. Underpinning this challenge is the absence of a unified theoretical stance and a consequent lack of shared analytical tools for describing how speakers use semiotic resources to convey emotion in their speech. A systemic functional semiotic approach can make visible the co-patterning of wordings and vocalisations that express emotion.
Keywords: systemic functional semiotics (SFS), appraisal analysis, spoken language, vocal features, co-patterning of wordings and vocalisations, emotion in speech, interpreting and profiling emotion, multi-stratal analysis, multisemiotic interaction, storytelling, children’s stories, English as additional language (EAL)
Article outline
- 1.Introduction
- 2.The study
- 2.1Methodology
- 2.1.1Data collection and data preparation
- 2.2Theoretical framework for the analysis
- 2.2.1Emotion in speech: SFS perspective
- 2.2.2Analysis of evaluative language
- 2.2.3Analysis of vocal features
- 2.2.3.1Suprasegmental features
- 2.2.3.2Paralinguistic features: Definition and analytical technique
- 3.Results and discussion
- 3.1Preliminary vocal profiles of inscribed affect
- 3.1.1Vocal profiles for inscribed affect and vocal emotion profiles outside the SFS tradition
- 3.1.2Prediction value of profiles and teaching implications
- 3.1.3Association between affect categories and paralinguistic features
- 3.1.4Additional understandings gained from associating affect categories and vocal profiles
- 3.1.5Distinguishing affect types: The example of ‘unhappy’
- 4.Conclusions and pedagogical implications
- Acknowledgements
- Notes
-
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