giving able pupils a solid theoretical framework for analysing language

Giving able students a solid theoretical foundation: establishing key concepts without

fostering rigid, inflexible thinking. Contexts and pragmatics. Applying terminology.

Going beyond the text books

By Francis Gilbert www.francisgilbert.co.uk

1

http://www.francisgilbert.co.uk/

Encouraging pupils to arrive at their own theories.

Key questions and topics:

Mindmap THIS!!

What is your own language history?

your first words your first memories of words your first sentences your first experiences reading and writing your difficulties with language at school the times when you felt pleased with your

language the different ways you speak depending

upon your audience your favourite reading material your attitudes to reading and writing words you hate words you love your family’s language usage your language aspirations, what words do

you long to say? How important language is to you The most important words you’ve ever said The most hurtful words you’ve ever said The most loving words you’ve ever said Words that have hurt you Words that have made you feel very happy Words that cheer you up Words that depress you

2

Language theories – your own thoughts

Referring to your own language history

How does language work?

What are the factors that affect language use?

What is an effective use of language?

4

Using Jean Aitchinson’s The Articulate Mammal Routledge ISBN 0-415-16791-4

Definition:

Psycholinguistics is sometimes defined as the study of language and the mind.

Areas of interest:

The acquisition problem Do human acquire language because they are born equipped with specific linguistic knowledge? Or are they able to learn language because they are highly intelligent animals who are skilled at solving problems of various types?

The link between language knowledge and language usage Linguists often claim to be describing a person’s representation of language (language knowledge) rhater than how that knowledge is actually used. How then does usage link up with knowledge?

What are the different types of communication?

A animal communicationB Child LanguageC The Language of norm adultsD The speech of dysphasics (people with speech disturbances)

Are there any of other types of communication?

Grammar

What do you think grammar is?

Grammar:

1) Phonology – sound patterns2) Syntax – word patterns3) Semantics – meaning patterns

Thought and language

5

What is the relationship between language and thought?

Chapter 1 – The Great Automatic Grammatizator – Need anything be innate

Verbal behaviour, a book by the Harvard psychologist B.F.Skinner (1957)

Skinner’s claim to understand language was based on his work with rats and pigeons. He has proved that, given time, rats and pigeons could be trained to perform an amazing variety of seemingly complex tasks, provided two basic principles were followed. First, the tasks must be broken down into a number of carefully graduated steps. Second, the animals must be repeatedly rewarded.

WHAT IS SKINNER’S THEORY OF LANGUAGE ACQUISITION? Use the internet/textbook to look this up?

What are its merits?

What are the problems with it?

The nature of language

Chomsky stresses that language makes use of structure-dependent operations. By this he means that the composition and production of utterances is not merely a question of stringing together sequences of words. Every sentence has an inaudible internal structure which must be understood by the hearer.

Martian lands on earth: She might hear the sentence:

AUNT JEMIMA HAS DROPPED HER FALSE TEETH DOWN THE DRAIN

As well as the related question:

HAS AUNT JEMIMA DROPPED HER FALSE TEETH DOWN THE DRAIN?

How might the Martian work out the rules of language from this utterance?

She might use the rule put “has” at the beginning of a sentence to make a question.

Make up a sentence where this rule works.

Make up a sentence where this rule doesn’t work.

The Martian might take a statement such as:

6

THE MAN WHO RUN AWAY SHOUTING WAS ATTACKED BY A WASP

And turn it into

HAS THE MAN WHO RUN AWAY SHOUTING WAS ATTACKED BY A WASP?

What do you think of this sentence?

The key structures are:

Aunt Jemima,The man who has run away shouting

The Martian went wrong in her guesses because she trying out structure-independent operation – manoeuvres which relied solely on mechanical counting or simple recognition procedures without looking at the internal structure of the sentences concerned.

KEY QUESTION: Can language be reduced to a series of logical rules?

Chomsky (1972)

“If we were, let us say, designing a language for formal manipulations by a computer, we would surely prefer structure-independent operations.”

Why?

Chomsky:

“Given such facts, it is natural to postulate that the idea of ‘structure-dependent operations’ is part of the innate schematism applied by the mind to the data of experience.”

This knowledge, he argues, “is part of the child’s biological endowment, part of the structure of the language faculty.”

What is Chomsky’s theory of language acquisition?

What are its central virtues?

What are its central problems?

http://www.universalteacher.org.uk/lang/acquisition.htm

7

http://www.universalteacher.org.uk/lang/acquisition.htm

Contexts of language use

What are the possible contexts of language use for these phrases?

Ladies and gentlemen

Please do not disturb

Oi

Er sort of…

Get lost

Candidate no: 10908

You idiot

She’s a doll

The spring cometh…

Wherefore did you so?

Sit down

Sit

Don’t you get shirty with me.

Fiddlesticks

Imagery

Bogeys

Magical qualities

8

Language and social contexts

Using your knowledge of the systematic framework and your knowledge of the language of occupation, analyse the “friendly fire” transcript discussing the ways in which the language of occupation affects this transcript.In particular, you should analyse its use of jargon, the pragmatic meanings of the transcript.

Report Of ‘Friendly Fire’

Lasting just over 15 minutes, the transcript, taken from a leaked video begins just before the A-10 Thunderbolt pilot spots the four British vehicles.

