TheInternetTESLJournal

BlurringtheBoundaryBetweenSpokenandWrittenLanguageinEFL

MariaBortoluzzim.bortoluzzi[at]libero.it

LiceoLeopardiMajorana(Pordenone,Italy)&UdineUniversity(Udine,Italy)

Introduction

Thepresentlessonplanforateachertrainingsessionwillfocusontheteacher'sawarenessaboutlanguageanditscontextofproduction.Theapproachistheorydriven,butbasedonactivitieswhichcanbeadaptedand successfully used for awarenessraising activities in languageclassesatdifferentlevels.

Thepresentlessonplanisbasedontwomainbasicassumptions.Firstofallthereistheneedforthelanguageteachertoreflectonhis/herownpractice.Thesecondassumptionderivingfromthefirstisthatthegroupofteachersaddressedisnotanaudience,butthefundamentalresourceto draw upon. The teachers will be asked to think of their classroomexperienceandreflectcriticallyupon it,analysewhetherwhat isbeingdiscussedhas relevance for their teachingpractice,whether it canbeusedinclassandhoworwhetherwhat isbeingsaidshouldbesimplypartoftheteacher'sawarenessofbehaviours,tools,language(Hedge,2000Harmer,1998Nunan&Lamb,1995Woodward,1991Kramsch,1993 Bygate et al., 1994 McCarthy and Carter, 1994 Carter, 1990Cook,1989).

In summary, thepresent lessonplan isbasedon thekeyconceptsofreflectiononone'sprofessionalpracticeandawarenessof thepeople,thecontextandthe'tools'contributingtothatpractice.

Inamorespecificway,thesessionsIoutlineinthisplanarebasedonthe need for the language teacher to be aware of the fundamentalresourcess/heisdealingwith:thelanguageand,asaconsequence,itscontext of production, the types of participants in the communicativeeventandtheculturalconventions.

GeneralApproachandProcedure

Given that the focus of the session is language awareness, theapproachused inplanning it is theorydriven.Theaims for thischoicearetoshowthelinkbetweentheoryandpracticeinourprofessionandtodiscusstheproblemofhowreflectiononsometheoreticalissuescanbringaboutselfassessment,changeanddevelopmentintheteacher'spractice.

Howevertheorydriven,theapproachwillhavetotakeintoaccounttheneedsof languageteachersandtheapplicabilityof languagereflection

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in the classroom context and in teaching practice. Therefore theprocedure will be based on theory applied to actual language andreflectivetaskswhich,withsomeadjustments,maybealsousedinthelanguageclass.

Abbreviations

LT:languageteachersparticipatinginthecourseTT:teacherorganisingthecourse(teachertrainer)L/Ls:learnerorlearnersinthelanguageclassT/Ts:teacherorteachersoftheforeignlanguageclassclass:foreignlanguageclassSL:spokenlanguageWL:writtenlanguage

TeacherTrainingContext

Time:3hoursession.

TargetPopulation:

Teachers of English as a foreign language. The levels of teachingexperiencemay be varied since the focus of the session is languageawarenessratherthanteachingtechniques.

SettingandMaterials:

Ideally awelllit, large roomwith comfortable tables and chairs whichcanbeeasilymovedaroundandrearrangedaccordingtotheneedsoftheparticipants.

There should be a large enough board, O.H.P., tape recorder, video,stationerymaterials forwriting posters and transparencies. In the firstsession a computer will be needed in order to show a section of ahypertext.

Assumptions

In general LTs have a good knowledge of language phenomena.This isusuallycomplementedby theirownexperienceasLs,LTsandtraineesonpracticalteachertrainingcourses.Thisbackgroundvaries individually for the single teacher, but in general terms, itoffers a very diversified and interesting pool of resources to drawupon.ItwillbeassumedthatthelevelofcomprehensionofEnglishinthegroupisgenerallygoodandthespokencompetencefromthelevelofupperintermediateupward.OneofthemainTT'stargetsforthesessionswillbetomotivatetheparticipants, giving them fairly new or thoughtprovokingperspectives on knowledgeabout languagewithin a selfreflectiveapproach. The problem will, then, be to associate theory andpractice,movingonfromtheresourcesofthegroupandmotivatingthem enough so as to provoke debate, further ideas andconstructivecriticalthinkingabouttheirownlanguageawarenessinrelationtotheirstudentsandthelearningenvironment.

