Language in Use 187-188
This unit is concerned with the way in which our language provides us with
a number of words for expressing judgements that have, built into them, a whole
range of assumptions about the world, of which we often remain unaware. In
this case it focuses upon our terms for praising and showing our disapproval,
and explores how the language provides us with a common stock of evaluative
words and phrases, to which we are likely to attach a very wide range of particular
meanings.
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[1] The aim of this session is to explore the very small number of words
and phrases commonly used to pass judgement upon the things that interest us.
From a very varied list of topics and items such as a sports team, dress fashion,
or current events like the wreck of a tanker or large-scale crisis, drug-taking
or public demonstrations, ask each member of the class to select two or three,
and write a brief comment on their attitude towards them. Select a number of
these, have them read out, and note on the board the key words and phrases which
convey praise or blame. Explore the results in discussion. Points to note include:
(a) the range of words and phrases used by the class
(b) the relationship between these and particular topics-do certain words and
phrases only occur with certain topics?
(c) the range of particular words and phrases-do certain words and phrases occur
with topics as varied as fashion and Vietnam?
(d) the range of meanings intended by the class:
(i) where one word or phrase has many meanings
(ii)where a single meaning (I don't like it, for instance)
is represented by many words and phrases.
[2] For this session, the class need to have a similar body of opinion expressed by pupils at least two years younger than themselves. The work of the session is to explore the differences and similarities between the two sets of opinions, using the points listed in [1] as a guide. The opinion is best collected by volunteers from the class, working in pairs, interviewing a number of younger pupils. Alternatively, the teacher can ask for written opinion from one of his junior classes.
[3] This session uses the same approach
as [2], but this time the new body of opinion must be drawn from adults. Here
the interview approach is necessary. The planning should take into account the
fact that both favourable and unfavourable judgements are wanted. The discussion
should focus upon the differences and similarities between all three sets of
opinion. In particular, the class should look for any words and phrases which
are used in the same way with the same meanings by all three groups. This
work can be extended to consider how teachers comment upon written work and
use evaluative words and phrases in reports. A collection of comments and reports
is used in exactly the same manner as the opinion collected in sessions [1]
to [3]. The focus of any discussion should be upon:
(a) the very wide range of meanings attached to a very
small stock of words and phrases
(b) the vagueness caused by the teacher's uncertainty
as to the purpose of comment and the audience concerned.