The English Language is in Use by Adults and Children - Essay Example

? Introduction From a previous study, there has been an observation that there have been changes to English language as well as diversification over the years. There is the spreading of English language from its original geographical location to the rest of the world thus becoming a widely spoken language. In this study, there will be analysis of linguistics as well as the interpretation of this linguistics (Bolton 2012, 38-47). Conducting a conversation in English Speech and writing by English users In reference to Barbara Mayor, people give a meaning in terms of spoken English through nonverbal expressions that include facial expressions and gestures. These expressions may also include tone variation. Hence people do not just speak in English; rather, they may use these facial antics. Daniel Allington points out that there is an emphasis in use of institutional, social, physical, interpersonal and cultural context when people are talking. Through this, there is an effect on how one interprets the meaning of the interaction. Interactive talks reveal how language in use every day reflects as well as influencing identities and relationships of the user. These factors lead to many actions that involve the use of English language all over the world. For people to control and organise their language flow, there is the use of poetic and rhetorical features when speak. This ensures that there is the infusion of human communication. In speech and writing, there are sounds and marks that make the words recognisable. Speech experiencing in regard to old people includes face to face expressions as well as screens, telephone, books and screens. In regard to the preservation of one’s own self during a conversation there is consideration of the facial expressions in use including gestures. This may also include tone variation, which is, a vital aspect in ensuring that a person’s tone maintains it originality. In the conversation between Yael, Etham and Nahla there is no clarity in the words hence not easy to interpret what they mean. As a result, of preservation of each other’s own self’s; they are able to converse with each other. In the conversation, there is evidence of tone variation; there is word compression as well as word borrowing where the subjects use words that they consider, English though, they are not (Hewings, 2012. P.23-27). In the context of language use, the term appropriateness indicates the necessity of the language when conversing. For one to ensure that there is the appropriateness in the language, one should consider the people who they are conversing with, the situation that leads to the conversation as well as the media of conversation. Appropriateness is different from correctness because the former indicates how able is it to use a certain language, while the later indicates whether the language in use is acceptable. In the use of English, there is creativity each day. There is creativity and play in the use of English while speaking and writing. Through the use of these phenomena’s, there is persuasion to an audience in making a point and in the conceding of a point. In human communication, there is the infusion of rhetorical and poetic characteristics. This is in reference to the conversation between Yael, Etham and Nahla where they use persuasion. This is when Yael asks Ethan, “What are doing.” This ensures there is creativity in conversing in English (Matthews, 2010, p. 34-36). In making an English conversation, there is consideration of digital English and material English, as the technology advances, the wording changes. In making a conversation, there should be an opening and a closing statement to ensure that the conversation has no fragments. Through it, there is a distinction between the linguistics utterances and the action of uttering it. The utterances help perform many social functions. Most opening and closing utterances are effective in a telephone conversation where the subjects use English language to converse. For an effective conversation, transcriptions are necessary in the conversation. In the second extract, there are symbols that represent the breathing of the speaker, the vocal pitch, as well as transcribe gestures. A pleasant conversation involves turning taking where conversation may lack scripts but due to turn taking when conversing, the wording comes out as required. In the conversation, in the first extract, there is turn taking, thus, though, the language being hard to understand, a reader can easily make out that there is a conversation going on between the three. In a conversation, there should be politeness and meaning which is interpersonal (North, 2012. P.67-70). Conversation in children It is notable that children regardless of whether they are bilingual or monolingual are able to learn English hence able to read and write. Children are able to develop their speaking skills because when people around them talk, they are able to get the dialogue somehow. This is in regard to the use of al languages where people converse considering what other people talk about. This implies that children learn what people speak by listening. This is where they anticipate what a person is about to say thus able to capture what the person meant this