Introducing Language in Use

Text 1

Bowel Cancer Leaflet

Starting Point

Start your analysis by considering the use of images with words to communicate the message. Then consider the syntax of the language

Text 2

The Black Swan Hotel

Starting Point

Start your analysis of the communicative value of this sign by considering how image and verbal text work together to communicate.

Text 3

Mothers and Sons

Starting Point

Transcribe the dialogue. Start your analysis by noticing the silences – what purpose do they serve?

Text 4

Fathers and Daughters

Starting Point

Transcribe the dialogue. Start your analysis by considering the interruptions.

Text 5

At the supermarket

Anne: Oh bother! I have just remembered something I have forgotten!

Lady on till: Can you go and get it quickly?

Anne: I’ve no idea where it is.

Lady on till: That’s a shame.

Starting Point

Start by working out why Anne bothers to say anything out loud at all. Then work out how the two interlocutors jointly create this interaction.

Text 6

Getting and giving help

Getting and giving help:

Alison: Here you are – this is the form you wanted. Let me give it to you now before I forget.

Miriam: No – my hands are too full already. Can you carry this for me please?

Alison: Sure.

Ten minutes later

Miriam: Oh, Alison, I'm sorry. Are you still carrying my booklet around?

Alison: Yeah, it is no problem though.

Starting Point

Start by working out why Miriam apologises ten minutes after the first episode in the interaction.

Text 7

Fact and Opinion

Legal statements: http://www.nestle.com/media/statements/update-legal-action-by-colombian-trade-union

Starting Point

Start your analysis by separating statements of fact and statements of opinion from Nestlé and from the trade union. Then consider what is implied as opposed to what is stated.

Text 8

Ikea recall

http://www.ikea.com/ms/en_GB/about_ikea/newsroom/product_recalls/

Starting Point

Start your analysis by identifying what Ikea requires customers to do. How do they make the instruction to customers more polite?

Text 9

Findus Horsemeat

http://www.findus.co.uk/

Starting Point

Start your analysis by working out how Findus are trying to maintain the upper hand in the horsemeat scandal.

Text 10 & 11

Words,words,words...

Write down 20 words (from the last thing you read, for example, or just think of them at random).

Starting Point

Start your analysis by analyzing the word class(es) of each word and considering what affixes can be applied to each. Then, if possible, find a (near) synonym for each word and specify the difference in meaning and in use.

A word is known by the company it keeps...

Look up your words on Wordnet http://wordnet.princeton.edu or in an up-to-date thesaurus to find words related in meaning.

Starting Point

Start your analyses of these meaning relationships by creating word-maps to show similarity/oppositeness etc. Then put each word into a sentence to show how two apparent synonyms cannot simply be swapped (e.g. That is an enormous (*vast) sum of money.

Text 12

Wake up and smell the coffee!

Go to your favourite coffee shop and consider all the current names for coffee.

Starting Point

Start by finding out where this idiom comes from. Find out the derivation and meaning of all the names of the coffees on offer and wonder why we cannot simply buy ‘a coffee, please’ nowadays.

Text 13

Idioms

An arm and a leg

the collywobbles

Visit http://www.phrases.org.uk/meanings/index.html or a similar site to find a long list of such idioms.

Starting Point

Start by working out the meaning and, if you can, the origins of the idiom. Then start considering contexts of use for each and/or the syntax of idioms (are there any common features?).

Text 14

Family Language

At appropriate points in any conversation, one of the authors‘ family used to use the phrase ‘better than a flap in the belly with a wet flat fish‘ and to talk about ‘being pulled out of the place‘ (though in speech, of was often omitted (regional dialect?).

Starting Point

Start by working out what you think these phrases might mean. Then, gather phrases/idioms etc. that your family uses that your friends seem not to understand. Ask older members of the family where they think the phrases come from.

Text 15

Headlines from 6th June 2013

Women doctors a 'burden' on the NHS, claims Health minister (the Independent)

Mum docs to blame for mess in service (the Daily Mirror)

Women GPs 'are burden' (the Sun)

Part-time women GPs blamed for NHS failings (The Times)

Starting Point

Start your analysis by identifying where a misunderstanding is located in the syntax of each headline.