Aims

1. The general aim of the session is to focus the LTs' criticalobservation and reflection on what is both the most importantresourceandthemostimportantgoalofourprofession:languageuseinmeaningfulcommunicationanditscontextsofproduction.

Language is not simply a set of abstract or practical rules, asystem of sounds, syntactic and semantic structures: it is firstandforemostaseriesofcommunicativeeventsdeeplyrootedinspecificcontextsinformedbyculturalschemata.Theparticipantsintheinteraction(oralorwritten)canenact,reinforce,challengeor subvert conventionalised language use. No linguistic act is'neutral' or unaffected by contextual variables. Language isvalueladen and deeply engrained into the beliefs and culturalbackgroundof theparticipants in thecommunicativeevent.TheforeignLTsconfrontthisissuemorethanotherteachersbecausetheyhavetodealwithtwoormoreculturesandsetsoflinguisticconventions.

2. Thecritical reflectionof theLTson the languageused inclass,found in textbooks, materials, newspapers and other media isrelated to the issueofhowto fostercritical thinking in theLs. Itseemstomethatthiscanbecomeanactof'appropriation'(orreappropriation)ofthelanguageandcanbetransferred,asasetofcriticalskills,tothefirstlanguageaswell.

General reference: van Djik, 1997a, 1997b Phillipson, 1992Fairclough,1989,1992a,1992bKramsch,1993Halliday,1989.

3. For the trainees who are not native speakers, another indirectaimwillbethepracticeintheforeignlanguage.

BeginningoftheSessionandPresentationofWork

(10minutes)VerybriefintroductionoftheTT.Briefoutlineoftheaimsforthesession.Explanation of the way the TT envisages the procedure for thesession:notalecture,butparticipationoftheLTsintasks,activitiesandcriticalreflection.Ifthegroupisrelativelysmall(upto25people),itispossibletoaskthetraineestointroducethemselvesbrieflyandmentionsomemainaspects of their personal and professional life (3 personal and 3professional aspects). This should give the TT some elements toadapt her session to the interests and teaching experienceof theaudience.

Stage1

(65minutes)

Objectives

To focuson thedifferencesand similaritiesof spokenandwritten

language(SLandWRfromnowon).ToshowhowthebroaddistinctionthatisusuallymadebetweenSLandWL is just a simplified convention of extremely complex andmultifarious sets of use. Stage 1 will try to show that traditionalclearcut categories give an inaccurate picture of authenticlanguageuse and theymaybecomea limitation for the languagelearner.The underlying questions of Stage 1 are: why should the LTs beawareof thesecomplexitiesandtheseniceties?Towhatextent isthisusefulintheclass?Whatisthepedagogicalrelevanceofitall?It is hoped that possible answers will be offered by the activitiesthemselves. (Ong, 1982 Biber, 1988 Halliday, 1989 Mengham,1993Carter&McCarthy,1997).

Procedure

1.(10minutes)TheLTsareaskedtoworkingroupsof3:brainstormandwriteonapieceofpaperthemaincharacteristicsofSLandWL.Theywillbegivenabout10minutesandthentheywillbeaskedtoputthepieceofpaperawayandkeepitforalateractivity.

2.(15minutes)TheLTsaregivenphotocopies toworkon in thesamegroupsasbefore. The photocopies contain stretches of texts taken fromdifferentsourcesandnotacknowledged.SeeWorksheet1:

Worksheet1

1. Intheolddaysteachersusedto justwhackoutreadingtexts likehotdinners.No instruction. No arousing interest. Just eyes down. Nice and quiet for theteacher,ofcourse.

2. Art 130Rprovides that the followingareCommunity objectives: preservation,protectionand improvementof thequalityof theenvironmentcontribution toprotecting human health ensuring the prudent and rational utilisation ofnatural resources.Howfar this latterheadrelates toenergyresourcesremainuncertain.

