1. Giving able students a solid theoretical
foundation: establishing key concepts without
fostering rigid, inflexible thinking. Contexts
and pragmatics. Applying terminology.
Going beyond the text books
By Francis Gilbert www.francisgilbert.co.uk
1

2. Encouraging pupils to arrive at their own theories.
Key questions and topics:
Mindmap THIS!!
What is your own language history?
 your first words
 your first memories of words
 your first sentences
 your first experiences reading and writing
 your difficulties with language at school
 the times when you felt pleased with your
language
 the different ways you speak depending
upon your audience
 your favourite reading material
 your attitudes to reading and writing
 words you hate
 words you love
 your family’s language usage
 your language aspirations, what words do
you long to say?
 How important language is to you
 The most important words you’ve ever said
 The most hurtful words you’ve ever said
 The most loving words you’ve ever said
 Words that have hurt you
 Words that have made you feel very happy
 Words that cheer you up
 Words that depress you
2

3. 3

4. Language theories – your own thoughts
Referring to your own language history
How does language work?
What are the factors that affect
language use?
What is an effective use of language?
4

5. Using Jean Aitchinson’s The Articulate Mammal Routledge
ISBN 0-415-16791-4
Definition:
Psycholinguistics is sometimes defined as the study of language and the mind.
Areas of interest:
The acquisition problem Do human acquire language because they are born equipped
with specific linguistic knowledge? Or are they able to learn language because they
are highly intelligent animals who are skilled at solving problems of various types?
The link between language knowledge and language usage Linguists often claim to be
describing a person’s representation of language (language knowledge) rhater than
how that knowledge is actually used. How then does usage link up with knowledge?
What are the different types of communication?
A animal communication
B Child Language
C The Language of norm adults
D The speech of dysphasics (people with speech disturbances)
Are there any of other types of communication?
Grammar
What do you think grammar is?
Grammar:
1) Phonology – sound patterns
2) Syntax – word patterns
3) Semantics – meaning patterns
Thought and language
5

6. What is the relationship between language and thought?
Chapter 1 – The Great Automatic Grammatizator – Need anything be innate
Verbal behaviour, a book by the Harvard psychologist B.F.Skinner (1957)
Skinner’s claim to understand language was based on his work with rats and pigeons.
He has proved that, given time, rats and pigeons could be trained to perform an
amazing variety of seemingly complex tasks, provided two basic principles were
followed. First, the tasks must be broken down into a number of carefully graduated
steps. Second, the animals must be repeatedly rewarded.
WHAT IS SKINNER’S THEORY OF LANGUAGE ACQUISITION? Use the
internet/textbook to look this up?
What are its merits?
What are the problems with it?
The nature of language
Chomsky stresses that language makes use of structure-dependent operations. By this
he means that the composition and production of utterances is not merely a question
of stringing together sequences of words. Every sentence has an inaudible internal
structure which must be understood by the hearer.
Martian lands on earth: She might hear the sentence:
AUNT JEMIMA HAS DROPPED HER FALSE TEETH DOWN THE DRAIN
As well as the related question:
HAS AUNT JEMIMA DROPPED HER FALSE TEETH DOWN THE DRAIN?
How might the Martian work out the rules of language from this utterance?
She might use the rule put “has” at the beginning of a sentence to make a question.
Make up a sentence where this rule works.
Make up a sentence where this rule doesn’t work.
The Martian might take a statement such as:
6

7. THE MAN WHO RUN AWAY SHOUTING WAS ATTACKED BY A WASP
And turn it into
HAS THE MAN WHO RUN AWAY SHOUTING WAS ATTACKED BY A
WASP?
What do you think of this sentence?
The key structures are:
Aunt Jemima,
The man who has run away shouting
The Martian went wrong in her guesses because she trying out structure-independent
operation – manoeuvres which relied solely on mechanical counting or simple
recognition procedures without looking at the internal structure of the sentences
concerned.
KEY QUESTION: Can language be reduced to a series of logical rules?
Chomsky (1972)
“If we were, let us say, designing a language for formal manipulations by a
computer, we would surely prefer structure-independent operations.”
Why?
Chomsky:
“Given such facts, it is natural to postulate that the idea of ‘structure-dependent
operations’ is part of the innate schematism applied by the mind to the data of
experience.”
This knowledge, he argues, “is part of the child’s biological endowment, part of the
structure of the language faculty.”
What is Chomsky’s theory of language acquisition?
What are its central virtues?
What are its central problems?
http://www.universalteacher.org.uk/lang/acquisition.htm
7

8. Contexts of language use
What are the possible contexts of language use for these phrases?
Ladies and gentlemen
Please do not disturb
Oi
Er sort of…
Get lost
Candidate no: 10908
You idiot
She’s a doll
The spring cometh…
Wherefore did you so?
Sit down
Sit
Don’t you get shirty with me.
Fiddlesticks
Imagery
Bogeys
Magical qualities
8

