Presentation on theme: "No register! Using punctuation, modality and phraseology to teach email Alistair McNair English Language Tutor."— Presentation transcript:
No register! Using punctuation, modality and phraseology to teach Alistair McNair English Language Tutor
Student s Is teaching of important? What makes difficult to write? Context of study Systemic functional grammar Analysis of length, openings, closings, punctuation, modality, phrases How can we teach ? Conclusions Outline
I'm so sorry. I forgot check the mail again. I wii come to see you next week. Hello sir. You dont stay in Sheffield at this moment?I would like to see you..because i have something want to discuss HI I am so sorry about missing you an appiontment.because I have to go to manchester with my friends. Student s
Most work places and education environments use . helps learners interact with other people and build relationships using a variety of function e.g. requests; advice; demands Impressions of student ability can be based on writing in s could provide a means of improving proofreading skills Is teaching important?
is a strange blend of writing and talking (Naughton 2002: 143). Louhiala-Salminen concurs: the conventions of business letters are well-established, those of fax, and in particular , are not as stabilized. Therefore one finds more variation in the language used in faxes and s. (1999 cited in Koester 2004: 34) What makes difficult for students to write (and difficult for teachers to teach)?
Danet (2002) raises the issue of style leakage (ibid.: 24), that is writers write in the style they have first or most frequently encountered e.g. academics write in a more business-like fashion, and the students in a more conversational style. public or business practice was drifting towards [a] more oral style…than traditional letter-writing (ibid.: 11) What makes difficult for students to write (and difficult for teachers to teach)?
Baron (2001) might agree with Danets argument, but explains it from a longitudinal perspective, and sees the informality of , in her opinion, as a result of the loss of public face (ibid.: 8): OK NAOMI…if you know something…tell me Baron points out that this candour may be lessening as increasingly emulates pen-and-paper formats and people realize that real people are reading their messages (ibid.). What makes difficult for students to write (and difficult for teachers to teach)?
there is no real accepted style for writing s, No difference between letters and s. English language course books provide good examples of s s in course books are too generalized. Teacher opinions
Hiya - he's the one we don't have the certificate for, unfortunately! C…….'s chasing but we're unlikely to have it very soon unless T……….. gets back or we get through to the (currently ringing off) IELTS test centre. Sorry! P……. Hallo, Found this and will add to shared drive. Anything else needed? Presumably a guide as to how to make an appeal or regulations..etc..?! A………., Would it be possible to let students have copies of some of the student's posters as models? Or would we need to get permission? Regards, C……… s from a college
Market Leader Pre-Intermediate Market Leader Intermediate Market Leader Upper Intermediate Business Benchmark Pre-Intermediate Business Benchmark Upper-Intermediate Semi- formal Informal Semi- formal Informal Semi- formal Informal Formal Informal Internal Sender Internal Reply Dear Hi Hello Name only Apostrophes Exclamations Abbreviations Best wishes Regards Thanks First name Both names s in Business English Course Books
Market Leader Intermediate 2010 Language Leader Intermediate 2010 Language Leader Upper Intermediate 2010 First Certificate Expert 2010 InternalExternalInformalFormalInformalFormalInformalFormal Dear Hi Name only Apostrophes Exclamations Yours sincerely Best wishes Best Love Nothing First name Both names Can Will Would
Two sample s Tom Just to confirm that we will be able to attend the meeting next Friday. Ill be with our Sales Director, Mary Fowler. Harry (Cotton et al, 2010, p.127) Dear Louise Got your on Friday. Thank you for the invitation. Sorry, but I cant make it as we have a teambuilding seminar that weekend. Please let Mark know about the new products. Please feel free to call/mail me again if you need any more help. Speak to you soon Denise (Cotton et al, 2010, p.67)
There are too few s in course books. s in course books are too simple or too similar to traditional letters compared with s in the work environment. Once students go to work or university they may find how to write appropriate s challenging. Students need to realise that s are complex and need to be appropriate for the reader. By analysing systematically types of , punctuation, phrases and modality learners can begin to see what language is expected in s. Thesis
Context of study British Council Ukraine Large organisation with over 100 staff Established in 1990s 160 s 2 senior teachers 3 teachers 2 information assistants (Ukrainian) University of Brighton's International College Small school with around 14 staff Established since s 3 managers 3 teachers 3 administrative staff
Although there are over 300 s, the study only examines s of 16 people. style could have been affected by individual relationships, different nationalities and genders. Unequal balance between the different occupations. English not everybodys first language Limitations of study
Systemic functional grammar The textual (Mode) metafunction: we organise our messages in ways that indicate how they fit in with other messages around them (Thomson 2004: 30). The interpersonal (Tenor) metafunction: to interact with other people, to establish and maintain relations with them (ibid.: 30) The experiential (Field) metafunction: talk about our experience of the world [and] to describe events and states and the entities involved in them (ibid.: 30).
Mode: length, openings and closings Tenor: punctuation and modality Field: types of and phraseology Features of examined in this study
Tenor: punctuation Dear G………….., So far I have not used CEF for purposes of assessment. I wasnt sure if I absolutely had to or not. However, I plan to do so with some groups, particularly with my Advanced group who have specified that they dont want a test. Some (such as my level 6 group) have said they want a test, so I may have to do both. Best regards, B………….
