Investigate and analyse how spoken language is adapted by a teacher

The public expect that there will be arguments in the classroom. We also expect that there will be slang used by the students. Next, we expect that there will be fillers used by both students and teachers, and compliments used by teachers. Older members of the public may expect strict behaviour in the classroom. They may also expect shouting and no sympathy from the teachers. They may expect this because the teachers when they went to school may have done those things. In the transcript a directive is used by the teacher. For example: “Sit down please” and “hurry up”

These directives have been used to get the classes attention and control the students so the teacher can start the lesson. This gives the effect to the students that the teacher is in charge. The word ‘please’ may have been used because the teacher may want to show respect to the students so the students so they show respect back to her. A ‘list of three’ also known as ‘tripling’ had been used by the teacher. For example: “Super, okay, excellent”. This language feature has been used to add emphasis to her point of which is to congratulate the class on finishing the task.

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The effect this gives on the class could be that the class is feeling happy of themselves as they have received a compliment. This also could make students think that the teacher is nice because she has given them a compliment. The teacher uses hedge when replying to a question in the transcript. For example: “They can be good or bad, were not judging jobs. ” The teacher has used the hedge ‘can’ to soften the harshness of the reply instead of being straightforward.

The students still finds the reply very harsh and is annoyed. To show the students frustration he replies “I’m just saying it… nit” in a very explicit and upfront tone. The use of hedge was not very affective as the student still got frustrated. Near the end of the transcript turn taking occurs. For example: “Pupil: maths / Teacher: maths, okay” This turn taking is used to show that they both value each other’s opinion. This makes both of the people feel interested as they want to know the other persons opinion. This also makes them feel happy as the other person wants to know their opinion. This has been used in a particular situation to show heavy interest.

In conclusion teachers use a list of three, directives, turn taking and hedge to add emphasis to their point and make the listener think and feel how they want them to. My expectations of how spoken language is adapted by teachers have been partially met. Firstly, one of my expectations was that there would be arguments in the classroom. This expectation has not been met in the transcript and there was no talking back or rude behaviour. Another expectation of mine was that there will be a heavy use of slang by the students. This expectation has also not been met in the transcript.

In the quote “why you lyin for” the ‘g’ has been left of the word ‘lying’. This is slang, but there is only one instance of it. Thirdly, I expected fillers to be used by both teachers and pupils; this hasn’t been met as there is no evidence of this in the transcript. Finally I expected compliments to be used in the classroom. This expectation was correct. The teacher compliments the class in this quote “Super, okay, excellent”. This is also a list of three as there are three things that link together. Overall teachers and students use different language features to make the listener think and feel how they want them to.