Paper 3 Section B
Raina is five years old and shows concrete operational and preoperational stages when having a conversation with her mother. Concrete operational means that Raina understands the world through logical thinking and categories. As they keep walking through the countryside Raina and her mother see birds. The mother, and caregiver, first address the word ‘bird’ in categories as saying ‘birds’. Raina understands what the caregiver is saying as she responds and acknowledges the birds. When she acknowledges the bird it creates a mental image in her mind. This shows the preoperational stage as this is when kids understand the world through language and images. Raina shows that she understands the world through mental images as she says, “LOOK(1) theres one”. This shows the reader that understands what a bird looks like as she previously missed the bird her mom pointed out early in the conversation.
The mother uses caretaker language as she uses the simple style of speech used by those who look after infants and small children. Raina's mother guides her in the conversation as there is turn-taking and guidance. Turn-taking is when people wait their turn to speak in a conversation. At times there is interruption but it is normal for the speakers to yield the floor by prolonging a pause. The times there are overlaps in the conversation is is shown in the symbol ‘//’. The mother and Raina interrupt each other, respectfully, when questions are asked or when Raina's mind is somewhere else. For instance, ‘Raina: YES(.) a I (1) he can’t fly can he // Mother: i think he can”. As Raina is asking a question to her mother, the caretaker responds right away which overlaps when Raina was speaking.
Furthermore, the caretaker shows guidance to Raina as the mother asks her questions and tells Raina to look at things around her. Many times the mother points and tells Raina to “LOOK” at certain things such as butterflies and birds. This allows Raina to understand the world with mental images and language. The mother helps her along in the preoperational stage by pointing objects out along with saying the name or describing the object. The child then learns from their caretaker and broadens their language development.
Many intonations are seen throughout the conversation with Raina and her mother. An intonation is the rise and fall of the voice while speaking, which can alter the meaning of a word. In this case intonations are seen at the ends of finished lines from the speaker. The falling or downward intonation is used more commonly throughout the conversation. As the speaker is coming to an end of their utterance they fade out their last word. One example of this is when Raina says, “WHY(downward arrow)(.)WHY(downward arrow).” Raina is upset as she can’t wander off into the field which is shown through the all caps in the word ‘why’. The falling intonation shows the reader that she is complaining or whining by drawing out the word ‘why’ and letting it fade.
In addition, an upward intonation is used in the end and middle of utterances throughout the conversation as well. The upward intonation shows the rise of volume and tone in someone's voice. When the mother or Raina are excited about something the upward arrow is shown in the conversation. For example, the mother says, “...see it(upward arrow)”. This shows that their is emphasis and rise in volume on the word ‘it’ to grad Raina's attention towards the bird.
One thing that changes the way Raina speaks to her mother is conditioning. This is where behavior is changed or modified due to the repeated presence stimulus. Sometimes words of praise change the language from however, in this conversation it is when Raina is told she can’t do something. This changes her language usage and volume when speaking as shown in symbols like all caps or long pauses between words. The upper case letters show an increase in volume. When a person increases their volume they are most likely getting upset at someone as they are considered yelling. For instance when Raina says, “WHY(downward arrow)(.)WHY(downward arrow).”
AO1: You had a detailed understanding of the text and effective references to characteristic features.
ReplyDeleteAO4: What could have made your score a bit higher was references to theorists and their linguistic methods. Other than that you had a clear understanding of linguistic concepts and methods. You also had clear references to a wider study of linguistic issues and concepts.
AO5: You had a clear analysis and selection of language data. You had good examples for each concept and method you brought up in your analysis.
Overall Score: 14/25 marks
AO1: You showed a sophisticated understanding of the text, by understanding the context, meaning, and audience. For example “When she acknowledges the bird it creates a mental image”. There was insightful references to certain characteristic features. For example, “The mother uses caretaker language”. This is worth 4 marks.
ReplyDeleteA04: There is a detailed understanding of linguistic issues, concepts,methods and approaches. For example, “which is shown through the all caps in the word ‘why’.”. And, “she is complaining or whining by drawing out the word ‘why’ and letting it fade.” As well as somewhat effective reference to a wider study of linguistic issues and concepts. For example, “An intonation is…” and “Concrete operational means…”. As well as effective reference to linguistic methods and approaches taken by appropriate theorists. For example, “This shows the preoperational stage…”. I give this 11 marks.
AO5: You provided a detailed selection, analysis of synthesis of language data. You did an exceptional job of choosing short quotes, which fully encompassed the purpose of the text. For example, “she says, “LOOK(1) theres one”, and “Raina to “LOOK” at certain things”. I give this 4 marks.