Packaging it together: Language Change

Modelling an approach Linguistic Method Questions to ask

yourself Possible AO2 links Possible AO3 links

GRAPHOLOGY ORTHOGRAPHY SPELLING

Are unfamiliar spellings, letters and punctuation used? Are these standard or non-standard? How is the text laid out? Has the layout of a text changed?

standardisation prescriptivism / descriptivism affordances/limitations of technology sociolect/ dialect Informalisation

technological developments media social change nature of intended audience purpose of the text the way the text would be used

1) Read the texts

Identify GENRE, WRITER, AUDIENCE, PURPOSE, TIME

OF WRITING

2) Ask yourself linguistic questions, using the linguistic methods:

Lexis/semantics

Grammar

Pragmatics

Discourse

Graphology

If a single text, identify the features to discuses. Use a range of methods. If two texts, find points of comparisons/contrasts using linguistic methods 3) Annotate your exam paper

4) Note AO2 links (AS and A2 concepts) Link the concept to the data using AO1 exemplification

5) Find contextual AO3 links to features (AO1)

6) Write your essay, structuring your ideas logically around a topic you want to discuss.

Be systematic Develop your ideas

Evaluate your findings

11

Packaging it together: Language Acquisition

Possible hierarchies for language features & analysis AO1/AO2/AO3 Higher performance

Awareness that the data should be treated as a whole working from the big picture to smaller detail Most relevant methods selected organised / structured to demonstrate understanding of the layers in

a piece of data. All methods add interest / value to the analysis Clustering of points e.g. all comment on phonological features together so sensible comparisons can

be drawn and evaluation is possible Use of clusters of exemplification integrated into the body of the analysis A precise and consistent degree of accuracy in use of technical detail and terms (AO1) Understanding of relevant concepts to data and willingness to apply tentatively to the data Salient selection from the data to exemplify language concepts Willingness to see data as supporting/challenging language concepts Consistent & relevant identification of how the language features exemplify contextual issues/link to

concepts

Extract from student response (June 2011) Looking at the discourse for Texts B and C, the conversations Briony has between her and her mother are

structure around turn-taking as her mother initiates imperative utterances, do some talking now or

interrogative utterances what are you saying. This is so Briony will talk as her mother encourages her to with

transactional constructions from her mother expecting a reply whats the magic word. Brionys replies

however are expressive and holophrastic as she is trying to express that she wants her dummy by only

saying the common noun dummy. Similarly in Text C, Brionys mother continues initiating interrogative

utterances for turn-taking whats that but Briony chooses to repeat and form her own questions directly back

at her mother whats that. Briony breaks down the contraction by repeating the interrogative so she discovers

the auxiliary verb is in between what and the demonstrative pronoun, Whats that::t (.) What is that. In text

A however, Briony is the only speaker and only stating holophrastic one words utterances such as moons

moons to [looking at the solar lanterns] and using deixis to point towards a shadow to show her dad Theres

dad. These short expressions mostly indicate Briony is talking aloud on her own to justify her surrounding

environment such as the reduplication mok-mok, the proto-word just pointing at her milk. Cognitive theory

psychologist, Jean Piaget believed children are active learners and use ego-centric speech when alone to

explore a childs environment through language and Briony is using her environment to shape her lexical

choices with moons in Text A.

12

Genre: Language Acquisition (literacy) ENGB3

Exam series Context Data Type January 2012 7 years (Jenny) Narratives June 2011 7 years (Sam) Character study + planning notes (Flat Stanley) January 2011 5 year 9 months /

7 years 4 months (Tom)

Science experiments

June 2010 6 year olds (Tania + Tom)

Transcript of reading + reading scheme books

January 2010 8 years 7 months (Georgia)

Diary entries

Legacy Specification: ENB6

Exam series Ages Data Type June 2009 7 years (Usman,

Becky and Alexander)

Narratives (Mrs Pepperpot)

June 2008 5 years (William) Narrative (Where the Wild Things Are) June 2007 5 years, 8 years,

10 years, 11 years (Oliver, Daniel,

Immy and Hannah)

Postcards

Genre: Language Change ENGB3

Exam series Dates Data Type January 2012 1703 / 1896

1938 Books: politeness Books: motorcycle manual

June 2011 1726 1903 / 2007

Magazine: problem pages Newspaper reports: weather

January 2011 2006 OED: online editorial June 2010 1975

1934 / 2008 Book: job guide Newspaper reports: football

January 2010 1757 1878 / 1965

Speech: Vice-Chancellors graduation address Book: ballroom etiquette Magazine article: Dancing to Romance

Legacy Specification: ENB6

Exam series Dates Data Type June 2009 1908 Instruction Book: Scouting for Boys June 2008 1789

2005 Journal: travel email

June 2007 1950s Magazine: fashion

13

Genre in Language Change: Problem Pages 18th century / 20th century comparison

14

Genre in Language Acquisition:

15

16

SECTION A LANGUAGE ACQUISITIONThis column will change your life: the language police