Listening Comprehension of Academic Language: Unit 5

LISTENING COMPREHENSION INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL OF ACADEMIC LANGUAGE
Unit 5
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Unit 5. LISTENING COMPREHENSION OF ACADEMIC LANGUAGE

1. LEARNING GOALS FOR UNIT 5.................................................................1 2. STUDY GUIDE .........................................................................................1 3. INTRODUCTION ......................................................................................1 4. THEORY LECTURES ............................................................................... 15 5. PROBLEM-SOLVING LECTURES .............................................................. 15 6. METAPHORS AND METONYMIES, ATTRIBUTION OF GUILT OR MERIT, AND REPETITIONS: INSTITUTIONAL COMMUNICATIONS, SCIENCE AND
INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL
LECTURING........................................................................................... 18 7. KEY TO UNIT TASKS.............................................................................. 24
Unit 5 Pag.: 1 de 25
LISTENING COMPREHENSION OF ACADEMIC LANGUAGE 1. LEARNING GOALS FOR UNIT 5

At the conclusion of this unit you should be able to: Understand how lectures are typically structured; Extract helpful conclusions that will facilitate your understanding of lectures; Identify grammatical structures and / or vocabulary that mark the structure of lectures.
2.
STUDY GUIDE
Section 3 introduces the circumstances affecting common features of the spoken language of lectures. Section 4 explains in what sense are theory lectures different from other lectures and how these lectures are structured. Finally, Section 5 introduces the structure of problem-solving lectures and their specific characteristics. The vocabulary from this unit will be the one that you will have to work on for the cuestionario. The same can be said for the specific grammar. Section 6 contains the key to the unit tasks.
3.
INTRODUCTION
How relevant is lecture comprehension to professionals? It seems to be that an important activity of current professionals is training. For multinational companies, the easiest code for delivering courses to multilingual audiences of workers is English. Therefore, from time to time you may be attending training courses presented in English and the achievement of your learning goals are somewhat related to your listening proficiency. What is the learning context under these circumstances? See table below:
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STUDENTS Where are they? Knowledge of English? Use of English in the country of training? Their own country Foreign country Native language Non-native language As a foreign language Has a native / official status
TRAINERS / LECTURERS Foreign country Their own country Non-native language Native language Has a native / official status As a foreign language
Let's assume two different combinations of characteristics for our learning purposes on this unit: Combination A There is a group of multilingual students (some of
them native speakers of English) attending a course / conference in a foreign country and their trainer is a native speaker of English. Combination B The students are all non-native speakers of English,
they are attending a course / conference in their own country and the trainer is a foreign non-native speaker of English. Apart from understanding the accents of co-participants and lecturer, understanding the lecturing style is essential to extract the correct information from the training. Remember from Unit 1 that the emitters have to adapt their representations to those expected by the receivers. Nevertheless, lecturers / emitters involved in business training have learned themselves in an English-representation context or follow this model because it is considered as more prestigious. This implies that the receivers will be able to make predictions on how the lecture / discourse is going to be structured if they know how it works within an Englishrepresentation context.
Lecturing styles (How the trainers carry out their teaching / lecturing): Discourse structure: is the lecture following a OBSERVATION HYPOTHESIS TESTING HYPOTHESIS - CONCLUSION pattern or a PROBLEM SOLUTION EVALUATION pattern. This depends mainly on the type of subject being taught (applied engineering subjects are good examples of the second one and theoretical lectures are examples of the first one). Discourse signalling strategies: understanding what words uses the professor to indicate that one topic has been completed and a new one is being developed. (...let's conclude... let's continue... ... we can begin by... a different context ... ... but a different approach could be ... ...now, we can begin with the...)
1
.... in
Interpersonal features: are a combination of personality and cultural appropriateness of the person lecturing, in other words how the trainers combine their personality with the use of the social distance in the context of the learners, with their shared general knowledge with the learners, and with the shared language knowledge with the learners.
http://www.monash.edu.au/lls/llonline/listening/stages/2.1.xml (examples of signalling words).
Lexical and grammatical features: it is essential to know first the vocabulary of the subject being taught and then the general formal language that is frequent in lecturing. The grammar of lectures is more complex than other spoken situations as it is closer to the written language.
