Language Variation in Professional Discourse
MODULE
TITLE
EB4006
20
MODULE
CREDIT
CODE
VALUE
Semester 2 on campus
MODULE
DELIVERY
Chris Jones
MODULE
TUTOR
May 2008
DATE
APPROVED
DEPARTMENT LIS
PARTNER
INSTITUTION
RELATIONSHIP WITH OTHER MODULES
CoPrerequisites
requisites
VERSION
NUMBER
n/a
Excluded
Combinations
MODULE AIMS







To familiarise students with interpersonal and transactional genres of spoken language in
workplace communication
To help students develop the analytical skills needed for the analysis of spoken language
in workplace communication
To enhance students’ knowledge and awareness of contextual variation in features of
spoken discourse such as style, genre, register.
To enhance students’ knowledge and awareness of spoken grammar and vocabulary in
workplace communication and how this differs from written workplace communication
To enhance students’ knowledge of the inter-relation between language choices speakers
make, culture and context
To enhance students’ knowledge of creativity in spoken workplace communication
To develop students’ speaking skills in spoken workplace interaction
MODULE CONTENT
This module raises students’ awareness of the role of spoken language in workplace
communication and how spoken language choices are dependent on genre, context and
culture. It also examines the features of spoken grammar and vocabulary and how these differ
from those employed in written communication and the role of creativity in spoken workplace
communication. The module reviews discourse and genre analysis tools for the analysis and
evaluation of spoken texts used in workplace communication.
Specific topics will include:
 The tools of discourse and genre analysis and their application in analysis and
evaluation of spoken texts used in workplace communication
 Variation in spoken discourse, genre and register according to various dimensions of
context.
 Analysing differences between spoken and written workplace communication
 Using spoken language to manage oral workplace communication of both a
transactional and interpersonal nature
 Interpreting spoken texts in English.
 Speaking in interpersonal/transactional workplace contexts
2
LEARNING OUTCOMES
On successful completion of this module a student will be able to:
1.
Demonstrate their knowledge and awareness of the relationship between spoken
discourse, context, genre and spoken language in relation to the observation and
analysis of spoken English used in workplace communication.
2.
3.
Apply the tools of discourse and genre analysis in the production and evaluation of a
variety of interpersonal and transactional spoken texts.
Evaluate and assess the grammatical/lexical differences between spoken and written
workplace communication in frequently occurring genres of speech and develop their
own production of speech in relation to interpersonal and transactional workplace
communication.
TEACHING AND LEARNING STRATEGY
The approach to teaching and learning reflects the module aims in that seminars entail a mix
of tutor-led input and practical workshop activities, in which students apply discourse theory
and analytical tools to authentic and quasi-authentic corporate texts and contexts. In addition
to face-to-face contact, students will be supported in directed and self-directed learning by a
variety of supplementary learning activities and materials. Students will be encouraged to
fulfil the learning outcomes of the module through observation, analysis and evaluation of
corporate contexts in which they participate in their work or everyday lives.
INDICATIVE ASSESSMENT
Deadlines for assessments will be set by the module tutor and will fall within the semester.
Students will be required to produce one piece of work:
No. of
Assign
ments
Assessment
Weight
-ing %
Type/Duration/
Wordcount (indicative only)
Learning
Outcomes
being
assessed
1
Text analysis
100%
A commentary on a given transcript of
spoken workplace communication. Students
should give a turn by turn commentary and
discuss the lexico-grammatical features, how
these relate to the genre and context and how
they differs from an equivalent written text
L.O.- 1 ,2,3
MODULE PASS REQUIREMENTS
Students must score an overall mark of 40% to successfully complete this module.
BIBLIOGRAPHY AND LEARNING SUPPORT MATERIAL
Core reading
Bhatia, V. (1993) Analysing Genre: Language Use in Professional Settings. London:
Longman.
Carter, R. (2004). Language and Creativity: The Art of Common Talk. London: Routledge
Carter, R., McCarthy, M. (1997). Exploring Spoken English. Cambridge: Cambridge
Univeristy Press.
McCarthy, M. and Carter, R. (1995). Spoken Grammar: What is it and how can we teach it?
ELT Journal 49(3), 207-218.
Koester, A. (2000). The Language of Work. London: Routledge.
Additional reading
Cameron, D. (2001) Working With Spoken Discourse. London: Sage Publications Inc.
Cameron, D. (2000) Good to Talk? Living and working in a communication culture. London:
Sage Publications Inc
Carter, R., & McCarthy, M. (2006). Cambridge Grammar of English. Cambridge: Cambridge
University Press.
Carter, R., & McCarthy, M. (1995).Grammar and the Spoken Language. Applied Linguistics
Vol 16. No.2:141-158.
Coupland,J (Ed.) (2000). Small talk. Cambridge: Cambridge University Press.
Drew, P., & Heritage, J. (Eds.) (1992). Talk at Work. Cambridge: Cambridge University
Press
Leech, G. (2000). Grammars of Spoken English: New Outcomes of Corpus - Oriented
Research. Language Learning 50:4, 675-724.
Swales, J M (1990). Genre Analysis. Cambridge: Cambridge University Press.
Thornbury, S., & Slade, D. (2006). Conversation: From Description to Pedagogy.
Cambridge: Cambridge University Press.