So here is the beginning of a whole lot of analysis to do with this topic. The transcript we look at today was actually from 2013 question paper, with the question:
Referring in detail to the transcript and to relevant idea from language study, analyse the language used by children and their caregivers.
This question will always be question one of the exam. Here is the analysed transcript that we went through in class:
Context: Lou is the adult and is an auntie to Ruby. She is looking after her while her Mum is busy. They have just come in from an outing and are in the kitchen. The other names are for the cats.
Lou: shall
we take your jacket off
“shall” is a
modal auxiliary verb and is used as a politeness strategy to get Ruby
to get her coat off, which links back to the context of just coming
in from an outing and using an interrogative sentence to start the
conversation. The pronoun “we” suggest Lou is looking for
collaboration in this task.
Ruby: it's
not a jacket it's a coat
The declarative
statement back from Ruby shows she is trying to correct what Lou is
saying
Lou: oh (.) sorry (.)
shall we take your COAT off then
Emphasised noun
shows Lou reinforcing her language to show she understands Ruby
Ruby: mmm
Non-verbal response
Lou: are you going to
be a bossy
boots all morning
The adjective
“bossy” is added to a pre-modified noun. This can be linked back
to gender as it is normally applied to women due to it being not
expected for women to be bossy as men are normally known as the boss.
It is also alliteration.
Ruby: [nods &
laughs] (3.0) what's
up wiv Felma
Contraction is used
showing for a young age of about 3 – 4 she understands what they
are used for. “Wiv” and “Felma” shows she could be in the
post telegraphic stage and still making colloquial errors as she
struggle with the “th” sounds. She also flouted one of Grices
Maxims as she quickly moves on to the next subject.
Lou: Thelma
[questioning intonation] (1.0) oh (.) she's been a silly
girl (1.0) she's been fighting
Pronounces “th”
in “Thelma” as a way of reinforcing the correct way of saying it.
“silly girl” is another pre-modified noun.”
Ruby: what did it (.)
what what was it (.) em Simba bitted
by a dog
She uses the hedge
“em” as an connective and she uses a lot of simple syntax to
talk. “bitted” shows she added “ed” to an irregular verb.
This can be linked back to what Chomsky’s L.A.D says about being
language being nature and the results of The Wug Test by Jean
Berko-Gleeson.
Lou: Simba
got bitten by a do::g
[questioning intonation] oh
no is he all right
Lou repeats the
sentence back correctly and changes her tone of voice when saying dog
to show she is worried. In this transcript, a lot of interrogative
syntax is used to keep the direct conversation going and to avoid
using imperatives, which can also be linked back to gender and what
Robin Lakoff said about it being a trait of female language and being
co-operative in converstaions.
Ruby: yeh
Lou: yes
Replying with “yes”
so show more polite.
Ruby: he's better now
Lou: is
he better now (.) the vet looked after him [questioning
intonation] (2.0)
Ruby: no we took him to
the bets two times but he's better
She struggles to
pronounce the “v” sound”
Lou: he's better
[questioning intonation] oh that's good (.)
Thelma's getting better
Ruby:
Sim (.) Simba
slept on my
(2.0) Fergal and Simba slept on my bed
There is a bit of
overlapping with conversation and she flouts the maxims again to
change the converstion.
Lou: oh (.) last night
[questioning intonation]
Ruby: yeh
Lou: is there room on
your bed for two pussy cats and you
Connotations of
childish descriptions on animals. For the next few sentences, it
shows that Ruby understands the concept of adjacency pairs and how
conversation structure works. Also, the use of pola questioning that
require simple answers.
Ruby: yes
Lou: is there (.) do
they not get (.) do you not get pushed out of bed every night by two
big pussy cats
Ruby: no
Lou: they're almost as
big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like
some apple juice as well
Ruby: yes
Lou: what would you
like first
Ruby: apple juice
Lou: apple juice (.) a
little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have
glass don't they
Lou: yes (.) big girls
have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma
has glass and cups
Lou: grandma
has glass and cups does she (.) and what do you have at grandma's
(1.0)
Shows that she is
not at her Grandmas house
Ruby: apple
juice and orange
Lou: apple
juice and orange (.) there we go (.) where are you going to
sit to have this (.) do you want to sit at the table
Shows how repetition
is important in conversation to help stimulate Ruby’s language.
Ruby: I'll
sit (.) I want to sit in the room
Lou: oo::
no (.) not with your apple juice
Elongation of the
“oh no” shows Lou is taking to Ruby at her level, showing she is
trying to stimulate Ruby's language.
Ruby: only wiz
my toast (2.0)
Lou: sit here and I'll
move my things out of the way
Ruby: only in (.) only
wiz my toast
Lou: okay (.) there you
go (1.0) can you manage
Lou: Mummy's moved her
bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's
she moved it to
Ruby: (3.0) that (.)
bit [pointing left]
Lou: that bit [laughs]
Ruby: then
the baby's mattress is (.) on that bit [pointing right]
Here is a link to
the context about why is Ruby is being looked after because her mum
is having a baby.
Lou: a::h I see:: (1.0)
so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
Ruby: (2.0) it's coming
after Christmas
Lou: after Christmas
(.) is Father Christmas going to bring it
Ruby: no (.) Mummy's
made it
Lou: [laughs] Mummy's
made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how
she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has
she read the book with you (1.0) or are you getting a book
Ruby: (2.0)
we haven't got a book about the baby we getting a book
Pauses show that
Ruby is thinking before what she is about to say to make sure she
gets it right.
Lou: are you looking
forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0)
I want a girl
Gender
stereotype of a girl wanting a baby sister rather than a brother.
Lou: a girl (2.0)
Ruby: I want to call it
Dora
Lou: [laughs] Dora (.)
after Dora the Explorer
This
shows Lou is up to date in children’s TV and knows what Ruby is
talking about.
Ruby: and when she gets
bigger (.) she (.) she can explorer
[laughs]
Ruby misses out the
indefinite article that shows she still as some thing's to learn
about correct way to form sentences and Lou replies back in the
correct form so that Ruby can learn from her.
Lou: [laughs] when she
gets bigger she can be an explorer
Ruby: no (.) Mum said
when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
Lou: adorable (.)
that's clever isn't it
Total marks for this question is 48 marks and its split up into 3 categories:
AO1 - 24 marks - half the marks are for language analysis and that looking at things like tenses, pre-modification, adjacency pairs, definite and indefinite article, interrogatives/passive syntax, auxiliary verbs ect
AO2 - 16 marks - this look at stages and theories like Chomsky, Skinner, Debroy, Jean Berko-Gleeson, critical acquisition period ect.
AO3 - 8 marks - finally these marks are for context. How the text links back to gender, power technology or adapting language.
Links to real transcript and mark scheme for it:
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