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Analysing Language: Steve Darn, Izmir University of Economics, Turkey

The document discusses analyzing language as part of teaching new structures and vocabulary. It provides a five-part framework for analyzing language: form, phonology, function, meaning, and register/appropriacy. For each part, it describes key elements to consider, such as parts of speech, pronunciation, potential usage, exceptions to rules, and how social context impacts language choice. The analysis then guides decisions around how to effectively present and check understanding of the new language.

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84 views3 pages

Analysing Language: Steve Darn, Izmir University of Economics, Turkey

The document discusses analyzing language as part of teaching new structures and vocabulary. It provides a five-part framework for analyzing language: form, phonology, function, meaning, and register/appropriacy. For each part, it describes key elements to consider, such as parts of speech, pronunciation, potential usage, exceptions to rules, and how social context impacts language choice. The analysis then guides decisions around how to effectively present and check understanding of the new language.

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http://www.teachingenglish.org.uk/think/methodology/analysing.

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Analysing Language
Steve Darn, Izmir University of Economics, Turkey

In a previous article, I emphasised the importance of checking understanding in the process of


teaching new structures and lexis, particularly through the use of concept questions. Checking
understanding generally follows the isolation of new language which has been presented in context,
analysed and fully explained. It is this analysis and explanation stage which is the focus here.

• A framework for analysis


• Form and phonology
• Function and meaning
• Register and appropriacy
• Post analysis

A framework for analysis


The teacher may present language inductively through a text, a situation, through a task, or simply asks
learners to 'notice' lexis. Alternatively a deductive approach may be used whereby the learners are
given the rules and asked to apply them in using the language. In either case the learners need to fully
understand the language before they begin to practise it in guided activities, or produce it together with
other 'known' language. Teachers also need a framework within which to analyse language for planning
purposes. Five aspects of the language need to be considered:

• Form - the arrangement of the language, any rules which govern it, and any special difficulties
which it presents.
• Phonology - sounds, word stress, features of connected speech, sentence stress, intonation
and rhythm, all of which help learners understand spoken English and make their own speech
more natural, comprehensible and meaningful.
• Function - the purpose(s) for which the language is to be used and the contexts in which it is
used, by whom and in which situations.
• Meaning - the message that the speaker intends to convey, which may vary according to the
context, particularly if a structure can be used to perform more than one function.
• Register and appropriacy - when and with whom it is appropriate to use the language

You can use this form when preparing your lessons to ensure that you thoroughly analyse the language
items

Form and phonology


There has been a recent revival in paying attention to form. Research suggests that a lack of focus on
form may lead to fossilised errors, while the consideration of lexical items and 'chunks' has led to a
consciousness-raising approach to form, involving noticing language presented in context, and not
necessarily associated with practice.

Whether presenting language traditionally or using a consciousness-raising approach, and whether the
language is being presented for the first time or for revision, the following should be considered:

• Part(s) of speech. Lexis is often made up of more than one component. Multi-word verbs, for
example, may comprise a verb, a preposition and a particle (get on with). There may be
important collocations.
• Spelling (note differences between UK and US spellings)
• Regularity / irregularity (past tense verbs).
• Word order and structures which follow (transitive verbs, verb plus infinitive or gerund)
• Pronunciation (contractions, question forms, tag questions)
• The written form and the spoken form. It is now recognised that there is a 'written grammar'
and a 'spoken grammar', involving significant differences in some language, particularly
functional items. Both forms need to be considered, and conventional rules reconsidered. (He
said it was his birthday the following day / he says it's his birthday tomorrow).
• The concept. Is the concept clear and concrete, or vague and abstract? Is the concept the
same in the mother tongue, and is the language used to express it similar? Sometimes it is
necessary to teach the concept before looking at the language (the present perfect).
• Potential problems. There may be complexities of form (I should have had my hair cut),
pronunciation (depending on the learners' first language), or confusion of form and meaning
between similar structures (didn't need to/needn't have, be used to/get used to). There may
also be confusion caused by similarities with items in the mother tongue (false friends).

Function and meaning


The fact that there is not a one-to-one match between form and function is the main reason for
presenting language in context. On the one hand, a function (such as comparing, inviting, asking for
permission) may be expressed by a number of different structures, as in these suggestions:

Why don't we watch a film?


Let's watch a film
Shall we watch a film?
We could watch a film

On the other hand, a structure my have a number of different functions;

I can play tennis (ability)


Can I open the window? (asking for permission)
Can you pass the salt? (request)

The form-function relationship is further complicated by meaning, which can only be deduced from
context. In isolation, the question 'Do you play cards?' could either mean 'Can you play cards?', or
'Would you like a game of cards?' depending on the situation.

Finally, careful consideration should be given to rules which govern form in relation to use and meaning.
There are often exceptions to rules, but rules are also often over-generalised and may be misleading. A
balance needs to be achieved between generalisation and complexity, bearing in mind level and
context.

Register and appropriacy


Particularly in the case of functional language, the analysis of target items also involves analysis of the
situation and relationship between speakers (appropriacy) which in turn may govern the choice of
language according to level of formality (register). This form of analysis involves three main factors:

• Setting (place and time)


• Participants and relationship
• Speaker's intention (function)

Again, it is possible to look at a single item (in this case 'would' expressing different functions:

Would you like another drink? (social situation, offer)


I'd get the green one if I were you (shopping, friends, advice)
Granny would always tell us bedtime stories (family, past habits/nostalgia)
Would you by any chance be available next week? (work, making an appointment)

Alternatively, there may be several structures or variations on a structure used to express the same
function, the choice of register being governed by social distance.

Is it OK if I open the window?


Can I open the window?
Could I open the window, please?
Would you mind if I opened the window?
Probably the most useful underlying concept here is that of 'social distance', i.e. the further apart the
speakers are socially, the higher the required level of formality.

Post analysis
Analysing language is the first step for the teacher in the process of presentation. The analysis of the
target language will then guide decisions made about other aspects of presentation:

• The approach - inductive or deductive, and how much can be elicited. A test-teach-test
approach may be appropriate at higher levels where there may be partial knowledge of a
structure, for revision purposes. The teacher may wish to compare and / or contrast structures,
or may merely want students to 'notice' new language.
• How much to present - a single structure, a number of structures for one function, a number
of functions of one form. Questions and responses in functional / situational dialogues. Level is
important here.
• The context - through visuals, mime, realia or brief anecdotes, through a text, through a
dialogue, or through a task.
• Checking understanding - concept questions and time lines where appropriate.
• Drilling the target language - what kind of drills to use, and how much is necessary.
• Explanation of form and visual highlighting - what to put on the board.

This article published: 24th August, 2006

Further Reading

Rosemary Aitken - Teaching Tenses (revised edition), ELB 2002.


Gower, Phillips and Walter -Teaching Practice Handbook, Heinemann 1995.
Scott Thornbury - How to Teach Grammar, Longman 1999.
George Yule - Analysing English Grammar, OUP 1998.

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