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Spoken Language Study Where
would you be without language?
Exploring the power of spoken language and the way context shapes the way we speak. BIG PICTURE
‘
“Man is a language animal’ - George Steiner
• Discuss in pairs what might this quote mean?
3
‘Language transforms a biological organism into a human person’
• William Walsh, Professor of Education
2
4
However ...
• ‘Language is a loaded weapon’, according to Dwight Bolinger -
…and he should know, having been a Harvard Professor of Linguistics ...
3
Complete your own definition of language for HW on a post-it. You could start “Language is....
Demonstrate
5
The Power of Speech • In pairs, think of AT LEAST five positive and five
negative uses of spoken language:
• E.g. Positive - giving somebody a compliment: ‘That top really suits you.’
• Negative - criticising somebody’s appearance: ‘That outfit puts years on you.’
• THINK ABOUT tone, content, purpose, context, formality, the actual words themselves and their meaning. Can some uses of speech be positive AND negative, e.g. telling somebody the truth, telling a lie.
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What is a Spoken Language study?
Spoken language is the most commonly used mode of communication! We can study it, just like we can study written texts.
What do you think we might look at when we study spoken language?
Assessment Objectives
• Understand variations in spoken language, explaining why language changes in relation to contexts
• Evaluate the impact of spoken language choices in their own and others’ use
New Learning
The situation you are in is the CONTEXT. Depending on who you are with and the situation you are in, you may well shape your language differently!
Ask your friend if you can borrow a pen. Your friend is to write down what you said.
Ask your teacher if you can borrow a pen. What is the difference? Why?
Write down the 4 occasions today that
you used spoken language!
The situation you are in is the CONTEXT. Depending on who you are with and the situation you are in, you may well shape your language differently!
Who were you with? Where were you?
What were you talking about?
For what PURPOSES were you using language?
Informal/ Formal- any examples of what was said?
Who were you with? Where were you?
What were you talking about?
For what PURPOSES were you using language?
Informal/ Formal- any examples of what was said?
Challenge Continue to investigate your spoken language by completing the language log.
What is the CONTEXT here? PREVIEW
You’re fired!
The assessment! Have you watched “The Apprentice”?
You will study various features of spoken language and why we use them and produce an essay which investigates how our speech can reflect our power and authority or not!
Alan Sugar’s boardroom- what is the CONTEXT? What would you expect to discover about the spoken language?
15
Put your post-it HWs on the board
3
Complete your own definition of language for HW on a post-it. You could start “Language is....
Understanding the influences that shape the way we speak: accent, dialect, sociolect and idiolect.
•http://www.youtube.com/watch?v=jzAD2GLfaNU
Connect
ACCENT Refers to the way a group of people sound when they speak - the way we pronounce words. It’s what we mainly rely on to figure out where people are from.
DIALECT Refers to the actual words, vocabulary and grammatical constructions a group of people use – e.g. I aren’t instead of I’m not, bairn instead of baby. This also helps us to figure out where people are from. Yorkshire people often have strong accents and their own language!
New Learning
Barnsley English v Standard English Can you ‘translate’ into standard English with
correct punctuation?
1. INTITOT
2. SUPWTHEE
3.ASTHAGOTMONKON
4. SUMATSUPPEER
5. ARTHALEKIN
6. ITINTINTIN
1. Isn’t it hot?
2. What’s wrong with you?
3. Are you sulking?
4. Something is wrong here.
5. Are you playing?
6. It isn’t in the tin.
“It is impossible for an Englishman to open his mouth without making some other Englishman hate or despise him” George Bernard Shaw
George Bernard Shaw wrote “Pygmalion” which was adapted as the musical “My Fair Lady”. • http://www.youtube.com/watch?v=EAYUuspQ6BY
People often make assumptions and judgements based on pre-conceived ideas about accents and dialects. Advertisers, for instance, have found that speakers with a slight Scottish accent are more trusted on financial matters. People with ‘posh’ accents are sometimes assumed to be better educated. Would you change your accent and language to “impress” someone? Do you ever get told to “speak properly”? A “posh” accent is known as RP or Received Pronounciation.
What other influences shape our language besides where we live? Can you think of 3?