3. 'T'maister nobbut just buried, and Sabbath not o'ered, und t'sound o't'gospelstill i'yer lugs, and ye darr be laiking! Shame on ye! Sit ye down, ill childer!there'sgoodbookseneughifye'llread'em:sityedown,andthinko'yersowls.'

4. Ifyoudon'tlikeityoucangetonwithit,Isaid.

Otherscanpickandchooseifyoucan't.

5. The only way of expressing emotion in the form of art is by finding an'objectivecorrelative' inotherwords,asetofobjects,asituations,achainofeventswhich shall be the formula of that particular emotion such thatwhentheexternal facts,whichshallbe the formulaof thatparticularemotionsuchthatwhentheexternal facts,whichmustterminate insensoryexperience,aregiven,theemotionisimmediatelyevoked.

6. DearMaria,

IamgladIgotyourletter.IaminManchesterfortwomoreweekstillAugust5th at the Uni, doing some reading, working onmy gesture program and ofcourse,enjoyingthelusciousgreenspaciousparks...

7. Wouldyoulikeabiscuit?

Ibegyourpardon.

Wouldyoulikeabiscuit?

Oh,yesplease.Thankyouverymuch.

8. D'youwantabiscuit?

Erm

Biscuit?

Eryeah

Allright

Yeah

9. Jamesisofficiallyoffhishead.

Jamesisofficiallyofficehead.

(endofworksheet1)

TheLTsareaskedtodecidewhetherthetextsbelongtoSLorWLand possibly to guesswhat texttype they have been taken from.Beforetheactivity,theTTwillmakesuretheconceptoftexttypeiscleartoeverybody.

(5minutesforthepreparationofthetask,10minutesforgroupwork).

3.(15minutes)After10minutes(orbeforeifsomegroupshavebeenfaster)theTTtellstheLTstocarryonwiththenextactivityintheirowntime,whentheyhavefinishednumber2.Oncetheyhavelookedatalltexts,theyshouldtrytorangethemona cline of formality, from 'formal' to 'informal' language. Beforestartingtheactivity,theTTwillmakesurethatthekeywords'formal'and'informal'areclear,andasimplifiedexplanationwillbeelicitedor given (at this point a simple, conventional explanationwill do).>FromnowonitwillbeassumedforthewholesessionthattheTTwill make sure that specific terminology is clear to all theparticipantsandisexplicitlydefined.

(5minutesfortheexplanationoftheactivity,10minutesforthetask).

4.(20minutes)Plenary:discussiononthetexts,theirsource,iftheyareSLorWL,ifthedistinction is reallypossible forall texts.Whatare the trickiest texts tolabel(textstakenfromliterature,forinstance,orpublicity)?Whatarethecriteria they used to come to their conclusions? In what ways docontextualvariablesinfluencedifferentlyWLandSL?5.AttheendoftheactivitytheTThandsoutthephotocopywiththelistofsourcesfromwhichthetextscomefrom:Worksheet2.

Worksheet2

1. Tessa Woodward. 1991. Models and Metaphors in Language TeacherTraining.Cambridge:C.U.P.p.26.

2. DavidHughes.1992.EnvironmentalLaw.London:Butterworth,p.90.

3. Joseph,theservantinWutheringHeightsbyCharlotteBronte.

4. T.S.Eliot.TheWasteLand.(AGameofChess)

5. T.S.Eliot.Hamlet.

6. personalemail,21/7/98

7. Contrived conversation. Carter R. andMcCarthy M. 1997. Exploring SpokenEnglish.Cambridge:C.U.P,p.64.

8. Transcriptfromrealconversation.Ibid.:65.

9. Billboardadvertisementforhifisystem.SeeninManchesterandBirminghamrailwaystations,July1998.

(endofworksheet2)

6.(5minutes)TheTTaskstheLTstolookagainatthedistinctionbetweenSLandWLtheyhadwrittenat thebeginningof thesessionandseewhether theywanttoaddsomethingtoitorchangesomething.Againtheyareaskedtokeepthesheetofpaperforafollowupactivity.