9. Language and social contexts
Using your knowledge of the systematic framework and your knowledge of the
language of occupation, analyse the “friendly fire” transcript discussing the ways in
which the language of occupation affects this transcript.
In particular, you should analyse its use of jargon, the pragmatic meanings of the
transcript.
Report Of ‘Friendly Fire’
Lasting just over 15 minutes, the transcript, taken from a leaked video begins just
before the A-10 Thunderbolt pilot spots the four British vehicles.
The killer pilot’s wingman, who was hunting targets with him in a second A-10, had
the call sign POPOV35.
The other main call signs are MANILA HOTEL, MANILA34, and LIGHTNING34,
which are the three US Marine Corps Forward Air Controllers on the ground attached
to British units.
Later on in the transcript, additional call signs - SKY CHIEF, an American jet
controlling the overall air battle and COSTA58, a nearby British pilot - come on the
net to relay emergency ceasefire messages.
Michael Evans, Defence Editor of The Times
The local time is 4.36pm, or 1.36pm GMT.
Transcript starts:
1336.30 MANILA HOTEL:
POPOV from MANILA HOTEL. Can you confirm you engaged that tube and those
vehicles?
1336.36 POPOV35:
Affirm Sir. Looks like I’ve got multiple vehicles in reverts at about 800 metres to the
north of your arty rounds. Can you switch fire, and shift fire, and get some arty rounds
on those?
1336.47 MANILA HOTEL:
Roger, I understand that those are the impacts you observed earlier on my timing?
1336.51 POPOV35:
Affirmative.
9

10. 1336.52 MANILA HOTEL:
Roger, standby. Let me make sure they’re not on another mission.
1336.57 POPOV36:
Hey, I got a four ship. Looks like we got orange panels on them though. Do we have
any friendlies up in this area?
1337.03 MANILA HOTEL:
I understand that was north 800 metres.
1337.12 MANILA HOTEL:
POPOV, understand that was north 800 metres?
1337.16 POPOV35:
Confirm, north 800 metres. Confirm there are no friendlies this far north on the
ground.
1337.21 MANILA HOTEL:
That is an affirm. You are well clear of friendlies.
1337.25 POPOV35:
Copy. I see multiple riveted vehicles. Some look like flatbed trucks and others are
green vehicles. Can’t quite make out the type. Look like may be ZIL157s (Russian
made trucks used by Iraqi army).
1337.36 MANILA HOTEL:
Roger. That matches our Intel up there. And understand you also have the other fixed
wing up this push? For terminal control, if you can.
1337.44 POPOV35:
I’d love to. I didn’t talk to him yet.
1337.46 MANILA HOTEL:
Roger, I believe CASPER is up this push too. Two Super Tomcats.
1337.54 POPOV35:
Hey dude.
1337.56 POPOV36:
10

11. I got a four ship of vehicles that are evenly spaced along a road going north.
1338.04 POPOV36:
Look down at your right, 2 o’clock, at 10 o’clock low, there is a, left 10 o’clock low,
look down there north along that canal, right there. Coming up just south of the
village.
1338.21 POPOV35:
Evenly spaced? Where we strafed?
1338.23 POPOV36:
No. No. Further east, further west, right now. And there’s four or five of them right
now heading up there.
1338.29 POPOV35:
No, I don’t have you visual.
1338.30 POPOV36:
I’m back at your 6 – no factor.
1338.31 POPOV35:
OK, now where’s this canal?
1338.35 POPOV35:
Don’t hit those F18s that are out there.
1338.38 POPOV36:
OK. Right underneath you. Right now, there’s a canal that runs north/south. There’s a
small village, and there are vehicles that are spaced evenly there.
1338.49 POPOV36:
They look like they have orange panels on though.
1338.51 POPOV35:
He told me, he told me there’s nobody north of here.
1338.52 POPOV36:
I know. There, right on the river.
11

12. 1338.53 POPOV35:
I see vehicles though, might be our original dudes.
1339.09 POPOV36:
They’ve got something orange on top of them.
1339.10 POPOV35:
POPOV for MANILA 3, is MANILA 34 in this area?
1339.14 MANILA HOTEL:
Say again?
1339.15 POPOV35:
MANILA HOTEL, is MANILA 34 in this area?
1339.19 MANILA HOTEL:
Negative. Understand they are well clear of that now.
1339.23 POPOV35:
OK, copy. Like I said, multiple riveted vehicles. They look like flatbed trucks. Are
those your targets?
1339.30 MANILA HOTEL:
That’s affirm.
1339.31 POPOV35:
OK.
1339.34 POPOV36:
Let me ask you one question.
1339.35 POPOV35:
What’s that?
1339.45 POPO36:
(to MANILA HOTEL) Hey, tell me what type of rocket launchers you got up here?
1339.50 POPOV36:
12

13. I think they’re rocket launchers.
1339.52 MANILA HOTEL:
. . . (garbled) You were stepped on, say again.
1339.54 POPOV35:
MANILA HOTEL, fire your arty (artillery) up that 800 metres north, and see how we
do.
1340.01 MANILA HOTEL:
Roger, standby for shot. They are getting adjustments to the guns now.
1340.34 POPOV35:
Copy.
1340.09 POPOV36:
Roll up your right wing and look right underneath you.
1340.12 POPOV35:
(angry) I know what you’re talking about.
1340.13 POPOV36:
OK, well they got orange rockets on them.
1340.17 POPOV35:
Orange rockets?
1340.17 POPOV36:
Yeah, I think so.
1340.18 POPOV35:
Let me look.
1340.26 POPOV35:
We need to think about getting home.
1340.29 POPOV36:
3.6 is what it says (a fuel measurement).
13