Age? Class? Religion? Occupation? Education? Family background?
SOCIOLECT The language of social groups e.g. teenagers/ lawyers/ teachers/ police. Sharing a sociolect gives a group a specific identity and people use it to fit in. Your sociolect will depend on a variety of things – class, standard of education, where you live, job, gender, age, family background, religion etc. You will have more than 1 depending on the context! (who, where, what, when).
IDIOLECT The unique language of an individual which is influenced by all of the above and the context of the situation you’re in.
• http://www.youtube.com/watch?v=sfkjvagVsRI
• http://www.youtube.com/watch?v=WxB1gB6K-2A&list=PLA6C8EBF6588B0418
Lauren is a 15-16 year-old schoolgirl with a surly attitude and was most widely known for her phrase "Am I bovvered?" (i.e. bothered - the "v" in the word takes the place of the "th" that should be there) When feeling angry or embarrassed, she frequently replies with defensive responses such as "Am I bovvered?", "Do I look bovvered?" or "Are you disrespecting me?", among others. As demonstrated through her clothing and mannerisms, Tate portrays Lauren as a caricature of Britain's Chav subculture.
Do we make judgements based on the way people speak?
• How do we judge people according to the language they speak?
• Should this language variety be respected? Is one idiolect better than another?
• What is YOUR idiolect? How do you use language differently depending on CONTEXT? BIG PICTURE
Stereotype: A fixed, commonly held image of a person or group, often over-generalised.
Do you make judgements based on the way people speak?
• How do you judge people according to the language they speak?
• Do you respect language variety? Or do you think one idiolect better than another? Why?
• What is YOUR idiolect? How do you use language differently depending on CONTEXT?
Write your answer to this question, using bullets to prompt you. Try to give examples.
You have 20 minutes
Complete for HW if you need to.
Stereotypical judgements!
Would you be insulted by this if you
were from Yorkshire?
http://www.youtube.com/watch?v=Rm6VC5gdaFA
Last lesson we looked at key terms we need to understand about spoken language varieties. Define 2 to your partner and get them to define the other 2.
Standard of education
Job
Friends
Religion
Each one of these influences the others!! So your idiolect is a complicated and ever changing web…
BIG PICTURE
Standard of education
Job
Friends
Religion
Understanding how Gender might affect our idiolect.
The book has sold more than 7 million copies
Does your gender influence the way you speak? How?
On the next slide and your handout are common beliefs (myths?) about the differences in how the sexes use language. Do you agree? Can you think of any examples/ evidence? Can you think of any other differences in the way men and women use language? •http://www.youtube.com/watch?v=iGoC8FTLKSI
1 Language and communication matter more to women than to men; women talk more than men. 2 Women are more verbally skilled than men. 3 Men's goals in using language tend to be about getting things done, whereas women's tend to be about making connections to other people. Men talk more about things and facts, whereas women talk more about people, relationships and feelings. 4 Men's way of using language is competitive, reflecting their general interest in acquiring and maintaining status; women's use of language is cooperative, reflecting their preference for equality and harmony. 5 These differences routinely lead to "miscommunication" between the sexes, with each sex misinterpreting the other's intentions.
TRUE OR FALSE? Discuss… Can you think of any other differences?
Demonstrate
Let’s share. New Learning Could your group decide on any key differences in the way your gender shapes your spoken language? Are we stereotyping again?
There is some research to suggest that the male and female brain are different and this may be scientific evidence for the way we use language differently. •http://www.brainfitnessforlife.com/brain-anatomy-and-imaging/9-differences-between-the-male-and-female-brain
My accent: describe it.. My sociolect – where I live: state and explain how this might influence the
way you speak…
My sociolect –class: Describe and explain how this might influence the way
you speak…
My dialect: give an example… My sociolect – age: state and explain how this might influence the way you
speak…
Context: Speaking to a teacher at parents evening
Describe how you’d speak to them:
My sociolect - family background: describe and explain how this might
influence the way you speak…
Context: Speaking to a parent on a text message
Describe how you’d speak to them:
My sociolect - religious beliefs: describe and explain how this might
influence the way you speak…
My sociolect – standard of education: state and explain how this might
influence the way you speak…
Context: Speaking to a group of friends in the yard
Describe how you’d speak to them:
My sociolect – gender: describe and explain how this might influence the
way you speak…
My sociolect – political beliefs: describe and explain how this might
influence the way you speak…
Context: Speaking to a close friend when they’re upset
Describe how you’d speak to them:
HOMEWORK- COMPLETE THIS SHEET FOR NEXT LESSON
35
What did you say about language? Read out your ideas….