AnticipatedOutcomestoStage1

The activity should highlight how the commonsensical clearcutdifferencebetweenoral andwritten texts is insufficient to accountforthecomplexrealityofauthentictexts.Somegenres(keywordtoclarifyanddefine)areusuallyconsideredfairlymonolithic(poetryorthe novel) in actual fact, they are amelting pot of linguistic uses(duealsotocovertorovertintertextuality).TheTTwilladmitatthispointthatshechosestretchesofliterarytextswhichareparticularlydifficulttoidentifywithoutalargercotext.Somegenrescanbeconsideredprototypicallyspoken(facetofaceinteraction)orwritten(academicwriting),butothersareinbetweencases sharing characteristics of both prototypically spoken andwritten language. The concepts of prototypically written texttypesandprototypicallyspokentexttypeswillbeintroduced.These preliminary remarks should already foster some criticalthinkingontheclearcutdivisionsweuseinclasswhenspeakingoflanguage,itsformalityandgenresortexttypes.Itisnotpossibletospeakofeitherdichotomyorclineofwrittenandspokenlanguagesincethereismuchoverlappingbetweenthetwoandthereareclustersofvariablesatwork,ratherthanjustaclineoffeatures(Biber,1988).Theconceptsofformalityandinformality(andtherelatedconceptsof indirectness and directness) do not fit the written and spoken'divide',butintertwineincomplexwayswithit.At thispoint theTTwilldecidewhether theconceptof formality isworthinvestigatinganddiscussingornot.Thedecisionwillbemadeon thebasisof the responsesgivenby theLTs, the focusof theiranswersandtheinterestshownaboutthetopic.WhenthediscussiontouchesuponthevariableswhichcontributetothedistinctionbetweenSLandWL,itcanbeexpectedthattheLTswillmentiontherelationshipbetweenaddresserandaddresse, thecontext, the texttype, the register, the fact that WL can be readoverandoveragainovertime,acrosscultures,etc.

Stage2

(65minutes+10minutesbreak)

Objectives

Focusingon the languageclassmoreclosely than in thepreviousstage (when the issue was only mentioned, but never reallyinvestigated) and looking at the most frequent texttypes used inclass(written,spokenand'inbetween').Discussing the languageof textbooksandpedagogicalgrammarsanddiscussingwhetheritreflectsmorespokenorwrittenusage,towhat extent this can be problematic for the learner and to whatextentitreflectsauthenticuseofthelanguage.

Procedure

1. (10 minutes for the explanations + 10 minutes break + 20minutesgroupandpairwork)

In the courseof thediscussionat theendofStage1, theTTwillshiftthefocustotextsGandHonWorksheet1.TheTTwillelicitthereactionoftheLTstothetwotexts.The photocopy in Worksheet 3 is handed out. The TTacknowledges thesource (Carter&McCarthy,1997),explains thefactthatthetextisthetranscriptofarealconversation(takenfromthe CANCODE spoken corpus) and asks the LTs to work on thephotocopy.

Worksheet3

The dialogue is taken from Carter R. and McCarthy M. 1997. Exploring SpokenEnglish.Cambridge:C.U.P,pages6465.

S:SpeakertheactiontakesplaceSpeaker1,2,4'skitchen.Speaker3isavisitor.

Transcript

1. NowIthinkyou'dbetterstarttherice2. Yeahwhatyougotthere?3. [4secs]4. Willitallfitintheone?5. Noyou'llhavetodotwoseparateones6. rightwhatnext?7. [17secs]8. Foreignbodyinthere9. It'stheraisins10. Ohisitohit'sricewithraisinsisit?11. |Nononoit'snotsupposedtobe12. [laughs]erm13. Theremustbearaisinforitbeinginthere14. D'youwantabiscuit?15. Erm16. Biscuit?17. ryeah18. [9secs]19. Allright20. Yeah21. [10secs]22. Didn'tknowyouusedboilingwater23. Pardon

24. Didn'tknowyouusedboilingwater25. Don'thavetobutermtheyreckonit'sermquicker26. 26[5secs]

(endofworksheet3)

TheLTsformgroupsof4.

1. Firsttheyhavetodecideonthelevelofformalityofthelanguageand in which sections of text the context and the familiaritybetween the characters make the language rather difficult toprocessforreaders.

