Application Work 2

Develop either activity 4, 5 or 6 following the same procedure learned in the unit.

Openings

Objective: This activity is designed to help heighten students’ conscicousness about

how conversations are begun, or “opened” in telephone conversation. Identify the nine
basic types of caller's first turns. Ultimately’ the goal of this activity is to provide
learners with options for preducing openings that are socially appropriate and
linguistically accurate and for responding to native speaker openings naturally and
straightforwardly.

In this activity my students will work primarily as sociolinguistis.

Sociolinguistics:
Is the study of the effect of any and all aspects of society, including cultural norms,
expectations, and context, on the way language is used. Sociolinguistics overlaps to a
considerable degree with pragmatics.
It also studies how lects differ between groups separated by certain social variables,
e.g., ethnicity, religion, status, gender, level of education, age, etc., and how creation
and adherence to these rules is used to categorize individuals in social class or socio-
economic classes. As the usage of a language varies from place to place (dialect),
language usage varies among social classes, and it is these sociolects that
sociolinguistics studies.

Background:

People in different cultures have different ways of greeting eachother and of opening
telephone conversations. Social settings and the nature of pople’s relationship help to
detrmine what opening and greetings are appropriate. There are nine basic types of
caller's first turns (Schegloff, 1979, see Teacher Resource) These are:

1) Greeting Terms:

R: H'llo?
C: Hi.

R: Hello.
C: Hello.

2) Answerer's, presumed answerer's, or intended answerer's name in varying

combinations of first name, title plus last name, or nickname in a range of interrogative
tones:

R: Hello.
C: Miz Parsons?
R: Hello.
C: Irene?

3) Answerer's, presumed answerer's, or intended answerer's name in varying

combinations of name components in a range of assertive, exclamatory, or terminal
intonations:

R: Hello?
C: Charlie.

R: Hello.
C: Uh, Tony.

4) Question or noticing concerning answerer's state:

R: Hello.
C: Are you awake?

R: Hello.
C: Hello. You're home.

5) "First topic" or "reason for the call":

R: Hello.
C: When will you be done?.

R: Hello.
C: Hi, are my kids there?

6) Request to speak to another person:

R: Hello.
C: Is Jessie there?

R: Hello.
C: May I speak to Bonnie?

7) Self-identification:

R: Hello?
C: Hi Bonnie. This is Dave.

R: Hello?
C: Hello. It's me.

8) Question about identity of answerer:

R: Hello.
C: Hello. Is this Kitty?
R: Hello.
C: Hello. Who's this?

9) A joke, or joke version of one of the above: (e.g., mimicked intonation, intentionally
incorrect identification, funny accent, etc.)

R: Hello?
C: Helloooooo

Step 1: Predict

Students are going to discuss about how opening are done in call phones in their L1. the
resulting discussion is going to stimulate thinking about the different basic types of
caller's first turns. The following questions for students can help to activate schema and
encourage cross-culture comparison.

1. Wich are the differents ways to begin a telephone conversation?

2. How does this interaction change with different participants.
3. how does the age and gender of the participants affect the interaction?

Step 2: Plan

This kind of activity is appropiate for research teams. In such group work, learners pool
their datas. Students can anticipate what they will hear with a data collections chart.

Data collection chart for activity 5

Opening

Participants:
1. Age
2. Gender
3. Relationship
4. Intention of the call

Setting:
Step 3: Collect data

Have students record and transcribe the opening segment of 6 to 9 actual telephone
conversations. The teacher may need to explain how to transcribe, perhaps by providing
a sample of a transcribed telephone conversation. (It is better if the student data
collector is not a participant in the conversation being collected and transcribed.) The
data collector will need to secure permission of the person whose phone call is being
recorded; this is most easily done when the recording is between close friends.
However, students are not to divulge to participants that the reason for the data
collection is to examine telephone openings until after the data are collected, as this may
affect the nature of the talk produced.
The teacher discusses with students the nine basic types of caller's first turns.

Step 4: Analyze

Learners compile their findings, including information about the relationship between
participants. This information will help them to understand wich type of caller’s first
turn are use in each different situation. The teacher returns to the discussion of
problems, difficulties, or concerns in telephone interaction asking students to reconsider
how the telephone activities performed clarify or contribute to their understanding and
awareness of telephone conversations between native speakers of American English.

Step 5: Generate

Each students’ teams are going to campile their result into a group report and present it
to the rest of the class. The groups are going to share the differents examples and
analysis that they will have in their final papers, this can lead to a discussion on possible
contributing factors. The sutudents will show the class wich were the basic types of
caller's first turns that they could fine and explain in wich context they are use.

Step 6: Review

The students are going to generate by themself openings in telephone calls. Then they
are going to present them to the class. In this case, learners and their teacher are in
effect evaluating whether or not the speech that the produce conforms to the ideas, that
they made about openings telephone calls after analyzing their observed data.

Learners/Teacher Feedback:

In this part students are going to share with the teacher their conclusions, sorprise or
relief at how openings in telephone calls work in English, wich are commond used and
in wich situations are used. And how the realtion between participant or the ages of
them, determinate the basic types of caller's first turns used.
UNIVERSIDAD CATÓLICA DE TEMUCO
FACULTAD DE EDUCACIÓN
ESCUELA DE EDUCACIÓN MEDIA
PEDAGOGÍA EN INGLÉS

Application Work 2

Name: Antonia Espinoza

Teacher: María Eugenia Merino
Class: Análisis del discurso
Date: November 25th , 2008