The actual presentation of the lecture can be by reading, by asking questions from time to time or in the form of a discussion. What is IMPORTANT for a student in listening to LECTURES You must be able to identify the purpose and scope of the lecture; You must be able to identify the lecture topic and follow its development; You must recognise words which mark the structure of the lecture; You must recognise keywords related to the lecture topic; You must be able to deduce meaning from context; and You must deduce meaning from intonation.
Voluntary task: Go to the web site below, listen to the fragment (use the transcript if you find it too difficult) and answer the questions. http://www.monash.edu.au/lls/llonline/listening/demo/index.xml (Listening Demo based on a lecture downloadable or on streaming and a transcript of the lecture Australian English.) If the web site is temporarily out of use, you can listen to it on the Virtual Campus audio link.
1) What are the purpose and scope of the lecture? ________________ ________________________________________________________ 2) What is the topic of the lecture? _____________________________ 3) Provide 4 examples of words which signal or mark the structure of the lecture 1. 2. 3. 4. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________
4) Indicate 4 examples of keywords in this lecture. 1. 2. 3. 4. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________
5) What do the following expressions mean in their context? 1. 2. dials: ________________________________________________ mouthpiece: __________________________________________
6) Does intonation have a special meaning in this lecture? When? ____ ________________________________________________________ ________________________________________________________ It is typical for each spoken situation to find fixed multi-word phrases that must be understood as a one only concept and are very frequently used in the language of lectures. These are called spoken academic formulas. They serve as linkers of ideas, they structure the discourse and show the intention of the speaker.
Task 1: Spoken academic formulas Go to
http://www.lsa.umich.edu/eli/micase/ESL/FormulaicExpression/Definition.htm There you can see a list of spoken academic formulas classified according to the function they perform in the discourse. You can listen to them by clicking on the red head icon. On the top of the web site you will find the links to the self-correction exercises: Exercise: Functions (A), Exercise: Functions (B), Exercise: Listening (A), Exercise: Listening (B). Do these exercises. One typical problem of learners of English is to differentiate between the uses of the verbs say, talk and tell. Below, a few idioms illustrate some uses of these verbs: Common idioms with say speak tell 1. As I said (before/earlier/previously) A common way of referring back to something you have already mentioned. As I said before this is the main entrance...
Other uses: as I was saying (before/earlier/previously), as you say, as you were saying. 2. I must say, I have to say, etc. [I +modal verb +say] These expressions serve as expletives to emphasise. I must say theyre pretty run down. I must say I do find the relationship of your site a bit too linear. On the one side though I have to say Im sympathetic to the idea... I do wanna2 say that I commend you on the thoroughness of a lot of things in your presentation.
Wanna -> want to.
Other possible uses: I do have to say, I would say, I want to (wanna) say, I do want to say. 3. Say/lets say It is less formal than lets suppose or suppose Lets say you were to come up from here and then go down into the auditorium If youre given an assignment, say youre hired by a state park... ...but say you were to come up from here...
4. So to speak This expression indicates that the previous information is explained by the following information or that what precedes the expression is an example. Professors now cant complain that theyre away from students... theyll have their own private spaces so theyre in the woods so to speak. What I wanted to do is go from the garden now sort of, to the garden gate so to speak, entering this idea of a door of a threshold... I just wanted to be part of the wallpaper, so to speak. (For Isaac Newton...) The apple was just, so to speak, the last apple that broke the problems back.
5. I cant tell The three different uses of this phrase are illustrated by the following examples. I cant tell you how valuable that is. I cant tell you, I mean thats all I know, that theres this debate about... I cant tell exactly, I think its just the first layer...
6. Can you tell.... ? How is the meaning of this question different from do you know? How can you tell that without ever looking at this table...?
Task 2: SAY / TELL / TALK Fill in the blanks with either say, talk, or tell. Be sure to use the correct form of the verb. 1. Brian, can you just _________________ me whats wrong with that truss? Well, have you __________________ to Darren? Ill ____________________ a little bit more about that afterwards. We're ___________________ that there isn't gonna be any sort of an, excavation... He ________________ it's gonna cost more to deliver that inside than to put it underground. I'm just _______________ that (DeAngelo) would think this was quite wasteful of space. 7. I do wanna ________________ that I commend you on the thoroughness of a lot of the things in your presentation 8. What I ____________________ was they're building according to the hall... 9. Yeah. I ___________________ it's gonna cost a lot more to, to build this parking.
2. 3. 4.
5.
6.
10. Could you __________________ a bit about how you chose the form of your roof? 11. Could you __________________ about corridors? 12. Actually we ________________ about this the other time. 13. Joe, Ill _________________ you very quickly how we got to that.