14. 1340.31 POPOV35:
Yeah, I know. I’m talking time wise.
1340.35 POPOV36:
I think killing these damn rocket launchers, it would be great.
(The tape then becomes garbled)
1340.52 MANILA HOTEL:
Yeah, POPOV36, MANILA HOTEL. I’ve got other aircraft up this push. Not sure
they’re coming to me. Someone else might be working this freak.
1341.00 POPOV35:
Yeah, MANILA34 is working them, break, break.
1340.12 POPOV36:
Yeah, I see that, you see I’m going to roll down.
1340.15 MANILA 34:
Break, be advised MANILA34 is not working the F18s unless they are trying to check
in with me, over.
1341.21 POPOV35:
Copy.
1341.24 POPOV36:
OK, do you see the orange things on top of them?
1341.32 MANILA HOTEL:
POPOV 36 from MANILA HOTEL. Are you able to switch to Crimson?
1341.37 POPOV36:
POPOV 36 is rolling in.
1341.40 MANILA HOTEL:
Tell you what.
1341.41 POPOV35:
14

15. I’m coming off west. You roll in. It looks like they are exactly what we’re talking
about.
1341.49 POPOV36:
We got visual.
1341.50 POPOV36:
OK. I want to get that first one before he gets into town then.
1341.53 POPOV35:
Get him – get him.
1341.55 POPOV36:
All right, we got rocket launchers, it looks like. Number 2 is rolling in from the south
to the north, and 2’s in.
1342.04 POPOV35:
Get it.
POPOV36 “rolls in” for an attack and turns his A-10 into a vertical dive to strafe the
British column, destroying two Scimitar armoured vehicles and killing L/Cpl of Horse
Matty Hull.
1342.09 - GUNFIRE -
1342.18 POPOV35:
I’m off your west.
1342.22 POPOV35:
Good hits.
1342.29 POPOV36:
Got a visual.
1342.30 POPOV35:
I got a visual. You’re at your high 10.
1342.31 POPOV36:
Gotcha.
15

16. 1342.30 POPOV36:
That’s what you think they are, right?
1342.39 POPOV35:
It looks like it to me, and I got my goggles on them now.
1342.59 POPOV35:
OK, I’m looking at getting down low at this.
1343.13 MANILA HOTEL:
POPOV 36 from MANILA HOTEL, guns . . .
1343.17 MANILA HOTEL:
To engage those targets in the revetts (slopes).
1343.24 POPOV36:
It looks like he is hauling ass. Ha ha. Is that what you think they are?
1343.34 POPOV36:
1–2
1343.35 POPOV35:
It doesn’t look friendly.
1343.38 POPOV36:
OK, I’m in again from the south.
1343.40 POPOV35:
Ok.
1343.47 - GUNFIRE -
1343.54 LIGHTNING 34:
POPOV 34, LIGHTNING 34.
1344.09 POPOV35:
POPOV 35, LIGHTNING 34 GO.
16

17. 1344.12 LIGHTNING 34:
Roger, POPOV. Be advised that in the 3122 and 3222 group box you have friendly
armour in the area. Yellow, small armoured tanks. Just be advised.
1344.16 POPOV35:
Ahh s***.
1344.19 P0POV35:
Got a — got a smoke.
1344.21 LIGHTNING 34:
Hey, POPOV34, abort your mission. You got a, looks we might have a blue on blue
situation.
1344.25 POPOV35:
F***. God bless it.
1344.29 POPOV35:
POPOV 34.
1344.35 POPOV35:
F***, f***, f***.
1344.36 MANILA 34:
POPOV34, this is MANILA 34. Did you copy my last, over?
1344.39 POPOV35:
I did.
1344.47 POPOV35:
Confirm those are friendlies on that side of the canal.
1344.51 POPOV35:
S***.
1344.58 MANILA 34:
Standby POPOV.
17

18. 1345.04 POPOV36:
God dammit.
1344.14 MANILA HOTEL:
Hey POPOV 36, from MANILA HOTEL.
1344.25 MANILA 34:
OK POPOV. Just west of the 3-4 easting. On the berm up there, the 3422 area is
where we have our friendlies, over.
1344.39 POPOV35:
All right, POPOV 35 has smoke. Let me know how those friendlies are right now,
please.
1344.45 MANILA 34:
Roger, standby.
1344.49 POPOV35:
Gotta go home dude.
1344.50 POPOV36:
Yeah, I know. We’re f***ed.
1345.54 POPOV35:
S***.
1346.01 POPOV36:
As you cross the circle, you are 3 o’clock low.
1346.03 POPOV35:
Roger.
1346.12 POPOV35:
POPOV 35 is Bingo. Let us know what’s happening.
13446.15 MANILA HOTEL:
Roger. We are getting that information for you right now. Standby.
18

19. 1346.20 POPOV36:
F***.
1346.47 MANILA 34:
POPOV, this is MANILA 34 over.
1346.51 POPOV35:
Go.
1346.55 MANILA 34:
POPOV 4, MANILA 34 over.
1347.01 POPOV35:
Go.
1347.02 MANILA 34:
We are getting an initial brief that there was one killed and one wounded, over.
1347.09 POPOV35:
Copy. RTB (return to base).
1347.18 POPOV35:
I’m going to be sick.
1347.24 POPOV36:
Ah f***.
1347.48 POPOV35:
Did you hear?
1347.51 POPOV36:
Yeah, this sucks.
1347.52 POPOV35:
We’re in jail dude.
1347.59 POPOV36:
19