The killer pilot’s wingman, who was hunting targets with him in a second A-10, had the call sign POPOV35.

The other main call signs are MANILA HOTEL, MANILA34, and LIGHTNING34, which are the three US Marine Corps Forward Air Controllers on the ground attached to British units.

Later on in the transcript, additional call signs - SKY CHIEF, an American jet controlling the overall air battle and COSTA58, a nearby British pilot - come on the net to relay emergency ceasefire messages.

Michael Evans, Defence Editor of The Times

The local time is 4.36pm, or 1.36pm GMT.

Transcript starts:

1336.30 MANILA HOTEL:

POPOV from MANILA HOTEL. Can you confirm you engaged that tube and those vehicles?

1336.36 POPOV35:

Affirm Sir. Looks like I’ve got multiple vehicles in reverts at about 800 metres to the north of your arty rounds. Can you switch fire, and shift fire, and get some arty rounds on those?


Roger, I understand that those are the impacts you observed earlier on my timing?

1336.51 POPOV35:

Affirmative.

9

http://www.thesun.co.uk/article/0,,11021-2006410749,00.html?channel=Sun%20Exclusive&clipID=1347_SUN1129


Roger, standby. Let me make sure they’re not on another mission.

1336.57 POPOV36:

Hey, I got a four ship. Looks like we got orange panels on them though. Do we have any friendlies up in this area?


I understand that was north 800 metres.


POPOV, understand that was north 800 metres?

1337.16 POPOV35:

Confirm, north 800 metres. Confirm there are no friendlies this far north on the ground.


That is an affirm. You are well clear of friendlies.

1337.25 POPOV35:

Copy. I see multiple riveted vehicles. Some look like flatbed trucks and others are green vehicles. Can’t quite make out the type. Look like may be ZIL157s (Russian made trucks used by Iraqi army).


Roger. That matches our Intel up there. And understand you also have the other fixed wing up this push? For terminal control, if you can.

1337.44 POPOV35:

I’d love to. I didn’t talk to him yet.


Roger, I believe CASPER is up this push too. Two Super Tomcats.

1337.54 POPOV35:

Hey dude.

1337.56 POPOV36:

10

I got a four ship of vehicles that are evenly spaced along a road going north.

1338.04 POPOV36:

Look down at your right, 2 o’clock, at 10 o’clock low, there is a, left 10 o’clock low, look down there north along that canal, right there. Coming up just south of the village.

1338.21 POPOV35:

Evenly spaced? Where we strafed?

1338.23 POPOV36:

No. No. Further east, further west, right now. And there’s four or five of them right now heading up there.

1338.29 POPOV35:

No, I don’t have you visual.

1338.30 POPOV36:

I’m back at your 6 – no factor.

1338.31 POPOV35:

OK, now where’s this canal?

1338.35 POPOV35:

Don’t hit those F18s that are out there.

1338.38 POPOV36:

OK. Right underneath you. Right now, there’s a canal that runs north/south. There’s a small village, and there are vehicles that are spaced evenly there.

1338.49 POPOV36:

They look like they have orange panels on though.

1338.51 POPOV35:

He told me, he told me there’s nobody north of here.

1338.52 POPOV36:

I know. There, right on the river.

11

1338.53 POPOV35:

I see vehicles though, might be our original dudes.

1339.09 POPOV36:

They’ve got something orange on top of them.

1339.10 POPOV35:

POPOV for MANILA 3, is MANILA 34 in this area?


Say again?

1339.15 POPOV35:

MANILA HOTEL, is MANILA 34 in this area?


Negative. Understand they are well clear of that now.

1339.23 POPOV35:

OK, copy. Like I said, multiple riveted vehicles. They look like flatbed trucks. Are those your targets?


That’s affirm.

1339.31 POPOV35:

OK.

1339.34 POPOV36:

Let me ask you one question.

1339.35 POPOV35:

What’s that?

1339.45 POPO36:

(to MANILA HOTEL) Hey, tell me what type of rocket launchers you got up here?

1339.50 POPOV36:

12

I think they’re rocket launchers.


. . . (garbled) You were stepped on, say again.

1339.54 POPOV35:

MANILA HOTEL, fire your arty (artillery) up that 800 metres north, and see how we do.


Roger, standby for shot. They are getting adjustments to the guns now.

1340.34 POPOV35:

Copy.

1340.09 POPOV36:

Roll up your right wing and look right underneath you.

1340.12 POPOV35:

(angry) I know what you’re talking about.

1340.13 POPOV36:

OK, well they got orange rockets on them.

1340.17 POPOV35:

Orange rockets?

1340.17 POPOV36:

Yeah, I think so.

1340.18 POPOV35:

Let me look.

1340.26 POPOV35:

We need to think about getting home.

1340.29 POPOV36:

3.6 is what it says (a fuel measurement).

13

1340.31 POPOV35:

Yeah, I know. I’m talking time wise.

1340.35 POPOV36:

I think killing these damn rocket launchers, it would be great.

(The tape then becomes garbled)


Yeah, POPOV36, MANILA HOTEL. I’ve got other aircraft up this push. Not sure they’re coming to me. Someone else might be working this freak.

