Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Demonstrate a knowledge of how spoken language can be described and analysed Workshop 5 To explore how identities and relationships are created, maintained and transformed through language Explore the differences between speech and writing Establish a framework for analysing speech Analyse a variety of different spoken interactions Here is an example that Ludwig Wittgenstein gave of how meanings of words change according to the language game being played: "Say ‘It's cold in here’ and mean ‘It's warm in here’. Can you do it? And what are you doing as you do it? And is there only one way of doing iLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook Demonstrate a knowledge of how spoken language can be described and analysed Workshop 5 To explore how identities and relationships are created, maintained and transformed through language Prepare an analysis of your own language Towdbestisdemonsrate use (Idiolect). Consider the following factors: and also reflect recent changes? your place of birth and, your social class at birth and ow, and whether this has, haw lang you lived oN t= stierinih vay di ; Iéc ‘speak/spoke your accent Kin dialect ~~ guage use now and in the past ~ you have lived withiworked with/socialised with and how the way they aay od, and what “speak/spoke has affected impact this has had on i the way you speak aia ‘April 28, 2015Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 "Identity, whether it is at an individual, social or institutional level, is something which we are constantly building and negotiating all our lives through our interaction with others" eeLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 When we meet people for the first time, we often try to make sense of our experiance by putting them into ak and these categories help us to distinguish them from other people. Here are some pictures of people you probably dont know. Wiite down your description of the people in these pictures. What categories do you use to describe them?Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 A BLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook How might people use language to construct their master identity based on « ethnicity? e class? ational/regional origins? Ethnicity ‘April 28, 2015Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 SOCIAL CATEGORIES STABLE PREEXISITING Master Relatively stable and unchanging: * gender + ethnicity sage + national/regional origins Personal ‘Are expected to be relatively stable and unique and reference ‘waysin which peopletalk and behave toward others: hotheaded, honest, forthright, 3 gossip, abrownnose * Persona identities ae frequently Contested PERSONAL UNIQUE Reterto rolesthet peopletake onin} Refer to the kind of relationship communicative context wih | that aperson enacts Spectiopeople: 1 witha particular conversational ‘ohnmy ts my neighbour's oldest | partner child, he works for Pizza Hut,heis | Im'a pectic situation riendswith my daughter Jenny, he | renegotiated trom moment to per moment and are highly variable Interactional Relational DYNAMIC « SITUATED pans ‘denies. Source Tracy (2002) Figue 1.2, p20Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Here is an imaginary instant-messaging interaction between two individuals. What age category do you think they belong in? How do they create their master identity? Pee 4-16 Juliet: romeo u there Romeo: yo wassup Juliet: nothin, u? Romeo: school sucked 2day Juliet: heard wylander got mad at u Romeo: what a jerk | usedd purple ink on the sci test, he g5ot pissed he looks like ~ Juliet: lol ( Romeo: going to nicks party cn Juliet: cant im grounded Ineo"Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 How are personal, interactional and relational identities created? Juliet: romeo u there Romeo: yo wassup Juliet: nothin, u? Romeo: school Sucked 2day Juliet: heard wylander got mad at u Romeo: what a jerk | usedd purple ink on the sci test, he g5ot pissed he looks like jiminy cricket Juliet: lol Romeo: going to nicks party Juliet: cant im groundedLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 What are the kinds of topics and vocabulary that are likely to be used in an informal conversation among formally dressed adults in a public setting? (ready Chis con Henly lo lunch CPD sethag ade chal bos gr psi) How does that differ from the register of informal conversation among informally dressed adults in a private setting? os nr ) 7 ww 2 . “news i now atLevel 5 Workshop 5 language, identity and speech analysis: notebook ‘April 28, 2015 Write a dialogue for the practice of 'ordering drinks in a bar,’ and identify the acts that characterise the practice. Compare your dialogue with one written by someone else. How do the acts that you selected for your dialogue compare wit the acts that another person selected? Does the sequence of acts differ?Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Imagine calling people up on the phone and identifying yourself. How do you name yourself ... to your parents? To your friends? To your teachers? To your best friend? To your partner? How do these people name you? Has your name changed over time? 2Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Terms of address and interactional identities. Consider the ways you would address these people: In pairs, act out the 10 different interactions. Have you noticed any differences? ont your teacher your best friend 4 your parents . Ss the waiter EA your neighbour's kittens the stranger you ask for directions your brother- your doctor . . of . fy 0 Fs ne SE" 3? eats mane SOEPNDARONS 8Level 5 Workshop 5 language, identity and speech analysis 2015.notebook : L engine ge nt only fms yao, lot also pryees JN. . - (seeking hy Supe)Level 5 Workshop 5 language, identity and speech analysis 2015.notebook How are relational identities created? ‘Cooperative Principle aa Meanings that are given off -crosstalk occurs when conversational -tne interactional mening ofan partners misinterpret contextualisation utterance ~ me clues: Contextualisation clue those features of talk tat people use 10 P 7 sitaray oven meanings larive at the interactional meanings of what “the content of an utterance sbeing said Atercasting -highlights howthe way we talk and ‘act towerds others (alters) puts them inroles (casts them) ‘Rob oaicepeus tonchinir stents tom 5Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Language can be a powerful means of exercising social control — if you belong to a particular group, this means adopting the linguistic conventions of that group — can you think of any groups you are part of in which you have to use particular kinds of language? Calne erica rer" esa Fredo, Jules - ‘ j- Pic arse Commi tes What are the implications of someone not possessing, adopting or using the linguistic conventions of a given group (community)? Ostracispd wis / \yde 151 sony pakdegfce a4Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Power! How do Assen fants exercise power in discursive practices? onefpnosdy ¥v lpg cal foie ed be Ho wet control and MAN / f e col itiohs of the non- NG, yee ene a eee an Fung Is it true that power in discourse is co-constructed by all pat sony (powerful and non: mS AhegpecsLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 How do these characters construct their ident whatconclus: (perhaps based on astereotype) about class, ethnicity, gender.ori are you drawing in etc? qhtshnww youtube.comwatcn>v=eAttiYDpnM https: www youtube. com/watch?v=NEfWTFqLXx8 sma yunbe comma Le. cuseatetst hitps-//www youtube. com/watch?v=Dtslkf3NExl&list=PL52277F SF 31498246Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Demonstrate a knowledge of how spoken language can be described and analysed Workshop 5 Explore the differences between speech and writing Establish a framework for analysing speech Analyse a variety of different spoken interactionsLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 es == a eae an ener =a oe emcee ABojoul wie} swo0Ss ns Sela eens ina rs ieee [ Pete tnLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Differences between speech and writin bond ‘orhngrve we webs! go diqlins Spal dRroner Fook orpannen fale af cone sees cating ee! eis oe sceton obey On ot i, eye apes, bee Pegies Judorod your's als Speen fevers poe dak op dehyLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Differences between speech and writing Here ae tne examples of dscouse, oe (orgnaly) spoken and one wien Hot ety Sota ojos See eine ual ess been phen ann A conversation betweentvo lecturers A: [picks up book] Jack's this is Jacks B: Yeshe gave it to me(,) he was clearing out() A; Oh () well don't know whether to check through the references or just leave it for you to do B: Don't leave anything else for me to do (.) can't you do it A: Wiilthe editors mmh check references B: They should do A: I think someone should mmh go through before anyway uhh to check the photocopies of all the quotations (.) can you do that B: Yeah () OK [takes photocopies] A OKI think that's everything then B: Right A OK see you then B: See you AL Bye. ‘Adesciption of a university siciness scheme An employee is able to insure himself or herself for up to 75% of grass income less the Single Person's State Benefit, at present £1781. Should an employee suffer long term sickness or injury, he or she would receive this, amount beginning 26/52 weeks, according to the waiting period selected, from the date of becoming unable to work up until reaching the normal retiring ageLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 ‘A: [picks up book] Jack's this is Jacks B: Yeshe gave it to ma(.) he was clearing out() A; Oh () welll dont know whether to check through the references or Just leave it for you to do B: Dont leave anything else for me to do () can't you do tt A: Willthe editors mmh check