Language and Interactivity - Essay Example

Language Analysis Name: Institution: Language Analysis Question 1: Mode The primary mode used in the spoken was interactivity. The speaker tried to use a form of text that enables the audience to understand more about him in the new study environment. One of the aspects of interactivity mode is the use of experiential themes about the narrator such as ‘I’ which shows that he was refereeing to the experiences he had undergone individually rather than those of other people. The objective of using this mode is that the narrator had the objective of emphasizing that he was refereeing to himself rather than a different person. Thus, it was possible for the audience to understand that the information provided is about the experiences of the narrator before he went to Melbourne. Another example of a mode of interactivity is the use of the word, is the use of intentionally vague language because the speaker and the audience are in the same environment where the manner interact is determined by the actual observations they can make without necessarily providing a description. An example of an intentionally vague language used in this text is ‘this city’ which has been used by the narrator because he is narrating to an audience in Melbourne who actually know the location where the narration is taking place. Another example of intentionally vague language is the use of the word ‘this comparison’ which is used by the narrator to elaborate to the audience about the similarities between the regions he had visited. Since he had explained to the audience earlier, he assumes that they know about the places and there is no need to mention them repeatedly. Furthermore, interactivity mode of a text has been used by the narrator to provide a supportive feedback to what is being explained. This is aimed at emphasizing that the narrator has facts and experiences in particular information. For instance, the word ‘actually’ is a supportive feedback that emphasizes the source of the scholarship he has received so that the audiences know the main ideas that the narrator wants them to understand. This is because the manner in which the information is presented is to promote interaction with the audience. In addition, interactive mode of text presentation is observed by the use of interpersonal themes such as ‘whenever’ in order to provide the audience with the information about the interests he has in visiting different locations. This ensures the audience interacts with him by paying attention to what he is saying. The digital nature had an effect on the manner in which the text was composed and organized in a number of ways. For instance, digital information must be presented in a manner that a particular message is presented without affecting the available space. In this case, the narrator had to use specific words which ensure all the important information are presented in the message (Bucholtz & Hall 2008). Another impact of digital form on the information presented is that it will prevent the use of discourse markers during interaction because there is no direct interaction between the speaker and the audience. For instance, the narrator cannot use words such as ‘OK, ‘Anyway’, and ‘Yes’, because he is not in a direct interaction with the audience and there is little possibility that the audience may interrupt what is being presented. The intended audience affected the text organization because the narrator had to use words that were commonly used in the location in which the audience were based so that they could understand the intended message. Furthermore, the narrator had to use particular emphasis when describing an event or an activity in order to improve the ability of the audience to understand the actual information presented. When introducing the audience to particular information such as a past activity, the narrator had to use words which provide a better introduction in order to improve their ability to understand. There was also the need to stress particular words and provide clarification based on the estimation of the narrator about the ability of the audience to understand him. For instance, he had to explain his country of origin and the intention of coming to the country because most of the residents did not have such information. Texts of similar nature can be used during English teaching in a number of ways. For instance when teaching the application of adjectives in actual communication, words that can be used include: ‘Sometimes’, ‘beautiful’, and ‘good quality’. The sentences in which these words are used can be used by a teacher of English to elaborate the manner in which these adjectives can be used in actual practice. In addition, the information in the text can be used to teach English learners about proper nouns which are names of