SPOKEN LANGUAGE ANALYSIS DINA NOVITA WIJAYANTI 2003512008 ROMBEL

SPOKEN LANGUAGE ANALYSIS DINA NOVITA WIJAYANTI 2003512008 ROMBEL 1

INTERPERSONAL CONVERSATION Source : Dynamic textbook page 64 Alice Steve Alice Publisher : AMECC : Well, Steve. Tell me about yourself. What do you do? : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. : Soccer? that’s great. I love soccer. And what are you studying? : Physical education. I love sports. : Do you live with friends? : Uh, no, I don’t. I live alone. : Do you like the college? : Well, it’s OK. But my business classes are really hard. I have to work with spreadsheets and data bases. I really worry about that. And now this class uses a different computer. : I have an idea. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz.

Steve Alice Steve : Oh. . . No, I. . . Uh. . . have to study. : Oh come on. Tomorrow night at seven thirty? 610 13 th Avenue. : Are you sure? : Of course. See you tomorrow evening. : Thanks a lot.

FEATURES OF SPOKEN LANGUAGE 1. Spontaneity 2. Interactivity 7. Macrostructure s 6. Negotiation 3. Interpersonality 5. Relevance 4. Coherence

1. SPONTANEITY You don’t think when you speak, you do something , make mistake (repetitions ) etc. UTTERANCE THE ANALYSIS OF SPONTANEITY Alice : Well, Steve. Tell me about yourself. What do you do? “Tell me “ belongs to chunk Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. “ let’s see” belongs to chunk “Uh” belongs to filled pause Alice : Soccer? that’s great. I love soccer. And what are you studying? “ that’s great” belongs to chunk Steve : Physical education. I love sports. Alice : Do you live with friends?

UTTERANCE THE ANALYSIS OF SPONTANEITY Steve : Uh, no, I don’t. I live alone. “ uh “ belongs to filled pause Alice : Do you like the college? Steve : Well, it’s OK. But my business “ it’s ok” belongs to chunk classes are really hard. I have to work with spreadsheets and data bases. I really worry about that now this class uses a different computer. Alice : I have an idea. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz. Steve : Oh. . . No, I. . . Uh. . . have to study. “No” belongs to small run. “ uh “ belongs to filled pause Alice : Oh come on. Tomorrow night at seven thirty? 610 13 th Avenue. “Come on” belongs to chunk. “

UTTERANCE THE ANALYSIS OF SPONTANEITY Steve : Are you sure? “Are you sure? ” belongs to chunk Alice : Of course. See you tomorrow evening. “Of course” and “see you” belong to chunk Steve : Thanks a lot. “Thanks a lot” belongs to chunk

1. Filled pause Steve : Well, let’s see. I am a student here at the college. for the college too Steve : Uh, no, I don’t. I live alone. Steve : Oh. . . No, I. . . Uh. . . have to study. 2. repetition= 3. False start and backtracking= 4. Incomplete utterance= - Uh. . . I play soccer

5. Small run= Steve : Oh. . . No, I. . . Uh. . . have to study. 6. Tail slot = 7. chunks Tell me, let’s see, that’s great, it’s ok, come on, are you sure? , of course, see you, thanks a lot

Comment From the conversation, the aspects of spontaneity that found are filled pause (3 x), small run (1 x), and chunks (9 x). Those aspects have represented spontaneity , although not all aspects are fulfilled

2. INTERACTIVITY The speakers interact by taking turn to speak Keeping silent when others are speaking Interrupting at times Signaling their agreement or amusement by grunts, laughs and chuckles.

The speakers interact by taking turn to speak, keeping silent when others are speaking by giving question and answer. EXAMPLE 1 Alice : Well, Steve. Tell me about yourself. What do you do? Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. QUESTION ANSWER QUESTION Alice Steve : Do you live with friends? : Uh, no, I don’t. I live alone. ANSWER

n COMMENT The examples show good turn taking. It means that when Alice is speaking, Steve is keeping silent(listening to what Alice said. In other words, there is no interruption and overlap) DISCOURSE MARKERS a) Alice b) Steve c) Steve d) Alice : Well, Steve. Tell me about yourself. : Well, let’s see. : Well, it’s OK : Oh come on The function: to provide a fairly non committal response to what has just been said.

DISCOURSE MARKERS Steve: Well, it’s OK. But my business classes are really hard. Function: to signal that this clarification is going to contrast with what has gone before.

