Language in Use 81
This unit is concerned with a familiar property of language, the possibility
of leaving the true meaning of what is said implicit. Its aim is to show
how this is done in speech and what problems arise when implications have to
be conveyed in writing.
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[1] In this session, the class work in groups. Each group prepares a
short sketch in which one or other of the characters reveals his true feelings
without actually stating them in so many words. Suitable examples include
accepting an unwanted invitation, apologising for something you have not done,
being polite to an adult you dislike. The sketches should be presented and the
discussion focused upon such points as:
(a) the part played by anything that is not verbal in conveying the speaker's
true feelings
(b) the particular note or tone of voice
(c) any words and phrases which seem to qualify what else is said.
[2] In this session, the class should work in the same groups. Each
group takes its sketch and each member of it produces a letter which has to
convey the same information with the same implications. Circulate the results
and in discussion explore what happens when (a) and (b) of the points listed
in session [1] are not available. Points to consider include:
(a) what takes the place. of non-verbal elements?
(b) how can one build in a 'tone of voice'?
(c) what words and phrases are available for indicating that what Is said is
not all that is meant?
(d) what part is played by omissions?
[3] In this session, the class should take their exploration further by discussing ways in which playwrights and novelists overcome the limitations of the writing system by such methods as long stage directions (cp Sliaw) or visual cues for characterisation (cp Dickens).
Related work will be found in H 10.