specific places, people, and organizations which have to be represented with a first capital letter. Examples of proper nouns used in the text include: Australia, Dubai, Melbourne, and Brakat Al barakati, where the first three are names of places while the last one is a name of a particular person. Question 2: COHERENCE Coherence has been used in the article to improve the understanding of the main information being explained by the narrator to the audience. Coherence of examples has been used in the text for the purpose of providing more understanding of an idea being explained by the narrator. An example of such coherence is the word ‘especially’ which explains Melbourne as the actual location of residence of the narrator when he was in Australia. By use of this word, the audience is made to get the actual information about the place of residence of the narrator thus achieving the coherence objective. In addition, coherence of the text has been achieved by the use of words which provide comparison of the experiences of the narrator. An example of such a form of coherence is the use of the word ‘between’ which provides a comparison of the condition of life of the narrator in Melbourne and the city in which he lived in the United States. Furthermore, coherence the text has been achieved by the use if words which provide additional information to what is being communicated. This has been achieved by the use of a word such as ‘and’ when the narrator explains the people who accompanied him during his visit to Australia. Another form of coherence used in the text is the phrase ‘I am happy’ which illustrates the level of concession of the narrator on the reception of the scholarship which will provide him with the ability to study in a university in Melbourne. The audience, are able to understand the actual feelings and attitudes of the narrator towards the reception of the scholarship as he introduces himself. Furthermore, coherence of a text is achieved by words which show reason for performance of a particular task or an action. In the text, an example of a word that provides coherence of reason is ‘because’ which has been used by the narrator to provide additional information about the factor that contributed to his decision to travel to Australia, that is to attend a university and that there was a high quality education in most universities in the region. In order to improve the coherence of the text, conversational cues have been used to create a bond with the listeners. An example of such a cue is greetings using the words ‘Al SalamAlaikum’ which means: peace be upon you. This makes the audience prepared to listen to the information presented in the text. The communicative styles that improve the coherence of this text are the use of the word ‘I’ while explaining different sections of the text. The act of using this pronoun promotes the tendency of the listeners to get the information provided on the perspectives of the narrator. There is also the coherence of time which explains the time at which a particular event took place, thus making the text more relevant in understanding the order in which events took place. An example of a phrase showing coherence of time is ‘the city I used to live in’ which provides more information about the previous city of residence of the narrator and creating a relationship with the present area of residence. Coherence of the text has also been improved by the use of lexical phrases such as ‘exploring and discovering the country’ which is a phrase that provides additional information about the intentions of the narrator to come to Australia from his country of origin. The purpose of lexical bundles in a text is to express emphasis about particular information by improving the level of exactness to the main objective of the speaker (Bucholtz & Hall 2008). Coherence of the pleasure of the speaker towards his new city of residence has been improved by the use of the phrase ‘beautiful scenes’ that he associates the new city with. The digital nature of this text also has an effect on its coherence because it emphasizes on the use of particular words that can be understood by the readers without seeking clarification since the writer and the audiences are not in the same location. The digital nature of this text also affects the manner in which its coherence is achieved because it prevents the use of certain phrases which can make the text long and increase its overall length that exceeds the expected length (Dehghani, 2001). This type of digital text can be used to teach English in a learning environment by extracting certain words belonging to different forms of coherence to explain the manner in which it is achieved in a text. In order to use the text to teach about coherence of example, words from the text that can be used include: ‘sometimes’, ‘actually’, and ‘This comparison’ which provide an illustration of particular information that the narrator wants to explain to the audience. Question 3: PHONETICS AND PHONOLOGY Transcribed text IælI↗ SalamAlaikum. IðɪsI IɪzI IənI IˈærəbɪkI IˈgritɪŋI IminzI IpisI IbiI IəˈpɔnI IjuI. IɪtsI ImaɪI IˈplɛʒərI ItəˈdeɪI ItəI ItɔkI Iəˈbaʊt↗I IˌmaɪˈsɛlfI .IaɪI IəmI Brakat IælI barakati.Iaɪ↘I IəmI IfrəmI IduˈbaɪI. IaɪI IæmI 38 IjɪrzI IoʊldI. IaɪI Ikʌm↘I IwɪðI ImaɪI IˈfæməliI ,Iənd↗I IˈækʧuəliI IaɪI IhəvI IbɪnI IˈgɪvənI IðɪsI IˈskɑlərˌʃɪpI Ifrəm↗I ImaɪI IˈgʌvərməntI IɪnI IˈɔrdərI ItəI IkənˈtɪnjuI ImaɪI IˈmæstərI IdɪˈgriI Iɪn↘I IˈtisɔlI.IɪnI IfæktI, IaɪI IhəvI IbɪnI IædˈvaɪzdI IbaɪI IwʌnI IəvI ImaɪI IfrɛndzI ItəI IkʌmI ItʊI IɔˈstreɪljəI ,IbɪˈkəzI IɔˈstreɪljəI IprəˈvaɪdzI IəI IgʊdI IˈkwɑlətiI IəvI IˌɛʤəˈkeɪʃənI. IaɪI IʤɔɪndI IlɑI Trobe IˌjunəˈvɜrsətiI IɪnI 2016, IəndI IˈækʧuəliI IaɪI IəmI IˈhæpiI IəndI IˈrɪliI IplizdI ItəI IbiI IwʌnI IɑvI  ii. Syllables and Stresses in the text “Al SalamAlaikum!”  . This is an ↑Arabic gree-ting means peace be upon you. (.) Its’ m:y pleasure↑ today to talk about myself .I am Brakat Al barakati.I a:m from Du(.)bai. I am 38 years old. !I come wi::th my family ,a:nd actually↑ I have been given this scholar@ship fro(.)m my govern-ment (.) in order to continue my master degree in TESOL.In fact!, I have bee-n advised by one of my friends to co:::me to Australia ,be:cause Australia provides a goo-d quality of e:ducation!. I joined La Trobe University in 2016, and a:ctually I am happy and really pleased to be one of↑. iii. Intonation Contours in the text IælI↗ SalamAlaikum. IðɪsI IɪzI IənI IˈærəbɪkI IˈgritɪŋI IminzI IpisI IbiI IəˈpɔnI IjuI. IɪtsI ImaɪI IˈplɛʒərI ItəˈdeɪI ItəI ItɔkI Iəˈbaʊt↗I IˌmaɪˈsɛlfI .IaɪI IəmI Brakat IælI barakati.Iaɪ↘I IəmI IfrəmI IduˈbaɪI. IaɪI IæmI 38 IjɪrzI IoʊldI. IaɪI Ikʌm↘I IwɪðI ImaɪI IˈfæməliI ,Iənd↗I IˈækʧuəliI IaɪI IhəvI IbɪnI IˈgɪvənI IðɪsI IˈskɑlərˌʃɪpI Ifrəm↗I ImaɪI IˈgʌvərməntI IɪnI IˈɔrdərI ItəI IkənˈtɪnjuI ImaɪI IˈmæstərI IdɪˈgriI Iɪn↘I IˈtisɔlI.IɪnI IfæktI, IaɪI IhəvI IbɪnI IædˈvaɪzdI IbaɪI IwʌnI IəvI ImaɪI IfrɛndzI ItəI IkʌmI ItʊI IɔˈstreɪljəI ,IbɪˈkəzI IɔˈstreɪljəI IprəˈvaɪdzI IəI IgʊdI IˈkwɑlətiI IəvI IˌɛʤəˈkeɪʃənI. IaɪI IʤɔɪndI IlɑI Trobe IˌjunəˈvɜrsətiI IɪnI 2016, IəndI IˈækʧuəliI IaɪI IəmI IˈhæpiI IəndI IˈrɪliI IplizdI ItəI IbiI IwʌnI IɑvI  Emphasis, Contrastive, falling tone, rising tone, The intonation of emphasis is aimed at showing greater focus on a particular information of performance of an action (Fromkin, Rodman & Hyams, 2013). It is aimed at enebling the audience the main area of interest of the speaker. In the text selected, intonation of emphasis is illustrated by words such as: This is Arabic’, ‘actually’, ‘good quality’, and ‘really pleased’. The intonation of contrast is that which shows that the speaker has a different opinion from what has been illustrated (Garcia, Velasco & Rijkhoff, 2008). In the selected text, the intonation of contrast used is ‘because’ where it provides a different idea about the reason for visiting Australia which is different from the perception that audience might have. The falling tone is the case where the speaker tries to use little emphasis in expressing the information being communicated (Howard, 2002). In this text, the main area of use of falling tone is the end of the sentence containing the word ‘myself’. iii. Difference between phonetics and phonemics Phonetics is the resulting sounds from a speech produced by humans during speaking, without initial knowledge of the language they speak (Labov, 1972). Phonemics is patterns of sounds, caused by difference in languages, or within a particular language. Phonemics are theoretical while phonetics are descriptive. Furthermore, phonetics constitute the basis on which phonological analysis takes place, while phonemics is the basis on which additional work on syntax, morphology, discourse, and orthography design occurs (Labov, 1997). Another distinction between phonetics and phonemics is that the former involves an analysis of production human sounds irrespective of the language used, while the latter focuses on the analysis of language patterns of a given language by determining the most significant phonetic sounds, and explaining the manner in which these sounds are interpreted by a speaker. Phonetics focus on a discussion of physical attributes of speech sounds, signs, including psychological characteristics, auditory perspectives, and acoustic attributes, while phonemics illustrate abstract grammatical features of sounds and signs (Yule, 2010). Phonetics also involves the analysis of the sounds coming from the mouth, throat, sinus cavities, and lungs, while phonemics involve the analysis of variations in sound in a language that can affect the meaning of an utterance. In the text analyzed, the word ‘Pleasure’ in phonetics can be