5. Controlled Assessment D-Day

So we start the Controlled Assessment tomorrow for real.  Ahhhhhhhh!  No!  Stop!

 

Remember, you are showing off your knowledge of spoken language in real life.  You are talking about how teenagers adapt their language.  You are teenagers - you are experts!  Your opinions and understanding of how you adapt language is important in this essay.

 

You are also analysing the two transcripts, showing you can explore the thought processes behind what is being said. Finally, you are sprinkling in a few key features of sopken language that you have noticed that help you understand how you, your experiences or the teenagers in the transcripts are adapting their talk for the situation they are in.

 

You can do it!

4. Spoken Language - Extract 2 - Radio Show

Listen to the audio clip below and follow the script on the screen. As you do so, make notes on what you notice. Remeber the new key features you have just looked at as a class.

 

Some More Key Features:

Adjacency pairs: parallel expressions used across the boundaries of individual speaking turns. They are usually ritualistic and formulaic socially. For example: ‘How are you?’/ ’Fine thanks’Hedge: words and phrases which soften or weaken the force with which something is said – e.g. ‘perhaps’, ‘maybe’, ‘sort of’’, ‘possibly’, ‘I think’.

Idiolect: an individually distinctive style of speaking

Interactional talk: language in conversation used for interpersonal reasons and/or socialising

Non-fluency features: typical and normal characteristics of spoken language that interrupt the ‘flow’ of talk. Some examples: hesitations, false starts, fillers, repetitions [though can be used for emphasis], overlaps and interruptions.

Paralinguistic features: related to body language – it is the use of gestures, facial expressions + other non-verbal elements [such as laughter] to add meaning to the speakers message beyond the words being spoken

Phatic talk: conversational utterances that have no concrete purpose other than to establish or maintain personal relationships. It’s related to small talk – and follows traditional patterns, with stock responses and formulaic expressions: ‘How are you?’ / ‘Fine’; ‘Cold, isn’t it?’ / ‘Freezing’

Transactional talk: language to get things done or to transmit content or information [used when the participants are exchanging goods and/or services]
Turn taking: a turn is a time during which a single participant speaks, within a typical, orderly arrangement in which participants speak with minimal overlap and gap between them. The principal unit of description in conversational structure.
Utterance: an utterance is a complete unit of talk, bounded by the speaker's silence.
Vague language: statements that sound imprecise and unassertive. E.g. – ‘and so on’, ‘or whatever’, ‘thingummy’, ‘whatsit’
 

 

Key Questions:

1. Did you notice any of the newly learnt features or ones you already knew in the extract? 
2. What are the differences between the two audio clips?

Comments away...



3. Spoken Language - Extract 1 - Free Talk

Listen to the audio clip below and follow the script on the screen. As you do so, make notes on what you notice. Remeber the key features you have made revision cards for.

Spoken Language:
Below are the key features of Spoken Language that you should be looking at when you are listening to the audio file below.  There are two extracts of spoken language that you will study and these are the extracts that you will be analysing in your Controlled Assessment on the 26th and 27th of November.  You have already made revision cards for these in class today.  Use these to complete this task.  Lewis and Declan do this at home before next lesson please! 

Some Key Features:
Back-channel features: words, phrases and non-verbal utterances [e.g. ‘I see’, ‘oh’, ‘uh huh’, ‘really’] used by a listener to give feedback to a speaker that the message is being followed and understood
Contraction: a reduced form often marked by an apostrophe in writing – e.g. can’t = cannot; she’ll = she will. See also ELISION
Deixis / deictics: words such as ‘this’, ‘that’, ‘here’, ‘there’ which refer backwards or forwards or outside a text – a sort of verbal pointing. Very much a context dependent feature of talk.
Dialect: the distinctive grammar and vocabulary which is associated with a regional or social use of a language.
Discourse markers: words and phrases which are used to signal the relationship and connections between utterances and to signpost that what is said can be followed by the listener or reader. E.g. ‘first’, ‘on the other hand’, ‘now’, ‘what’s more’, ‘so anyway’, etc.
Elision: the omission or slurring [eliding] of one or more sounds or syllables – e.g. gonna = going to; wannabe = want to be; wassup = what is up
Ellipsis: the omission of part of a grammatical structure. For example, in the dialogue: “You going to the party?” / “Might be.” – the verb ‘are’ and the pronoun ‘I’ are missed out. The resulting ellipsis conveys a more casual and informal tone.
False start: this is when the speaker begins an utterance, then stops and either repeats or reformulates it. Sometimes called selfcorrection. See also REPAIRS

Key Question:

What did you notice and what features were there in the extract?  Try to answer using PEE (Point Evidence Explain) technique if you can.  Remember your paragraphs should have a big bottom - little point, little evidence (Quote) and a big explination.  A Big bottom.  If you really can't do that the just write a comment about a feature you spotted from listening to the clip in the best way you can.

Comments at the ready...

 

 

 

 

2. Spoken Language - The Question

We have lift off!  I am very happy to announce that you can now comment on posts.  Your comment needs to be related to the topic set, or another students comment, in order for it to be approved published below the post.
 
We will start our official class blogging next week where we will be beginning to look at our final Unit 3 Spoken Language controlled assessment - The Spoken Language Study.  In this controlled assessment you will analyse two transcripts of spoken language and write it up in the form of an analytical essay.
 
Your essay title is below:
 
How and why do teenagers adapt their talk in different situations?
 




Any initial thoughts on this question? 

Comments below please.

Miss F

:-)

1. The Blogging Begins

We will begin our adventures in blogging as of next week.  Year 11 students are busy with revision and  exams this week.  Keep working hard on your revision and good luck in the exams!

Visitors, do check back to follow our progress!

Ms Findlater

:-)