20. Aaaahhhh.
1348.12 SKY CHIEF:
MANILA this is SKY CHIEF over.
1348.18 MANILA34:
This is MANILA 34, send SKY CHIEF.
1348.22 COSTA58:
SKY CHIEF, SKY CHIEF. COSTA 58.
1348.25 MANILA HOTEL:
SKY CHIEF, this is MANILA HOTEL.
1348.30 COSTA58:
SKY CHIEF, SKY CHIEF. COSTA 58.
1348.41 SKY CHIEF:
Relaying for TWINACT, the A-10s are running against friendlies.
1348.47 COSTA58:
POPOV 35, this is COSTA58. Relaying message for TWINACT. Abort, abort.
1348.54 SKY CHIEF:
MANILA how copy A-10s are running against friendlies. Abort. Over.
1349.07 COSTA58:
From TWINACT, abort, abort.
1349. 11 POPOV35:
POPOV 35 aborting.
1349.14 COSTA58:
We will relay that back to TWINACT.
1349.18 POPOV36:
F***. God f***ing s***.
20

21. 1350.21 POPOV36:
Dammit. F***ing damn it.
1351.17 P0POV36:
God dammit. F*** me dead (weeping).
1351.25 POPOV35:
You with me?
1351.27 POPOV36:
Yeah.
1351.30 POPOV35:
They did say there were no friendlies.
1351.33 POPOV36:
Yeah, I know that thing with the orange panels is going to screw us. They look like
orange rockets on top.
1351.48 POPOV35:
Your tape still on?
1351.49 POPOV36:
Yeah.
1351.54 POPOV35:
Mine is end of tape.
Transcript ends.
1) CONTEXT – you are assessed on your ability to discuss the context of the
transcript. At first the radioing to the base was quite formal. The discourse
structure is linked to the context – there is a set pattern to how they radio to
the base.
2) USE OF QUOTATION – pick out key elements and analyse them. Analyse
the pragmatics of the language. Read the text really carefully and think about
it properly.
A pupils’ answer:
21

22. The transcript comes from a ‘friendly fire’ extract, from an event which
recently occurred.
We can easily see that MANILA HOTEL control the pilots. This is suggested
by ‘Roger, stand – by for shot’. MANILA HOTEL constantly give out direct
instructions. Therefore this implies the hotel have the access to finding out if the
trucks are friendly. This gives them authority and powers as the pilots rely on the
hotel to enable them to do their work. The majority of the replies from POPOV35/36
after Manilla Hotel normally start with “ok”. This implies that the pilots do exactly
what they are directed to do, which suggests an amount of trust in their controllers.
Elicitation is evident in this transcript, as the conversation constantly
involves asking for information and replies, which is particularly common in
transcripts such as this, as the pilots rely on the Manilla Hotel to enable them to do
their jobs. For example, POPOV36 asks ‘Is that what you think they are?’ This
questions the thoughts of their colleagues. POPOV35 replies with ‘It doesn’t look
friendly’ this short reply shows that the pilots gets straight to the pilot, and answers
the question. POPOV36 then gives feedback with ‘Ok I’m in again from the south.’
The ‘Ok’ suggests that whilst saying this pilot thought about and considered what his
colleague had just said.
The language used by the pilots is particularly informal as they use
words such as ‘Hey’, which implies that they could be enjoying their job or are more
relaxed then the Manilla Hotel who use formal language such as, “I understand that
was…” which may be part of their act linking with their authority. From the “hey”, at
the beginning of the conversation it is clear to see that there is a complete shift in
moods which is particularly dynamic throughout the conversation. Towards the end,
the pilots realise they have made a mistake and use taboo language quite frequently.
Such as, “Fuck” and “Shit”. I think that in the contextual moment, this language is
appropriate. I think pragmatically it is a way of them expressing their concern for
what they have just done and the consequences of their actions, which have filtered
into their minds.
It is clear to see throughout this conversation that there is minimal amount of
language in replies, relating to the context. For example, “You are well clear of
friendlies”. The shortness adds to the quick pace of the conversation, adding tension,
implying decisions on the job have to be made and acted upon quickly as there is no
time to lose. This may link to the fact that abbreviations are used frequently
throughout the conversation. For example, “RTB” stands for return to base. To a
certain extent, base can be seen as jargon. It is a lot easier and faster to say “RTB” as
always pilots would know what this means.
How could this answer be improved? Refer to these assessment objectives:
22

23. A Level English Language essay
NAME:______________________________
ESSAY TITLE:________________________________________________________
DESCRIPTOR A B C D E DESCRIPTOR
I N T R O D U C T I O N
Main issues are outlined in the No attempt to illustrate
introduction, including contours of question.
comprehensive references to
possible CONTEXTS.
Introduction highlights the Introduction fails to address
importance of the question. the question.
ABIDING BY ASSESSMENT OBJECTIVES
AO1 - Select and apply a range Select and apply a very few
of linguistic methods, to linguistic methods, to
communicate relevant communicate relevant
knowledge using appropriate knowledge using appropriate
terminology and coherent, terminology and coherent,
accurate written expression accurate written expression
AO2 - Demonstrate critical AO2 - Demonstrate limited
understanding of a range of understanding of a range of
concepts and issues related to concepts and issues related
the construction and analysis of to the construction and
meanings in spoken and written analysis of meanings in
language, using knowledge of spoken and written language,
linguistic approaches using knowledge of
linguistic approaches
AO3 - Analyse and evaluate the AO3 – Describe in a limited
influence of contextual factors fashion the influence of
on the production and reception contextual factors on the
of spoken and written language, production and reception of
showing knowledge of the key spoken and written language,
constraints of language showing knowledge of the
key constraints of language
AO4 - Demonstrate expertise AO4 – Demonstrate very
and creativity in the use of little expertise and creativity
English in a range of different in the use of English in a
contexts, informed by linguistic range of different contexts,
study informed by linguistic study
SUMMARY:
MARK:
TARGETS: GRADE:
23