analyzed in the context of the actual sound produced by the speaker while in phonemics, the analysis is done by analyzing the manner in which it is pronounced such as whether it involves the use of /‘pleƷə(r) /. In phonemics, the emphasis is on pronouncing /s/ as /Ʒ/ rather than pronouncing it as /s/ while in phonetics, there is no restriction to the actual way in which the word /s/ is pronounced. One sound that can be used during teaching of learners of English is the word ‘This’ which is pronounced as /ðis/ where there is more emphasis on the use of the phomeme /ð/ when pronouncing the word /th/. Another word in the text where the word /th/ is pronounced as /ð/ is ‘with’. This is because there is the likelihood that learners can pronounce the word as /ɵ/ as is the case for ‘thumb’ where it takes a different form of pronunciation. During English teaching sessions, there are likelihood that learners may not know when to use the sounds /ð/ or /ɵ/ because they may not have the knowledge of where they are applied. In the teaching of English, learners will be informed about different words where the words /th/ are pronounced as /ð/ as well as a case where they are pronounced as /ɵ/. While teaching students about the pronunciation of these sounds, they will be provided with examples where each case of the pronunciations have been used and be given opportunities to distinguish when they should use /ð/ or /ɵ/ during communication. Question 4. MORPHOLOGICAL ANALYSIS Al SalamAlaikum . This is an Arabic greeting means peace be upon you. Its’ my pleasure today to talk about myself .I am Brakat Al barakati.I am from Dubai. I am 38 years old. I come with my family ,and actually I have been given this scholarship from my government in order to continue my master degree in TESOL.In fact, I have been advised by one of my friends to come to Australia ,because Australia provides a good quality of education. I joined La Trobe University in 2016, and actually I am happy and really pleased to be one of. Inflectional morphemes and Derivational morphemes In the above text, Inflectional morphemes have been used to mark tenses, number, or possession as well as making of comparisons. Some forms of inflectional morphemes used in the text include: s/es plural means, friends, years ed/d past tense joined, pleased, advised s/es (Third person) is, it’s Derivational morphemes are used during making changes to grammatical categories such as the use of ‘-er’ during the transformation of the verb t and noun t (Bucholtz & Hall, 2008). The morpheme ‘-ly’ is used to change the adjective s and adverb s to noun. Other suffixes used during the creation of derivational morphemes include: ‘-ism’, ‘-tion’, ‘-able’, ‘-ment’ and ‘-al’. they also include prefixes such as , un-,in-, and pre-. In the selected text, some of the derivational morphemes used include: -ly: actually, really During teaching of English language to learners, the focus can be on the manner in which words can be transformed using ‘-ism’, ‘-tion’, ‘-able’, ‘-ment’ and ‘-al’, un-,in-, and pre-. This ensures the learners are able to distinguish different words and the rules to be followed when transforming them as well as the areas in which they are applied. For instance, in adjectives ending with ‘-l’, the transformation can be achieved by adding the words ‘-ly’ to make them adverbs. Compound Words: In English communication, words such as nouns and adjectives can be combined to form compound structures in a number of ways. The formation of compound words occurs when two or more words are combined to form a word that has a different meaning (Bucholtz & Hall, 2008). Compound words can be in closed form, hyphenated form, or in open form. In the highlighted text, the compound word used is /master degree/ which is in open form. In the case of a compound word that is in closed form, two words are combined to form a single word. In the text selected, an example of a closed form of a compound word is /myself/ which is composed of the words: ‘my’ and ‘self’. In hyphenated compound word, a hyphen is used to join two words in order to form another word which has a different meaning from the individual words (Dehghani, 2001). There is no example of a hyphenated compound word in the text selected but some commonly used examples are: mother-in-law, six-year-old, six-pack, and over-the-counter. Open compound word: master degree Teaching Strategy for derivational morphemes by adding /-ly/ will be achieved by instructing the learners of English that words can be transformed into adverbs by adding the suffix /-ly/ to any adjective ending with ‘l’. In the text that was analyzed, adverbs were formed by adding /-ly/ to adjectives such as: actual and real. Question 5: WORDS Word Class Example Notes or Brief Explanation Noun Dubai, This is a common noun that represents a place