references B: They should do ‘A; I think someone should mmh go through before anyway uhh to check the photocopies of all the quotations () can you do that B: Yeah () Ok [takes photocopies] A; OK Ithink that's everything then Bight Conversation A: OKseeyouthen ‘+ "The conversation is produced by two poople B: See you ‘+ Itis spontaneous and informal AD Bye ‘+ Iti collaborative ~ evident ints structure ~the tho speakers need to negotiate the close of the conversation ‘+ Made up onthe spot ~ short sequences, hestations and filers (such a8 ‘mt, wich allows the speaker to think ahead) “+ Informaty can ba seen through the use of cas yah ard OK +The two speakers can see each other and ar talking about the here and ow — hence the use of expressions such as this i Jacks which refer to Items inthe physical contoxt The conversation fs ephemeral forms of speach such asLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 An employee is able to insure himself or herself for up to 75% of grass income less the Single Person's State Benefit, at present £1781. Should an employee suffer long term sickness or injury, he or she would receive this amaunt beginning 26/52 weeks, according to the waiting period selected, fram the date of becoming unable to work up until reaching the normal retiring age Written extract * Is from a published document ‘+ Has probably been through at least one draft before printing «No direct contact between writerfwriters and reader ‘+The style is formal with constructions such as should an employee suffer ‘© The second sentence, for example, is long and complex, with several dependent clauses. The complexity of this sentence is related to the formal style of the passage, but is only possible because the sentence has been preplanned (and probably reflected upon at length! ‘+ The language is explicit with no references to items outside the text 2Level 5 Workshop 5 language, identity and speech analysis 2015.notebook L5 Additional Diploma: Teaching English (ESOL & Literacy) ‘April 28, 2015 Tarn ang |Prsoditeatres Prange ere [seeechaas | | | | | | | | | | | | | | | Rapa es eeones = | coopera pind | | | | | | | | aa "nterrptions [biseours control | | | | | | | | 25Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Conversation Theory: Grice's Maxims The Cooperative Principle Quantity - give the right amount of information Quality - be truthful Relevance - be relevant Manner - be clear and orderly http://www lancaster ac.ukifass/projects/stylistics/topic1 2/1 4ep 1 htm 26Level 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Speech Act Theory Austin Locutionary cena with a Se 0 A Illocutionary - the performance of an act: informing, ordering, warning Perlocutionary - having an effect on the feelings, thoughts or actions: change minds aLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook A question of POWER: Who's controlling the discourse? eeeece + = BO aS Uma qusion tte wl edu poson amps up aga () 8 te soneboty now who you woud deeb as ed euaed () Not) etn aces no) nt at can of There noae yo knw th yu ink Yo onde Nolants) {sth cause you tink caches a or because ou dagen i why wo Preble dtc tam so |) mn () en sajing the ci ebson tae wp ne shun asa stot of ie ‘rave )somayt sh faa at eat (ust does cone acess. a such yeu see what mean Wet you nen em how woud sorebaiy ome aonss 2s weed al ut cumo shoving of aly can co 2nd) now) 2 oe bis and you tae soto ing ‘April 28, 2015Level 5 Workshop 5 language, identity and speech analysis 2015.notebook : Who's control Loins oA na Meter cet Deieaean ss ae 7 ager owen eee, fT erebisedyou tats ating ‘8 Mt weston shoving ofa can co ad) ooo) ‘April 28, 2015 ig the discourse? + hesitation to give more time to hear question +, making a preparatory statement + using informal language: + allowing herselfto be Interrupted without creating ‘overlap + expressing surprise + asking a supportive question by offering altematives + rephrasing a question to help M answer +! employing lexis from the ‘common register and avoiding ‘complex structuresLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Humphrys v Harman L5 Additional Diploma: Teaching English (ESOL & Literacy) Taare rama rss —o | | | | | | Repos Fale aris Topic anaes eda | eeonerative prince Back channel noses Adlacency pals pss nteroptons| Discourse condLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook Big Brother: Jade's verucca tps sion youtube.conmwateh=26itsD 47D Big Brother: Halfwit argument @ tps shun youtube. cominateh 50048360 Big Brother: Nick get's busted @ ‘April 28, 2015 aLevel 5 Workshop 5 language, identity and speech analysis 2015.notebook ‘April 28, 2015 Assignment — part 2 ‘Spoken Forms 30 minute group presentaon and evaluaon (500 words) Senet your mows ns nei plenstcoure nami tar no crt nc fuga nt gel ae sgeleseramerce > mares spner meni og) > wesourasyemen poco eatin orergige eg. oe ees, mtimarimaacnnconeyig met > eeererrginuet winter pom tized gamer 2