3
Complete your own definition of language for HW on a post-it. You could start “Language is....
HOMEWORK- COMPLETE THIS SHEET
My accent: describe it.. My sociolect – where I live: state and
explain how this might influence the
way you speak…
My sociolect –class: Describe and explain
how this might influence the way you
speak…
My dialect: give an example… My sociolect – age: state and explain
how this might influence the way you
speak…
Context: Speaking to a teacher at
parents evening
Describe how you’d speak to them:
My sociolect - family background:
describe and explain how this might
influence the way you speak
My Idiolect Context: Speaking to a parent on a text
message
Describe how you’d speak to them:
My sociolect - religious beliefs: describe
and explain how this might influence the
way you speak…
My sociolect – standard of education:
state and explain how this might
influence the way you speak…
Context: Speaking to a group of friends
in the yard
Describe how you’d speak to them:
My sociolect – gender: describe and
explain how this might influence the
way you speak…
My sociolect – political beliefs: describe
and explain how this might influence the
way you speak…
Context: Speaking to a close friend when
they’re upset
Describe how you’d speak to them:
AFL Check your partner’s sheet and comment: + What they did well T- Target to improve 1-5 Effort Grade
Is all spoken language the just words we
speak?
It’s not just what you say; it is HOW you say it!
With your partner try and come up with 5 very different ways of saying “I’m sorry” so that we can infer very different meanings of these two words. Let’s hear!
Paralanguage refers to the non-verbal elements of communication used to modify meaning and convey emotion. Paralanguage may be expressed consciously or unconsciously, and it includes the pitch, volume, and intonation of speech. The term 'paralanguage' is sometimes used as a cover term for body language, including facial expression. •http://www.youtube.com/watch?v=kxz7uqIBRLA to 1min 47
Understanding non-verbal elements of communication. New learning
•http://www.youtube.com/watch?v=_JmA2ClUvUY
We have the power to communicate using pitch, volume, intonation, facial expression and body language before we have words!
•http://www.youtube.com/watch?v=L49VXZwfup8
Alan Michael Sugar, Lord Sugar (born 24 March 1947) is an English[4][5] business magnate, media personality, and political advisor. From East End of London, Sugar now has an estimated fortune of £770m (US$1.14 billion) and was ranked 89th in the Sunday Times Rich List 2011.[6] In 2007, he sold his remaining interest in the consumer electronics company Amstrad, his largest and best-known business venture.[7] Sugar was chairman of Tottenham Hotspur from 1991 to 2001. Sugar appears in the BBC TV series The Apprentice, which has been broadcast annually since 2005.8] Lord Sugar recently appeared in series three of Young Apprentice.
What do you know about me?
Which is the odd one out and why?
Choose 3 and write a thought or speech bubble that would fit with this paralanguage.
Let’s watch a 3 minute clip of Sir Alan- or Lord Sugar as he is now- being interviewed on The Jonathan Ross Show- with NO SOUND! In pairs note down body language, gestures, facial expression. Can you work out: How they are feeling? What they think of each other? What they could be talking about? •http://www.youtube.com/watch?v=-CD3R6zoT5k
Then we will watch it again with the sound up to see how much you understood correctly without the spoken language. Demonstrate
Challenge on second viewing! PREVIEW What comments could you make about Lord Sugar’s idiolect?
Challenge- What have you learnt about Lord Sugar’s idiolect? Mind Map. •http://www.youtube.com/watch?v=-CD3R6zoT5k
Accent
Dialect Sociolect
Learning to write about the way Alan Sugar uses language in the boardroom context.
We have watched Alan Sugar in an interview on a programme designed to entertain and you have already noted some key points about the way he uses spoken language and non verbal features. LET’S SHARE In a different CONTEXT will these change?
