Aleksandra Kiliszewska 05488888

L101 eTMA01

Part 1

Response 1.

Dear Ioana,

I am also what native Englishmen would consider a foreigner. I have moved to England

not long after yourself, as I officially begun living in England in 2012 at the young age of

12 years old. Whilst I fully sympathise with your struggles, I do have to admit

thatbecause I can somewhat relate to your situation.

When I first moved to England, my knowledge of the English language was also very

limited to the most basic level, which also resulted in me having to resort to body

language whilst trying to communicate with my peers or my teachers. I have also found

that since I've started attending an all-English pupil school, I have managed to pick up

on the language quite quickly which not only helped with my communication, but also

my pronunciation.

Another thing I have realised is, since moving to England and picking up the language

quite quickly, I have also picked up on the local slang and I can now confidently switch

between both English and my native language, Polish, which not only helps me

communicate with people from both countries very easily, but also allows me to help

those with limited language knowledge, to communicate with those that have an

extensive knowledge of the opposite language, diminishing the language barrier

(Reading B Tagg, 2019, pp. 109-111). Speaking both languages also helps me teach

my two young children to grow up bio-lingual.

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Yours, Aleksandra.

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Reference

Reading B, Caroline Tagg, The communicative repertoire, L101 What is language?

Tagg, C. (2019) ‘The communicative repertoire’, in Seargeant, P. Giaxoglou, K.,

Paterson, L. L. and Tagg, C. (eds) L101 Book 1: What is language? Milton Keynes: The
Open University, pp. 108-116.

Replying to Ioana, posted on 28 Nov 2023 at 1;01am.

Response 2

Dear James,

I must admit that I can relate to your situation very well. I have also faced many years of

judgement and ridicule for my strong, foreign accent, and continue to do so even today.

Coming from Poland, my accent is very strong, sharp, and to others it seems fairly

aggressive.

Many times, whenever I communicate with people from the county I live in or any other

part of England, I get questioned about what I'm saying or whether I'm angry due to my

sharp accent. In my native vocabulary, we tend to verbalise certain words quite sharply

and strongly, especially the letter 'r', which I do have to admit, can sound quite angry

and aggressive.

I, myself, have also had to learn to try and soften my native accent and slow my speech

down significantly due to having others within my community making comments such as

"Could you repeat that please? I can't quite understand you." or "Why are you getting so

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angry for?", when in fact, it was quite the opposite. I still occasionally get comments like

this, 'til this day but hopefully, one day that'll change.

192 Words

References

Reader A, Tagg C, Unit 5, Communicating in Diversity, L101 What is Language?

Tagg, C. (2019) ‘City markets: diversity, difference and getting things done’, in
Seargeant, P. Giaxoglou, K., Paterson, L. L. and Tagg, C. (eds) L101 Book 1: What is
language? Milton Keynes: The Open University, pp. 97-105.

Replying to James, posted on 28 Nov 2023, at 20;58.

Part 2

Accent. Accent is a distinctive way of which a speaker will be pronouncing a certain

language, based on their association with a certain country, area or social class (Cite

your source). Accent can also become more enhanced and emphasized depending on

the speaker's mood (e.g. stressed) or based on the pitch of their voice. An example of

accent would be where a speaker comes from another country, where various syllables,

letters and words are pronounced much sharper and stronger, but also either very quick

or very elongated., for For example, many eastern European countries tend to

pronounce the letter ‘r’ very sharply, whilst the English speakers tend to soften the

letter. Different accents may also cause various language barriers between people.

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Reference

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The Open University (2023) ‘Accent’, in L101 Online Glossary. Available at:
https://learn2.open.ac.uk/mod/glossary/view.php?
id=2152019&mode=entry&hook=1142472 (Accessed: 14 November 2023).

Descriptive. Descriptive language is often used to put an emphasis on a situation or an

event to make the other person feel as if they were there. It is also used to give a more

detailed description of certain things or people. A perfect example of descriptive

language would be the use of the word “that” in sentences such as “that tree”, or “that

glass”. There are many words that can count as descriptive. Another example of

descriptive language would be the use of verbs, such as yell, walk, or eat, to describe

what a said person/people are doing. This helps us understand the use of language as

we know that descriptive language is necessary to better communicate with others

around us about our thoughts or opinions.

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Emoji. An emoji is a digital image added to an electronic message to help convey

certain feelings or ideas. In the 21st century, most communication between individuals

occurs via electronic devices such as mobile phones, iPads, and computers, etc. Where

where the most common way to communicate with others is via a text. Due to the lack

of emotional input in a conversation that a verbal conversation would have, many resort

to using emojis to help convey their feelings and ideas about certain matters. An

example of this would be a message such as “I love you <3” or “this is so funny (😂insert

laughing crying emoji)”. This helps us understand the use of emojis as a language as,

due to their existence we are now able to convey our feelings and ideas more

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thoroughly to others via text, knowing they will understand the meaning behind said text

as if they would if the conversation was to be carried out in person/ over a telephone

call.

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Reference List

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Marking Criteria

Outcome Mark range A: Relevance to B: Knowledge and C: Development of D: Effective use of

question or to the understanding of answer and use of English as
task set module materials and evidence appropriate to the
concepts task
Distinctio 85–100 Excellent Extensive knowledge Very well structured Writing style
n (excellent) understanding of the and understanding of and coherent; very consistently very clear
question and the task relevant concepts, ideas effectively supported and appropriate for the
throughout the and terminology from by a wide selection of task; referencing
assignment answer. the module materials. consistently relevant accurate and
evidence. consistently
appropriate for the
task.
Pass 70–84 Good understanding Good knowledge and Clearly structured and Writing style clear and
(good) of the question and understanding of coherent; effectively appropriate for the
the task throughout relevant concepts, ideas supported by relevant task; referencing
the assignment and terminology from evidence. consistently
answer. the module materials. appropriate for the
task.
55–69 General General knowledge and Reasonably well Writing style generally
(clear pass) understanding of the understanding of structured and clear and appropriate
question and task relevant concepts, ideas coherent; mostly for the task; referencing
throughout most of and terminology from supported by relevant generally appropriate
the assignment the module materials. evidence. for the task.
answer.
40–54 Answers the Some knowledge and Some parts of the Writing style frequently
(bare pass) question, although understanding of answer are reasonably unclear and
not consistently and relevant concepts, ideas well structured and inappropriate for the
with some irrelevant and terminology from coherent; occasionally task; some attempt at
material. the module materials. supported by relevant referencing sources.
evidence.

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Fail 30–39 Does not answer the Little knowledge and Not clearly structured Writing style is mostly
(bare fail) question, although understanding of or coherent; supported unclear and
may contain some relevant concepts, ideas by little relevant inappropriate for the
relevant material. and terminology from evidence. task; referencing is
the module materials. insufficient.
15–29 Does not answer the Very little knowledge Poorly structured and Writing style is unclear
(fail) question, although and understanding of often incoherent; and inappropriate for
may contain a very relevant concepts, ideas supported by hardly the task; hardly any
limited amount of and terminology from any relevant evidence. referencing of sources.
relevant material. the module materials.
1–14 Does not answer the Hardly any or no Unstructured and Writing style is very
(bad fail) question or contain knowledge and incoherent; not unclear and
any relevant material. understanding of supported by relevant inappropriate for the
relevant concepts, ideas evidence. task; no referencing of
and terminology from sources.
the module materials.
0 Not attempted.

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