Spoken or written language

Homework:
Language and gender study.
Due: Monday 12th September.
Spoken or written language
LO: to discover the differences
between spoken and written
language;
: to identify the features of real talk.
Spoken Language Study
• Students will study the concepts and approaches relevant
to the study of Spoken Language in real-life interactions.
• Assessment:
• 1 Speaking and Listening ‘interacting and responding’ task:
• (Date: before 10th Oct 2011)
• Students complete a group discussion of the previously
unseen transcript pairing for the Controlled Assessment as
an opportunity to discuss it before planning and doing the
actual assessment.
• 1 Controlled Assessment (Spoken Language Study)
• Up to 2 hours (10%)
• Of the two potential Spoken Language Study questions
2011-2012 (includes focus on teen talk in 2 different
contexts or regional differences in 2 examples.)
• (Date: Week 10th October 2011)
• I am the beginning of sorrow, and the
end of sickness. You cannot express
happiness without me, yet I am in the
midst of crosses. I am always in risk,
yet never in danger. You may find me in
the sun, but I am never out of
darkness.
• What am I?
The letter S!
Identifying features of spoken
language in written and spoken
language
LO: to understand techniques of spoken
language;
To identify features of spoken language in
written and spoken language and their
effect.
• Finish sheet- mostly found in speech
• Then go onto techniques and then Jeremy
Kyle, then in script.
• Lives without a body, hears
without ears, speaks without a
mouth, to which the air alone
gives birth.
• What am I?
An echo!
Identify the features of real talk
• Write down as many features of real talk that
you observe in this clip.
• http://www.youtube.com/watch?v=1KMrJGz3
EIg
Plenary
• What are the differences between spoken
and written language?
• Identify the features of real talk.
Spoken Language... rules?
LO: To identify features of spoken
language in transcribed speech;
: to understand the ‘rules’ of a
conversation.
Analyse transcribed speech- DVD
Aim:
To understand why speakers break
some of these ‘unwritten rules’
because of the context they’re in.
Conversation Rules?
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In pairs, write down as many conversation rules
that you have learnt- even when you were a child!
1. AVOID UNNECESSARY DETAILS.
DON’T SIDETRACK. FOR EXAMPLE, IF THE
TIME SOMETHING HAPPENED ISN’T
IMPORTANT, DON’T WASTE TIME GETTING
IT RIGHT.
2. DON’T ASK ANOTHER QUESTION
BEFORE THE FIRST ONE HAS BEEN
ANSWERED.
IF YOU ASK HOW SOMEONE’S CHILDREN
ARE, DON’T JUMP IN WITH YOUR FAMILY
HEALTH BEFORE SHE HAS ANSWERED.
3. DO NOT INTERRUPT ANOTHER WHILE
HE IS SPEAKING.
ALSO, TRY TO MAKE YOUR STORY SHORT,
GIVING THE OTHER PERSON A CHANCE TO
SPEAK AND NOT INTERRUPT.
4. DO NOT CONTRADICT, ESPECIALLY IF
IT’S NOT IMPORTANT.
YOU ARE INSERTING UNNECESSARY
DETAILS INTO THE PERSON’S STORY. “THE
PERSON WHO CONTRADICTS, FREQUENTLY
RESTATES THE MATTER IN ANOTHER WAY.”
5. DO NOT DO ALL THE TALKING.
ASK QUESTIONS TO FIND OUT WHAT YOU
BOTH HAVE IN COMMON.
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7. CHOOSE A SUBJECT OF MUTUAL INTEREST.
DRAW THE PERSON’S INTERESTS OUT AND
DON’T “HINGE THE CONVERSATION ON
POLITICS WHEN IT SHOULD BE ON POTATOES
OR ON POETRY.”
8. BE A GOOD LISTENER.
YOU WILL NATURALLY BECOME ONE IF YOU
FOLLOW THE ABOVE RULES.
9. THE CONVERSATION SHOULD BE IN
HARMONY WITH THE SURROUNDINGS.
DO NOT “TALK ABOUT CHEESE WHEN THE
MOON WOULD BE A MORE FITTING TOPIC.”
ALSO, DON’T DISCOUNT THE
APPROPRIATENESS OF SILENCE.
10. DO NOT EXAGGERATE.
NOT EVERYTHING IS “THE BEST,” “THE
WORST,” OR “THE FUNNIEST.”
11. DO NOT MISQUOTE.
“USE THE QUOTATION FOR THE OCCASION; DO
NOT MAKE AN OCCASION FOR THE
QUOTATION.”
12. CULTIVATE TACT.
DO NOT BE UNTRUTHFUL, BUT ALSO DON’T FEEL THE
NEED TO BE HURTFUL.
‘The One Show’
• When do these speakers follow the rules of
conversation?
• What rules do they NOT follow?
• Is the context important in helping us
understand the rules they do or don’t follow?
• Is it the same for all speakers?
Write down five new
techniques that you have
learnt this week and
their definition.
Key Words:
Turn taking
Topic control
CONTROL in Conversation
LO: to understand the impact of topic
control in conversations;
To understand what spoken language is
like.
Answer quicklywho has control
in the following
conversations?
What is talk for?
•Eg: a passenger buying a ticket
from a train driver;
•A teacher giving a class
instructions…
Think of as many examples as
you can…
Doctorpatient
Who is in control?
• Consider one/two of your examples from when people interact
with each other. Answer the following questions on the situation:
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Who is likely to start the talk and who would probably finish it?
Who might talk the most?
Who would probably pick the topic?
Who would you expect to bring the talk back tot the topic?
Who might change the topic?
Who would you think might interrupt?