Accent
Dialect Sociolect
What is the CONTEXT here? PREVIEW
You’re fired!
The assessment! Have you watched “The Apprentice”?
You will study various features of spoken language and why we use them and produce an essay which investigates how our speech can reflect our power and authority or not!
What is the CONTEXT here?
You’re fired!
Alan Sugar uses the final scene in each episode to fire candidates. His language reflects his power and authority.
• Explore the ways power and authority shape spoken language, using the extract from the Boardroom episode of The Apprentice. You should consider: - How Alan Sugar uses language to demonstrate his authority -How the language used demonstrates that candidates feel more or less powerful in this extract -How your idiolect is affected by how powerful or confident you might feel. Big Picture- New learning
Unit 3c Spoken Language Study- 10%
Alan Sugar’s boardroom- what is the CONTEXT?
Although it is a specially designed boardroom in a BBC studio, Lord Sugar is not given a script of any kind for the boardroom. He is entirely in charge of what happens there. He does not wear an earpiece, so the production team cannot interrupt him or feed things to him in the boardroom. Everything he says and all the decisions he makes are his own. Lord Sugar decides the winner on the basis of the final task, the boardroom, and their overall performance throughout the series. He makes his decision on the day of the final boardroom meeting.
-How Alan Sugar uses language to demonstrate his authority... • http://www.youtube.com/watch?v=ViCzPH-VRCE As we watch the opening to the first episode of Series 7, copy down at least ONE of Alan Sugar’s expressions! The first episode always introduces some of the 16 candidates and excerpts from later in the series. You may find some of the candidates quite nauseating! What did you
write down? •http://youtu.be/5ztzBl-zc1Y
this is not a job(.) I’m not looking for bloody sales people (.) i’m lookin for someone who’s got a brain that’s gunna start a business wiv me
What looks strange about this spoken language transcript? It is not punctuated as written text but punctuation is used as symbols that show a pause (.). If we see a number inside the bracket (2) that indicates the length of the pause in seconds. (2) would be a 2 second pause. Another feature is underlining to show the word is said loudly or with emphasis.
this is not a job(.) I’m not looking for bloody sales people (.) i’m lookin for someone who’s got a brain that’s gunna start a business wiv me
What features do you notice in Alan Sugar’s idiolect?
i’m talkin bout a quarter of a million pound investment (.) if you go sittin in the office for 3 hours n do nothink for 3 weeks or 3 months I ain’t gunna be a very happy bunny
What features do you notice in Alan Sugar’s idiolect?
we are back in business here (.) we are back in business big time you shudda walked this (.) you shudda walked this this is a bunch of potential partners of mine (.) unbelievable (1) unbelieveable
Why do you think Alan Sugar repeats himself in these extracts?
every single one of you should av said what is going on
What features do you notice in Alan Sugar’s idiolect?
i don’t think I could go into business with you (1) you’re fired
How Alan Sugar uses language to demonstrate his authority...
Choose ONE quote and try to write a clear explanation of how the language he uses shows his authority. PEEE Demonstrate
There is a model on the next slide...
you shudda walked this (.) you shudda walked this Alan Sugar clearly uses language to show his authority in the Boardroom when he says “you shudda walked this (.) you shudda walked this”. The pause (.) shows that he is shaping his language and repeating words for emphasis. The repetition shows that he is angry and disappointed because he clearly feels the candidates should have done much better with the task. He uses the “shudda” which reflects that he is comfortable with his cockney accent and clearly feels powerful enough to judge the candidates. The repeated “you” is accusatory in tone, directly addressing them and making sure they feel responsible and uncomfortable. He also uses slang “walked this” rather than Standard English “found this easy” which shows that he is happy to use informal or colloquial language as this might make the candidates and audience feel he is a man who uses the most direct language to control the situation and he is proud of his “working class” background.
this is not a job(.) I’m not looking for bloody sales people (.) i’m lookin for someone who’s got a brain that’s gunna start a business wiv me
i’m talkin bout a quarter of a million pound investment (.) if you go sittin in the office for 3 hours n do nothink for 3 weeks or 3 months I ain’t gunna be a very happy bunny
we are back in business here (.) we are back in business big time
You have 12 minutes! Demonstrate
every single one of you should av said what is going on
this is a bunch of potential partners of mine (.) unbelievable (1) unbelieveable
i don’t think I could go into business with you (1) you’re fired
REVIEW
AFL Check your partner’s sheet and comment: + What they did well T- Target to improve 1-5 Effort Grade
Understanding how an episode of “The Apprentice” is structured and presented to the audience. LESSON 6
Write down the number of the winner!