2. Thentheyshouldsplitintopairs:onepairanalysesthelanguageanddecideswhat thecharacteristicsofspoken language in thisinteraction are and how it differs from the language ofcoursebooks and pedagogical grammars the other pair tries totransformthetranscriptintoatextthatmighttypicallybefoundinacoursebookandcanbereadaloudbyfourpeople.

3. At the end, the group of 4 writes on a large poster thecharacteristicsofspokenlanguagetheyhavefoundandpreparetoreadthe'coursebook'dialoguealoud,actingitouttogether.

2.(20minutes)Attheendofthediscussioneachgroup(iftherearenottoomanyofthem)willreadtheirreviseddialogue.TheposterswillbeputonthewallandeachLTwillcontributewithoneaspect of spoken langauge found in the dialogueuntil all themainaspectshavebeendiscussed.While this is taking place, the LTs are asked to look again at theindividualsheetofpaperonwhichtheywrotethecharacteristicsofSL and WL and complete it or change it according to theinformationcomingfromthediscussion.

3.(15minutes)Plenarydiscussion:

Itwill focus on the difficulties ofmatching pedagogical grammars,the language of textbooks and the grammar of authentic spokenlanguage(especiallyinformalfacetofaceinteraction).Some of the most common texttypes used in class are spoken,ratherthanwritten:shouldwebeawarethatthegrammaranduseof vocabulary of prototypically spoken language is different fromwhat can be found in written language and in pedagogicalgrammars?Howcanwemakeactualuseofthisintheclass?

AnticipatedOutcomestoStage2

It is hoped that the writeadialogue exercise will help the LTsunderstandtherelative lackofauthenticityofmuchof thematerialused in class, but also the need for language simplification andcontextualisation in classroom language that authentic exchangesdo not always offer. Authentic transcripts would be cumbersomeand confusing for the learner dialogues in textbooks, however,havetomaintainaneffectofauthenticityandreproducetheprocessofcommunicationintheclassroomcontext(Bachman'sinteractionalauthenticity).

The second related issue is thegrammarof prototypically spokenEnglish as complementary, but also different from that of writtenEnglish.However,thegrammarandvocabularyofwrittenlanguagehave dominated the writing of pedagogical grammars (andcoursebooks) to this day. It is hoped that the discussion willhighlighthowsomeoftheerrorsthestudentsmakeinspeakingareactually features of facetoface informal interaction (ellipsis ofdifferent kinds, leftdislocation, hesitations, reformulations, falsestarts,etc.).It will be interesting to hear the LTs' opinions about the issue ofbalancing the awareness of different 'grammar rules' or grammarusesforspokenEnglishandtheneedforteaching'accuracy'inthetraditionalsense(Bygateetal.,1994McCarthy,1997).Thediscussionshouldalsobroachtheissueofwhicharethemostcommon texttypesused in classand seewhether theybelong toprototypicallywrittenorspokenlanguageor,asitisoftenthecase,theyencompasscharacteristicsofboth (letters,dialogues,diaries,role playing, short essays, summaries, reports, telephone calls,etc.).This section of the discussion should lead to another focus areawhich will be only touched upon: the disappearing boundariesbetweenSLandWLanditsrelevancefortheclass.

Stage3

(20minutes)

Objectives

Once the importance of defining the difference betweenprototypicallySLandWLhasbeenshown, the focus is shifted tothedisappearingboundariesbetweenthetwoandtherelevanceforthe LT to be aware of this phenomenon to be able to use iteffectively in theclass.Authenticwrittenmaterialsoftenmimic theSL especially in ads, everyday language, songs, the Internet, email,MSM, hypertexts.SL can be recorded, thus becomingmorepermanentthantheprototypicalfacetofaceexchange.The LTs should be aware that the authentic language that thestudents are going to be exposed to more and more (especiallythroughmodern technologies) is evolving very fast it oftenmixesgenres, registers, texttypesandmodesand itveryoften reliessocloselyonthevisualmodality toconveythemessagethat thetextcannotbeunderstoodwithouttheimage.

Procedure

1.(20minutes)The LTs are shown some authentic materials and are asked tocommentonthetypeoflanguageused:Worksheet4(includingtheviewing of a short section of the hypertext 253 byGeoffRyman).Ideally these authentic materials should change and be updatedregularly using samples of found in different sources of authenticeverydaylanguage.