24. THE NEW ASSESSMENT OBJECTIVES FOR ENGLISH LANGUAGE
SEPTEMBER AS 2008 ONWARDS
AO1 - Select and apply a range of linguistic methods, to communicate relevant
knowledge using appropriate terminology and coherent, accurate written expression
AO2 - Demonstrate critical understanding of a range of concepts and issues related to
the construction and analysis of meanings in spoken and written language, using
knowledge of linguistic approaches
AO3 - Analyse and evaluate the influence of contextual factors on the production and
reception of spoken and written language, showing knowledge of the key constraints
of language
AO4 - Demonstrate expertise and creativity in the use of English in a range of
different contexts, informed by linguistic study
CRUCIAL GRADE DESCRIPTOR – DISPLAY IN YOUR CLASSROOMS!
A/B boundary performance descriptions Candidates characteristically: a)
communicate relevant knowledge and understanding of the methods of language
study b) consistently use appropriate terminology to support interpretations when
applying this understanding c) structure and organise their writing well d)
communicate content and meaning through expressive and accurate writing.
Candidates characteristically: a) communicate relevant understanding of linguistic
approaches, concepts and issues b) explore the significant features of linguistic
variation that create meaning in spoken and written language c) generally use specific
references to support their responses. Candidates characteristically: a) explore the
relationships between spoken and written language and the contexts in which both are
used b) communicate a practical understanding of issues relating to language in use.
Candidates characteristically: a) write effectively in a form and style matched to
audience, purpose and genre b) select and order relevant content c) identify here, and
suggest how, key linguistic features are used in their writing to create specific effects.
The difference between AS and A2
At A2 level candidates are required to show deeper knowledge and understanding
than at AS level of phonology and phonetics, lexis, morphology, grammar and
discourse, and how some of these approaches can be applied as appropriate to the
study of language. It must be borne in mind that the approaches in this unit should
reflect the requirement to have a synoptic aspect.
24

25. Accent and dialect
The Routes of English is a programme broadcast on BBC Radio 4. It is excellent on
all aspects of the topic.
www.bbc.co.uk/radio4/routesofenglish/storysofar/series3.shtml
You can find more exemplication of dialects on the British Library's Collect Britain
site. www.collectbritain.co.uk/collections/dialects
'Wir Ain Leid' is a guide to modern Scots -- see: www.scots-
online.org/grammar/index.htm
There is a good feature on by Paul Kerswill on Received Pronunciation and Dialect
Levelling at: www.universalteacher.org.uk/lang/estuary.htm
A guide to research dialect based on Barry Rhodes' work is at
www.universalteacher.org.uk/lang/dialectresearch.htm
Joanna Przedlacka's research on 'Estuary' is at: www.phon.ox.ac.uk
Peter Patrick's web site on African-American English is at: www.essex.ac.uk
Question on Accent and Dialects
Read the following transcript, which is a conversation between two speakers of a
Yorkshire Dialect, and, using the systematic framework, analyse the ways in which
these speakers deploy language and the contextual factors that have affected the
language they use. You may look at the website listed below for more information.
Transcript
Speaker 1: It me' not be pertinent, but what aboot nick-names? Yer've never known a
25

26. collection of nick-names like y'get here. Swilly-Billy, Billy Biscuit...
Speaker 2: Ths'various stories... Bob Hunter, he wuz a member of the Filey
Fishermen's Choir, all'thes chaps knew'em. Mebbe Paul didn't, yes ah believe he did.
And er... when he wuz a boy... er... they use t'play in th'church ravine. An' y'very
rarely sow a rabbit.
Now t'mention a rabbit... if my father was sat here now an' 'ah mentioned a rabbit
when ah was a young lad ah'd 'ave been going through that window... me feet
wudn't've tuched. An pig wuz even worse... oh yes... pig wuz... y'could call it anythin,
but not a pig. And erm... It's very difficult... it's true is this... t'see th'sun, moon an'
mornin star alltogether. Me brother's seen'em. Ah've nearly seen'em but when th'sun's
come up an' th'mornin star's been tha but tha moon's been going. An' ah haven't quite
seen'em.
Well, with that in mind... erm... Bob'd bin down church ravine, and his elder brother,
he sez 'Go on an tell our Dad tha's seen a rabbit... down ravine. So poor old Bob, in all
'is ignorance sez "Dad we've seen a rabbit down ravine". Tha sez he gev me such a
clatter, he sez "Ah sow sun, mon a mornin star all-at-once."
Lexis – speaker two is saying that when he was younger his dad would have hit him
for not using the local dialect because he didn’t want them to die out. As people never
used to travel outside their own towns they would always speak with the local dialect
but people nowadays are beginning to speak estuary English and standard English.
Everyone is beginning to speak the same, local dialects are dying out as people are
travelling to other places and pick up words and sayings etc.
Pragmatics – ‘... t'see th'sun, moon an' mornin star alltogether.’ This sentence does not
make a lot of sense semantically but it does when you look at the pragmatics as it is
saying that he got hit by his father if didn’t speak the local dialect.
Semantics – in this text it talks about how years ago they would get hit for not talking
in the local dialect and for using standard English or estuary English. There were
nicknames for many words which there dads liked them to use so the local dialect
doesn’t die out.
Discourse – the conversation goes in a very structured way DON’T AGREE, I
THINK IT IS QUITE UNSTRUCTURED AND INFORMAL IN TONE as it starts
with a comment on the nicknames given to certain things in their local dialect and
then goes on to say how speaker two would have been hit if he spoken standard
English as his father believed in keeping up the local dialect.
YOU HAVE C/B GRADE NOTES HERE BECAUSE YOU HAVE NOT
REFERRED IN DEPTH TO THE FURTHER RESEARCH NEEDED TO GAIN
HIGHER MARKS, AND NOT QUOTED AND ANALYSED THE GRAMMAR OR
PRAGMATICS OF THE DIALECT IN DEPTH. ALSO YOU NEED TO REFER TO
CONTEXTS IN DEPTH.
Exam question on Accent and Dialects
26

