Introduction to Analysing Spoken and Multimodal Data

Welcome! In this chapter, we are going to look at the "raw materials" you will encounter in your Unit 2 Section A exam. While other chapters focus on why people use language (like to show power or fit into a group), this chapter focuses on how to look at the data itself.

In your exam, you won't just get a plain essay to read. You might get a transcript of people talking or a multimodal text (something that uses both words and pictures, like a website or a poster). Don't worry if these look intimidating at first—once you know what features to look for, they actually give you more "clues" to write about!

Section 1: Analysing Spoken Data

When we speak, we don't use perfect sentences like in a textbook. We hesitate, we repeat ourselves, and we use our voices to send messages. In the exam, spoken language is usually presented as a transcript.

Key Features of Spoken Transcripts

When you see a transcript, look for these specific elements to see how they relate to social groups:

  • Pauses and Fillers: Words like "um," "er," or "like." These are often called non-fluency features.
    Social Link: A person in a position of power might speak fluently, while someone feeling nervous or lower in status might use more fillers.
  • Turn-taking: Who speaks the most? Who interrupts?
    Social Link: Dominating the conversation is a clear sign of asserting power. Frequent interruptions might show a lack of respect or, in some groups, high rapport and excitement.
  • Back-channeling: These are sounds like "mhm," "yeah," or "right" made while someone else is talking.
    Social Link: This is a great way to show group rapport and support for the speaker.
  • Prosodic Features: These are the "sounds" of speech, such as pitch, volume, and intonation. Transcripts often use symbols like capital letters for LOUD speech or arrows for rising pitch.
    Social Link: A rising intonation at the end of a sentence might suggest a lack of confidence, or it could be a specific identity marker (like "uptalk" in some youth groups).

Quick Tip: Think of a transcript like a "map" of a social interaction. Every pause and "um" tells you something about how those people feel about each other!

Section 2: Analysing Multimodal Data

The word multimodal sounds fancy, but it just means a text that uses more than one "mode" to communicate. Usually, this means combining written language with visual design (images, layout, and color).

What to Look For:

  • Graphology: This is the visual look of the text. Look at fonts, bolding, and bullet points.
    Example: A formal document from a government body (asserting power) will look very different from a colorful, chaotic fan forum post (showing play and group membership).
  • Images and Icons: Pictures aren't just there for decoration. They help construct an identity.
    Example: A charity flyer might use a powerful image to exhort (strongly encourage) you to donate, asserting a moral status.
  • Layout: Where is the most important information? Is it at the top? Is it in a large font?
    Social Link: Layout helps guide the relationship between the writer and the reader. A clear, easy-to-read layout might be used to be inclusive and build rapport with a wide audience.
Key Takeaway:

In multimodal texts, the words and the visuals work together. If the words say "Join our team!" but the colors are dark and the font is scary, the message is confusing. Usually, they work together to reinforce a social identity.

Section 3: Applying the "Analytical Toolkit"

The syllabus requires you to use the six language levels to analyse data. Here is how to apply them to spoken and multimodal texts in Unit 2:

  1. Phonetics and Phonology: In speech, look at how sounds are pronounced (accents) to show identity. In multimodal texts, this might include alliteration or rhyme used for play.
  2. Lexis and Semantics: Look for slang or jargon. Using "insider" language is a classic way to mark group membership.
  3. Grammar: Look at sentence structures. Are they short and imperative (giving orders = power) or long and complex?
  4. Pragmatics: This is about implied meaning. Does the speaker assume the listener already knows certain things? This shows a close relationship.
  5. Discourse: Look at the overall structure. In a conversation, how do they open and close the talk? This helps maintain relationships.
  6. Graphology: (As mentioned above) Essential for multimodal data—focus on layout, color, and images.

Section 4: Common Mistakes to Avoid

Don't just list features: It is not enough to say "Text A uses a bold font." You must explain why.
Better: "Text A uses a bold, capitalized font to assert power and ensure the command is seen as high status."

Don't ignore the "social" aspect: Remember, Unit 2 is all about Language and Society. Every time you find a linguistic feature, ask yourself: "Does this show power, identity, rapport, or play?"

Don't forget the mode: If the text is spoken, don't treat it like an essay. Acknowledge that the "errors" (like false starts) are a natural part of spontaneous speech and often reveal the speaker's true social standing or feelings.

Summary Checklist

  • Spoken Data: Look for turn-taking, pauses, fillers, and prosody. Connect these to power and relationships.
  • Multimodal Data: Look at graphology, layout, and how images support the text. Connect these to identity and group membership.
  • The Six Levels: Use your toolkit (Phonology, Lexis, Grammar, Pragmatics, Discourse, Graphology) to give your analysis structure.
  • Context: Always keep the social goal (e.g., claiming status or shared play) at the center of your answer.

Note: For more details on the specific social goals mentioned here, see the chapters on "Power and status in interaction" and "Expressing identities."