Does the expert always lead the conversation?
Which of the above contribute to the control of a conversation?
Put statements in order.
Topic Control
LO: to understand the impact and effect
of interruptions, hesitations and
repetition within spontaneous speech.
Taking turns on the radio…
• Turn-maintaining- to keep your turn
• Turn-yielding- to give up your turn to another
speaker
• Turn-requesting- to ask for a turn to speak.
Discuss how the following devices can be used to keep, give up or ask for a turn:
Making eye contact
Speeding up speech
Trailing off
Finishing someone else’s sentences
Pausing
Using names
Asking questions
Finishing your sentence
Using a phrase eg: you know, oh
Changing pitch and volume
Talking over another speaker
It is often assumed RUDE to
interrupt.
Is this always the case?
In conversations, we often find
examples of the following features
of talk:
Interruptions
Turn-taking
repetition
Overlap
Starting to speak
before another
speaker has
finished.
Fillers and pauses
Hesitating with
pauses or words
such as ‘erm’ and
em.’
Hedges
Soften the impact
of what we say by
using words such as
‘perhaps’, ‘slightly’
and ‘I think...’
AIM:
LO: to recap how interruptions,
turn taking and repetition is
used in spontaneous speech.
:Describe the features of the
judges’ talk in different X
Factor auditions.
Consider how the
context affects the
way they talk.
LO: to analyse X-factor judges’
speech for features of
spontaneous language;
:To compose a piece of writing
to describe and explain our
analysis.
Interruptions
Turn-taking
repetition
Overlap
Starting to speak
before another
speaker has
finished.
Fillers and pauses
Hesitating with
pauses or words
such as ‘erm’ and
em.’
Hedges
Soften the impact
of what we say by
using words such as
‘perhaps’, ‘slightly’
and ‘I think...’
Interruptions are used in spontaneous speech to allow a
speaker to deliver their views or opinions on a topic. They are
Now, write a
usually considered an impolite thing to do and are
paragraph on
discouraged in most situations. Once an interruption has
one of the
occurred, along with it comes the technique of an overlap.
other two.
This is where two people are talking at once- the interupter
and interuptee.
Read analysed repetition, hesitation and interruption
The Judges
For each audition, add to your notes:
• Patterns in how they use non-verbal
communication.
• Patterns in the kind of words they use to
respond to performers.
• Patterns in how they pause/use fillers/hedge.
• Patterns in who tends to control the topic.
• Patterns in who has the most/least talk.
• Patterns in who interrupts and who gives in.
Do they have different patterns depending on if
the performance is good or bad?
Superlatives: ‘best’ ,’worst’
Adjectives: are any vague adjectives like ‘nice’ used?
Adverbs: Consider particularly those adverbs that modify adjectives, such as ‘very’ and
‘extremely.’
Pronouns: identify when judges use first, second or third person pronouns. What
patterns do you notice? EG: if a judge says ‘for me’, is he/she giving advice, introducing
strong criticism or praise, or is she/he about to rate a performance?
Criticism/praise: how are they introduced? Think about when you criticise or praise
someone. What is different about the way the judges speak?
Hedges and qualifiers: which words, such a as perhaps, are used to soften or qualify
opinions?
Pattern of 3: is this technique being used to persuade someone, and if so, who?
Figures of speech, such as similes and metaphors: are these being used for emphasis or
to make an utterance more interesting?
The Bad Ones!
• http://www.youtube.com/watch?v=W1AUbSIz
ghU&feature=results_main&playnext=1&list=
PL692F283A85BA465D
• http://www.youtube.com/watch?v=6HvkXPrk
680&feature=related
• http://www.youtube.com/watch?v=su9eRqHx
7jE&feature=related
• http://www.youtube.com/watch?v=OvCqMGq
gIYM&feature=related
THE GOOD ONES
• http://www.youtube.com/watch?v=u0VmZegt
eww – Stacey Solomon
• http://www.youtube.com/watch?v=OoBzlVF3
ATo – Alexandra Burke
• http://www.youtube.com/watch?v=apAeDPXk
HGw – Jedward
• http://www.youtube.com/watch?v=lxd3a7oknw – Joe McElderry
Compose a paragraph of writing, using the terms you have
encountered over the past few weeks, to describe how two
judges talk in the auditions.
• The first audition shows an interesting relationship between Simon and Louis. Louis
begins to lead the conversation but is interrupted by Simon, who takes over the
position as controller of the conversation. This also reinforces his position as the
most influential judge. Simon uses a plethora of non-verbal signs to show how he
feels about the singer: his eyes become large and he responds to the crowds by
smirking. He signals the end of the singer’s audition by putting his hands up to stop
the music. Simon is initially beginning to be harsh with his criticism, but not rude.
He then responds to the crowds by using fillers like ‘okay’, while also issuing his
criticism. He utilizes pauses and reinforces the criticism by pausing between ‘or and
invented’ to issue his greatest insult. This is all done for the purposes of the
entertainment and making his programme one of the most watched programmes
on TV.
• Louis hedges a lot, living up to his position as the most ‘likable’ judge and possibly a
bit silly. When issuing his final conclusion, he pauses at ‘enjoyed’ and continues
with ‘not right in this performance.’ Combined with his tone to soften the blow, he
uses second person pronouns, ‘your’ to transfer the praise he is giving back to his
performer, to make him feel slightly better about himself. In comparison, Simon
uses the superlative ‘worst’ to reinforce his displeasure with the performer, but
also for viewing purposes. When concluding and voting, Simon subtly highlights
that it will not just be him who refuses him, but all the judges, by using the
inclusive pronoun ‘we’ to collectively judge him.

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