1341.00 POPOV35:

Yeah, MANILA34 is working them, break, break.

1340.12 POPOV36:

Yeah, I see that, you see I’m going to roll down.

1340.15 MANILA 34:

Break, be advised MANILA34 is not working the F18s unless they are trying to check in with me, over.

1341.21 POPOV35:

Copy.

1341.24 POPOV36:

OK, do you see the orange things on top of them?


POPOV 36 from MANILA HOTEL. Are you able to switch to Crimson?

1341.37 POPOV36:

POPOV 36 is rolling in.


Tell you what.

1341.41 POPOV35:

14

I’m coming off west. You roll in. It looks like they are exactly what we’re talking about.

1341.49 POPOV36:

We got visual.

1341.50 POPOV36:

OK. I want to get that first one before he gets into town then.

1341.53 POPOV35:

Get him – get him.

1341.55 POPOV36:

All right, we got rocket launchers, it looks like. Number 2 is rolling in from the south to the north, and 2’s in.

1342.04 POPOV35:

Get it.

POPOV36 “rolls in” for an attack and turns his A-10 into a vertical dive to strafe the British column, destroying two Scimitar armoured vehicles and killing L/Cpl of Horse Matty Hull.

1342.09 - GUNFIRE -

1342.18 POPOV35:

I’m off your west.

1342.22 POPOV35:

Good hits.

1342.29 POPOV36:

Got a visual.

1342.30 POPOV35:

I got a visual. You’re at your high 10.

1342.31 POPOV36:

Gotcha.

15

1342.30 POPOV36:

That’s what you think they are, right?

1342.39 POPOV35:

It looks like it to me, and I got my goggles on them now.

1342.59 POPOV35:

OK, I’m looking at getting down low at this.


POPOV 36 from MANILA HOTEL, guns . . .


To engage those targets in the revetts (slopes).

1343.24 POPOV36:

It looks like he is hauling ass. Ha ha. Is that what you think they are?

1343.34 POPOV36:

1–2

1343.35 POPOV35:

It doesn’t look friendly.

1343.38 POPOV36:

OK, I’m in again from the south.

1343.40 POPOV35:

Ok.

1343.47 - GUNFIRE -

1343.54 LIGHTNING 34:

POPOV 34, LIGHTNING 34.

1344.09 POPOV35:

POPOV 35, LIGHTNING 34 GO.

16


Roger, POPOV. Be advised that in the 3122 and 3222 group box you have friendly armour in the area. Yellow, small armoured tanks. Just be advised.

1344.16 POPOV35:

Ahh s***.

1344.19 P0POV35:

Got a — got a smoke.


Hey, POPOV34, abort your mission. You got a, looks we might have a blue on blue situation.

1344.25 POPOV35:

F***. God bless it.

1344.29 POPOV35:

POPOV 34.

1344.35 POPOV35:

F***, f***, f***.

1344.36 MANILA 34:

POPOV34, this is MANILA 34. Did you copy my last, over?

1344.39 POPOV35:

I did.

1344.47 POPOV35:

Confirm those are friendlies on that side of the canal.

1344.51 POPOV35:

S***.

1344.58 MANILA 34:

Standby POPOV.

17

1345.04 POPOV36:

God dammit.


Hey POPOV 36, from MANILA HOTEL.

1344.25 MANILA 34:

OK POPOV. Just west of the 3-4 easting. On the berm up there, the 3422 area is where we have our friendlies, over.

1344.39 POPOV35:

All right, POPOV 35 has smoke. Let me know how those friendlies are right now, please.

1344.45 MANILA 34:

Roger, standby.

1344.49 POPOV35:

Gotta go home dude.

1344.50 POPOV36:

Yeah, I know. We’re f***ed.

1345.54 POPOV35:

S***.

1346.01 POPOV36:

As you cross the circle, you are 3 o’clock low.

1346.03 POPOV35:

Roger.

1346.12 POPOV35:

POPOV 35 is Bingo. Let us know what’s happening.


Roger. We are getting that information for you right now. Standby.

18

1346.20 POPOV36:

F***.

1346.47 MANILA 34:

POPOV, this is MANILA 34 over.

1346.51 POPOV35:

Go.

1346.55 MANILA 34:

POPOV 4, MANILA 34 over.

1347.01 POPOV35:

Go.

1347.02 MANILA 34:

We are getting an initial brief that there was one killed and one wounded, over.

1347.09 POPOV35:

Copy. RTB (return to base).

1347.18 POPOV35:

I’m going to be sick.

1347.24 POPOV36:

Ah f***.

1347.48 POPOV35:

Did you hear?

1347.51 POPOV36:

Yeah, this sucks.

1347.52 POPOV35:

We’re in jail dude.

1347.59 POPOV36:

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Aaaahhhh.

1348.12 SKY CHIEF:

MANILA this is SKY CHIEF over.

1348.18 MANILA34:

This is MANILA 34, send SKY CHIEF.

1348.22 COSTA58:

SKY CHIEF, SKY CHIEF. COSTA 58.


SKY CHIEF, this is MANILA HOTEL.

1348.30 COSTA58:

SKY CHIEF, SKY CHIEF. COSTA 58.

1348.41 SKY CHIEF:

Relaying for TWINACT, the A-10s are running against friendlies.