14. We should ________________ about that. 15. We _______________ you earlier, we dont have any short-term summer housing. 16. Now one thing I was gonna _______________ a minute ago, one thing that you might do to help yourself out here 17. In my first outline you _______________ me to try and make broader conclusions 18. Well probably be ______________ about that tomorrow. 19. Several faculty _______________ me yeah, this is the center of cutting-edge, engineering research. 20. Okay so why dont you ______________ me what he has in his notes. 21. Today were going to _______________ about the theory of relativity. 22. Oh actually one other thing, yesterday I ________________ I would bring my DSM-4, this is the large 23. We know, as you __________________ , that there are photons and neutrinos and such. We have already mentioned hedging in units 1 and 3. Its importance is related with how it can reduce the compromise with what is being said or more specifically: 1. Expresses inexactitude (the following word is not the exact or best word); Expresses uncertainty (lack of/decreased commitment to a
2.
proposition); 3. 4. 5. 6. 7. Softens an opinion (further qualifies/modifies the statement); Mitigates a criticism or request; Precedes sophisticated vocabulary or jargon words; Precedes metaphors and; Fills pauses.
See some examples of hedging below: A. Framing, qualifying the statement as an opinion 1. It seems to me like in this paragraph there are lots of totally different things going on. It seems to me this brings up a lot of issues. And I guess what the committee keeps pushing, pushing back on is, well its still possible to provide, pieces of evidence (...) and youve got to sort of embrace that I think to...
2. 3.
B. Hedging the suggestion or directive 4. 5. You might wanna qualify it in that kinda3 way (SS: Anth Ofc Hr) So when you're laying out the comparison between Novi and Howell in the beginning, you probably wanna say that kinda thing right? And maybe even in that paragraph where you start to describe (...) 6. You might just wanna like again sort of draw out some conclusions (xx) a little bit. 7. It seems to me if you start you, you le- didnt articulate it that way and so perhaps you might, want to make it clearer 8. I sort of want to see the paragraph or the page, that makes it very clear why...
C. Softening a descriptor 9. Its a vexed, its a slightly vexed position, I think.
10. So in a way that desire to make it urban I think is, a little bit disappointing (...) not that, not that I think that your project has nothing of value. It's just different I just think that, the d- that desire is almost impossible to accomplish, right? to make North Campus urban.
Kinda -> kind of.
D. Other examples: 11. I guess I do want a little bit more of a paragraph form for the methods. 12. I mean, seems to me that there's a fun- there's a more fundamental problem, that, I don't hear you articulating, that we're, that, I don't, Im not sure I know how to articulate it, but, I, I don't believe that, I'm not sure that you've really, done your job in looking at the various ways you could (...) you might, you might really make it, a more fundamental contribution by, trying to work out, what the pruning dimensions are. 13. Some classified examples of hedging expressions: I dont mean ill type of hedging Task 3: HEDGING Underline all the hedges in each passage, and discuss what functions they might be fulfilling. Do they sound natural and meaningful, or are they distracting or unnecessary? a) What we've tried to do with our scheme was kind of two things. One was try to reduce the suburban feel like the Media Union has, on this side of the street to the front of the building, as well as somehow try to address the quadrangle, which presently is starting to look like it's forming, and we realized that our building doesn't complete the quad and, we tried to attempt to somehow get a sense of a new way of designing buildings for North Campus. So what we've done basically is try to bring over the Murfin Road and have our building interact with the street as well as with the quad, in a larger master plan, if you will. b) And that's basically the heart of the building. in section, that's here. And it's kind of a, it's kind of a jogged space. And here, so it it sort of does that, but it's continuous. So once you're in that space you, the r- the studio is above your head, and it's ramping, and the offices are off to either the left or right which would be, um, this is the office plate. There's some offices in there which are kind of temporary, three-quarter partition sorts things
Task 4: Analysing a lecture The video can be seen and downloaded from the following address (all standard web browsers accept ftp downloads, simply indicate on which directory you want to download the file): http://video.google.com/videoplay?docid=5085838350268647159# Take into account that this file (about half an hour long) is part of a complete lecture and that this lecture is part of a course. This is the first lecture of a course on the constitution of the U.S.A. A.1. Pre-listening Questions
1) Does the reason for listening to this video affect the way you will listen to it? How? ____________________________________________________ ____________________________________________________ 2) Do you think that the professor will allow any questions from the students during the lecture? Why? ____________________________________________________ ____________________________________________________ 3) Mention four ideas that you already know about the topic of this lecture: a) b) c) d) _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
4) Write down between 8 and 16 words related with the topic of this lecture.
A.2.
Listening Comprehension Questions