Back-chanelling to show that other speaker does in order to register that he or she is following the certain speaker’s drift. Example: Alice : Well, Steve. Tell me about yourself. What do you do? Steve : Well, let’s see. I am a student here at the college. Comment : “ let’s see “ shows that Steve still follows Alice’s drift

NO THE ANALYSIS OF INTERACTIVITY THE RESULT OF THE ANALYSIS 1 Taking turn to speak V 2 Keep silent when others are speaking V 3 Interrupting at times - 4 Back-chanelling V 5 Overlapping - 6 Discourse markers V 7 Sequences of question-answer V

Comment of interactivity The examples show good turn taking. It means that when Alice is speaking, Steve is keeping silent(listening to what Alice said. In other words, there is no interruption and overlap). There are some discourse markers to signal the certain speaker intention and to show he / she is going to say , or has just said , is connected to what went before or what is coming up.

3. INTERPERSONALITY UTTERANCE THE ANALYSIS OF INTERPERSONALITY Alice : Well, Steve. Tell me about yourself. What do you do? Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. the word “ college “ is repeated. Alice : Soccer? that’s great. I love soccer. And what are you studying? the word “ soccer” is repeated Steve : Physical education. I love sports. The word “ love “ is repeated from previous utterance Alice : Do you live with friends?

UTTERANCE THE ANALYSIS OF INTERPERSONALITY Steve : Uh, no, I don’t. I live alone. Alice : Do you like the college? The word” college “ is repeated. Steve : Well, it’s OK. But my business classes are really hard. I have to work with spreadsheets and data bases. I really worry about that now this class uses a different computer. In order Steve does not threaten the Alice face( save Alice’s face). Although actually Steve shows dislike but to save the other speaker face, that’ s why he says “Well, it’s OK. But “ belongs to hedge. Alice : I have an idea. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz. Whiz” belongs to exaggeration because in the common language , the speaker can use the word “expert “ but in the conversation she uses “ whiz” to exaggerate the high ability of certain person. The word” computer “ is repeated. Steve : Oh. . . No, I. . . Uh. . . have to study. Alice : Oh come on. Tomorrow night at seven thirty? 610 13 th “ come on” to show discourse marker appeals the listener

UTTERANCE Steve : Are you sure? Alice : Of course. See you tomorrow evening. Steve : Thanks a lot. THE ANALYSIS OF INTERPERSONALITY

Laughter, chuckles =Hedges: Steve : Well, it’s OK. But my business classes are really hard. I have to work with spreadsheets and data bases. I really worry about that. And now this class uses a different computer. => in order to blunt the force of a disagreement. => In order Steve does not threaten the Alice face( save Alice’s face).

Vague Language= Discourse markers to appeal listener Ex: Steve : Oh. . . No, I. . . Uh. . . have to study. Alice 610 13 th Ave : Oh come on. Tomorrow night at seven thirty?

EXAGGERATION Example : He is a computer whiz. Common language: He is an expert of computer. Evaluative language : He is a computer whiz. The word “ whiz” has same meaning with “expert ” but “whiz” deliberately exaggerates the high ability of certain person.

Repeating other’s words Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. COMMENT: the word “ college “ is repeated. Alice : Soccer? that’s great. I love soccer. And what are you studying? COMMENT: the word “ soccer” is repeated

Comment The result shows that the conversation fulfills the aspects of interpersonality such as hedges, discourse marker to appeal listener, exaggeration and repeating other’s words.

4. COHERENCE The speakers cooperate to ensure that what they say is relevant to what has been said before and to the overall purpose. UTTERANCE THE ANALYSIS OF COHERENCE Alice : Well, Steve. Tell me about yourself. What do you do? Alice asks to Steve to show solidarity between friends who are long time no see. Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. To show Steve’s response to the previous question and gives additional information that still has a correlation with the previous question. Alice : Soccer? that’s great. I love soccer. And what are you studying? “ soccer? ” to show surprise to the previous information. ”that’s great” to show agreement to the previous information. “I love sport” to show her feeling related to hobby(love). The word “love” expresses like to something.

UTTERANCE THE ANALYSIS OF COHERENCE Steve : Physical education. I love sports. Answer to the previous question and to show the same feeling with the other speaker (I love sport). Alice : Do you live with friends? Ask question to Steve which has correlation with the place of living. Steve : Uh, no, I don’t. I live alone Answer to the previous question. Alice : Do you like the college? Ask question related to Steve’s feeling of study in his college. Steve : Well, it’s OK. But my business classes are really hard. I have to work with spreadsheets and data bases. I really worry about that now this class uses a different computer. Answer to Alice’s question(to show disagreement). And his feeling related to teaching learning process in his department( he shows his problem that he faced).