1348.47 COSTA58:

POPOV 35, this is COSTA58. Relaying message for TWINACT. Abort, abort.

1348.54 SKY CHIEF:

MANILA how copy A-10s are running against friendlies. Abort. Over.

1349.07 COSTA58:

From TWINACT, abort, abort.

1349. 11 POPOV35:

POPOV 35 aborting.

1349.14 COSTA58:

We will relay that back to TWINACT.

1349.18 POPOV36:

F***. God f***ing s***.

20

1350.21 POPOV36:

Dammit. F***ing damn it.

1351.17 P0POV36:

God dammit. F*** me dead (weeping).

1351.25 POPOV35:

You with me?

1351.27 POPOV36:

Yeah.

1351.30 POPOV35:

They did say there were no friendlies.

1351.33 POPOV36:

Yeah, I know that thing with the orange panels is going to screw us. They look like orange rockets on top.

1351.48 POPOV35:

Your tape still on?

1351.49 POPOV36:

Yeah.

1351.54 POPOV35:

Mine is end of tape.

Transcript ends.

1) CONTEXT – you are assessed on your ability to discuss the context of the transcript. At first the radioing to the base was quite formal. The discourse structure is linked to the context – there is a set pattern to how they radio to the base.

2) USE OF QUOTATION – pick out key elements and analyse them. Analyse the pragmatics of the language. Read the text really carefully and think about it properly.

A pupils’ answer:

21

The transcript comes from a ‘friendly fire’ extract, from an event which recently occurred.

We can easily see that MANILA HOTEL control the pilots. This is suggested by ‘Roger, stand – by for shot’. MANILA HOTEL constantly give out direct instructions. Therefore this implies the hotel have the access to finding out if the trucks are friendly. This gives them authority and powers as the pilots rely on the hotel to enable them to do their work. The majority of the replies from POPOV35/36 after Manilla Hotel normally start with “ok”. This implies that the pilots do exactly what they are directed to do, which suggests an amount of trust in their controllers.

Elicitation is evident in this transcript, as the conversation constantly involves asking for information and replies, which is particularly common in transcripts such as this, as the pilots rely on the Manilla Hotel to enable them to do their jobs. For example, POPOV36 asks ‘Is that what you think they are?’ This questions the thoughts of their colleagues. POPOV35 replies with ‘It doesn’t look friendly’ this short reply shows that the pilots gets straight to the pilot, and answers the question. POPOV36 then gives feedback with ‘Ok I’m in again from the south.’ The ‘Ok’ suggests that whilst saying this pilot thought about and considered what his colleague had just said.

The language used by the pilots is particularly informal as they use words such as ‘Hey’, which implies that they could be enjoying their job or are more relaxed then the Manilla Hotel who use formal language such as, “I understand that was…” which may be part of their act linking with their authority. From the “hey”, at the beginning of the conversation it is clear to see that there is a complete shift in moods which is particularly dynamic throughout the conversation. Towards the end, the pilots realise they have made a mistake and use taboo language quite frequently. Such as, “Fuck” and “Shit”. I think that in the contextual moment, this language is appropriate. I think pragmatically it is a way of them expressing their concern for what they have just done and the consequences of their actions, which have filtered into their minds.

It is clear to see throughout this conversation that there is minimal amount of language in replies, relating to the context. For example, “You are well clear of friendlies”. The shortness adds to the quick pace of the conversation, adding tension, implying decisions on the job have to be made and acted upon quickly as there is no time to lose. This may link to the fact that abbreviations are used frequently throughout the conversation. For example, “RTB” stands for return to base. To a certain extent, base can be seen as jargon. It is a lot easier and faster to say “RTB” as always pilots would know what this means.

How could this answer be improved? Refer to these assessment objectives:

22

NAME:______________________________ ESSAY TITLE:________________________________________________________

DESCRIPTOR A B C D E DESCRIPTOR

I N T R O D U C T I O NMain issues are outlined in the introduction, including comprehensive references to possible CONTEXTS.

No attempt to illustrate contours of question.

Introduction highlights the importance of the question.

Introduction fails to address the question.

ABIDING BY ASSESSMENT OBJECTIVESAO1 - Select and apply a range of linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression

Select and apply a very few linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression

AO2 - Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches

AO2 - Demonstrate limited understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches

AO3 - Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constraints of language

AO3 – Describe in a limited fashion the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constraints of language

AO4 - Demonstrate expertise and creativity in the use of English in a range of different contexts, informed by linguistic study

AO4 – Demonstrate very little expertise and creativity in the use of English in a range of different contexts, informed by linguistic study

23

A Level English Language essay

SUMMARY:

TARGETS:

MARK:

GRADE:

THE NEW ASSESSMENT OBJECTIVES FOR ENGLISH LANGUAGE SEPTEMBER AS 2008 ONWARDS

AO1 - Select and apply a range of linguistic methods, to communicate relevant knowledge using appropriate terminology and coherent, accurate written expression

AO2 - Demonstrate critical understanding of a range of concepts and issues related to the construction and analysis of meanings in spoken and written language, using knowledge of linguistic approaches

AO3 - Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constraints of language

AO4 - Demonstrate expertise and creativity in the use of English in a range of different contexts, informed by linguistic study

CRUCIAL GRADE DESCRIPTOR – DISPLAY IN YOUR CLASSROOMS!