27. Read the following transcript, which is a conversation between two speakers of a
Yorkshire Dialect, and, using the systematic framework, analyse the ways in which
these speakers deploy language and the contextual factors that have affected the
language they use. You may look at the website listed below for more information.
http://www.bbc.co.uk/northyorkshire/voices2005/audio/filey.shtml
Transcript
Speaker 1: It me' not be pertinent, but what aboot nick-names? Yer've never known a
collection of nick-names like y'get here. Swilly-Billy, Billy Biscuit...
Speaker 2: Ths'various stories... Bob Hunter, he wuz a member of the Filey
Fishermen's Choir, all'thes chaps knew'em. Mebbe Paul didn't, yes ah believe he did.
And er... when he wuz a boy... er... they use t'play in th'church ravine. An' y'very
rarely sow a rabbit.
Now t'mention a rabbit... if my father was sat here now an' 'ah mentioned a rabbit
when ah was a young lad ah'd 'ave been going through that window... me feet
wudn't've tuched. An pig wuz even worse... oh yes... pig wuz... y'could call it anythin,
but not a pig. And erm... It's very difficult... it's true is this... t'see th'sun, moon an'
mornin star alltogether. Me brother's seen'em. Ah've nearly seen'em but when th'sun's
come up an' th'mornin star's been tha but tha moon's been going. An' ah haven't quite
seen'em.
Well, with that in mind... erm... Bob'd bin down church ravine, and his elder brother,
he sez 'Go on an tell our Dad tha's seen a rabbit... down ravine. So poor old Bob, in all
'is ignorance sez "Dad we've seen a rabbit down ravine". Tha sez he gev me such a
clatter, he sez "Ah sow sun, mon a mornin star all-at-once."
Lexis- saying that when he was younger his dad would hit him if he didn’t use the
local dialects because he believed that they were dying out over time and everyone is
slowly starting to go toward standard English or even Estuary English. At school the
boy would have to talk in the more standard way but at home he was being forced to
talk in the old rural way. (go on to say that this is happening everywhere and that
slowly everyone is starting to talk in the same way. In the old days no one would talk
to anyone outside their own town because travel was difficult GOOD BUT REFER
TO SOURCES AND FURTHER RESEARCH AS WELL AS YOUR OWN
RESEARCH)
Semantics- In this text they are talking about how years ago there were nicknames for
everything in this particular place in England. Speaker 2 goes on to say that when he
was younger they were made to talk in this way to stop it from dying out. (before
pragmatics)
Pragmatics- ‘... t'see th'sun, moon an' mornin star alltogether’ this does not mean
much semantically and may seem a little strange but when you go into the pragmatics
of what is being said by the boy it means that he was hit by his father. (say why)
‘Swilly-Billy, Billy Biscuit’ are all names that were given to animals which the
children would have had to use rather than what they actually were.
Discourse- the conversation goes in a very structured way starting with a comment
about the way that nicknames used to be used for everything and going on to be about
an old story of what happened when the boy was younger and standard English was
starting to be introduced
27

28. C/B GRADE NOTES. YES, YOU HAVE COVERED THE SYSTEMATIC
FRAMEWORKS WELL HERE BUT YOU NEED TO ANALYSE YOUR CHOSEN
QUOTES IN MORE DEPTH AND SHOW MUCH MORE EVIDENCE OF
FURTHER RESEARCH
Exam question on Accent and Dialect. JH answer
Read the following transcript, which is an explanation given by a speaker of a
Yorkshire Dialect, and, using the systematic framework, analyse the ways in which
the speaker deploy languages and the contextual factors that have affected the
language she uses. You may look at the website listed below for more information.
Transcript
Doreen: "we..I do guided tours you know at Duncombe Park...stately home round
'ere...and I've often slipped sometimes...we had some foreigners one day and I sort of
talkin' posh..and they looked out..they were swedes I were talkin' to, an' 'e said "what
a lot of lovely sheep and cattle you have out there...does Lord Fevisham know how
many he has"...I said "I should think not cos they daven't belang ter 'im"...well poor
bloke looked at me...and he just c...it just came out like that...and you know it does
now an' then.
http://www.bbc.co.uk/northyorkshire/voices2005/audio/helmsley.shtml
The transcript above details a speaker from Yorkshire, an area that is well known for
its traditional regional dialects that are very specific to small areas. (Research by
education authorities has shown traditional speech is known to vary from North
Yorkshire to South Yorkshire). The speaker above has obviously lived in this specific
area for a long time, perhaps even her whole live and feels a strong bond to this area,
with a great knowledge of it. This is indicated in the fact that she gives guided tours of
one the areas main attractions, meaning that she has a good understanding of this area
– something that is changing vastly in modern eras, where younger generations are
leaving their traditional roots to move to more ‘trendy’ areas that are closer to more
services and amenities. GOOD SUMMARY OF THE CONTEXT HERE
This female speaker is trying to change her original dialect and accent by attempting
to talk “posh”. This is something that has been found to be used not only in an
occupational context but by women in particular. Peter Trudgill conducted large
amounts of research in the 1970’s that was related to social class and sex. He
discovered that in occupational situations a slight Standard English dialect with an RP
accent was the most acceptable speech in the job situation. And that women in
particular found themselves using hypercorrectness (over emphasising the accent) to
seek covert prestige from their peers (or the guide using this “posh” way of talking to
make the people on the tour think highly of her.) GOOD USE OF RELEVANT
RESEARCH Studies that I have conducted during personal research find that our
modern day contexts also correlate with this 1970’s research and also the speech
above (from whichever time this was from as this is not dated). Using a simple
sentence and asking both sexes to repeat it looking for grammatical variations, i.e.
dropping the –ing at the end of a word or pronouncing their ‘t’s’ correctly I found that
28

