Cau3 spoken language - edex
- 1. 13th February 2013 Drafting CAU3 Band 4 •Thorough understanding of the ways spoken lang. Works •Assured understanding of the ways spoken language changes according to context and how these changes occur •Response is supported by thorough exemplification •Thorough understanding of the ways in which language use may influence other speakers and listeners and why this may occur. Band 5 •Perceptive understanding of the ways spoken lang. Works •Perceptive understanding of the ways spoken language changes according to context and how these changes occur •Response is supported by relevent exemplification and a sustained focus •Sustained focus which shows a perceptive understanding of the language choices speakers make, the influence these may have on other speakers and listeners and why this occurs.
- 2. Edexcel English Language GCSE Spoken Language Study Controlled Assessment 10% Question: Using two examples of spoken language, comment on the way people adapt their spoken language to suit different situations. You should comment on: • how the purpose of the spoken language affects the way it is used • how the audience affects the language that is used • how formal or informal the language is • how the language used influences other speakers and listeners.
- 3. Transcript 1 – Transcript 2 – car / meeting meeting with monk Informal initially • Formal • • Girls initially have discursive control / power • More laid back – Giddy – incomplete utterances • Established – – Overlaps Inaudible discursive control – – interruptions Non-standard English / power • Variety of – Hedges – Affirmation Fillers Pauses features: – Meeting parents: • Tag questions • Girls select formality when meeting parents
- 4. Additional Features of Spontaneous Language: • Vague Language: unassertive statements; sort of etc. • Phatic talk: small talk, how are you etc? • Idiolect: individual’s style of speaking influenced by range of factors (class, family, place of birth etc) • Sociolect: use of lang. Influence by being a member of a social group. • Elision: omission of slurring of certain syllables; gonna, wannabe etc. • Feedback: message being followed understood ... I see, uh-huh etc.
- 5. Talk about • Tone / Style • Don’t just list devices • Slalom write, transcript A then transcript B • Explain and explore ... It could say this, could say that • Have a clear idea of how each transcript is different overall • Think of gender / age / background differences; overlaps, interruptions etc • Comment on how language is influenced by setting, context, language, power etc. • Don’t be judgemental or disparaging about the speakers. • Ensure you differentiate between accent and dialect.
- 6. •Introduction 1. Brief and concise opening line that shows your understanding of how language is adapted 2. Outline purpose and situation of transcript A and B. -setting -people -context 3. In two / three sentences, summarise the main reasons why language was adapted within the transcripts and outline the features that you will be discussing
- 7. Situation / Purpose / Audience / Power / Register (tone) World’s Strictest Parents: Jerry in car / meeting parents Jerry meeting the monk
- 8. Essay Plan • Introduction OVERVIEW - Situation OVERVIEW - -1 Situation 2 how the purpose of the how the purpose of the spoken language affects the spoken language affects the way it is used way it is used • how the audience affects how the audience affects the language that is used the language that is used how formal or informal how formal or informal the language is the language is how the language used how the language used influences other speakers and influences other speakers listeners. and listeners. Conclusion
- 9. Essay Plan • Introduction Section 1 Section 2 • Situation - 1 • Situation 2 • Purpose - 1 • Purpose - 2 • Audience- 1 • Audience- 2 • Own idea- 1 • Own idea- 2 Conclusion
- 10. Main Body: Sentence Stems • Despite both being teenagers, • As this is aspontaneous conversation... • If these girls were to speak in a formal context... • However, when speaking to someone of a higher authority... • The girls try to show that... • Unintentionally _________ uses... • Repeatedly, ______ says... • The girls modify their language because... • The ‘parents’ modify their language because.... • The monk uses language to.... • Here language is adapted as a result of... • The balance of power does change as... • During the conversation it becomes apparent • The relaxed use of accent and dialect is most apparent/strongest when... • The absence of discourse markers shows that... • The use of discourse markers shows that....
- 11. Spoken Language Conclusion 1. Revise your main point about spoken language and why it changes depending on purpose 2. Evaluate both transcripts ... Which one is more effective and successful as a conversation 3. Could use Grice’s Maxims to evaluate this, honesty, clarity etc..
- 12. Writing an PEE paragraph 1: Point on either: - how language has been changed - how language has been used. - situation - purpose - audience 2: Evidence 3. Technique – which feature of spoken language is being used 3: Explanation: a) Say what the use of the feature of spoken language shows about the speaker Speaker ____ uses this because…. b) Extend your idea with a connective: Additionally, it shows that... c) Analyse why the language has been used in: - situation This shows that, in this situation… 4. Contrasting connective and explain an alternative interpretation of the words used, the speaker’s words / verbal response say about the situation: However / on the other hand, it could imply that…
- 13. Perceptive = seeing things that others may not pick up on and go beyond the basic points You need to look at how language Maintain focus throughout changes when there is a different your response. Make sure social situation that it is detailed and thorough The points that you make must be supported by textual reference Must look at how the speaker intended the listener to feel
- 14. B to A* Mark Scheme Band Mark Descriptor 3 11-15 •Clear understanding of the ways spoken lang. Works •Clear understanding of the ways spoken language changes according to context and how these changes occur •Response is supported by sound exemplification •Clear understanding of the ways in which language use may influence other speakers and listeners and why this may occur. 4 16-20 •Thorough understanding of the ways spoken lang. Works •Assured understanding of the ways spoken language changes according to context and how these changes occur •Response is supported by thorough exemplification •Thorough understanding of the ways in which language use may influence other speakers and listeners and why this may occur. 5 21-24 •Perceptive understanding of the ways spoken lang. Works •Perceptive understanding of the ways spoken language changes according to context and how these changes occur •Response is supported by relevent exemplification and a sustained focus •Sustained focus which shows a perceptive understanding of the language choices speakers make, the influence these may have on other speakers and listeners and why this occurs.