5) What does the professor do at the beginning? ____________________________________________________ 6) Why is the flag upside down? ____________________________ ____________________________________________________ 7) Why do you think he has posed the first question to the students? ____________________________________________________ 8) What materials are the students going to use for the course? __ ____________________________________________________ 9) How much time will they devote to understand the constitution? ____________________________________________________ 10) Let's turn to page 3 What is the purpose of that expression? _ ____________________________________________________ 11) If you don't understand this, the rest of the class is basically hot air . What is the meaning of the underlined metaphor? ___ ____________________________________________________ 12) Provide 2 examples of rhetorical questions used in this lecture a) b) _________________________________________________ _________________________________________________
13) You may wake up on the wrong side of the bed. What is the meaning of this metaphor? ______________________________ ____________________________________________________ 14) What phrase does the professor hate?
15) Yes, you may. No, you may not. What is the meaning of the modal verb may in this context (general meaning: permission, possibility, order, etc.)? ____________________________________________________ 16) It's like a round square. / It's like jumbo shrimp. What is the meaning of these expressions in the context of the lecture? ___ ____________________________________________________ 17) According to the professor, what is the difference between REAL STATE and PROPERTY? _________________________________ ____________________________________________________ 18) ALLODIAL TITLE; ARSON; FRAUD what do these mean (explain it in English)? a) b) c) _________________________________________________ _________________________________________________ _________________________________________________
19) What is the limitation of the first amendment? ______________ ____________________________________________________ 20) According to the professor, what is the difference between RIGHT and PRIVILEDGE? _____________________________________ ____________________________________________________ ____________________________________________________ 21) According to the professor, what is the birth certificate of a car? ____________________________________________________ 22) What is the life cycle of the car's birth certificate? ___________ ____________________________________________________ 23) What do you get from Banks when you have received a loan? __
____________________________________________________ 24) According to the professor, what is a Registration Fee? _______ ____________________________________________________ 25) What does it mean to repossess a car?_____________________ 26) What does it mean statute? ____________________________ 27) With what opinions in this lecture do you agree and with what ones do you disagree? __________________________________ ____________________________________________________
4.
THEORY LECTURES
This type of lectures is information-centred and the goal is clarify a theoretical point. Examples are used to illustrate the point but are not important in themselves. The structure is very similar to the structure of a scientific paper: Introduction of the concepts to be explained, situation of these concepts within the scientific field, data that corroborate the concepts, analysis of the implications extracted from the data and conclusions.
Initial Initial observation observation
Formation Formationof of hypothesis hypothesis
Testing Testingof of hypothesis hypothesis
Conclusion Conclusion
The tasks for these lectures are on the Virtual Campus.
5.
PROBLEM-SOLVING LECTURES
This type of lectures is centred on showing how specific problems are solved and the advantages, disadvantages and consequences that these solutions bring along. These lectures are typical of engineering studies or case-study teaching formats. The structure that they follow is as follows: Introduction of a situation or problem that the model deals with, illustration of how the system is applied to the problem or situation, advantages of the applied system, and disadvantages of the applied system.
Task 5: The video can be seen on streaming at (three different connection speeds available): http://ocw.mit.edu/courses/sloan-school-of-management/15-356-how-todevelop-breakthrough-products-and-services-spring-2004/video-lectures/ (The third video available fourth lecture- Systematic Generation of Incremental Improvements to Existing Products and Services Traditional Marketing Research Concept Generation Techniques) For the first general questions, please refer to the document on the Virtual Campus Notes on Unit 5. (Basically to understand the extent of the questions) 1) Where are they having the lecture (country)? __________________ 2) What is the knowledge of English of the Students? ______________ 3) Which lecturing style or combination of styles does this lecture have? ________________________________________________________ 4) Provide examples of 6 expressions which mark the structure of the lecture (signalling strategies How does he introduce a new topic or conclude one, for example). ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ Now lets work on other questions focusing on more specific contents of the lecture 5) What is the importance in this lecture of examples related with everyday life (discuss briefly what and why) _________________ ________________________________________________________ ________________________________________________________