UTTERANCE THE ANALYSIS OF COHERENCE Alice : I have an idea. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz. Give solution by inviting Steve to visit Alice’s house because Steve problem can be overcome with the help of Alice’s grandson. Steve : Oh. . . No, I. . . Uh. . . have to study. Steve refuses to Alice’s invitation by showing disagreement “no” Alice : Oh come on. Tomorrow night at seven thirty? 610 13 th Avenue. Alice tries to persuade Steve to visit her house. Steve : Are you sure? To make sure Alice truly wants to help him Alice : Of course. See you tomorrow evening. Shows certainty and closing Steve : Thanks a lot. Shows gratitude because Alice truly wants to help him.

Lexical repetition Ex: soccer, college, class/ classes, study/ studying. Lexical chain q student- study-class-college-physical education- sport- soccer. q work- spreadsheets-database-computer whiz Referring expression I => me => my grandson => he

Substitution EX: I have to work with spreadsheets and databases. I really worry about that. The word “ that” substitutes “work with spreadsheets and databases”. Linker a) I love soccer. And what are you studying ? b) it’s OK. But my business classes are really hard. c) I really worry about that. And now this class uses a different computer.

Topic Steve activity in college ( Steve’s lecture) Texture Greeting, asking for Steve’s job, Steve’s department in his college, Steve’s feeling (has studied in the college by showing like / dislike), Steve shows his activities in the classroom and the problem that he faced, Alice gives solution, closing (leave taking)

Distraction Alice : Do you live with friends? Steve : Uh, no I don’t. I live alone. ÞIt shows why textbook dialogue is like transcribed conversation. COMMENT The conversation is coherent (make sense). Because all of the aspects of coherence are fulfilled. Moreover, there is a distraction in order to show why textbook dialogue is like transcribed conversation.

5. RELEVANCE All the utterances are relevant, and it can be seen from repetitions, lexical chain and key words in the conversation. REPETITION Steve : Uh. . . I play soccer for the college , too. Alice : Soccer? That’s great. I love soccer. Þ The repetition of the word “ soccer” is important related to relevance in order to maintain the topic.

LEXICAL CHAIN student- study-class-college-physical education- sport- soccer. KEY WORDS Soccer Sport

6. NEGOTIATION Interpersonal negotiation Feeling / mood Alice Steve have : Do you like the college? : Well, it’s OK. But my business classes are really hard. I to work with spreadsheets and data bases. I really worry about that. And now this class uses a different computer. Alice Steve : I have an idea. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz. : Oh. . . No, I. . . Uh. . . have to study.

Interpersonal negotiation Feeling / mood Steve Alice : Are you sure? : Of course. Interpersonal negotiation is important to show the speaker’s agreement or disagreement.

Logico-semantic negotiation content Alice Steve : Well, Steve. Tell me about yourself. What do you do? : Well, let’s see. I am a student here at college. Alice : Soccer? that’s great. I love soccer. And what are you studying? : Physical education. I love sports. Steve

COMMENT I find 3 interpersonal negotiation and 2 logico-semantic in the conversation. It means that it doesn’t only focus in content but also in feeling.

7. MACROSRUCTURE No Turn Adjacency pair 1. Alice What do you do? ( question) Steve I am a student here at college. (answer) Alice What are you studying ? (question) Steve Physical education. (answer) Alice Do you live with friends? (question) Steve Uh, no , I don’t. I live alone. (answer) Alice Why don’t you come to my house tomorrow and meet my grandson? (offer) Steve Oh… no, I. . . Uh … have to study. (rejection) Alice Are you sure? (question) Steve Of course(answer) 2. 3. 4. 5.

SPEECH FUNCTION UTTERANCE SPEECH FUNCTION Alice : Well, Steve. Tell me about yourself. What do you do? Ask a question related to job. Steve : Well, let’s see. I am a student here at college. Uh… I play soccer for the college, too. response(answer) the question Alice : Soccer? that’s great. I love soccer. And what are you studying? show surprise and agreement , and ask a question Steve : Physical education. I love sports. Response the question Alice : Do you live with friends? Ask a question Steve : Uh, no, I don’t. I live alone. Response the question Alice : Do you like the college? Ask a question

UTTERANCE SPEECH FUNCTION Steve : Well, it’s OK. But my business Answer the question by showing his opinion classes are really hard. I have to work with spreadsheets and show a problem faced in the lecture data bases. I really worry about that now this class uses a different computer. Alice : I have an idea. Why don’t you Give opinion (suggestion) to solve the problem by giving invitation come to my house tomorrow and meet my grandson? He is a computer whiz. Steve : Oh. . . No, I. . . Uh. . . have to study. Refuse the suggestion(invitation) Alice : Oh come on. Tomorrow night at seven thirty? 610 13 th Avenue. Persuade the certain speaker to come

