Objective:1. To get an overview of the expectations of the ELLB course.2. To get an understanding of the terminology that is used within the Spoken Language unit (ELLB3).Success Criteria:1. To acquire the relevant terminology need for the analysis of text in class and the exam.2. To apply the terminology critically, sophisticatedly and thought-provokingly.
Assessment Objectives AO1, AO2, AO3. AO1 select and apply relevant concepts and approaches from integrated linguistic and literary study, using appropriate terminology and accurate, coherent written expression; AO2 demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in a range of spoken and written texts; AO3 use integrated approaches to explore relationships between texts, analysing and evaluating the significance of contextual factors in their production and reception.
ELLB2 Themes in Language and LiteratureELLB1 COURSEWORK assignment based on pairs of prescribed texts to reflect a THEME set annually by AQA. Mixture of prose fiction Introduction to Language and and literary non-fiction. No requirement Literature Study for 100 year publication gap. Examination (1½ hours). Two compulsory questions: different PART A weighting. • focused analysis of two extracts from set one question based on set Anthology of paired texts thematically • extracts selected by candidate to complement the prescribed THEME (40 linked texts (64 marks) marks) one question based on two unseen texts • requires knowledge of change over time linked to the Anthology’s main themes (32 marks) • some explicit COMPARISON required. • COMPARISON of attitudes and ideas required in both questions PART B requires evidence of appropriate writing • one piece of creative writing to extend set skills THEME (24 marks) • piece may be for a reading or a listening • Anthology required in examination room audience but must not be annotated. • any recognised genre or subgenre for creative 60% of AS Level mark task 30% of A Level mark • brief explanation of planning and authorial intention replaces commentary • drafts not required. 40% of AS mark 20% of A Level mark
In year 13 you will...ELLB3 ELLB4 Talk in Life and Literature Coursework King Lear Transformations Transcripts and spoken language in literature.
DialectLinguistics : a variety of a language that is distinguished from other varieties of the same language by features of phonology, grammar, and vocabulary, and by its use by a group of speakers who are set off from others geographically or socially.
Let’s Start Have a look at the glossary. Identify between 5 – 10 terms in the glossary that you will try and use by the end of the session. ... 4 minutes
Have a look at the following clip... http://www.youtube.com/watch?v=qSNK-9v7_JI Using the transcript and your glossary, identify as many features of spoken language as you can. Make sure that you can also comment on the effect of the feature (i.e. Why it is used in natural conversation) ... 15 minutes
R: I’m not disrespecting you, just chill out, man(pause)Lisa: It was funny thoughLauren: Are you stupid?Lisa: No I’m just sayingLauren: [Are you stupid though?Lisa: No I’m just laughin’ ain’t ILauren: Are you stupid of somefink?Lisa: No I’m just laughin’Lauren: What don’t you just shut up though?Lisa: I’m not laughin’ at you or nuffinkLauren: Why don’t you just shut up though?Lisa: Cos it’s just funny, ain’t itLauren: Did I aks you to shut up?Lisa: Yeh I know, butLauren: [Well shut up thenLisa: Well yeh, butLauren: [But I don’t care thoughR: Come on, manLauren: [But do I care though?R: Yeh but you can’t…Lauren: [But I don’t careR: But I’m not sayin’Lauren: [I don’t careR: ButLauren: [I’m not bovveredR: But wait
Writing a response Once we have annotated the extract, we will be required to write a critical response about the features you have identified.
Example questionHow does spoken language differ from what we expect in written Standard English?
Key (.) shows a pause [ shows overlappingExtract [ = speech shows speech cut short A: I ain’t go no cash (.) so I’m not going B: I’ve got a [bit A: [can’t take yours A: not worth it man (.) can’t pay you back B: it’s an interest free loan man (laughing) A: er ain’t gonna happen B: cliffey’s [going A: [and (.) that makes what exactly B: cos you owe him
Example response In the first speech there are the friends talking together. It shows that they are friends because B offers A some cash, which you wouldn’t do if you weren’t friends and this is important to have friends in a social situation. Also when they talk they often use lots of pauses because they are trying to think what they are saying next. ‘A: I ain’t go no cash (.) so I’m not going’, this is useful to use a pause and it is called non verbal because the speakers don’t say a word but it still means something. Also there is a lot of slang words used such as ‘Cliffey’ and ‘cos’ and ‘ain’t’ and these show that the friends are not good at speaking in proper Standard English otherwise they would use proper words but they don’t. Both the friends butt-in to what the other one is saying and this shows that they are friends and are able to finish each other’s sentences. This is a feature of spoken language because it is interruptions.Grade: E
Transcript 1 shows two friends talking to each other. What they say is non-standard and they use their own idiolect throughout. They appear to know each other well as one of them is prepared to lend the other some money. However, it seems throughout to be an informal chat between friends – neither finishes their utterances. Each speaker also misses out certain words (‘can’t pay you back’), but this does not matter in conversion. We have various examples of elision. In spoken English, we often do not speak in complete sentences and omit words. In addition, both speakers speak at the same time, which is called overlapping:‘B: I’ve got a [ bitA: [can’t take yours’This is another feature of friendly talk. We see that they are not offended by the interruptions and understand exactly what is being said. In social situations, this happens all the time. In written standard English, the sentences would be incomplete and would need the missing words to make sense. Grade B
Now you have a go.Question:How does how does youth dialect and sociolect differ from what we expect in written Standard English?