leads to a massive amount of sharing experiences. When making conversations with children, it is notable that, there are few adjacency pairs which receive response. This can be seen in the conversation where Yael says, “What are you doing? What are doing?” this statement requires an immediate answer from Etham but there is the answer, rather Etham says, “the lion let de ball get=.” This implies that, in conversations involving children, there are no adjacency pairs in their conversations. This aspect of conversing continues until the child has gotten enough lessons in regard to making a conversation in English. The improvement in English speaking improves when the children receive English lessons in school, as well as, in their social lives where they hear people converse, and hence being able to learn from their conversations. It is notable that children become proficient English speakers from institutional interactions, rather than from free conversation, where they learn from school lessons as learning from other English speakers who they interact with. As children grow, they are able to organise and control how they converse so as to maintain coherence and flow. This is when in the conversation, Nahla tells Etham, “No have not finish dis xxxx.” (Seargeant, 2012. P. 45-47). In another perspective, children learn from adults when adults "baby talk" to the children. There is an intention of letting the children learn and be able to converse in English. Some adults see this as detrimental and uncalled for saying that it is interfering with children’s development. This makes the children grip with the world as well as the actual language without the help of adults. The process of teaching children helps them converse easily in English is development questioning and thus the process leads to child-led speech. According to Diana Eades, children’s ability to speak fluently in English gets much influence from cultural beliefs hence as seen, as children develop their English, and as a result of their culture, they develop an accent hence explaining why most adults have an accent when speaking in English. From the reading of Janet Maybins, it can be seen that old people interact with children in various ways, which depend, on the social identity, as well as, background. Children are able to learn if the exercise of teaching them on conversing is not exhaustive. Children develop their speaking capabilities by watching clips that are educative, in the modern world statistics indicate that 74% of the English speaking children of fifteen years were able to do so by frequently watching clips especially cartoon programs that are appealing to children. Social interactions make up the greatest percentage of the way children learn how to converse in English fluently (Smith, 2012. P. 197-234). Conclusion English language is in use, in most parts of the world the language is in use by both adults, and children. Children are able to learn the language from their young days through interactions with other English speakers. From the study, adults play a significant role in ensuring that children are able to converse fluently in English. Over the years, study shows that English language has undergone diversification due to overuse by people thus there have been insertion of new words, as well as, deletion of some terms. As children grow, they are able to develop their eloquence in the use of English due to experience as well as getting education. From the conversation between Yael, Nahla and Etham, it is conclusive to highlight that there is little language development due to the various factors that are in the reading including redundancy in learning English, lack of education due to cultural grounds as seen in most cultures. Thus in the extract, there is misuse of grammar and much borrowing which is due to accent of the mother language. There are incomplete sentences due to lack of words. This is may be because the children are still young or they have not gotten the right education in English. The children can improve their English through frequent practise (U214, DVD 1, Clip 3.1 ‘English in the wolrd’) References Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Top of Form Bottom of Form Bolton, K. (2012). ‘English in China after the revolution (1949–present)’ in Seargeant, P. and Swann, J. English in the World: History, Diversity, Change. Abingdon, Routledge/Milton Keynes: The Open University, pp. 38-47. Hewings, A. and Tagg, C. (2012). ThePoliticsofEnglish:Conflict, Competition, Coexistence, Abingdon. Routledge/Milton Keynes: The Open University. Matthews, D. J. (2010). What Cats Can Teach Us. London: Penguin press. North, S. (2012). English: A Linguistic Toolkit. Milton Keynes: The Open University. Open University. (2012). U214 Worlds of English Study Guide 1: English in the World, Milton Keynes, The Open University. Open University. (2012). U214 Worlds of English, ‘DVD 1: English in the World’, Milton Keynes. The Open University. Seargeant, P. and Swann, J. (2012). English in the World: History, Diversity, Change, Abingdon. Routledge/Milton Keynes: The Open University. Smith, J. (2012). ‘English and Englishes’ in Seargeant, P. and Swann, J. English in the World: History, Diversity, Change. Abingdon: Routledge/Milton Keynes, The Open University, pp. 197-230. Read More