6) Are there any examples, at the beginning, which, although useful, do not produce information that is faithful to scientific knowledge? Which one? ___________________________________________________ ________________________________________________________ ________________________________________________________ 7) What strategies has the professor used to improve the understanding of the lecture? ___________________________________________ ________________________________________________________ ________________________________________________________ 8) What is in your opinion the role of the students during the lecture? ________________________________________________________ ________________________________________________________ 9) What is the purpose and scope of the lecture? _________________ ________________________________________________________ ________________________________________________________ 10) What is the lecture topic? ___________________________________ 11) Identify those words which for you are the keywords of this lecture. Produce a diagram with the structure of the lecture ________________________________________________________ ________________________________________________________ 12) Is this a unique lecture or one of a series of other lectures? How do you know? ________________________________________________________ ________________________________________________________ Metaphors are very important in the academic language as they serve to create new concepts to describe new ideas and they act as manageable conceptual models that can help predict consequences or developments. We will identify how they are used in the lectures and political language.
6.
METAPHORS AND METONYMIES, ATTRIBUTION OF GUILT OR MERIT, AND REPETITIONS: INSTITUTIONAL COMMUNICATIONS, SCIENCE AND LECTURING
This last section is relevant to Units 3, 4, 5 , and 6 . The purpose of this document is to provide more information on Metaphors and Metonymies for those of you who need more details on how they are used in speaking by politicians, Public Relations experts, and scientists for the situations we are studying in this course.
Toisen maailmansodan jlkeen Suomi oli harmaalla vyhykkeell lnsivaltojen ja Neuvostoliiton vliss.
What are they? To simplify I will include in their definition all the other stylistic resources with similar effects. First let's begin with the metaphor: International trade has been in our blood ever since and it is my subject this evening 4, or When you walk around Canary Wharf today, its hard to recall that 20 years ago, after a long period of decline, the area was but a shadow of its former self. , or ...a robust support system needs to be in place for the individuals who are the casualties of a more open trading environment, one that focuses on equipping them with new skills to compete in a global economy.
Speech by Stephen Green, Group Chief Executive from HSBC Holdings plc (6 February 2006).
It should be obvious from the context that the topics of the sentences are not related with bloodstreams, projections of shadows nor dead people at war. The meanings of those words in bold type must be different in these sentences. The diagram at the top of the page tries to explain what is happening: metaphors are vehicles transferring an image into the brain of the hearer by using words. Further below I will explain what is the purpose of creating theses images. Now let's explain the meaning of the metonym or metonymy: Lend me your ear, The White House has stated that ..., The Crown is an obsolete institution use one a fragment ( ear, White House, Crown) or portion of something bigger to represent the whole. Again the imagecreation notion seems to be useful for communicating. In business you may find expressions such as in the black or in the red referring to the colours of the numbers in the spreadsheets reflecting assets or debt. You may find examples of metaphors everywhere (mythology, sayings, proverbs, and idioms). 1. 2. ... to turn a blind eye to ...
deliberately ignore something. avoid assuming the responsibility
... to wash one's hands of ...
over something.
3. ... to scratch one's head ...
to be puzzled or confused over
something.
4. 5. You are an air head!
an irresponsible person. a person who is always tense or very
He is as stiff as a poker.
strict.
6. You have to learn to bite your tongue.
keep quiet, not say
anything.
7. A leopard cannot change its spots.
the innate nature of something
cannot change.
8. Birds of a feather flock together.
people sharing tastes tend to get
together.
9. Blood is thicker than water.
family bonds are stronger than those
with outsiders.
10. It's raining cats and dogs!
very heavy raining.
All these examples taken from common language rely on the powerful suggestion of using words with a new meaning. Basically, they all act in any of the following three ways: they refer to an abstract concept with a concrete one; they refer to an inanimate concept using an animate one; or they refer to an animate concept using an inanimate one.
Why are they used? Metaphor and metonymy are strategies used for influencing our point of view or how we feel about something. For that reason, they are powerful strategies in political, advertising and institutional language. They are used as vehicles for transferring emotions. In relation with political and institutional language the following three characteristics are common to them: They are important in the development of ideology; They are important for the attribution of guilt and merit; and They connect different domains of human activity transferring the perceptions of one domain to another and, thus, providing this last domain with new values.
In the language of science, metaphors and metonymies are particularly useful because of the last characteristic mentioned above. By transferring characteristics from one domain to another scientists can clarify new concepts. The two basic reasons to use these strategies in the language of science are the following: To clarify new concepts with illustrative analogies and To have useful models that allow structuring complex theories, predicting developments, and extracting consequences.
Examples in Business, Politics and Science

