Language in Use 49-50
Intuitively, we all possess strong notions about the appropriateness of a particular degree of formality for a particular occasion. These notions we derive from our own experience and observation as users of the language. Problems arise when a speaker is put in a situation which is outside his accustomed range of experience. The aim of this unit is to get the class to focus upon some of the factors which determine our choice of a way of speaking for a particular situation.
[1] The aim of this session is to get the class to present their own
view of what style they think is appropriate for a number of contrasted situations,
as when they greet close friends or adult strangers. Offer the class a selection
of situations such as those listed below. Divide them into groups, and ask each
group to take one of the situations and devise a sketch to show the way of speaking
each person would be likely to use.
Suitable situations include:
(a) making a reasonable request
(b) dismissing an unworkable suggestion
(c) saying 'yes' to an adult when you mean 'no'
(d) telling a superior that he is wrong
(e) telling a friend that you are dating his girl
(f) telling a member of your team that he has been dropped
[2] The sketches should be presented to the whole class and the aim of the subsequent discussion is to build up on the board a picture of what factors the class believe most important in determining their choice of a way of speaking for a particular situation. Points to note for each sketch include: (a) what is the nature of the relationship exhibited? (b) how formal a way of speaking has been used? (c~ is the same degree of formality observed by both participants? (d) what words and phrases are immediate clues to the degree of formality chosen?
[3] In this session the aim is to consider the whole question of formality in relation to our choice of a way of speaking by looking at inappropriately formal and informal ways of speaking. Working in the same groups as for [2], ask the class to rewrite their sketches so that the language is either inappropriately formal or informal.
[4] The sketches should be presented to the whole class, and again the
discussion should focus on the questions listed in [2]. In addition, the class
should consider:
(a) what are the effects of an inappropriate degree of formality upon both participants?
(b) what kinds of words and phrases most immediately indicate this inappropriateness?