Text 16

Findus Horsemeat Statement

http://www.findus.co.uk/

Starting Point

Start a syntactic analysis by looking at the use of first person singular/plural pronouns – why the switch, do you think?

Text 17

The Crown Poem

http://www.guardian.co.uk/books/2013/jun/04/carol-ann-duffy-the-crown-poem

Starting Point

Start a syntactic analysis by looking at the use of finite and non-finite verbs, relating their use to the meanings being expressed.

OR

Start a textual analysis of this poem by considering the patterned use of phrases and clauses.

A point to ponder is the value of ‘official poetry‘ to mark official events (in this case the 60th anniversary of the coronation of HM Queen Elizabeth II).

Text 18

International Dialects of English

http://www.dialectsarchive.com/dialects-accents

Starting Point

Start with a revision of your knowledge of phonetics by listening to one recording while reading the phonetic transcription. Next listen to a recording without looking at the transcription, make your own transcription and then compare your version with the version on the site.

Text 19

So this is what you need to do...

Record a friend explaining to you how to do something simple (e.g. boil an egg, make a bed, recharge a mobile phone)

Starting Point

Start by transcribing exactly what your friend says, using phonetic symbols. Give your transcription to another (phonetically competent) friend to read aloud exactly what the transcription says and record that reading. Compare the two oral versions – and thereby improve the transcription of the original.

Text 20

British Library Learning: Sounds Familiar

http://www.bl.uk/learning/langlit/sounds/index.html

Starting Point

Start by finding a speaker from an (your?) area of the UK. Listen to the recording while reading the commentary. Repeat with another speaker from a different area. Note the differences (and make sure that you can hear them). Then record somebody you know and provide a commentary on their accent and dialect.

Text 21

Anomic aphasia

http://www.youtube.com/watch?v=LWAUmsgk8eg

Starting Point

Transcribe what is said orthographically. Start your analysis by considering what features of the language use indicate aphasia.

Text 22

Broca's aphasia

http://www.youtube.com/watch?v=gocIUW3E-go

Starting Point

Transcribe what is said orthographically. Start your analysis by identifying how Broca's aphasia is manifested.

Text 23

Sarah's stroke

https://www.youtube.com/watch?v=1aplTvEQ6ew

Starting Point

Transcribe what is said orthographically. Start your analysis by identifying how Sarah can use language and what she can communicate without using language.

Text 24

Garden path sentences

Garden path sentences appear simple to understand but they ‘lead you down the garden path‘ and you can suddenly find that your understanding does not work: e.g.

Until the police arrest the drug dealers control the street

The man who hunts ducks out at weekends

I will like the staff be pleased when everything is resolved

Starting Point

Start by working out exactly when a reader/hearer starts to get confused and then identify the cause of the confusion.

Text 25

Code-switching with three languages.

https://www.youtube.com/watch?v=wgWQoZz6nEk

Starting Point

Start your analysis by working out who uses which language to say what to whom. Can you work out why one speaker chooses to use one language or another?

Text 26

Code switching between Japanese and English

https://www.youtube.com/watch?v=qLbQrVvGqw0

Starting Point

Start your analysis by working out who uses which language to say what to whom. Can you work out why a speaker chooses to use one language or another?

Text 27

Words change...

aggravate, ignorant, queer, evil, wicked

Starting Point

Start your analysis by asking older relatives how the meaning of each of these words has changed in their lifetime – then go to a dictionary to check their intuitions.

Text 28

Language changes...

Starting Point

Start your analysis by considering the letter forms no longer in use in English, then move on to how the syntax has changed (do not get sidetracked by how the medical knowledge has changed.

Text 29

The Pricke of Conscience

Pricke of Conscience: Download

Starting Point

Start your analysis by comparing the Middle English version with the Modern English translation and finding which words are no longer in use and which ones are – decide why this might be the case.

Text 30

Dialect

http://www.dialectsarchive.com/dialects-accents

Starting Point

Start by comparing one of the international varieties of English with your own variety and noting the similarities and differences.