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English Language Overview

For Uni Melb Workshop, August 2012

Brendan Tuckerman

on 21 November 2012

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Transcript of English Language Overview

VCE English Language: An Overview Unit 1: Language and Communication
Unit 2: Language Change
Unit 3: Language Variation and Social Purpose
Unit 4: Language Variation and Identity Subsystems Metalanguage Phonetics and phonology (sounds)

Morphology and lexicology (words and word formation)

Syntax (sentence structure)

Semantics (meaning)

Discourse (context) IPA Free derivation Nominalisations Nouns Verbs Determiners clauses phrases paralinguistic clues non-fluency features semantic fields elevation etymology compound-complex sentences discourse markers affixation elision inflection pitch neologism Unit 1: Language and Communication Unit 2: Language Change Unit 3: Language Variation and Social Purpose Unit 4: Language Variation and Identity AOS 1: The Nature & Functions of Language Students "should be able to identify and describe primary aspects of the nature and functions of human language." Sample task: Students collect texts from
the world around them (signs, ads, messages,
quotes, anything!). Then:
1. Identify the audience, mode, and function of the text.
2. Analyse text in terms of lexical choice and sentence types. 1. Identify the audience for the text
2. Identify the function (purpose) of the text
3. Identify the mode (written / spoken /signed)
4. How does the context inform the language choices in the text? Activity I AOS 2: Language Acquisition Students "should be able to describe what children learn when they acquire language and discuss a range of perspectives on how language is acquired." Sample task:
Record the language use of a child under the age of 4.
Write a report that uses the headings of the 5 subsystems and identifies which stage of language acquisition the child is at.
Find a children's book and explain how the language choice relates to the way children learn language. Activity II http://www.childrensbooksforever.com/Childrenpics/TOTALLY%20BORED%20BORIS.pdf

Place each of the words on the page into a table for each of the word classes:

Determiners (the, a, an, etc)
Conjunction (and, or, but)
Prepositions (in, from, under, etc)
Interjections (Hey! etc)

1. Can you identify any themes in the words being used? That is, do they come from similar semantic fields?
2. Hypothesise what might this text reveal about the way children learn languages. AOS 1: English Across Time Students should 'be able to describe language change as represented in a range of texts and analyse a range of attitudes to language change'. Sample task:
1. Research the etymology of certain words.
2. Identify what language change process has occurred (broadening / narrowing / meaning shift etc).
3. Discuss the change of these words in light of historical events (the Great Vowel Shift, etc). Activity III
Visit: etymonline.com

Research the origins of the following words:
+ 1 word of your choice. Activity IV AOS 2: Englishes in Contact Students should 'be able to describe and explain the effects of the global spread of English in terms of both conformity and diversity, through a range of spoken and written texts.' Sample task:
1. Students should research a pidgin or a
2. They then prepare a report / presentation analysing the features of the language.
1.Explain /translate the meaning of the text to someone unfamiliar with its conventions. Write a short paragraph paraphrased translation.
2.Find three interesting examples of where the text differs from Standard English. AOS 1: Informal Language AOS 2: Formal Language Students "should be able to identify and analyse distinctive features of informal language in written and spoken texts." Students "should be able to identify and analyse distinctive features of formal language in written and spoken texts." Sample tasks:
Write an essay on people's opinions of English language.
Write an extended response on a written or spoken text.
Identify where certain texts fit into the formal / informal continuum. Activity V

Draw a line. Label one end 'formal' and
another 'informal'.

Indicate on the line where each of these texts belong.

What linguistic features differentiate between the 'formal' and the 'informal'? Are there problems in making this division?

Environmental Planning and Assessment Act 1979 No 203

Current version for 27 January 2012 to date (accessed 13 February 2012 at 08:02)

Status information page >>

Status information

Currency of version

Current version for 27 January 2012 to date (accessed 13 February 2012 at 08:02).

Legislation on this site is usually updated within 3 working days after a change to the legislation.

Provisions in force

The provisions displayed in this version of the legislation have all commenced. See Historical notes AOS 1: Language Variation in Australian Society Students "should be able to investigate and analyse varieties of Australian English and attitudes towards them." AOS 2: Individual and Group Identities Students "should be able to analyse how people’s choice of language reflects and constructs their identities." Sample tasks:
Analyse written and spoken texts and how they reflect Australian national identity.
Look at historical texts to discuss how Australian language has changed.
Look at the language used by sub-cultures and discuss how people define themselves through language use. Activity VI




See if you can identify the age and origin of the accent. Bonus Round:
Delicious Sara Lee Bavarians have that smooth creamy texture and flavour
because they are made without compromise to a traditional recipe and immediately frozen whilst at their freshest.

So what is the secret that makes them so irresistible?

Fresh cream, rich dark chocolate and a high-sided chocolate biscuit crumb base.

To enjoy a creamy mousse like texture leave to thaw OR for a delicious smooth
ice cream texture thaw for 5 minutes and eat.

Hint: Always remove Bavarians from their protective foil whilst frozen and cut with a sharp knife.

Visit: http://www.saralee.com.au/family-bavarian/

And analyse the words used in the text.

What is the function of the text?
Who is the audience of the text?
What word classes are most prominent?
What choices has the writer made to suit the context?
Full transcript