By Episode 9 , nine candidates had been fired. They went in the following order!
Is yours still in the race?
•http://www.youtube.com/watch?v=4njfQUs2Wy8
As we watch, we are down to just 7 candidates: 5 women and 2 men. Their task today is to make and market a new biscuit. Enjoy!
New Learning
Understanding how an episode of “The Apprentice” concludes in the Boardroom. Understanding key terms “turn-taking” “interruption” “hedges” and “fillers” and being able to identify them in spoken language.
Part 6 The Boardroom- who is fired?
• http://www.youtube.com/watch?v=hq6Ap6DkPnI
•http://www.youtube.com/watch?v=jAmNNJNmtug
Part 5- The Boardroom- who won? Zoe is fired. Did you agree with his decision or would you have fired Tom or Melody? Melody went the following week! The winner was...
Which language features that might suggest you feel powerful or in a position of authority? Which might suggest you are feeling less powerful or confident?
Interruption- one speaker jumps in and seizes the topic. Why might they do this? Is it always rude?
Turn taking is the basic structure of speech with one participant taking their turn to speak and other participants wait for their turn in an orderly manner. In what contexts would you see this? Fillers are words that are
used to create pauses, or allow the speaker time to think eg “er, um, kinda, ah”. Which fillers do you use?
Hedging is when you use words that weaken the force of what you are saying eg “perhaps, maybe, sort of, possibly”. When might you hedge?
New Learning
In 4s read through the transcript of the boardroom extract in Remember the conventions of writing transcripts?
It is not punctuated as written text but punctuation is used as symbols that show a pause (.). If we see a number inside the bracket (2) that indicates the length of the pause in seconds. (2) would be a 2 second pause. Another feature is underlining to show the word is said loudly or with emphasis. Another feature you will notice is /. What do you think this indicates?
Lord Sugar: Right Zoe you’ve been in the final 3 3 times you’ve been the project manager 3 times you’ve lost as project manager twice right? Zoe: Hu um Lord Sugar: yeah and Tom you’ve been in here (1) twice / Tom: twice / Lord Alan: in the last / Tom: this is my this is my second
/ indicates INTERRUPTION!
What is a false start? Can you define it in relation to spoken language?
In speaking, you might stop mid-
sentence and adjust what you were
going to say.
rrp, manufacturing, premium product, mass market, target market,
project manager, business partner, blah, blah, blah...
What kind of language is this?
Occupational jargon: words we use in specific jobs. Do you understand this terminology in the transcript?
HW- Learn the terminology on the grid- 11 terms you need to analyse the CATs data.
• Explore the ways power and authority shape spoken language, using the extract from the Boardroom episode of The Apprentice. You should consider: - How Alan Sugar uses language to demonstrate his authority -How the language used demonstrates that candidates feel more or less powerful in this extract -How your idiolect is affected by how powerful or confident you might feel.
Unit 3c Spoken Language Study- 10% Let’s remind ourselves of the task ahead!
In 4s read you through the transcript of the boardroom extract. Today you are going to teach each other about analysing this transcript for your CATS
Lord Sugar: Right Zoe you’ve been in the final 3 3 times you’ve been the project manager 3 times you’ve lost as project manager twice right? Zoe: Hu um Lord Sugar: yeah and Tom you’ve been in here (1) twice / Tom: twice / Lord Alan: in the last / Tom: this is my this is my second Demonstrate
Let’s just look at the opening together. Prepare in pairs. Things to think about: •What is the context? How would you expect this to influence the way the participants speak to each other? •What linguistic features do you notice? Why are they there? What do they suggest about feelings of the participants?
Lord Sugar: Right Zoe you’ve been in the final 3 3 times you’ve been the project manager 3 times you’ve lost as project manager twice right? Zoe: Hu um Lord Sugar: yeah and Tom you’ve been in here (1) twice / Tom: twice / Lord Alan: in the last / Tom: this is my this is my second
Opening section 1- Lord Sugar loading his gun!