A/B boundary performance descriptions Candidates characteristically: a) communicate relevant knowledge and understanding of the methods of language study b) consistently use appropriate terminology to support interpretations when applying this understanding c) structure and organise their writing well d) communicate content and meaning through expressive and accurate writing. Candidates characteristically: a) communicate relevant understanding of linguistic approaches, concepts and issues b) explore the significant features of linguistic variation that create meaning in spoken and written language c) generally use specific references to support their responses. Candidates characteristically: a) explore the relationships between spoken and written language and the contexts in which both are used b) communicate a practical understanding of issues relating to language in use. Candidates characteristically: a) write effectively in a form and style matched to audience, purpose and genre b) select and order relevant content c) identify here, and suggest how, key linguistic features are used in their writing to create specific effects.

The difference between AS and A2

At A2 level candidates are required to show deeper knowledge and understanding than at AS level of phonology and phonetics, lexis, morphology, grammar and discourse, and how some of these approaches can be applied as appropriate to the study of language. It must be borne in mind that the approaches in this unit should reflect the requirement to have a synoptic aspect.

24

Accent and dialect

The Routes of English is a programme broadcast on BBC Radio 4. It is excellent on all aspects of the topic.

www.bbc.co.uk/radio4/routesofenglish/storysofar/series3.shtml

You can find more exemplication of dialects on the British Library's Collect Britain site. www.collectbritain.co.uk/collections/dialects

'Wir Ain Leid' is a guide to modern Scots -- see: www.scots-online.org/grammar/index.htm

There is a good feature on by Paul Kerswill on Received Pronunciation and Dialect Levelling at: www.universalteacher.org.uk/lang/estuary.htm

A guide to research dialect based on Barry Rhodes' work is at www.universalteacher.org.uk/lang/dialectresearch.htm

Joanna Przedlacka's research on 'Estuary' is at: www.phon.ox.ac.uk

Peter Patrick's web site on African-American English is at: www.essex.ac.uk

Question on Accent and Dialects

Read the following transcript, which is a conversation between two speakers of a Yorkshire Dialect, and, using the systematic framework, analyse the ways in which these speakers deploy language and the contextual factors that have affected the language they use. You may look at the website listed below for more information.

Transcript

Speaker 1: It me' not be pertinent, but what aboot nick-names? Yer've never known a

25

http://www.essex.ac.uk/

http://www.phon.ox.ac.uk/

http://www.universalteacher.org.uk/lang/dialectresearch.htm

http://www.universalteacher.org.uk/lang/estuary.htm

http://www.scots-online.org/grammar/index.htm

http://www.scots-online.org/grammar/index.htm

http://www.collectbritain.co.uk/collections/dialects

http://www.bbc.co.uk/radio4/routesofenglish/storysofar/series3.shtml

collection of nick-names like y'get here. Swilly-Billy, Billy Biscuit... Speaker 2: Ths'various stories... Bob Hunter, he wuz a member of the Filey Fishermen's Choir, all'thes chaps knew'em. Mebbe Paul didn't, yes ah believe he did. And er... when he wuz a boy... er... they use t'play in th'church ravine. An' y'very rarely sow a rabbit. Now t'mention a rabbit... if my father was sat here now an' 'ah mentioned a rabbit when ah was a young lad ah'd 'ave been going through that window... me feet wudn't've tuched. An pig wuz even worse... oh yes... pig wuz... y'could call it anythin, but not a pig. And erm... It's very difficult... it's true is this... t'see th'sun, moon an' mornin star alltogether. Me brother's seen'em. Ah've nearly seen'em but when th'sun's come up an' th'mornin star's been tha but tha moon's been going. An' ah haven't quite seen'em. Well, with that in mind... erm... Bob'd bin down church ravine, and his elder brother, he sez 'Go on an tell our Dad tha's seen a rabbit... down ravine. So poor old Bob, in all 'is ignorance sez "Dad we've seen a rabbit down ravine". Tha sez he gev me such a clatter, he sez "Ah sow sun, mon a mornin star all-at-once."

Lexis – speaker two is saying that when he was younger his dad would have hit him for not using the local dialect because he didn’t want them to die out. As people never used to travel outside their own towns they would always speak with the local dialect but people nowadays are beginning to speak estuary English and standard English. Everyone is beginning to speak the same, local dialects are dying out as people are travelling to other places and pick up words and sayings etc.

Pragmatics – ‘... t'see th'sun, moon an' mornin star alltogether.’ This sentence does not make a lot of sense semantically but it does when you look at the pragmatics as it is saying that he got hit by his father if didn’t speak the local dialect.

Semantics – in this text it talks about how years ago they would get hit for not talking in the local dialect and for using standard English or estuary English. There were nicknames for many words which there dads liked them to use so the local dialect doesn’t die out.

Discourse – the conversation goes in a very structured way DON’T AGREE, I THINK IT IS QUITE UNSTRUCTURED AND INFORMAL IN TONE as it starts with a comment on the nicknames given to certain things in their local dialect and then goes on to say how speaker two would have been hit if he spoken standard English as his father believed in keeping up the local dialect.

