1. Today’s aims… To learn some new terminology regarding the non-fluency features of talk To apply these to our transcripts To analyse the reasons for these features Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

2. Is it rude to interrupt? It is often assumed that it is rude to interrupt, but is this so? Can you think of an instance where interruption is acceptable or necessary? In your pairs, script a 30 second conversation between 2 people that includes some interruption that you think is acceptable or necessary. You will perform this conversation to another pair in 6 minutes. If you’re struggling, think about how interrupting can save someone from embarrassment or can get/give information quickly

3. Non-Fluency Features We need to analyse whether our speakers are fluent or hesitant and what that shows us about the speakers and their conversation. It is this second part that is important – what it shows. We have to start making comments of analysis rather than just annotating. Firstly – get out your vocabulary sheet and a coloured pen. Draw a new branch for ‘Fluency’ Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

4. Non-Fluency Features Interruptions: Someone speaks to cut off or prevent another from speaking further. Overlap: Starting to speak before another has finished speaking. This differs from interruption as it is not used to deliberately stop the other person from talking. Turn-taking: Speakers (normally pairs) naturally taking it in turns to speak without overlapping or frequent pausing Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

5. Have a look at the transcript… Have a look at the Hairy Bikers transcript I have given you.Hairy Bikers We will watch the clip that matches and then I’d like you to analyse where you can see any interruptions, overlap and turn-taking. But do that all important part – comment on what it shows us about the speakers and their conversation. Round robin your ideas

6. Transcript: Hairy Bikers’ Pork and Apple S: pork ‘n’ apple Dave (.) D: mm S: it’s a classic food pairing is it /not/ D: it is S: it’s been with us for millennia D: and it’s a pairing that’s stud the test of time (.) but once you get one whiff (.) of our succulent (.) sweet (.) slow roasted pork (.) paired with a slightly tart sharp apple (.) there’s no going back (2) [music] (vo) D: ahh we’ve got an absolute belter for you (.) our slow roasted belly pork with crispy thyme seasoning crackling (vo) S: teamed up (.) with roasted apple (.) sage n onion (.) n a tangy cider sauce (.) it’s the ultimate combination of some naturally beautiful food buddies D: this dish is all about the quality of the ingredients (.) and Britain does all of this (.) like no-one else (4) [music] S: this beautiful piece of belly pork a’m a pleased to say look at that (.) it’s succulent an’ it’s juicy an’ it serves up nicely an’ yu get cracklin’ t die for (.) it’s fabulous (2) (vo) S: now (2) for the hairy bikers’ top tip to guarantee crispy cracklin’ (2) S: now you score it (.) luck an’ all wu gonna do is we’re going to make sure that the skin is really (.) really dry an’ if it seems damp (1) to the touch (2) all yu do is take some (3) [rubbing kitchen roll into skin] kitchen roll (1) push it into them seams D: me I’m mekkin’ a rub S: that’s it D: it’s a rub for ‘e’s belly S: ye see (.) an’ a’ve gotta tell yu there’s nothing we hairy bikers like more than wu bellies rubbed

7. Non-Fluency Features Repetition: The reoccurrence of words or phrases, not just immediately after each other, but throughout speech Fillers: Words with little meaning used to fill potential gaps in talk (like, y’know) Filled pauses: Non-verbal sounds acting as pauses in speech (erm, urm) Pauses: Breaks in speech Hedges: words or phrases which soften the force of something said (‘slightly,’ ‘kind of,’ ‘I don’t mean to offend’) False starts: The speaker says something then rearranges or rephrases what they said to change it, often to make more sense Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

8. Have a look at the transcript… Have a look at the Hairy Bikers transcript I have given you. We will watch the clip that matches and then I’d like you to analyse where you can see any repetition, fillers, pauses, hedges and false starts. But do that all important part – comment on what it shows us about the speakers and their conversation. Round robin your ideas

9. Analysis often means saying WHY Look at the statements on the grid. Decide, as a pair which apply to which non-fluency features Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

10. Reveals that the speaker is over- excited or enthusiastic Shows agreement with what has been said Shows interest in what is being said Allows the speaker to avoid an uncomfortable situation To be polite Encourages a speaker to continue talking Suggests that a speaker wants to be centre of attention Shows support for a speaker Avoids confrontation To take control because you have something interesting to say Appeals to a higher status speaker Allows thinking time for a speaker Shows understandingReveals disagreement Softens a contrary opinion Clarifies a point being made by the speaker

11. You now have 10 minutes… To apply all those new terms to your own transcripts. Remember that you need to start making comments of analysis as well as identifying the features. Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language Interruptions Overlap Turn-taking Repetition Fillers Filled pauses Pauses Hedges False starts

12. Non-Fluency Features in the Hairy Bikers As a presenting duo, the Hairy Bikers have used turn-taking to share the speaking roles equally. We can identify adjacency pairs in their speech, as their utterances have a natural and logical link, such as S following D’s description by adding ‘teamed up (.) with roasted apple.’ This shows they complete an idea together. As there are barely any pause between their lines and little repetition, we can tell the speech is scripted and their lines prepared beforehand, heightening the fluency of their talk. S’s repetition of ‘really’ with a slight pause in between reflects the thinking time needed by the speaker as he conducts actions in the kitchen while speaking. This is also reflected in the long pause between ‘all you do is take some’ and the completion of the utterance ‘kitchen roll’ as the pause is needed for S to demonstrate through a non-verbal action. Although this lessens the verbal fluency, the demonstration through body gestures allows the pause to be filled and the line of thought followed fluently. Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language

13. Over to you… You have 7 minutes to write a paragraph of analysis on the non-fluency features in your transcripts. Controlled Assessment 3: Spoken Language Analysing how speakers adapt for different purposes Using Spoken Language Features Public attitudes to spoken language