2. An excellent general starting point for ACC4300-5 Learning
unit: Analysing Communication is the International Phonetic
Alphabet (IPA) chart. The forty four phonetic symbols on the
IPA chart give all of the required information to an ESL
learner of the integral sounds that make up the words of the
English language. The IPA chart displays conceptualise
sound symbols that, once comprehended and learnt, enable
the L2 learner to actively articulate the individual IPA
symbols into English words .
3. Word Classes, nouns, verbs adverbs prepositions,
adjectives, etc., are the substantive building blocks of
the grammatical structures and syntax of the English
language, and, as such, the spoken word allows a
similarly learned, discerning listener, to receive
contextual, information from a speaker. The intonation
of spoken words, their volume, pace, rhythm, and stress
patterns help to add meaning to the information being
communicated .
4. The ACC TESOL teacher trainee will learn to identify and
separate and realise informational inflections of functions and
notions and how functions and notion amplify meaning within the
constructions of written passages and spoken dissertations
The domain of the notion is that of conceptualisation, creativity,
and ideas that paint a broad canvas, whereas, function has it's
application in interactive communication about events, meetings,
gatherings and planning by two or more participants.
5. TESOL teacher training courses will introduce, and clarify, for
the student ESL teacher, language 'Register' Mode and Field
as informational keys that give way to better understand
contextual characters contained within the information of
spoken or written dialogue.
Register refers to variations in the language of use, e.g.
lawyers use a legal register, doctors a medical register, etc..
Key indicators, when analysing register are: Mode, Manner,
and Field.
Mode: The Mode spoken or written, can be subdivided into
documentation that is written to be read aloud, much the same
as a lecture (a lecture), or documentation that is a written
record of spoken language much the same as the
parliamentary Hansard.
6. Manner: The Manner describes the relationship between the
participants and speaks to the formal or informal context of the
communication.
Field: The Field is linked to the subject matter - and field
analysis speaks to the focus or topic of the communication. Is
the communication formal, thereby, reflecting a bland
relationship between the participants? Is the communication
informal, as in an email to a friend that reflects a warmth
between the participants in the relationship?
7. By studying the above basic ideas about the information to be
found in the language of communication the next platform to be
engage is Genre. Genre encompasses a holistic approach of
topical material focusing on highly specialised parameters that
conform to the notional pattern of story telling. The categorised
transfer of information within Genres can be as in literary,
narration; both factual, or fictional, mysterious, film and or TV
documentaries, classically mythological, comedic, theatrical,
poetical, essays, music, tales of the raconteur, etc.. Non literal
genre are transactional, e.g. social media, facebook, twitter,
procedural as in protocols, and reports e.g. investigations,
Royal Commissions etc..
8. In ACC TESOL teacher training courses the ESL teacher
trainee learns to identify the factual and generic structures of
various Genre, e.g. reports, procedures, explanations and
discussions. (ACC, course modules, 2004).
9. CONCLUSION
Well that about completes this brief overview of Analysing Communication.
Within The full ACC TESOL teacher training course the learning outcomes
include phonetics, identifying Functions and Notions within the English
language, its Registers, and subsequently, Mode, Manner and Field, the
scope range and analysis of Genre vis a vis their informational content,
so bye for now, and I'll see you again in ACC4300-8 Learning unit: Teach
English in China/Korea and Placement.
