Language in Use 21-22

The relationship between words and actions is a central problem in our use of language.  The aim of this unit is to show how the description of the sequence of events involved in even a simple homely task like tying. - a shoe-lace can put a great strain upon an individual's command of the language, because language in itself is not well-fitted to descriptions of this kind.

[1] This session requires the class to write an account of a simple everyday task in such a way that someone in the class will be able to carry it out just by following the account.  The class then need to observe at least three or four attempts to perform the task, each using a different account of it, before proceeding to discuss the results. Points to look for include:
(a) what is left out of an account and how this affects the performance of the task
(b) what causes trouble, because the writers have not been sufficiently explicit
(c) what kinds of action are particularly difficult to describe in words, or need a great many words to make clear
    what should be going on.

[2] In this session, the class proceed to examine a more complicated sequence. Working in small groups, the class should write up the directions for playing a game, like hopscotch, or performing a sequence in P.E., like vaulting, or a stage in the construction of a model. Circulate the directions and ask each group to assess whether or not it could carry out what is being described, and, if not, what seems to be the difficulty in doing so.

[3] This session requires a collection of passages from books in use in the school which contain an account of a task which pupils have to understand from the text alone. Its aim is to apply insight gained from their own work in [1] and [2] to typical descriptive passages which occur in their day-to-day reading.  The class should examine the passage to see how far the writers have succeeded in making the sequence of actions clear to a reader and where they have failed. In particular, they should look for examples of points (b) and (c) in session [1].  Good sources for the passages needed in [3] are geography and history book accounts of mechanical or industrial processes; accounts of animal movement; and descriptions of complex physical and chemical.  The special case of experiment and practical work in curriculum subjects is examined in G 10.  Related topics are explored in A7, 8, 10.

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