1. Explore attitudes to the spoken language of young people.
English Language GCSE
Spoken Language Study
Controlled Assessment
10%
Question:
Explore attitudes to the spoken language of young people.
You should comment on:
• how the purpose of the spoken language affects the way it is used
• how the audience affects the language that is used
• how formal or informal the language is
• how the language used influences and is influenced by other speakers and listeners.
what attitudes people might have to the language used by and to young people in your transcripts

2. B to A* Mark Scheme Band Mark Descriptor 3 11-15
Clear understanding of the ways spoken lang. Works
Clear understanding of the ways spoken language changes according to context and how these changes occur
Response is supported by sound exemplification
Clear understanding of the ways in which language use may influence other speakers and listeners and why this may occur. 4
16-20
Thorough understanding of the ways spoken lang. Works
Assured understanding of the ways spoken language changes according to context and how these changes occur
Response is supported by thorough exemplification
Thorough understanding of the ways in which language use may influence other speakers and listeners and why this may occur. 5
21-24
Perceptive understanding of the ways spoken lang. Works
Perceptive understanding of the ways spoken language changes according to context and how these changes occur
Response is supported by relevant exemplification and a sustained focus
Sustained focus which shows a perceptive understanding of the language choices speakers make, the influence these may have on other speakers and listeners and why this occurs.

3. Additional Features of Spontaneous Language:
Vague Language: unassertive statements; sort of etc.
Phatic talk: small talk, how are you etc?
Idiolect: individual’s style of speaking influenced by range of factors (class, family, place of birth etc)
Sociolect: use of lang. influenced by being a member of a social group.
Prosodic features: stress, rhythm, pitch, tempo, intonation.
Elision: omission of slurring of certain syllables; gonna, wannabe etc.
Feedback: message being followed understood ... I see, uh-huh etc.

4. Talk about Tone / Style Don’t just list devices
Slalom write, transcript A then transcript B
Explain and explore ... It could say this, could say that
Have a clear idea of how each transcript is different overall
Think of gender, age, class and power differences; overlaps, interruptions etc
Comment on how language is influenced by setting, context, language, power etc.
Don’t be judgemental or disparaging about the speakers.
In your conclusion, reflect on how your own language has changed based on context, person etc.
Ensure you differentiate between accent and dialect.