Prepare in pairs. Things to think about: •What is the context? How would you expect this to influence the way the participants speak to each other? •What linguistic features do you notice? Why are they there? What do they suggest about feelings of the participants? •Who is trying to assert their authority? Who seems to be shaping their language to sound in control and powerful? Which linguistic features suggest this? •Which linguisitic features suggest that participants are unsure, lacking confidence or feeling powerless?
Over to you. Section 2- from Lord Alan: Yeah to Zoe: Lord Sugar Section 3 from Zoe :Lord Sugar to Tom: but we Section 4 from Tom: but we to Lord Sugar: Tom be decisive Section 5 from Lord Sugar: who should go on this task..
Demonstrate
Lord Alan: yeah Tom: sorry Lord Sugar: I’ll give you the opportunity now to tell me (.) why I should let you remain in this process Tom: On this task Lord Sugar I came up with a huge number of very powerful ideas (.) I’m a little bit surprised as to why I’m here (.) it wasn’t communicated that we were making a (.) luxury product and so there is a disparity between the the packaging and also the biscuit / Lord Sugar: Do you know (.) I dunno if I’d class you as the hindsight man (1) I see you in this boardroom keep talkin about all the things that should have happened shouldn’t have gone wrong what we should have done what we shouldn’t have done (.) okay (.) it’s like a broken record really Tom: Indeed Lord Sugar (.) erm I’ve I’ve learnt an great deal from this process / Lord Sugar: This is not a learning progess (.) this is an elimination process for me to end up with a business partner / Tom: Absolutely Lord Sugar Lord Sugar: yeah this is not a school Tom: I know (1) it (3) in in in that in that respect I’ve learnt that I’ve gotta be much more in tune and listen to my gut reactions
Section 2- Tom under attack!
Zoe: Lord Sugar(1) erm Tom said (.) he didn’t realise it was a premium product (1) I don’t believe that at this stage in the process you should be learning how to read and know the price of biscuits one ninety nine is a premium product (.) we developed premium packaging to go with a premium product however we were let down by the product Lord Sugar: which you signed off Zoe: (2) I signed off the theory of the product (.) I’d not tasted the cheap horrible chocolate and I didn’t realise how how thick the digestive ring was around it which gave it a really wheaty (2) common horrible taste and it did / Lord Sugar: and you spotted it straight away when it came back you said (.) oh we’re dead in the water here soon as you saw the biscuit Tom: there was not feedback / Melody: she said it was good / Tom: when when it when it came back (1) when we were in the kitchen Melody: she said it was great Tom: and I heard no mention of oh I hate this this is a disgusting product / Zoe: Lord Sugar there was no way / Lord Sugar: you told me as soon as you saw it you thought oh blimey / Zoe: not as soon as I saw it (.) when I tasted it I didn’t enjoy it (.) I stressed so much at the importance of a good product but I couldn’t control the product (1) I / Lord Sugar: control the product if you went down there the manufacturer / Zoe: yes (1) I know I could and that
Section 3 Zoe under attack
Tom: but we didn’t have the direction of the fact that it’s a / Zoe: it was a snap / Tom: a high luxury (.) we had we had a go and talk to people of various different age / Zoe: high (.) you didn’t understand that it was a high luxury what part of one ninety nine / Tom: would rrp one ninety nine (.) rrp one ninety nine (.) but I didn’t know that rrp of one ninety nine meant a high luxury product Zoe: well that’s not my problem (.) if you don’t know the price of buscuits / Tom: you dindn’t have you din’t have an explain to us Melody: Lord Sugar may I just say what I contributed to this task(.) er firstly the er concept of sharing erm secondly erm I came up with quite daring concepts the third thing was that / Zoe: what what erm what sorry what were the daring concepts cos I / Melody: one was the / Zoe: you came up with the first concept which was the sharing and we all went with it Melody: can I please just finish what I’m saying / Zoe: yeah but what did you what what Melody: what the concept we all went with sharing that’s absolutely right Zoe: what what were the daring ones Melody: making popcorn the new biscuit that’s what I wanted to do that is quite a daring / Tom: which was mooted down by every single person in the room which we spoke to / Melody: yes it was yes by ten people in Swansea yes Tom: they said they said they’d want a sour they’d want a savoury version (.) Melody: if I may if I may just finish what I’m saying Tom: so it was very daring (2) but it was completely unpopular and no one liked it at all / Melody: if I can just finish (.) yes the ten people out of a mass market of sixty million people in the UK yeah and the final thing is that before Tom before anybody I said (.) guys we need to agree on a clear target market /