29. girls age 17-18 also resorted to hypercorrectness as they felt this was the ‘correct’ or
‘proper’ way to speak. On the other hand, men of the same age category reverted to
the opposite end of the scale by using a deficit model of improper grammar and
accent to seek covert prestige from their male peers. This is something I find has
changed over contextual eras as once, men who spoke with an RP accent and who
used Standard English were said to be the most well off and intelligent men to be
found. (George Bernard Shaw’s Pygmalion – Professor Higgins is seen as superior
due to his perfect Standard English and RP accent.) THIS IS EXCELLENT
RESEARCH BUT BE CAREFUL YOU DON’T DRIFT AWAY FROM THE TEXT
TOO MUCH! TRY AND RELATE IT TO SPECIFIC WORDS IN THE
TRANSCRIPT
So I have gathered that this female speaker has used a faux “posh” accent in front of
the “foreigners”, (a group of people to be highly impressed due to the fact that
generally, people that could travel were seen to have money) and that to have been
employed to do her job she most probably would have spoken in this accent, and used
more correct grammar to impress her employer, as again seen in Pygmalion people
with traditional dialects were seen to be lower class and un-intelligent and she might
not have been hired without it and also to make her speech more easily understood -
as the visitors to the Duncombe park probably would not have been able to understand
her!) This brings me on to my next point, the specific lexis and to be fair lack of
grammar BIG MISTAKE SHE EMPLOYS DIALECT GRAMMAR, BE CAREFUL
ABOUT THIS used by this woman from Yorkshire, (compared to Standard English).
As this is a transcript this is a written account of this woman’s spoken language not
written language and it displays every word that comes directly from her, and as it is
quite varied compared to standard grammar it appears as some sort of eye??? dialect
in that the letters that are left out e.g. “we..I do” instead of “well, I do”. This woman
demonstrates her traditional dialect in saying this and also her use of the verb belong
in which she pronounces it “belang”, which is a feature isophone of the Yorkshire
area (noted again from educational resources). The fact that when she is relating her
story, (as an anecdote) she is using her own accent and dialect and is finding humour
in her own language and her own problems associated with her having to change her
language for her different audiences shows her true heritage and that ultimately she is
not ashamed of her traditional dialect. In her own accent and dialect she fails to
pronounce many of the beginnings of her lexis, e.g. “‘im” instead of him and “‘e”
instead of he, also the grammar of the suffixes of her lexicon e.g. “talkin’” and “an’”
(instead of and) are often spasmodic and left out. The use of “d’avent” in stead of
don’t is a real feature that seems to be very specific to her regional dialect and
something that has been learnt from her older generations and something that she uses
openly and will probably never change, shows just how important her context,
background and heritage is to her. YES THIS USE OF THE VERB FORM IS
ARCHAIC Her grammar may not be correct when she speaks, but this may be
different to her written language. Also, as far as she is concerned other than in an
occupational scenario her own way of speaking is correct and she has earned a covert
prestige from her peers and the way in which she speaks is acceptable.
One of the features of traditional dialects that differs from standard English I find is
that traditional dialect as seen above are very much semantically forward and direct, I
feel that traditional dialects are less pragmatically focused and that if a point is to be
29

30. made this dialect tells it. EXCELLENT POINT BUT RELATE TO THE TEXT I feel
that Standard English has much more scope to use pragmatically based language that
allows leeway for sarcasm, rhetoric’s and hidden messages, parts of language that
were not thought about when the traditional language used by the speaker was
founded. Although with the context of when the language was first spoken changing
to modern day when the context of the language is now spoken in a very modern
world (where the popularity of Standard English has once come and gone and is now
on the up rise again) variations have obviously occurred due to the regions now being
inhabited by new comers and not people that have originated there and also the
amazing trend of the media using colloquialism and other very modern language traits
means that some of our new pragmatic way of speaking has been transferred into this
old traditional language. (But judging by the lexical choices in this transcript I believe
that this is long before the media has made a changeable influence on the language of
the British Isles) I feel however that the speaker ‘Doreen’ has a very prominent
Yorkshire accent and dialect and that she has not been influenced by other
communities and although stating; “it just came out like that...and you know it does
now an' then” proclaiming that her natural way of talking is not correct in her
occupational setting, I feel that her heritage is something of importance and pride to
her and her way of talking is something to show her ‘roots’. In her unabashed
portrayal of the story I have seen no literary choices that show that she dislikes her
native accent and dialect and I think this is shown clearly in the language that she
uses.
THIS IS AN EXCELLENT ESSAY WHICH IS ON THE VERGE OF AN A
GRADE BUT IT REALLY NEEDS TO BE MORE CLOSELY TIED TO THE
TEXT ITSELF TO GAIN A SOLID A GRADE. YOUR RESEARCH IS
EXCELLENT BUT REMEMBER TO PULL OUT MORE OF THE TRANSCRIPT
AND TIE IT TO YOUR POINTS TO GAIN THE MAXIMUM MARKS.
30