Examples in Business Meaning
Golden parachute payments do not Agreement between employers and key executives where have to be made under a legally the employers agree to pay amounts over their usual enforceable agreement or contract. compensation if the control of the employer changes or there is a change in the ownership of a substantial portion of the employer's assets. Top executives obtain a financial soft landing if they are fired after a takeover. The company initiating the hostile takeover will either have to pay this associated increased costs when acquiring the corporation or back down from the takeover. MySpace Could Become Cash Cow for A business or product which generates a steady, News Corp. dependable flow of cash. I dropped a bundle at the track last To spend money without control in large amounts. night. I lost every bet. Examples in Politics Meaning So there can be no greater crusade for When politicians use this word, normally they are talking a modern centre-left government than about a mission. Opposing to it would be like a religious to invest in, and reform our public crime. 5 services. We will work with our allies to ensure In this case the metaphor is taken from the vocabulary of that NATO remains the cornerstone building to imply solid and fundamental base. 6 of our defence. It was a time when the wheels of In this case the wheels are referring to the cogwheels or American industry were grinding to gears of machines to bring the image of the 1929 crisis. a full stop, when the whole banking system of our country had ceased to 7 function. Examples in Science Rays of light... Light is a line. Meaning
Theories disagree / agree with each Theories are like people and have a mind. other. They assembled a theory. Theories are machines that can be constructed.
Which of the previous bold expressions are examples of metaphors and which of metonymies? Combinations of metaphors with adjectives to create positive or negative meaning The metaphor can have a neutral meaning which requires to be located within a good -positive or bad-negative context to influence the point
5 6 7
Tony Blair's speech on the reform of the public services (16 July 2001). A fragment of one of the British Conservative manifestos written between 1974 and 1997. Franklin Delano Roosevelt:The Great Arsenal of Democracy (29 December 1940). You can find the transcript and the audio file at http://www.americanrhetoric.com/speeches/fdrarsenalofdemocracy.html .
of view or the attribution of guilt (bad) or merit (good) consequences / feelings. Attribution of merit or guilt http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm (to hear on streaming the Pearl Harbour address to the nation on the 8 of December of 1941) Look at the transcript fragment below. You can see a combination of personal pronouns and possessive adjectives (restricted to the first person singular and plural). The message is basically: I am in command, I assume the responsibility for what I say and do, but the benefits are for all of us. So the personal pronouns are used deliberately for assuming responsibility and attributing a distributed merit to the nation (territory, interests, armed forces, people) I believe that I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost, but will make it very certain that this form of treachery shall never again endanger us. Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger. With confidence in our armed forces, with the unbounding determination of our people, we will gain the inevitable triumph -- so help us God. I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire. Obviously the personal pronouns can be used to achieve the opposite effect: the attribution of guilt. The choice of verbs will determine wether you are attributing merit or guilt, assuming responsibility or shirking it. Task 6 : Using the software Antconc (http://www.antlab.sci.waseda.ac.jp/ software.html) Check the attribution of guilt / merit in the following three files (instit_corp.txt / hearings_corp.txt / speeches_corp.txt to be found on the CEPADE virtual campus). Concentrate on the pronouns I, We, You, He/She, and the possessives our, ours, my, mine, your, yours, their. Which pronoun is used differently depending on the type of text? Why do you think it is so? Are there any texts that use the
pronoun similarly. Make sure you are on the Concordance tab, type in the Search Term box the pronoun you want to search. Once you have the results, on the bottom left hand corner below the Kwic Sort heading, select the Level 2 by ticking in the box and make sure that you have selected 1L. Then click on the button Sort. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Repetition for strength in the argument Taking again the same Roosevelt speech, let's see how repetition is displayed in the language of politics. The transcript below illustrates what the parallel structure is: a repetition of the same grammatical structure (and sometimes words) at the beginning of a sentence to achieve symmetry and rhythm. Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands. Last night, the Japanese attacked Wake Island. And this morning, the Japanese attacked Midway Island. 8 It would have been far shorter to say ... last night the Japanese
attacked Hong Kong, Guam, the Philippine Islands, and Wake Island. This morning they have attacked Midway Island .
Nevertheless, the effect would have been less dramatic and it would have blurred the information within a list of places. The real version isolates each place so it can be differentiated from the rest.
Franklin Delano Roosevelt: Pearl Harbour Address to the Nation (8 December 1941). You can find the transcript an listen to it on streaming at: http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm
Task 7: Listen and find Download or see in streaming the following videos: http://www.archive.org/details/MakeMine1948 http://www.archive.org/details/tobacco_pvf67c00 Find on each of them examples of metaphors, metonymies and repetition. How is the attribution of merit shown in the second one?
7.
KEY TO UNIT TASKS