YOU HAVE C/B GRADE NOTES HERE BECAUSE YOU HAVE NOT REFERRED IN DEPTH TO THE FURTHER RESEARCH NEEDED TO GAIN HIGHER MARKS, AND NOT QUOTED AND ANALYSED THE GRAMMAR OR PRAGMATICS OF THE DIALECT IN DEPTH. ALSO YOU NEED TO REFER TO CONTEXTS IN DEPTH.

Exam question on Accent and Dialects

26

Read the following transcript, which is a conversation between two speakers of a Yorkshire Dialect, and, using the systematic framework, analyse the ways in which these speakers deploy language and the contextual factors that have affected the language they use. You may look at the website listed below for more information. http://www.bbc.co.uk/northyorkshire/voices2005/audio/filey.shtml

Transcript

Speaker 1: It me' not be pertinent, but what aboot nick-names? Yer've never known a collection of nick-names like y'get here. Swilly-Billy, Billy Biscuit... Speaker 2: Ths'various stories... Bob Hunter, he wuz a member of the Filey Fishermen's Choir, all'thes chaps knew'em. Mebbe Paul didn't, yes ah believe he did. And er... when he wuz a boy... er... they use t'play in th'church ravine. An' y'very rarely sow a rabbit. Now t'mention a rabbit... if my father was sat here now an' 'ah mentioned a rabbit when ah was a young lad ah'd 'ave been going through that window... me feet wudn't've tuched. An pig wuz even worse... oh yes... pig wuz... y'could call it anythin, but not a pig. And erm... It's very difficult... it's true is this... t'see th'sun, moon an' mornin star alltogether. Me brother's seen'em. Ah've nearly seen'em but when th'sun's come up an' th'mornin star's been tha but tha moon's been going. An' ah haven't quite seen'em. Well, with that in mind... erm... Bob'd bin down church ravine, and his elder brother, he sez 'Go on an tell our Dad tha's seen a rabbit... down ravine. So poor old Bob, in all 'is ignorance sez "Dad we've seen a rabbit down ravine". Tha sez he gev me such a clatter, he sez "Ah sow sun, mon a mornin star all-at-once."

Lexis- saying that when he was younger his dad would hit him if he didn’t use the local dialects because he believed that they were dying out over time and everyone is slowly starting to go toward standard English or even Estuary English. At school the boy would have to talk in the more standard way but at home he was being forced to talk in the old rural way. (go on to say that this is happening everywhere and that slowly everyone is starting to talk in the same way. In the old days no one would talk to anyone outside their own town because travel was difficult GOOD BUT REFER TO SOURCES AND FURTHER RESEARCH AS WELL AS YOUR OWN RESEARCH) Semantics- In this text they are talking about how years ago there were nicknames for everything in this particular place in England. Speaker 2 goes on to say that when he was younger they were made to talk in this way to stop it from dying out. (before pragmatics) Pragmatics- ‘... t'see th'sun, moon an' mornin star alltogether’ this does not mean much semantically and may seem a little strange but when you go into the pragmatics of what is being said by the boy it means that he was hit by his father. (say why) ‘Swilly-Billy, Billy Biscuit’ are all names that were given to animals which the children would have had to use rather than what they actually were. Discourse- the conversation goes in a very structured way starting with a comment about the way that nicknames used to be used for everything and going on to be about an old story of what happened when the boy was younger and standard English was starting to be introduced

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C/B GRADE NOTES. YES, YOU HAVE COVERED THE SYSTEMATIC FRAMEWORKS WELL HERE BUT YOU NEED TO ANALYSE YOUR CHOSEN QUOTES IN MORE DEPTH AND SHOW MUCH MORE EVIDENCE OF FURTHER RESEARCH

Exam question on Accent and Dialect. JH answer

Read the following transcript, which is an explanation given by a speaker of a Yorkshire Dialect, and, using the systematic framework, analyse the ways in which the speaker deploy languages and the contextual factors that have affected the language she uses. You may look at the website listed below for more information.

Transcript

Doreen: "we..I do guided tours you know at Duncombe Park...stately home round 'ere...and I've often slipped sometimes...we had some foreigners one day and I sort of talkin' posh..and they looked out..they were swedes I were talkin' to, an' 'e said "what a lot of lovely sheep and cattle you have out there...does Lord Fevisham know how many he has"...I said "I should think not cos they daven't belang ter 'im"...well poor bloke looked at me...and he just c...it just came out like that...and you know it does now an' then.

