Language in Use 207-208
This unit considers the degree to which what we say is determined by who we
say it to, when and where. The unit explores the connections between the
role a speaker takes tip in a particular situation, and the language which is
necessary for him if he is to participate in it. It focuses upon the way language
varies in order to match any changes in the role the speaker takes up.
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[1] A the class to list the people their parents speak to solely in
their roles as parents. Then ask them to list any other people their parents
might speak to, and what roles they would take up in doing so. A typical list
is likely to include parent/ brother/ son/ son-in-law/ grandson/ householder/
neighbour/ foreman/ customer/ drinking partner. Explore, in discussion, whether
people need to change their way of speaking when they take up different roles.
Consider likely pairs of situations in which an individual would have to use
different ways of speaking. Divide the class into groups and ask each to prepare
a pair of sketches which will show the difference. The following examples suggest
the kind of situation required:
(a) parent saying 'no' to
(son/daughter
(neighbour
(employee
(another pupil
(b) teacher describing a pupil's actions to
(headmaster
(parent
(workmate's wife
(c) employee explaining accident to
(foreman
(manager
[2] The aim of this session is to explore what happens when someone
comes into a situation where talk is already going on. The typical example is
provided by the relative who enters the room where parents and children are
talking, or the class-mate who joins a group of close friends. Divide the
class into groups and ask each to prepare a suitable brief sketch to illustrate
what they think would happen in such a situation. The sketches should be presented
to the class and, in discussion, focus upon
(a) how appropriately they take account of the new arrival
(b) what kinds of change are thought appropriate
(c) whether these involve both content and manner
(d) what the language chosen says about the closeness, or otherwise, of relationships
presented in the sketches.
[3] The aim of this session is to use the understanding so far developed
in the unit to explore the whole idea of 'being natural'. Ask the class
to think of all those occasions when they have felt adults were not 'behaving
naturally'. Include examples from what has been seen on television. Build up
on the board a picture of what the class understand by 'being natural' and 'not
being natural'. Then ask them to consider
(a) what roles were involved: who was talking to whom about what in what circumstances?
(b) what elements in the ways of speaking chosen led the class to judge behaviour
'not natural'?
(c) what way of speaking in those circumstances would strike them as 'natural'?
The class should come to see that what is 'natural' is a function of the total situation, and not something independent of whom one is talking to, when, where, and about what.
[4] The work of [3] can be carried further b), considering what happens when one is forced to take up a role that one does not want to take up. Using the groups from [2] ask each one to prepare a sketch in which the central figure has to play a part unwillingly. Suitable examples would include: taking up a position of authority over contemporaries; not expressing true feelings about family friends for the sake of one's parents; being the fourth in a foursome for the sake of a friend. The sketches should be presented to the class and the discussion centre round the questions set out in session [2].