Language in Use 75-76
This unit is concerned with accents and the social judgements we are accustomed
to make about them. Its aim is to show that these judgements derive from
what we learn about our society as we grow up in it and have little to do with
the intrinsic nature of speech itself. A wide range of recorded examples
of spoken English is available on a record published by BBC Radio Enterprises,
catalogue reference RESR 28M. This can be obtained from record retailers or
direct from BBC Records, London SE99.
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[1] The aim of this session is to get the class to make their own response to accent explicit. Play one band at a time, and after each ask the class to put down their immediate response to it. If the class need some guide lines, suggest that they consider where the speaker might come from, what part of society he might belong to, and whether or not they like the sound of his voice. In addition, ask them to make a note of any words and phrases that they do not understand. This will be used for session [3]. In discussion, build up on the board a picture of the class's response. Then play the record again and ask them to reconsider where they think the speakers come from.
[2] In this session, the aim is to examine our habit of judging an individual's
personal and social history merely by listening to the way he speaks. Play the
record a third time and ask the class to write down for each speaker their answers
to three questions:
(a) what education did he have?
(b) what level of society does he belong to?
(c) how much does he earn?
Tell them that in the following discussion they will have to refer to particular pronunciations, or use of words and phrases to back up their answers. Circulate the answers and in discussion explore the similarities and differences of attitude that they reveal.
[3] The focus of this session is upon any difficulties of understanding
that the class may have had with the xamples/ Play them once more. The class
should have in front of them the list of words and phrases not understood, that
they made when they first listened. Ask them to mark any items that remain unintelligible.
'In discussion, build up on the board 'a list of what words and phrases remain
inaccessible and why.
Points to consider include:
(a) whether or not the words and phrases belong to areas of experience unavailable
to the class
(b) whether or not they are regional in origin
(c) how far their pronunciation is responsible for their not being understood.
The discussion should then move on to consider whether a similar problem would be created for others by any words and phrases commonly used by the class.