Task 1: Self-correctable on the web-site. Task 2: 1- tell; 2-talked; 3-say; 4-saying; 5-said; 6-saying; 7-say; 8-said; 9-said; 10- tell; 11-talk; 12-talked; 13-tell; 14-talk; 15-told; 16-say; 17-told; 18talking; 19-told; 20-tell; 21-talk; 22-said; 23-say. Task 3: a) What we've tried to do with our scheme was kind of two things. One was try to reduce the suburban feel like the Media Union has, on this side of the street to the front of the building, as well as somehow try to address the quadrangle, which presently is starting to look like it's forming, and we realized that our building doesn't complete the quad and, we tried to attempt to somehow get a sense of a new way of designing buildings for North Campus. So what we've done basically is try to bring over the Murfin Road and have our building interact with the street as well as with the quad, in a larger master plan, if you will .
b) And that's basically the heart of the building. In section, that's here. And it's kind of a, it's kind of a jogged space. And here, so it sort of does that, but it's continuous. So once you're in that space you, the r- the studio is above your head, and it's ramping, and the offices are off to either the left or right which would be, um, this is the office plate. There's some offices in there which are kind of temporary, three-quarter partition sorts things Some expressions are more annoying than others, specially when they are repeated or too close to one another.

Listening Comprehension of Academic Language: Unit 5

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Listening Comprehension of Academic Language: Unit 5

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LISTENING COMPREHENSION INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL OF ACADEMIC LANGUAGE

Unit 5. LISTENING COMPREHENSION OF ACADEMIC LANGUAGE

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

LECTURING........................................................................................... 18 7. KEY TO UNIT TASKS.............................................................................. 24

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

LISTENING COMPREHENSION OF ACADEMIC LANGUAGE 1. LEARNING GOALS FOR UNIT 5

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

http://www.monash.edu.au/lls/llonline/listening/stages/2.1.xml (examples of signalling words).

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

4) Indicate 4 examples of keywords in this lecture. 1. 2. 3. 4. ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

Task 1: Spoken academic formulas Go to

Wanna -> want to.

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

C. Softening a descriptor 9. Its a vexed, its a slightly vexed position, I think.

Kinda -> kind of.

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

Listening Comprehension Questions

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

Initial Initial observation observation

Formation Formationof of hypothesis hypothesis

Testing Testingof of hypothesis hypothesis

The tasks for these lectures are on the Virtual Campus.

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

deliberately ignore something. avoid assuming the responsibility

... to wash one's hands of ...

to be puzzled or confused over

an irresponsible person. a person who is always tense or very

keep quiet, not say

the innate nature of something

people sharing tastes tend to get

family bonds are stronger than those

very heavy raining.

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

Examples in Business, Politics and Science

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

KEY TO UNIT TASKS

INGLS APLICADO A LOS NEGOCIOS: COMPRENSIN ORAL

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4) Indicate 4 examples of keywords in this lecture. 1. 2. 3. 4.