31. Language and Power
Read the following exchange between the Prime Minister and David Cameron, leader
of the Opposition, 11 July 2007, and discuss the ways in which this speech is affected
by issues connected with language and power. In your answer you should discuss:
How language is affected by context
How language suggests the relative power of the speakers
THE PRIME MINISTER: The full and final programme will be set out in the Queen’s
Speech in November. Many of the proposals that I set out to the House last week will
also be taken forward in a constitutional reform Bill. Just as with the challenge of
securing justice and security for all, the challenge for the Government and the
foundation of next Session’s legislative programme is to support all parents with
children, not just some; to invest in the educational chances of all young people, not
just a few; to offer more people the chance to get on the housing ladder for the first
time; to help more people into work; and to give all patients the best health care. In
this way, we respond to the rising aspirations of the British people, by ensuring that
the opportunities that are today available to only some are available to all. I commend
the statement to the House.
Mr. David Cameron (Witney) (Con): I thank the Prime Minister for his statement. I
know that it is meant to be some great constitutional innovation, but most of what he
announced sounded rather like the Queen’s Speech last year, the year before and the
year before that—a long list of Bills, the same priorities and the same failures, and we
have heard it all before.
The Prime Minister says that he wants to build more homes, but did he not say that in
1994, 1998, 2005 and 2006? Is it not the case that every year the Government have
built less social housing than was built in any year under their predecessor? Was not
the announcement about building on MOD land made in May 2006, and again today?
He says that he wants 25-year mortgages, but did he not first announce that four years
ago? He wants apprenticeships and universal education after 16, but I have checked
the record and he told us that in 1996—a year before he even came to office. For 10
years he has plotted and schemed for the top job, but all we have got is a sort of re-
release of the 1997 manifesto. The country has moved on, but he simply has not.
Let us deal with whether the Prime Minister is really listening to people’s priorities,
which is what he told us on the radio this morning. Some 86 per cent. of people in this
country want a referendum on the European treaty, so where is the Bill for a
referendum? Does that not show that his promise to listen is a complete and utter
sham? [ Interruption. ]
Mr. Speaker: Order. Hon. Members should please allow the right hon. Gentleman to
be heard. He is the Leader of the Opposition and he is entitled to be heard—
[ Interruption. ] Perhaps the hon. Member for City of Durham (Dr. Blackman-Woods)
will listen to me and will know what not to do, and that is to start speaking.
31

32. http://www.parliament.the-stationery-
office.co.uk/pa/cm200607/cmhansrd/cm070711/debtext/70711-0004.htm
Language and technology
Read the following text messages, and using the systematic framework where
appropriate analyse the ways in which the technology of the mobile phone has
affected the language in these messages.
In your answer you should consider:
The social contexts involved
Any grammatical, pragmatic, graphological implications of the data
Message 1:
HI BABE U R MOST LIKELY TO BE IN BED BUT IM SO SORRY ABOUT
TONIGHT! I REALLY WANNA SEE U TOMORROW SO CALL ME AT 9. LOVE
ME XXX SO IS TH GOWER MATE WHICH IS WHERE I AM!?!
Message 2:
HOW R U MAN? ALL IS GOOD IN WALES ILL B BACK ‘MORROW. C U THIS
WK?
Reply to message 2:
WHO WAS THE MSG 4? – RANDOM!
Message 3:
hi baby im cruisin with my girl friend what r u up 2? give me a call in and hour at
home if thats alright or fone me on this fone now love jenny xxx
Message 4:
hi baby im sat on the bloody bus at the mo and i wont be home until about 7:30 wanna
do somethin later? call me later ortxt back jess xx
32

33. Language and Occupation
Read the following advertisement for a Head Chef and analyse the ways in which the
language used in the advert is adapted to suit the occupation of a chef. Use the
systematic framework to shape your answer.
Head Chef
Send this job to a friend
See all jobs at this company
Job Description
As Head Chef you will take total charge of all areas of the kitchen. You will look after
everything from ordering to service.
You need to have a passion for food and enjoy working in a busy kitchen. It is hard
work but you will be well rewarded.
This is a gastro pub that serves fresh food. They have a small A La Carte menu that
changes as and when. They have a BBQ area in the summer which is very busy.
20000 per annum + Good basic salary with free live in accommodation. All uniforms
and meal provided.
Please note: All candidates registering with Berkeley Scott will need to provide proof
of identity, eligibility to work in UK and any relevant qualifications.
Job Overview
Company: Berkeley Scott Group Plc
Location: South West London
Base Pay: £20,000/Year
Employee Type: Full-Time Employee
Industry: Hospitality
Manages Others:
Job Type: Hospitality - Hotel
Req'd Education: 4 Year Degree
Req'd Experience: None
Req'd Travel: None
Relocation Covered: No
Contact: Berkeley Scott
Phone: Not Available
Email: Send Email Now
Fax: Not Available
Ref ID: 50350
33