1 Maladal

Spoken Language Transcripts Essay Contest

Written and Spoken English Language Essay

726 WordsNov 18th, 20083 Pages

Written and Spoken English Language

The English language consists both of written and spoken features. Until recently, items and structures most typically found in spoken language have not been fully described. Most grammars of English have had a bias towards the written language.
They are many differences between spoken and written English. Text A and B show written and spoken versions of an account of a days activities.
Text A is a written account of these activities, while Text B is a transcript of the spoken account.

The major differences between spoken and written English are, sentences in the written sense for example units beginning with capital letters, consisting of at least one main clause and ending in a full stop are…show more content…

Examples of this can be found in Text B, here she mentions ‘..started with er the getting my dinners on (3.0) er was pretty straightforward then..’
Here we know what the speaker is talking about, however if this was written text then the opening ‘was pretty straightforward’ makes no sense to the reader.
Another major distinction between spoken English and written English is the omission or slurring of syllables in the spoken language, this is called Elision.
Words like ‘going to’ are slurred to ‘gonna’ and ‘want to be’ to ‘wannabe’ this is very common in speech as this is deliberately done to elide the sounds of the words for accent, regional dialect ect. The use of contracted forms are never used in the standard written English, examples of elision cannot be found in Text B as the speaker seems rarely do this.

Written English is a complicated formation of manly grammar. In Text A, the written account of the speakers activities, she uses very little grammar; with no clauses, pauses for breath, or barely any use of punctuation. The paragraph is very basic, while the sentence structure and depth is kept simple.
There could be many reasons for this, the speaker maybe illiterate with very little knowledge, or

Show More

Unit 4: Task 1 – The Study of Spoken Language

How many pieces must students listen to in their study of Spoken Language?

The task requires students to respond on a least two pieces to allow them to show their understanding of variations and changes. They may listen and respond on many more than two pieces.

Do students need to compare and contrast the two types of talk or is it acceptable to look at each separately as long as consideration is given to how the language used in each varies?

Students are required to discuss two different types of talk. As the task is requiring candidates to say why language varies they will need to discuss how one example varies from the other and why it varies due to e.g. audience, context, purpose, etc.

Is there a suggested duration for the talk the students listen to for their task?

No, there is no suggested time length for each stimulus. As they will be listening to and writing about two pieces, it needs to have enough content to allow them to write appropriately to access the top mark bands for the task.

Does this task require students to listen to and evaluate speeches?

This may be one approach to the task. The word ‘talk’ however has been chosen to allow a broader range of stimuli to be used, such as dialogue, interviews, broadcasts.

Can we use speeches and dialogue from texts studied for English Literature?

You can use this as your stimulus as long as the focus is listening to the type of talk in a realised version of the text. This assessment is based on the students’ response to their listening to talk rather than reading a text.

Can you clarify what is meant by ‘Evaluate the impact of language choices on your own and others’ use’ (Appendix 2: Task 1 p.28).

This means students should include a reflective comment on what they found effective in the types of talk they listened to and how they would use this in their own talk.

If on the other hand, they are using a recording of themselves as one of the pieces then they are going to be evaluating their own language choices as part of their comparison with other talk.

What notes or research material from the preparation phase can the students bring in to the Controlled Assessment?

Students can bring in a transcript of each piece of talk as an aide memoire. Having listened to and discussed the pieces in the preparation phase this is purely to allow them to refer to specific examples when developing their response. It can have some brief annotation e.g. single words at certain points describing the tone or pace. Detailed annotation, underlining or highlighting is not permitted. All materials brought it to the Controlled Assessment must be submitted with the piece for assessment.

Can candidates write about speeches they have been taught in class as long as they don’t go in with an essay plan or any teacher led notes?

Yes. This is the way this task should be delivered. The planning and preparation phase allows students to listen to their stimulus materials, discuss them and analyse them. Following this teaching phase candidates will then individually write up their responses to the task under controlled conditions. During the write-up phase they are allowed to bring in a transcript of the talks but they are not allowed access to any notes and the use of writing frames/essay plans are not allowed.

It says in the Hodder textbook for the specification that students can listen to a speech read out by your teacher. Is this acceptable to do for the Spoken Language task?

Any source is acceptable for the type of talk; the key feature of this task is that the starting point is hearing the stimulus. Think of this task as the teaching of an aural text and deliver this the same way as the preparation and planning for any text. Sources of talk can come from podcasts, recordings, readings, presentations at school prize giving, broadcasts, realised versions of a text being studied, etc.

What is the focus of the Spoken Language task? Is it what makes the speeches motivational or is it a piece emphasising context, purpose and audience, and highlighting how these influence the language of the speaker?

The aim of the spoken language task is for the students to show their awareness of how the two types of talk vary and why. If they are looking at two motivational speeches it will be fine to discuss initially what techniques are used to make them motivationally successful. As the task requires evidence of the understanding of variations, candidates will need to be able to show why these different techniques were chosen in each instance e.g. because of different audiences, eras, purposes or any other reason for language choice.

How should students respond to the Spoken Language task? Should they respond to a new recording after looking at a few similar examples?

Students will produce a written response to their analysis of two types of talk. We would expect as with the study of literature task that candidates are writing under controlled conditions about recordings they have already listened to and analysed as part of their preparation.

Does body language have to be analysed when studying the sources of talk?

Body language is not a part of the study of spoken language. The focus of this task is the study of the spoken word in an aural stimulus ie why have these words been chosen, what impact is wanted on the hearer. The assessment criteria highlight the skills of analysis which may be exhibited in this study.

Does the study of Political talk mean politicians?

You can use any source of talk in which the speaker is making a statement about an aspect of society. This could be politicians speaking in parliament, giving interviews or making statements but it does not have to be.

Can hearing impaired candidates access the study of spoken language?

Leave a Comment

(0 Comments)

Your email address will not be published. Required fields are marked *