UTTERANCE SPEECH FUNCTION Steve : Are you sure? Ask a question for certainty Alice : Of course. See you tomorrow evening. Response it and leave taking(closing) Steve : Thanks a lot. shows gratitude(closing)

It tends that the certain speaker is more dominant that the other. From the conversation, I see that Steve is more dominant than Alice because Steve tends to give more information while Alice tends to receive information by asking something. Þ Clause an exchange in interpersonal meaning If a certain speaker gives some information(statement). It means that the other speaker receives the information and he demands information (question)

STORY SEQUENCES q A temporal location is simply present ( at the time of speaking) q The participants include between friends who have close relationship. q Sequence of events: tell me, play, work with, come to q The evaluation => The use of word “ whiz” deliberately exaggerates the ability of certain person.

CONCLUSION ASPECT COMMENT 1. SPONTANEITY From the conversation, the aspects of spontaneity that found are filled pause (3 x), small run (1 x), and chunks (9 x). Those aspects have represented spontaneity , although not all aspects are fulfilled 2. INTERACTIVITY The examples show good turn taking. It means that when Alice is speaking, Steve is keeping silent(listening to what Alice said. In other words, there is no interruption and overlap). There are some discourse markers to signal the certain speaker intention and to show he / she is going to say , or has just said , is connected to what went before or what is coming up.

ASPECT COMMENT 3. INTERPERSONALITY The result shows that the conversation fulfills the aspects of interpersonality such as hedges, discourse marker to appeal listener, exaggeration and repeating other’s words. 4. COHERENCE The conversation is coherent (make sense). Because all of the aspects of coherence are fulfilled. Moreover, there is a distraction in order to show why textbook dialogue is like transcribed conversation. 5. RELEVANCE All the utterances are relevant, and it can be seen from repetitions, lexical chain and key words in the conversation. 6. NEGOTIATION I find 3 interpersonal negotiation and 2 logico-semantic in the conversation. It means that it doesn’t only focus in content but also in feeling.

ASPECT COMMENT 7. MACROSTRUCTURE It tends that the certain speaker is more dominant that the other. From the conversation, I see that Steve is more dominant than Alice because Steve tends to give more information while Alice tends to receive information by asking something.

Aspects for Improving ASPECT PROBLEM 1. Opening and Closing In the conversation is not well form OPENING Alice : Well, Steve. Tell me about yourself. What do you do? it is not well form , it should be change by giving greeting CLOSING Alice : See you tomorrow Steve: Thank you It is not appropriate answer 2. Macrostructure Steve is more dominant than Alice because Steve tends to give more information while Alice tends to receive information by asking something. That’s why , I would like to add the conversation ( Alice also gives information to Steve, while Steve receives the information to Alice in order the position of Steve is not too dominant from the other speaker).

ASPECT PROBLEM 3. backchanelling There is no problem related to backchanelling but in this case I would like to add the back-channeling in the text in order the text shows that the listener does in order to register that he or she is following the speaker’s drift. 4. Negotiation By adding the interpersonal negotiation in order to show the speakers’ attitudes for showing agreement and disagreement.

IMPROVED CONVERSATION Alice: Hi. . . Steve. How’s life? Nice to meet you here. Steve: Oh… hi Alice. I’m fine What a surprise! Nice to meet you too. By the way, what are you doing here? Alice: I have just had a lecture. Steve: Oh… I see. . . What is your department? Alice : Well, I take French department. Steve: Wow. . . Amazing ! So, you can speak French fluently, can’t you? Alice : Yeah. . . Mmm. . . Just a little bit. Well, Steve. Tell me about yourself. What do you do? Steve: Well, let’s see. I am a student here at the college. Uh. . . I play soccer for the college , too. Alice: Soccer? Aha. . . That’s great. I love soccer.

Steve : You do, don’t you? Alice : Yeah. . . Why not? Hmm… well, Steve. What are you studying? Steve: Mmm… because I love sport, so I take physical education Alice : Aha. . . It’s incredible. By the way, do you like the college? Don’t you? Steve : Well , it’s ok. But my business classes are really hard. I I I have to work with spreadsheets and data bases. I really worry about that. And now this class uses a different computer. Alice: You do, don’t you? Steve: Yeah. . . I do. How about you? Do you like the college? Alice : (chuckles)yeah… sort of. Uh. . . Steve, I have an idea to solve your problem. Why don’t you come to my house tomorrow and meet my grandson? He is a computer whiz. Steve: Oh. . . no, but I I I have to study. Alice : Oh come on. Tomorrow night at seven thirty? 610 13 th Avenue.