Section 4 Melody under attack
Lord Sugar: who should go on this task then Melody Melody: I feel that erm Zoe should go on this task because we went in there with no clear target market (.) we went in there with disparity between the product and the (.) packaging Lord Sugar: and who are you saying is responsible for the task Tom: I’m saying that the fact that there was a disparity between the two was a communications issue / Lord Sugar: Tom be decisive who should go on this task Tom: the project manager Zoe Zoe: it’s a scape-goat why are you just choosing the project manager your product was awful Lord Sugar: well out of these then two who should go Zoe: I don’t know (1) Melody was incredibly disruptive in this task however if Tom decided on the digestive then Tom should go Lord Sugar: erm Tom I’ve got over the fact now that you’re a charming man nice man polite man and all that stuff but I don’t see you asserting your authority if you have any at all because as I said earlier on you seem to always be talking about what we should’a done what we would’a done and what we could’a done er and that to me is no good (.) at all (3) Melody I’m thinkin about this business partner that I’m gonna be in with and it’s givin me lots of concern (.) there’s too many arguments amongst your colleagues and you seem to be saying always that nothing’s your fault (3) Zoe you are a good (.) contender in the sense that you av a business you manufacture something and you brought it to market already yeah Zoe: yeah Lord Sugar: but (.) as team leader you shoud’a bin in the factory (3) Tom (1) it’s regretful that (.) erm Tom: I can give you / Lord Sugar: I I don’t wanna hear any more from you it’s regretful (.) that I I haven’t seen much from you (2) and (1) this has fallen down (.) on the product but (.) Zoe (.) I’m looking for someone to come into business with and if someone can’t actually perform in the business that they’re in (1) is not gonna be able to perform wiv me (1) Zoe (.) you’re fired
Lord Sugar hears last pleadings;then fires!
Let’s share! What can you teach the rest of class? Demonstrate
We will start feedback but complete the analysis next lesson. We will also watch the extract so that you can look for paralinguistic features that may be worth analysing.
Let’s share! What can you teach the rest of class? Let’s complete yesterday’s teaching.
Learning from each other about what our linguistic and paralinguistic analysis shows about the ways the participants are feeling.
• Explore the ways power and authority shape spoken language, using the extract from the Boardroom episode of The Apprentice. You should consider: - How Alan Sugar uses language to demonstrate his authority -How the language used demonstrates that candidates feel more or less powerful in this extract -How your idiolect is affected by how powerful or confident you might feel. Big Picture
Unit 3c Spoken Language Study- 10% Let’s remind ourselves of the task ahead!
http://www.youtube.com/watch?v=hq6Ap6DkPnI
You should now understand the structure of this boardroom transcript.
Opening :Lord Sugar loading his gun! Section 2: Tom under attack! Section 3: Zoe under attack! Section 4: Melody under attack! Conclusion: Lord Sugar hears last pleadings;then fires!
You can probably predict where you will find examples of powerful and defensive language. You will all need to explore the opening and closing sections but in the CATs you need to WALAAL! Write A LOT About A LITTLE. You need a maximum 10 line section, probably next from the opening, an exchange in the middle and the closing.
As we watch again, look for examples of paralanguage in the sections you are going to focus on. Make notes!
HW tonight: Read through the transcript and make sure you have 3 clear sections analysed in detail. Remember the focus is on language which shows power and authority or the lack of it! If you watch the link again on youtube, you may find further comments to make. http://www.youtube.com/watch?v=hq6Ap6DkPnI It is series 7 episode 9.
Our next lessons will focus on practising writing transcript analysis and planning and writing the CATS; you need to know the DATA very well!