Pronoun I This is a pronoun that represents the speaker without the need to mention his name Adjective good This is an adjective that describes the feelings, and attitude of likeness towards something. Adverb really This is a word that explains the actual feeling of a person or the level of sincerity towards a particular experience or event. Verb talk This is an action word the represents conversation. Preposition to This is a word that creates a spatial or temporal relationship between verbs, adverbs and nouns. In this text, it explained the relationship between the speaker and the new location of residence. Conjunction from A part of speech that creates a link between words, sentences, and phrases. In this case, the selected word provided a connection between the narrator and his country of origin, that is Dubai. Interjection Al SalamAlaikum This is a word used to express emotion. In this case, the interjection was used for the purpose of greeting the audience. Article of determiner an This is a word that indicates the type of preference being made when a noun is used. In this the text, the use of /an/ illustrates the manner of greeting with Arabic origin. An analysis of unfinished word in the text An example of unfinished word in the text is the word: ‘it’s’ which is the sort form of: it is. In this case, an apostrophe takes the place of the missing letter so that when the speaker communicates, there is no need to pronounce two words. This is a rule that is referred to as contraction in actual communication. Teaching strategy for Nouns to learners During teaching of nouns to learners, the learners will be introduced to different types of nouns such as: common nouns that are used to provide general information about people, objects, and living things. They will also be taught about proper nouns that refer to specific names of people, places, specific towns, physical features such as mountains, and specific oceans or water bodies. They will also be taught about collective nouns which represent particular groups of things or people with similar characteristics such as: choir, team, jury, or shaol. Another classification of noun that will be taught is the gerund form of noun. In most cases, gerunds resemble verbs, and there will be the needs to enable the learners distinguish between them and the former. Learners will be taught that verbs become gerunds when they are used at the ends of sentences. Lastly, learners will be taught compound nouns which are forms of nouns composed of two or more words. A number of compound nouns have been formed by the use of hyphens while some do not have hyphens. In the text provided, an example of a compound noun without a hyphen is the word master degree. Question 6: PHRASES Al SalamAlaikum. This is an Arabic greeting means peace be upon you. Its’ my pleasure today to talk about myself .I am Brakat Al barakati.I am from Dubai. I am 38 years old. I come with my family ,and actually I have been given this scholarship from my government in order to continue my master degree in TESOL.In fact, I have been advised by one of my friends to come to Australia,because Australia provides a good quality of education. I joined La Trobe University in 2016, and actually I am happy and really pleased to be one of. Noun Phrases Prepositional Phrases Verb Phrases Auxiliary Phrases Adjectival Phrases From the analysis of the text, the phrase that has been used most repeatedly is the noun phrase. Teaching Strategy about the Noun Phrase According to, Fromkin, Rodman & Hyams (2013), a noun phrase can be described as a group of words composed of a noun and other words such as articles, adjectives, or prepositions that provide more information about it. In the phrase ‘an Arabic’ the components are an article ‘an’, and a noun ‘Arablic’ In the second instance, the noun phrase ‘my pleasure’ is composed of an adjective ‘my’ and a noun ‘pleasure’ which contribute to the provision of additional information to enable understanding of the noun. For instance, it is established that the pleasure is not felt by a different person but me. This is as illustrated below: Noun phrases may be understood in the form of verb subjects or objects, or expressions that provide predicative information and in some cases act as additional information to enable understanding of prepositions (Garcia Velasco & Rijkhoff, 2008). Noun phrases may be embedded inside one another, for instance while in some theories involving grammar, they are used with determiners and analyzed with the assumption that they have determiners rather than the noun as the head, so that they are referred to as determiner phrases. In most cases, noun phrases are assumed to be composed of two words, a noun and a word that provides more information about it. Traditional developments in syntactic unit sizes constitutes word Read More