Date Transcripts Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

Utterance: A spoken word, statement, or vocal sound. Essentially, any sound the mouth makes is an utterance. Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

Analysing speech The conversations or utterances that you will be analysing will be written down. They will be written down in a special way – TRANSCRIPTS – they are unique to spoken language: they replicate, in writing, how a conversation went. You will have to learn some new codes and symbols to understand them properly. Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

Analysing speech Write down these symbols and codes: A: - shows speaker followed by a colon. (.) – shows a brief pause (less than a second). (1.0) – shows a longer pause (the number represents seconds). ¦ ¦ - vertical lines show that words are being spoken simultaneously (at the same time). Bold – words in bold show that they are stressed. There is no punctuation. Learning Objectives: 1.To be able to apply features of spoken language. 2.To be able to examine how character is created in through these features.

LO: To be able to apply features of spoken language.

Applying your knowledge Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

Applying your knowledge Task Label the transcript on the handout (Cathy and Grandma) to show the following: Speakers shown on left, followed by colon No punctuation Brief pause Longer pause in seconds Overlaps Fillers Repeats Stressed words Learning Objectives: 1.To be able to recall and apply the features of transcripts. 2.To be able to examine how character is created in through these features.

A: What what did you say to him B: Erm (3.0) nothin’ why A: I heard you say something B: er I didn’t say anything A: What did you say B: Look (1.0) all I said was that he was boring me (3.0) A: prat (.) why did you say that B: because A: you never think do you you always say stupid things now we’re both in trouble well done thanks B: sorry Context : Two friends are in trouble in school. 1.What do the speakers’ language choices and features reveal about their character and relationship? 2.What attitudes might people have towards the speakers’ use of language?

prat (.) why did you say that What do the language choices and features of spoken language reveal about their character/personality? Explore the context: participants, purpose and place – is this register appropriate? Why/ Why not? What attitudes might people have to the way they are speaking? Challenge : How does this extract show power?

Speaker A comes across as being quite aggressive and the language he uses is arguably quite rude. For example, he says ‘Prat (.) why did you say that’. The use of ‘prat’ is quite aggressive and suggests that he is angry or annoyed with B. He feels able to be rude to speaker B which could be because they know each other well enough to be rude to each other. In this context, given the relationship between the speakers is friendly, the register and choice of language seems acceptable as B does not seem to be offended. However, as it is taking place in school, you could argue that it is inappropriate language. The speakers’ attitude to their language would be that they are OK with it – there is no issue as the way they are speaking might be part of their sociolect. However, their parents and teachers may be disappointed that they feel it is acceptable to speak like this as it shows there is no control over their formality.

PEE Success Criteria 1.Their point engages with the question and doesn’t just repeat it. 2.An appropriate piece of evidence has been selected. 3.In the explanation they focus on a particular feature and explain the following: What it reveals about the speaker’s character. What it suggests about the speakers’ relationship. A comment on the context and whether this language use is appropriate – stating why/why not. What attitudes might people have towards their use of language and why these attitudes exist. 1.What do the speakers’ language choices and features reveal about their character and relationship? 2.What attitudes might people have towards the speakers’ use of language?

Homework 1.Complete second questionnaire 2.Create two transcripts of you speaking with two different people (one transcript for each person) and type it up on the computer. 3.Bring two copies in – due: Thursday 19 th June For example: You talking to your friend about your day/an event. You talking to your Mum/Dad/Gran/Grandad about their day. Success Criteria: Use features of transcripts so it is recorded exactly as it happened. Try and pick the best bit from the conversation which really highlights their idiolect/sociolect. Needs to be about 7 lines per speaker. This will take time to write up (must be done on the computer).

Speaker A comes across as being quite aggressive and the language he uses is arguably quite rude. For example, he says ‘Prat (.) why did you say that’. The use of ‘prat’ is quite aggressive and suggests that he is angry or annoyed with B. He feels able to be rude to speaker B which could be because they know each other well enough to be rude to each other. Also, the pause (.) suggests that he is angry with Speaker B. It is possible that ‘Prat’ is substituted for a ruder word as the speakers could be in school and therefore could get in more trouble for swearing. The frequent questions also suggest he is angry. As the speakers are of school age, it is unlikely people would be shocked by the way they speak in this context. However, some people may find the use of fillers and slang ‘erm’ and ‘nothin’’unsatisfactory as it is not standard English. This could suggest that standards are slipping.