Worksheet4

1. TOYSRUS

(nameoftoyfactoryandchainoftoyshops)

2. TIMEYOUCAMENSAURUS

(adaboutathemeparkofdinosaursinNorfolkinformationbrochure)

3. TAKEAWAY(papernapkin)

4. ARRESTDRYSKIN

(adofBodyShopinTheBigIssue,13thJuly,1998)

5. MyBestFriendsWedding

(leafletadvertisingthefilmatthelocalcinema,July,1989)

6. TheEditorofTheGuardian

7. Novelhypertext:253byGeoffRyman.

(endofworksheet4)

TheTTwillelicitadiscussionabouttheaspectsthatthesesamplesoftextsdrawfromprototypicallyWLandSL.Discussion:howcanthisberelevant intheclass?WhyshouldtheLTsbeawareofthiscomplexityinconveyingthemessage?

AnticipatedOutcomestoStage3

TheLTswillimmediatelyseethatexamplesAandBaretheuseofWLimitationsoftheSLtoattracttheattentionofthereader.ExamplesCandEshowhowthespeakersofthelanguagetendtoassimilateWLandSL(therewillcertainlybemanyexamplesintheAmericanspellingthattheLTswillknow).Example D shows how the visual modality is essential forunderstanding thewritten language as inmore technological texttypessuchashypertexts.ExampleGfromthenovelhypertext253byGeoffRymanwillalsoshowhowwritten language is changing dramatically:written textsarebecomingmoreconciseinordertobeeasilyreadonelectronicpages and are relying more and more on the visuals and thesounds. Headlines, subtitles, headwords contribute to conveyinginformationinamorechunked,catchy,userfriendlyfashion.Even quality newspapers tend to encode information in a similarwaypublishingglossymagazinesormagazinessimilartoReader'sDigest (see The Editor, Example F). Some of the nationalnewspaperscanbealsofoundonline.Themessageforthelanguageclassis:useavarietyofmodalitiesfor expression. Using visuals, sounds, texts of different kinds inordertomaintainthelinkbetweenthelearner'sownworldandtheworldoftheclassroom.

Bibliography

BIBER Douglas. 1988. Variation Across Speech and Writing.Cambridge:C.U.P.BYGATE Martin et al. (eds). 1994. Grammar and the Language

Teacher.N.Y.:PrenticeHall.COOKGuy.1989.Discourse.Oxford:O.U.P.CARTERRonaldandMcCARTHYMichael1997.ExploringSpokenEnglish.Cambridge:C.U.P.VANDIJKTeun(ed.).1997a.DiscourseasStructureandProcess.vol.1.London:Sage.(ed.).1997b.DiscourseasSocialInteraction.London:Sage.FAIRCLOUGH Norman. 1989. Language and Power. London:Longman.1992a.DiscourseandSocialChange.London:PolityPress.(ed.)1992b.CriticalLanguageAwareness.London:Longman.HALLIDAY M.A.K. 1989. Spoken and Written Language. Oxford.O.U.P.HARMERJeremy.1998.HowtoTeachEnglish.Harlow:Longman.HEDGE Tricia. 2000. Teaching and Learning in the LanguageClassroom.Oxford:O.U.P.JONES Nick. 1990. Reader, Writer, Text. In CARTER R. (ed.).Knowledge about the Curriculum: 154167. London: Hodder andStoughton.KRAMSCH Claire. 1994. Context and Culture in LanguageTeaching.Oxford:O.U.P.McCARTHY Michael & CARTER Ronald. 1994. Language asDiscourse: Perspectives for Language Teaching. London:Longman.MENGHAMRod.1993.Language.London:Fontana.NUNANDavid&LAMBC.1995.TheSelfDirectedTeacher.N.Y.:C.U.P.ONGW.1982.OralityandLiteracy.N.Y.:Methuen.PHILLIPSONR.1992.LinguisticImperialism.Oxford:O.U.P.WOODWARD Tessa. 1991. Models and Metaphors in LanguageTeacherTraining.Cambridge:C.U.P.

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