http://www.bbc.co.uk/northyorkshire/voices2005/audio/helmsley.shtml The transcript above details a speaker from Yorkshire, an area that is well known for its traditional regional dialects that are very specific to small areas. (Research by education authorities has shown traditional speech is known to vary from North Yorkshire to South Yorkshire). The speaker above has obviously lived in this specific area for a long time, perhaps even her whole live and feels a strong bond to this area, with a great knowledge of it. This is indicated in the fact that she gives guided tours of one the areas main attractions, meaning that she has a good understanding of this area – something that is changing vastly in modern eras, where younger generations are leaving their traditional roots to move to more ‘trendy’ areas that are closer to more services and amenities. GOOD SUMMARY OF THE CONTEXT HERE This female speaker is trying to change her original dialect and accent by attempting to talk “posh”. This is something that has been found to be used not only in an occupational context but by women in particular. Peter Trudgill conducted large amounts of research in the 1970’s that was related to social class and sex. He discovered that in occupational situations a slight Standard English dialect with an RP accent was the most acceptable speech in the job situation. And that women in particular found themselves using hypercorrectness (over emphasising the accent) to seek covert prestige from their peers (or the guide using this “posh” way of talking to make the people on the tour think highly of her.) GOOD USE OF RELEVANT RESEARCH Studies that I have conducted during personal research find that our modern day contexts also correlate with this 1970’s research and also the speech above (from whichever time this was from as this is not dated). Using a simple sentence and asking both sexes to repeat it looking for grammatical variations, i.e. dropping the –ing at the end of a word or pronouncing their ‘t’s’ correctly I found that

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http://www.bbc.co.uk/northyorkshire/voices2005/audio/helmsley.shtml

girls age 17-18 also resorted to hypercorrectness as they felt this was the ‘correct’ or ‘proper’ way to speak. On the other hand, men of the same age category reverted to the opposite end of the scale by using a deficit model of improper grammar and accent to seek covert prestige from their male peers. This is something I find has changed over contextual eras as once, men who spoke with an RP accent and who used Standard English were said to be the most well off and intelligent men to be found. (George Bernard Shaw’s Pygmalion – Professor Higgins is seen as superior due to his perfect Standard English and RP accent.) THIS IS EXCELLENT RESEARCH BUT BE CAREFUL YOU DON’T DRIFT AWAY FROM THE TEXT TOO MUCH! TRY AND RELATE IT TO SPECIFIC WORDS IN THE TRANSCRIPT

So I have gathered that this female speaker has used a faux “posh” accent in front of the “foreigners”, (a group of people to be highly impressed due to the fact that generally, people that could travel were seen to have money) and that to have been employed to do her job she most probably would have spoken in this accent, and used more correct grammar to impress her employer, as again seen in Pygmalion people with traditional dialects were seen to be lower class and un-intelligent and she might not have been hired without it and also to make her speech more easily understood - as the visitors to the Duncombe park probably would not have been able to understand her!) This brings me on to my next point, the specific lexis and to be fair lack of grammar BIG MISTAKE SHE EMPLOYS DIALECT GRAMMAR, BE CAREFUL ABOUT THIS used by this woman from Yorkshire, (compared to Standard English).

As this is a transcript this is a written account of this woman’s spoken language not written language and it displays every word that comes directly from her, and as it is quite varied compared to standard grammar it appears as some sort of eye??? dialect in that the letters that are left out e.g. “we..I do” instead of “well, I do”. This woman demonstrates her traditional dialect in saying this and also her use of the verb belong in which she pronounces it “belang”, which is a feature isophone of the Yorkshire area (noted again from educational resources). The fact that when she is relating her story, (as an anecdote) she is using her own accent and dialect and is finding humour in her own language and her own problems associated with her having to change her language for her different audiences shows her true heritage and that ultimately she is not ashamed of her traditional dialect. In her own accent and dialect she fails to pronounce many of the beginnings of her lexis, e.g. “‘im” instead of him and “‘e” instead of he, also the grammar of the suffixes of her lexicon e.g. “talkin’” and “an’” (instead of and) are often spasmodic and left out. The use of “d’avent” in stead of don’t is a real feature that seems to be very specific to her regional dialect and something that has been learnt from her older generations and something that she uses openly and will probably never change, shows just how important her context, background and heritage is to her. YES THIS USE OF THE VERB FORM IS ARCHAIC Her grammar may not be correct when she speaks, but this may be different to her written language. Also, as far as she is concerned other than in an occupational scenario her own way of speaking is correct and she has earned a covert prestige from her peers and the way in which she speaks is acceptable.

One of the features of traditional dialects that differs from standard English I find is that traditional dialect as seen above are very much semantically forward and direct, I feel that traditional dialects are less pragmatically focused and that if a point is to be

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made this dialect tells it. EXCELLENT POINT BUT RELATE TO THE TEXT I feel that Standard English has much more scope to use pragmatically based language that allows leeway for sarcasm, rhetoric’s and hidden messages, parts of language that were not thought about when the traditional language used by the speaker was founded. Although with the context of when the language was first spoken changing to modern day when the context of the language is now spoken in a very modern world (where the popularity of Standard English has once come and gone and is now on the up rise again) variations have obviously occurred due to the regions now being inhabited by new comers and not people that have originated there and also the amazing trend of the media using colloquialism and other very modern language traits means that some of our new pragmatic way of speaking has been transferred into this old traditional language. (But judging by the lexical choices in this transcript I believe that this is long before the media has made a changeable influence on the language of the British Isles) I feel however that the speaker ‘Doreen’ has a very prominent Yorkshire accent and dialect and that she has not been influenced by other communities and although stating; “it just came out like that...and you know it does now an' then” proclaiming that her natural way of talking is not correct in her occupational setting, I feel that her heritage is something of importance and pride to her and her way of talking is something to show her ‘roots’. In her unabashed portrayal of the story I have seen no literary choices that show that she dislikes her native accent and dialect and I think this is shown clearly in the language that she uses.

