Dscourse analyss Spoken language Adjacency pairs Utterance function

Dıscourse analysıs Spoken language

Adjacency pairs Utterance function Expected responce Greeting Congratulations Thanks Apology Acceptance İnform Acknowledge Leave-taking These are called adjecency pairs.

A: would you like to come over for a drink tomorrow? B: yes, that would be nice. (accept) yes, if it would be after six. (accept with a condition) No. (reject) Instead of No, we could say: -thanks very much. (appreciation) -I’m afraid… (softener) -I’m booked up. (reason) -what about…? (face-saver)

�Scarcella & Brunack (1981) Native and non-native speaker’s giving informal invitations Natives Non-natives I was wondering, uh, we’re having a party… I would like to invite you to a party. . I want you to come in a party prefaced Too informal or too blunt Prefacing disagreement Language teachers should design role-paly activities for such linguistic elements.

Exchanges �Exchanges are independently observable entities. �Adjecency pairs may be found in them.

�In • • • class Teacher: Now Maria, you ask Fumiko. Maria: What did you do at the weekend? Fumiko: I went to Wales. Teacher: Good, now Fumiko, you ask Marco Etc…. �Outside the class • Maria: What did you do at the weekend? • Fumiko: I went to Wales. • Maria: Oh, really? Where did you go?

Turn-taking � In natural English discourse turn-takings occur; • Smoothly • With only little overlap and intervention • Only brief silences between turns.

Specific linguistc devices for getting the turn � Getting the turn when one is unable • If I may, Mr. Chairman/ Can I just come in here/etc… � Not taking the turn when one is able (back-channel) • Mm/ha-ha/yeah/no/right/sure/etc… � Predicting one anothers utterances Natural conversational data can be chaotic because of these devices. (p. 127 for example)

In the class � Turn-taking activities are done under the control of the teacher � Students rarely speak out of turn � Include pair and group work to break this pattern � Pay attention to the natural occurances of back-channel, utterance completion, etc… � Instead of teaching these features, specific linguistic realisations can be presented and practiced

Transactions �Transaction • • are used in: Classroom Doctor’s surgeries Formal interviews Opening and closing a conversation

�By drawing attention to how a teacher uses markers to devide up a lesson, He can teach some transactions such as: • • • Right Now Okay So Anyway Well �Get learners to translate them into L 1

Topics � The most dominant definition of topic in language teaching materials is • The expression of topics as titles for the subject matter. Topics can be reason for people to talk or they can arise because people are already talking.

�Beside consantrating on vocabulary of topics, interactive features of topics can be taught: • Opening markers: by the way, incidentally, talking of X • Closing markers: still, anyway, so • Summarising a topic or reacting with evaluation Sounds awful, quite strange, really

Interactional and transactional talk �Transactional talk: • To get the business done • To produce some change �Interactional • • talk: To lubricate the social wheels To establish roles prior to transactional talk To conform and consolidate relationship To express solidarity

Stories, anecdotes, jokes �Labov’s model (1972) for elements found in normal narratives: Abstract Topic Orientation Time, place, characters Complicating events Main events Resolution How events are sorted Codas The bridge between the story and the moment of telling

�Evaluation: • Making the story worth listening by �Telling that you like the joke �Exaggretion �Creating noises � It’s easy to tell stories in L 1 � For L 2, real data is helpful for practice � The narrative elements and markers will not translate from one language to another

� Some openers • I’ll always rebemmer the time… • Did I ever tell you about… • I must tell you about… • I heard a good one the other day… � Some markers to complicate events • And then, suddenly, out of the blue… • Next thing we knew… • And as if that was’t enough… � Some codas • Makes you wonder. . • So, there we are • And that was it, really

Other spoken discourse types �Information-gap activities such as giving directions are very helpful in generating talk. Psathas and Kozloff (1976) found a three-phase structure in such talks: Situation Establishing the starting point, the goal, the means of transport Information & Instruction Where the main point directions are given Ending phase To confirm that the route is understood.

Speech and grammar � Spoken data presents a different picture from the written data. � Spoken data contains forms that would be considered ungrammatical in written discourse. � These mistakes are unnoticed in natural talk. • The problem is is that I don’t know her number

�Speech abounds in • verbless clauses, elipses • Lack of concord and omitted relative particles • False starts, slips of tongue e. g. There’s a few probles are likely to crop up. If you like we could there’s food in the fridge why don’t we could have something if you’re hungry.

Conclusion � Periodical literature of discourse analysis abounds in detailed studies which are often not carried out with any overt pedagogical aim. � However they are useful for teachers and material writers. � Complete naturalness is probably impossible in the class, but engaging the student in authentic activities is important.

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