Oral Language Analysis & Summary

IN-CLASS WORKSHOP

Oral Language Analysis & Summary

IN-CLASS WORKSHOP

• Partner with one colleague in LCRT 5810 & exchange the Oral Language Analysis;

• Before reading, page through the entire assignment to see the sections, tables, transcript, legend, & narrative;

• Find out if your partner wants you to write helpful questions & comments in the margins.

Oral Language Analysis & SummaryIN-CLASS WORKSHOP SUGGESTED GUIDELINES

• Read through the

transcript & note

patterns in the learner’s

language.

• Review the tables & note

examples of the learner’s

use of language

systems, language

functions, etc.

• Refer to the “look fors”

and consider the

information gained about

this learner.

What is the learner’s stage

& characteristics of oral

language development.

• Review the written narrative

of the oral language

analysis.

• Is it anchored in course

readings & concepts?

Oral Language Analysis & Summary

GUIDELINES FOR ASSIGNMENT

• Develop a written narrative describing the outcomes of this analysis of the learner’s language.

• Ground the analysis in concepts addressed in course readings. Resources from LCRT 5810 readings to include and cite in the analysis include: Linguistic Perspectives, Diaz-Rico chapters; Harp & Brewer chapter, frameworks or stages of oral language development provided in class.

• The analysis needs to be grounded in concepts addressed in course readings with at least 5 text citations.

• Make sure the analysis is a well written academic paper with high level of grammar proficiency, no spelling or punctuation errors, reference list & appendices included.

• Appendices will include the transcript with color coding and data tables. Writing style follows APA (6th ed).

Tools for Analyzing LanguageTo what extent is the learner:

1. Using language for a variety of functions?

2. Adapting language according to the situation or the listener?

3. Adapting language according to his/her role?

4. Following conversational rules?

5. Using appropriate non-verbal communication?

6. Clarifying when communication is ambiguous?

7. Repairing? Does the learner know how, when or why to repair?

Linguistics & Language Systems: To what extent does the learner use…?

Phonology: Sound patterns of language including pitch, rate, stress, volume, classifying sounds [phonemes & allophones].

Phonetics: Description of speech sounds; how the sounds are formed in the mouth (point of articulation & passage of air)… links to pronunciation/enunciation of phonemes in L1 & dialect.

Morphology: Meaning units in a language including: • FREE: Single word that serves as morpheme, e.g., school, the,

non…• BOUND: Morphemes linked to other morphemes, e.g., -ing, un-, -

ed, -able (often prefixes, suffixes, affixes, past tense markers) … clipping (prof-for professor); acronyms (SEHD); blends (fog/smoke=smog)…

Linguistics & Language Systems: To what extent does the learner use…?

Syntax: Structure of sentences/rules for forming sentences (S-V); forming questions; negatives; using possessives; plurals (also links to morphology and the “s” plural which is a bound morpheme).

Semantics: Making meaning of words (& synonyms), phrases, and sentences.

Pragmatics: Communication in context, according to what is appropriate for the particular context (conversational rules; repair when needed); Non-verbal communication (body language, gestures, eye contact, facial expression; physical distance; time/timing; interrupting, etc.

: Tools for Analyzing Language

To what extent does the learner use pragmatics?

• Performance versus competence;

• Grice’s maxims (relation/relative, quality/truthful, quantity/TMI, manner/logical sequence);

• Shifting registers (formal/informal);

• Use of slang

• Discourse functions (declaratives, questioning, imperatives, exclamations);

• Using rising or falling intonation to send meaning;

• Restricted code (insider info), elaborations needed;

• Lexical ambiguity (vocab) or structural ambiguity (unclear

message).

(Barry, 2008, 3-8; 145)