Use Of Non Fluency Features And Adolescent Identity

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In this task, students record ten minutes of real speech and utilise a minute of their recording to formulate a transcript. Further to this, students convert their transcript to represented speech. The final component consists of a comparison and analysis essay, in which there is discussion about the differences an similarities between transcription and represented speech; use of non-fluency features; and adolescent identity. There are four students involved in the recording: Olivia Sweeney, Nicholas Grifa, Baskoro Otto, Florence Liu and Justin Liu. This transcript features Mr Christiansen and discussion about APS sport. In transcription, there are certain aspects that represented speech do not communicate readily. Transcription enables greater tangibility in terms of realism. The addition of prosodic features helps the reader to determine changes in pitch, volume and pace and clearly indicates a person’s mood or state of mind, whether they are sarcastic, excited, anxious or in a state of questioning. The following from the transcript, “what sport /”, is a question because the forward slash indicates a rise in pitch. Further to this, the use of non-fluency features is key to conveying identity. At one point, Justin says, “We have like four I think.” The use of the word ‘like’ is a filler, and is extremely prevalent in teenage conversation. In this case, Justin has used it as a hedge, which means he has avoided making a definite or precise statement. It is a possible
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