THIS IS AN EXCELLENT ESSAY WHICH IS ON THE VERGE OF AN A GRADE BUT IT REALLY NEEDS TO BE MORE CLOSELY TIED TO THE TEXT ITSELF TO GAIN A SOLID A GRADE. YOUR RESEARCH IS EXCELLENT BUT REMEMBER TO PULL OUT MORE OF THE TRANSCRIPT AND TIE IT TO YOUR POINTS TO GAIN THE MAXIMUM MARKS.

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Language and Power

Read the following exchange between the Prime Minister and David Cameron, leader of the Opposition, 11 July 2007, and discuss the ways in which this speech is affected by issues connected with language and power. In your answer you should discuss: How language is affected by context How language suggests the relative power of the speakers

THE PRIME MINISTER: The full and final programme will be set out in the Queen’s Speech in November. Many of the proposals that I set out to the House last week will also be taken forward in a constitutional reform Bill. Just as with the challenge of securing justice and security for all, the challenge for the Government and the foundation of next Session’s legislative programme is to support all parents with children, not just some; to invest in the educational chances of all young people, not just a few; to offer more people the chance to get on the housing ladder for the first time; to help more people into work; and to give all patients the best health care. In this way, we respond to the rising aspirations of the British people, by ensuring that the opportunities that are today available to only some are available to all. I commend the statement to the House.

Mr. David Cameron (Witney) (Con): I thank the Prime Minister for his statement. I know that it is meant to be some great constitutional innovation, but most of what he announced sounded rather like the Queen’s Speech last year, the year before and the year before that—a long list of Bills, the same priorities and the same failures, and we have heard it all before.

The Prime Minister says that he wants to build more homes, but did he not say that in 1994, 1998, 2005 and 2006? Is it not the case that every year the Government have built less social housing than was built in any year under their predecessor? Was not the announcement about building on MOD land made in May 2006, and again today? He says that he wants 25-year mortgages, but did he not first announce that four years ago? He wants apprenticeships and universal education after 16, but I have checked the record and he told us that in 1996—a year before he even came to office. For 10 years he has plotted and schemed for the top job, but all we have got is a sort of re-release of the 1997 manifesto. The country has moved on, but he simply has not. Let us deal with whether the Prime Minister is really listening to people’s priorities, which is what he told us on the radio this morning. Some 86 per cent. of people in this country want a referendum on the European treaty, so where is the Bill for a referendum? Does that not show that his promise to listen is a complete and utter sham? [ Interruption. ]

Mr. Speaker: Order. Hon. Members should please allow the right hon. Gentleman to be heard. He is the Leader of the Opposition and he is entitled to be heard— [ Interruption. ] Perhaps the hon. Member for City of Durham (Dr. Blackman-Woods) will listen to me and will know what not to do, and that is to start speaking.

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http://www.parliament.the-stationery-office.co.uk/pa/cm200607/cmhansrd/cm070711/debtext/70711-0004.htm

Language and technology

Read the following text messages, and using the systematic framework where appropriate analyse the ways in which the technology of the mobile phone has affected the language in these messages.

In your answer you should consider:

The social contexts involved

Any grammatical, pragmatic, graphological implications of the data

Message 1:

HI BABE U R MOST LIKELY TO BE IN BED BUT IM SO SORRY ABOUT TONIGHT! I REALLY WANNA SEE U TOMORROW SO CALL ME AT 9. LOVE ME XXX SO IS TH GOWER MATE WHICH IS WHERE I AM!?!

Message 2:

HOW R U MAN? ALL IS GOOD IN WALES ILL B BACK ‘MORROW. C U THIS WK?

Reply to message 2:

WHO WAS THE MSG 4? – RANDOM!

Message 3:

hi baby im cruisin with my girl friend what r u up 2? give me a call in and hour at home if thats alright or fone me on this fone now love jenny xxx

Message 4:

hi baby im sat on the bloody bus at the mo and i wont be home until about 7:30 wanna do somethin later? call me later ortxt back jess xx

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Language and Occupation

Read the following advertisement for a Head Chef and analyse the ways in which the language used in the advert is adapted to suit the occupation of a chef. Use the systematic framework to shape your answer.

Head Chef

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Job Description As Head Chef you will take total charge of all areas of the kitchen. You will look after everything from ordering to service.

You need to have a passion for food and enjoy working in a busy kitchen. It is hard work but you will be well rewarded.

This is a gastro pub that serves fresh food. They have a small A La Carte menu that changes as and when. They have a BBQ area in the summer which is very busy.

20000 per annum + Good basic salary with free live in accommodation. All uniforms and meal provided.

Please note: All candidates registering with Berkeley Scott will need to provide proof of identity, eligibility to work in UK and any relevant qualifications. Job Overview Company: Berkeley Scott Group Plc Location: South West London Base Pay: £20,000/Year Employee Type: Full-Time Employee Industry: Hospitality Manages Others: Job Type: Hospitality - Hotel Req'd Education: 4 Year Degree Req'd Experience: None Req'd Travel: None Relocation Covered: No

Contact: Berkeley Scott Phone: Not Available Email: Send Email Now Fax: Not Available Ref ID: 50350

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giving able pupils a solid theoretical framework for analysing language

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