1. English Pathways
Language Study

2. Language Study Contexts:
It is the study of the language in action, its purpose, and audience
Contexts:
• workplace or training
• virtual social networking
• volunteering
• a community of interest
• recreational
• educational
• cultural.

3. The Task English pathways material\Language Study - Task.pdf
Tsk can be found on SACE website

4. Form:
predominantly written, incorporating appropriate visual elements such as tables or images OR
produced and presented in a multimodal form.
This piece could be structured in various ways. You should include:
an introduction which describes the context of the interaction
a description of the purpose and audience of the interaction
a description and analysis of the interaction(s) and the way the language is used for a range of purposes and audiences
a conclusion that draws together the ideas formulated in the study.

5. Choice of topic
Like most extended, independent studies; it’s always better to go with students’ passion and own experience. However the teacher should offer direction and guidance on choice of hypothesis or question.
Successful = clear, unambiguous focus addressing purpose, context, and audience. *
Recommended use of information from English pathways material\2013 English Pathways Chief Assessor's Report.pdf
Chief assessor’s report SACE

6. What makes a better “successful” question / hypothesis
Example:
‘How do people in the business community use Facebook and how does this compare to adolescents’ use of Facebook for social purposes?’
COMPARED TO
‘How have social media sites like Facebook changed the way people use language?’
The first title leads to an exploration and analysis of the language used, its different purposes, and its effect on the target audience, whereas the second leads to a descriptive listing of perceived language change on the site
English pathways material\Some interesting questions or topics used this year are listed below.docx
The comparison in this case provided richness and analysis was a natural progression

7. Problematic choices
Genre studies : soap operas, language in comedies, language in rock bands, romantic language in films, or tourism advertisements, were problematic when students found themselves exploring the plot or recounting the text.
Study of social interaction website if and when based only on their own experience using the site; reference to issues around such media (cyber bullying etc.) rather than analysing the language used and its purpose and relation to the audience
Successful Language in the Workplace versus unsuccessful Language in the Workplace. What’s the difference?
Some more up for discussion
Workplace – sports and recreation - Analysis

8. context Audience Effect on Audience
Successful Progression Chart
Audience
Analysis of the language specific to context
Purpose of the language choices
Effect on Audience
context

9. Timing When to deliver When to mark/ assess
Start with text analysis - deliver early – mark late

10. A take away message?
How Questions are commonly thought provoking and lead to analysis in comparison to What Questions which encourage description.
The more detailed a question is the better the outcome. Detailed questions provide better direction for students.
More successful studies explore familiar as well as unfamiliar use of the language (technical language- Subject specific language – Metalanguage / camera shot, colour/angle/choice of costume etc.)
Use evidence, however reflect back on them, analyse them by relating them back to context, purpose and audience.