Oral Language Analysis Summary Workshop

1. Oral Language Analysis & Summary
IN-CLASS WORKSHOP

2. Oral Language Analysis & Summary
IN-CLASS WORKSHOP
• Partner with one colleague in LCRT 5810 &
exchange the Oral Language Analysis;
• Before reading, page through the entire
assignment to see the sections, tables,
transcript, legend, & narrative;
• Find out if your partner wants you to write
helpful questions & comments in the
margins.

3. Oral Language Analysis & Summary
IN-CLASS WORKSHOP SUGGESTED GUIDELINES
• Read through the
transcript & note
patterns in the learner’s
language.
• Review the tables & note
examples of the learner’s
use of language
systems, language
functions, etc.
• Refer to the “look fors”
and consider the
information gained about
this learner.
 What is the learner’s stage
& characteristics of oral
language development.
• Review the written narrative
of the oral language
analysis.
• Is it anchored in course
readings & concepts?

4. Oral Language Analysis & Summary
GUIDELINES FOR ASSIGNMENT
• Develop a written narrative
describing the outcomes of
this analysis of the learner’s
language.
• Ground the analysis in
concepts addressed in course
readings. Resources from
LCRT 5810 readings to
include and cite in the
analysis include: Linguistic
Perspectives, Diaz-Rico
chapters; Harp & Brewer
chapter, frameworks or
stages of oral language
development provided in
class.
• The analysis needs to be
grounded in concepts
addressed in course readings
with at least 5 text citations.
• Make sure the analysis is a
well written academic paper
with high level of grammar
proficiency, no spelling or
punctuation errors, reference
list & appendices included.
• Appendices will include the
transcript with color coding
and data tables. Writing style
follows APA (6th ed).

5. Tools for Analyzing Language
To what extent is the learner:
1. Using language for a variety of functions?
2. Adapting language according to the situation
or the listener?
3. Adapting language according to his/her role?
4. Following conversational rules?
5. Using appropriate non-verbal communication?
6. Clarifying when communication is ambiguous?
7. Repairing? Does the learner know how, when
or why to repair?

6. Linguistics & Language Systems:
To what extent does the learner use…?
Phonology: Sound patterns of language including pitch, rate,
stress, volume, classifying sounds [phonemes & allophones].
Phonetics: Description of speech sounds; how the sounds are
formed in the mouth (point of articulation & passage of air)…
links to pronunciation/enunciation of phonemes in L1 &
dialect.
Morphology: Meaning units in a language including:
• FREE: Single word that serves as morpheme, e.g., school, the,
non…
• BOUND: Morphemes linked to other morphemes, e.g., -ing, un-, -
ed, -able (often prefixes, suffixes, affixes, past tense markers) …
clipping (prof-for professor); acronyms (SEHD); blends
(fog/smoke=smog)…

7. Linguistics & Language Systems:
To what extent does the learner use…?
Syntax: Structure of sentences/rules for forming
sentences (S-V); forming questions; negatives;
using possessives; plurals (also links to
morphology and the “s” plural which is a bound
morpheme).
Semantics: Making meaning of words (&
synonyms), phrases, and sentences.
Pragmatics: Communication in context, according
to what is appropriate for the particular context
(conversational rules; repair when needed); Non-verbal
communication (body language, gestures,
eye contact, facial expression; physical distance;
time/timing; interrupting, etc.

8. :
Tools for Analyzing Language
To what extent does the learner use pragmatics?
• Performance versus
competence;
• Grice’s maxims
(relation/relative,
quality/truthful,
quantity/TMI,
manner/logical sequence);
• Shifting registers
(formal/informal);
• Use of slang
• Discourse functions
(declaratives, questioning,
imperatives, exclamations);
• Using rising or falling
intonation to send meaning;
• Restricted code (insider info),
elaborations needed;
• Lexical ambiguity (vocab) or
structural ambiguity (unclear
message).
(Barry, 2008, 3-8; 145)