Spoken or written language

1. 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.

2. 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)

3. Riddle anyone? • 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!

4. 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.

5. Finish sheet- mostly found in speech • Then go onto techniques and then Jeremy Kyle, then in script.

6. Lives without a body, hears without ears, speaks without a mouth, to which the air alone gives birth. • What am I? An echo!

7. 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=1KMrJGz3EIg

8. Plenary • What are the differences between spoken and written language? • Identify the features of real talk.

9. SpokenLanguage... rules? LO: To identify features of spoken language in transcribed speech; : to understand the ‘rules’ of a conversation. Analyse transcribed speech- DVD

10. Aim: To understand why speakers break some of these ‘unwritten rules’ because of the context they’re in. Context = the situation a person is in e.g. where they are, who they are talking to, what they are talking about.

11. In pairs, write down as many conversation rules that you have learnt- even when you were a child! Conversation Rules? • 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. • 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.

12. ‘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?

13. Write down five new techniques that you have learnt this week and their definition.

14. 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.

15. Answer quickly- who has control in the following conversations? Doctor- patient Teacher-student? Shop assistant- customer Friend-friend • 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…

16. Who is in control? • Consider one/two of your examples from when people interact with each other. Answer the following questions on the situation: • 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.

17. Topic Control LO: to understand the impact and effect of interruptions, hesitations and repetition within spontaneous speech.

18. 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:

19. It is often assumed RUDE to interrupt. Is this always the case? In conversations, we often find examples of the following features of talk:

20. 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.

21. LO: to analyse X-factor judges’ speech for features of spontaneous language; :To compose a piece of writing to describe and explain our analysis.

22. Compose a paragraph of writing, explaining how one of the following is used in spontaneous speech. Interruptions are used in spontaneous speech to allow a speaker to deliver their views or opinions on a topic. They are usually considered an impolite thing to do and are discouraged in most situations. Once an interruption has occurred, along with it comes the technique of an overlap. This is where two people are talking at once- the interupter and interuptee. Now, write a paragraph on one of the other two. Read analysed repetition, hesitation and interruption

23. The Judges

24. 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?

25. 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?

26. The Bad Ones! • http://www.youtube.com/watch?v=W1AUbSIzghU&feature=results_main&playnext=1&list=PL692F283A85BA465D • http://www.youtube.com/watch?v=6HvkXPrk680&feature=related • http://www.youtube.com/watch?v=su9eRqHx7jE&feature=related • http://www.youtube.com/watch?v=OvCqMGqgIYM&feature=related

27. THE GOOD ONES • http://www.youtube.com/watch?v=u0VmZegteww – Stacey Solomon • http://www.youtube.com/watch?v=OoBzlVF3ATo – Alexandra Burke • http://www.youtube.com/watch?v=apAeDPXkHGw – Jedward • http://www.youtube.com/watch?v=l-xd3a7oknw – Joe McElderry

28. 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.