SPOKEN LANGUAGE ANALYSIS

1. SPOKEN LANGUAGE ANALYSIS DINA NOVITA WIJAYANTI 2003512008 ROMBEL 1

2. INTERPERSONAL CONVERSATION Source : Dynamic textbook page 64 Publisher : AMECC 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. Alice : Soccer? that’s great. I love soccer. And what are you studying? Steve : Physical education. I love sports. Alice : Do you live with friends? Steve : Uh, no, I don’t . I live alone. Alice : Do you like the 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. And 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.

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

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

5. 1.SPONTANEITY You don’t think when you speak, you do something , make mistake (repetitions ) etc.

8. 1. Filled pause Steve : Well, let’s see. I am a student here at the college. Uh. . . I play soccer 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= -

9. 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

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

11. 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.

12. The speakers interact by taking turn to speak, keeping silent when others are speaking by giving question and answer. QUESTION 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. ANSWER QUESTION Alice : Do you live with friends? Steve : Uh, no, I don’t . I live alone. ANSWER

13. 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 : Well, Steve. Tell me about yourself. b) Steve : Well, let’s see. c) Steve : Well, it’s OK d) Alice : Oh come on The function: to provide a fairly non committal response to what has just been said.

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

15. 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

17. 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 how he / she is going to say , or has just said , is connected to what went before or what is coming up.

18. 3. INTERPERSONALITY

21. 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).

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

23. EXAGGERATION Example : He is a computer whiz. Common language: He is anexpertof 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.

24. 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

25. 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.

26. 4. COHERENCE The speakers cooperate to ensure that what they say is relevant to what has been said before and to the overall purpose.

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

30. 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 I love soccer. And what are you studying ? it’s OK. But my business classes are really hard . I really worry about that. And now this class uses a different computer.

31. 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)

32. Distraction Alice : Do you live with friends? Steve : Uh, no I don’t . I live alone. • It 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.

33. 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 soccerfor the college ,too. • Alice : Soccer? That’s great. I love soccer. • The repetition of the word “ soccer” is important related to relevance in order to maintain the topic.

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

35. 6. NEGOTIATION Interpersonal negotiation Feeling / mood Alice : Do you like the 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. And 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.

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

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

38. 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.

39. 7. MACROSRUCTURE

40. SPEECH FUNCTION

43. 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. • 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)

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

45. CONCLUSION

48. Aspects for Improving

50. 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.