Steve : Are you sure? Alice : Of course you know I always wait for your coming. So, you will come to my house tomorrow or… Steve: Surely, I’ll come. OK. See you tomorrow, bye…bye. Alice : See you too. Bye.

The aspects of spoken language after improvement OPENING : Alice: Hi. . . Steve. How’s life? Nice to meet you here. Steve: Oh… hi Alice. What a surprise! Nice to meet you too. CLOSING Steve: I see. See you tomorrow, bye. . . bye. Alice : See you too. Bye.

MACROSTRUCTURE Alice: Hi. . . Steve. How’s life? Nice to meet you here. Steve: Oh… hi Alice. I’m fine What a surprise! Nice to meet you too. By the way, what are you doing here? Alice: I have just had a lecture. Steve: Oh… I see. . . What is your department? Alice : Well, I take French department. Steve: Wow. . . Amazing ! So, you can speak French fluently, can’t you? Alice : Yeah. . . Mmm. . . Just a little bit. Well, Steve. Tell me about yourself. What do you do? Steve: Yeah. . . I do. How about you? Do you like the college? Alice : (chuckles)yeah… sort… of. The position of Steve is not too dominant than the other speaker after giving improvement in the conversation.

Back-channeling Steve: Oh… I see. . . What is your department? Alice : Yeah. . . Mmm. . . Just a little bit. Steve : Mmm… because I love sport, so I take physical education. Alice: Soccer? Aha. . . That’s great. I love soccer. Steve: Mmm… because I love sport, so I take physical education. Alice : Aha. . . It’s incredible.

INTERPERSONAL NEGOTIATION AFTER IMPROVEMENT Alice: Soccer? Aha. . . That’s great. I love soccer. Steve : You do, don’t you? Steve : I have to work with spreadsheets and data bases. Alice: You do, don’t you? Steve: Yeah. . . I do. How about you? Do you like the college? Alice : (chuckles)yeah… sort of.

Spontaneity TAIL SLOT Alice : Of course you know I always wait for your coming. So, you will come to my house tomorrow or… QUESTION TAG Steve : So, you can speak with foreigners, can’t you? Alice : By the way, do you like the college? Don’t you? REPETITION Steve : Well , it’s ok. But my business classes are really hard. I I I have to work with spreadsheets and data bases. I really worry about that. And now this class uses a different computer. Steve: Oh. . . no, , but I I I have to study.

Spontaneity RUNS : ONE CLAUSE, ONE PHRASE AT A TIME CONSTRUCTION Alice : Of course you know I always wait for your coming. SMALL RUN Surely, ok, why not? , amazing CHUNKS by the way, how’s life, nice to meet you, how about you? , see you, sounds great, just a little bit, why not? .

VITY CTI INTERA DISCOURSE MARKER Alice : Yeah. . . Mmm. . . Just a little bit. Well, Steve. Tell me about yourself. Alice : Yeah. . . Why not? Hmm… well, Steve. What are you studying? Steve: Yeah. . . I do. The function: to provide a fairly non committal response to what has just been said.

ALITY N O S R E P INTER EXAGGERATION Alice: Hi. . . Steve. How’s life? Nice to meet you here. Steve: Oh… hi Alice. What a surprise! Alice : Well, I take English department. Steve: Wow. . . Amazing ! Steve: Mmm… because I love sport, so I take physical education Alice : Aha. . It’s incredible.

ALITY N O S R E P INTER VAGUE LANGUAGE Steve: Yeah. . . I do. How about you? Do you like the college? Alice : (chuckles)yeah… sort of.

ALITY N O S R E P INTER CHUCKLE Alice : (chuckles)yeah… sort of. Uh. . . Steve, I have an idea to solve your problem. MARKER THAT APPEAL TO THE LISTENER Alice : Of course you know I always wait for your coming. COHERENCE REFERRING EXPRESSION YOU=> YOUR

MACROSTRUCTU RE No Turn 1 2 3 4 5 Adjacency pair Alice Hi. . . Steve Oh… hi Alice How’s life? Steve I’m fine Alice Nice to meet you Steve Nice to meet you too Alice See you tomorrow Steve See you too Alice Bye… bye. Steve Bye… bye.

CONCLUSION After I have improved the conversation, it shows as the followings. it flows better than before It is smoother than before. It is more natural than before It is more sophisticated

Thank You