a language investigation (2, words excluding data); a piece of original writing and commentary ( words each). Students can choose to pursue a study of.
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- English language a2 coursework language investigation
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- Course Structure and Organisation
- English Language | Stokesley School
Change will be taken up at a certain rate - at first the effects would be minimal but the change will accelerate as time goes on, until it eventually levels off. Like an S-shaped graph. This describes the impact of geographical location on language change. The closer you are to the source the more the change affects you.
This theory states that language change is all due to its instability, as well as because of random errors and events that just happen. Internal weakness exists in the language, such as messy paterns that need fixing or external pressure forces change and variation. Functional Theory Language changes according to the needs of its users. Words become obsolete archaism New words enter the language.
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- Help close the word gap;
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New inventions need to be called something iPod, MP3, USB Slang also makes change, making new words, using them and tossing them as soon as the general public gets a hold of them. Lexical Gaps Assumed paths that language can take in the future, usually based on previous linguistic patterns.
S-Curve Model - Chen and Change will be taken up at a certain rate - at first the effects would be minimal but the change will accelerate as time goes on, until it eventually levels off. Wave Model - Bailey This describes the impact of geographical location on language change.
Mark AO3 Analyse and evaluate the influence of contextual factors on the production and reception of spoken and written language, showing knowledge of the key constituents of language. Further copies of this Report are available from aqa. All rights reserved. AQA retains the copyright on all its publications.
General Moderators reported that generally this was a very positive series with the majority of schools and colleges submitting student work which was entirely within the spirit of the specification. Where problems occurred moderators felt that there were three main issues. As always the advice and information given in the body of this report is intended to help schools and colleges feel confident to teach and assess further series of this unit.
Further individual advice can be sought via the Coursework Adviser system and the Centre Standardising Materials published in the autumn. Also in schools and colleges where students had been encouraged to pursue topics which were of personal interest, moderators remarked that student performance was improved. A reason for this may be that these students were prepared to spend longer analysing their data leading to more thoughtful analysis; in addition the quality and range of the contextual analysis was often more perceptive in these folders.
Investigation Methodologies This section of the language investigation should provide a clear and concise account of the methodology chosen for data selection. Most students set themselves sensible and appropriate methods of data collection, often balancing quantitative and qualitative approaches. This approach is particularly limiting when it is clear that all students have been advised to use the same language methods to analyse a range of different data types.go to link
English language a2 coursework language investigation
Moderators remarked that where students adapted a language 10 Ideally every student should have different subheadings or questions which directly relate to their topic and focus. Several moderators remarked that they saw questionnaires used both as a method for data collection and as a way of gaining more detail about the contextual factors surrounding the data. This often proved to be a very successful approach.
Once again case studies provided many students with a very successful starting point when considering child language acquisition and second language acquisition. Schools and colleges should ensure that students always have prior permission to record speech or collect written data, and must intervene early in the process if it is clear that these permissions have not been sought. Schools and colleges are also reminded that students must be especially careful when collecting data from children or other vulnerable groups.
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Furthermore, schools and colleges should encourage students to make sure that private data is anonymised where possible. All feedback from moderators this series commented on the fact that where a student had used a careful methodology to collect data and selected salient methods and or questions to analyse the data, this always resulted in a more interesting language investigation. It is clear that the methodology is central to success at all levels and as such it is a fundamental aspect of the teaching and learning for this unit. For further advice on selecting an appropriate methodology to set up a language investigation please refer to the texts listed on the AQA resources list available in the Teaching and Learning Resources section of the AQA website or contact your Coursework Adviser.
Some schools and colleges follow the specification requirements closely and as such students produced some excellent work. Despite many examples of good practice this series there are two areas which remain a difficulty for some schools and colleges, and moderators commented that unfortunately some students are disadvantaged because of unhelpful approaches taken to this element of the ENGB4 folder. Interestingly there were very few instances where the language content was completely missing, but there was increasing evidence that some students were using one or two technical language terms in the body of their writing assuming that this met the specification requirements.
Unfortunately for these students this often resulted in a significant reduction in their mark as this approach fails to meet the requirements of this task, and leaves students unable to demonstrate the same level of skill as a student who mediates and transforms complex language concepts in their writing.
Schools and colleges are reminded that the primary purpose of the media text is to inform a new audience who does not study language about language concepts and theories Specification, p. Students do not have to choose exactly the same focus as their investigation; in fact evidence suggests that some students are significantly advantaged by developing a different aspect of their investigation focus.
Course Structure and Organisation
Chosen audience and genre of the text In the majority of schools and colleges the genres attempted for this task are fairly similar, with many students producing articles for named magazines or broadsheet newspapers. Website articles are also a particularly popular and successful genre. However, some students are disadvantaging themselves by not offering a precise genre and audience.
Schools and colleges should encourage students to choose precise genres, eg The Times Online or Good Housekeeping, so that students can demonstrate that they can tailor their writing to meet the demands of particular audiences and genres.
English Language | Stokesley School
Schools and colleges should remind their students that they should be building on the knowledge and skills gained from ENGB2 when considering this aspect of the media text. Internal Assessment Several moderators commented that there seemed to be a pattern of overly lenient assessment emerging in some schools and colleges this series and that this was particularly apparent at the extremes of the mark scheme. Schools and colleges are reminded that all students need to be measured against the assessment criteria, ideally referencing Centre Standardising Materials.
Particular care should be taken with assessment where student performance is biased towards one area of the mark scheme, where there are very few students and where leniency or severity has been identified in the assessment for previous series. Internal moderation should demonstrate that there is a consistent approach in the school or college to standardising folders, and in the majority of cases moderators were impressed by the professional and rigorous approach taken to cross marking.
Many schools and colleges use an internal assessment sheet which allows for more than one teacher to comment on the quality of each assessment objective; this is very good practice. This style of assessment should be avoided, as schools and colleges need to work with only the numerical mark scheme at this stage of the process. This approach was particularly unhelpful when letter grades appeared to be the target for the numerical marks unexplained positive adjustments often accompany these folders.
Overall moderators remarked that this was a very positive series for this unit. Indeed the vast majority of students produced work which was engaging, interesting and relevant at all levels of the mark scheme. In these cases it was clear that students had been very well supported and that teachers were entirely conversant with all aspects of the specification. Schools and colleges should 13 The success of this coursework unit rests which teachers who are prepared to encourage students to behave independently and take risks in their learning, and these skills benefit students well beyond their A-level experience.
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