Gains: in commercial use… messages are heavily employed to disseminate information (45%) and to make requests (32%) (ibid.), while 11% were directives. Gimenez (2000: 240): 51 out of 63 messageswere sent to either request or provide information. In the British Council Ukraine 89.1% of all the s were either informative, requestive or both. Field: types of
Please find attached the supplementary questionnaire you requested. Could you please return it to me by next Wednesday?
Information Assistants TeachersManagers Could you please confirm Could you please remind who of Could you please meet tomorrow Could you please let me know if Could you please let us know Regarding the flight to Rome, please do not book it for Monday If it is possible, can we go by train? Perhaps we should try train tickets? Im not sure if its too late, but I wouldnt mind Please order the key from FOS Can you pleas check if there is Please print out this job offer Can you please translate this message Please reserve a place for Please write your self-assessments Please call the waiting list of young learners Field: phrases (British Council Ukraine)
AdministrationTeachersManagers Is this still on? Did sales ever chase this for us? Anything else needed? Can you advise on this? Can you make it look good What do you think? I wonder if you know off the top of your head Would you be able to confirm by the end of today Just wondering if you had any materials Can I book room 303 on Friday…please? Can we have a word about her Could you also have a look at Did you do the ER training Please could you complete the attached Would you please drop me an Did you get a name and if so could you Field: phrases: (Brighton)
Use your own s to elicit features of English, phrases and punctuation. Students compare your or colleagues s with s in course books. Encourage learners to use as part of their learning process e.g. sending homework by ; writing s to each other. Respond to learners by . Ask learners to look at sample learner to elicit mistakes. How can be taught?
Between 75% and 89% of s are 4 lines long or shorter Openings and closings are much more varied than course books and previous research suggests. Most frequent types of are informative and requestive or a mixture of both At the British Council Ukraine, each work position uses punctuation and modality very carefully, but differently, to maintain face: managers use can; information assistants use could Summary of findings
At University of Brightons International College, administration tend to ask short, direct questions Teachers use most complex, cautious language when asking questions in both schools Summary of findings
Conclusions s in course books are much simpler than in practice s can be simplified by examining punctuation, modality and phraseology By providing learners with a context, they can begin to understand why s are written as they are
Thank you for listening! Any questions?
Baron, Naomi, S. (2000) Alphabet to London: Routledge. Baron, Naomi, S. (2001) Why looks like speech: Proofreading, Pedagogy and Public Face. Paper presented at Language, the Media, and International Communication St. Catherines College, Oxford. (Last accessed 2 March 2009) Bell, J., Gower, R. (2010) First Certificate Expert Harlow: Longman Brooke-Hart, Guy (2006) Business Benchmark Upper-Intermediate Bec Vantage Cambridge: CUP.69 Cotton, D., Falvey, D. and Kent, S. (2001) Market Leader Upper Intermediate Harlow: Longman. Cotton, D., Falvey, D. and Kent, S. (2005) Market Leader Intermediate Business English Course Book Harlow: Longman. Cotton, D., Falvey, D. and Kent, S. (2007) Market Leader Pre-Intermediate Harlow: Longman. Cotton, D., Falvey, D. and Kent, S. (2010) Market Leader Intermediate 3 rd Edition Harlow: Longman. Cotton, D., Falvey, D., Kent, S. (2010) Language Leader Intermediate Harlow: Longman Cotton, D., Falvey, D., Kent, S. (2010) Language Leader Upper Intermediate Harlow: Longman Danet, Brenda (2002) The Language of . Paper given at European Union Summer School, University of Rome, June 2002, Lecture II.http://www.europhd.psi.uniroma1.it/html/_onda02/04/ss8/pdf_files/lectures/Danet_emai l.pdf (Last accessed 2 March 2009).http://www.europhd.psi.uniroma1.it/html/_onda02/04/ss8/pdf_files/lectures/Danet_emai l.pdf Dubicka, Iwonna and OKeeffe, Margaret (2006a) Market Leader Advanced Business English Course Book Harlow: Longman. Dubicka, Iwonna and OKeeffe, Margaret (2006b) Market Leader Advanced Business English Teachers Resource Book Harlow: Longman. Gains, Jonathan (1999) Electronic Mail – A New Style of Communication or Just a New Medium?: An Investigation into the text features of . In English for Specific Purposes 1999 Vol.18 No References
Gimenez, Julio, C. (2000) Business communication: some emerging tendencies in register. In English for Specific Purposes 19 (2000) Koester, Almut (2004) The Language of Work Abingdon: Routledge. Louhiala-Salminen, L. (1999) From business correspondence to message exchange: what is left? In Hewings, M and Nickerson, C (Eds) Business English: Research into Practice Harlow: Longman Naughton, John (2002) A Brief History of the Future: The Origins of the Internet London: Phoenix. Thompson, Geoff (2004) Introducing Functional Grammar London: Arnold. Whitby, Norman (2006) Business Benchmark Pre-Intermediate – Intermediate Cambridge: CUP. References