Netnographic Pragmatics - A New Approach to Analysing the Use of Language in Online Communities
Analysing Spoken Language Unit Title: ‘Identity’ Learning Links project: schools and local...
-
Upload
darren-hancock -
Category
Documents
-
view
215 -
download
1
Transcript of Analysing Spoken Language Unit Title: ‘Identity’ Learning Links project: schools and local...
Analysing Spoken Analysing Spoken LanguageLanguage
Unit TitleUnit Title: ‘Identity’ : ‘Identity’
Learning Links Learning Links project: schools project: schools and local museums / libraries and local museums / libraries working togetherworking together
GCSE English LanguageSeptember 2010
The purpose of The purpose of the unitthe unit
To enable pupils to explore the language used by either themselves or others
Assessment Objectives:-1.To understand variations in spoken
language, explaining why language changes in relation to different contexts
2.To evaluate the impact of spoken language choice in their own and other's use
‘‘Identity’: Identity’: Part 1 of the unitPart 1 of the unit
The first part of the unit focuses on an ‘archaeological dig’ of words
Students research where words come from and how they are formed
They also consider different attitudes towards how teenagers use language
When is it appropriate to use Standard English and non-standard English?
Exploring contexts and using the correct register
Some examples....Some examples....
ChillaxDyson
L8r
How did these words come
into the language and
why?
Pupils also create a timeline for the roots
of English
More examples...More examples...
Gentleman, bloke, geezer or dude?
Same denotation? Different connotation?
‘‘Identity’: Identity’: Part 2 of the unitPart 2 of the unit
In this part pupils map out their own ‘idiolect’ – how their language has been created over time, including changes in accent and dialect
They then consider attitudes towards different accents – considering those that are seen as being more and less prestigious
Finally, pupils explore how they use language to ‘fit in’
Example activity...Example activity...
“That’s well bing bing!”“Don’t you mean bling bling?”
Using Catherine Tate clips
‘‘Identity’: Part 3 of the unitIdentity’: Part 3 of the unit
In this final part pupils complete activities based on Wiltshire dialect to enable them to understand the language of others
Video clips of a Wiltshire accent and dialect are shown for pupils to consider attitudes towards that accent and when it is the right context to speak in this way
Example activity...Example activity...
An oddy zommy payzed his cart brake and started along an unked road lined with
iron pears...
Now rewrite into Standard English!
The controlled Assessment = 10%The controlled Assessment = 10%
Finally as a class, pupils together analyse a transcript to consider the types of language used in that context
They will become familiar with some basic transcript conventions
To complete the coursework, the teacher can choose one of the suggested transcripts if they wish, for pupils to analyse and plan an answer on