Methodology

Methodology

My Investigation looks at how external influences such as Gender and Age affect the way people speak to babies,  I took particular interest in this topic area as I can look at the differences and explore Gender Theories, CLA (Child Language Acquisition) and CDS (Child Directed Speech) in great depth. I started collecting my data by gathering permission from those involved, I then began to record my sample data on a phone placed in the same room as Ly (Baby), and left it to record for ten minutes at a time, since doing my sample data I've decided i want to collect three sets of data from each different circumstance/ task (see table).When collecting my sample data I encountered a number of problems which made my results  reliability decrease sufficiently. Whilst I was recording the data Ly was not responsive as she was a little under the weather at the time. This meant that my results were effected as when people interacted with Ly her response was very influential with what they said to her to follow, this meant it was not a true result and that people spoke very sympathetically to Ly. Also an observers paradox is present in my results as natural speech is being recorded, I have kept this under control however by explaining to the people that are being recorded that I will be recording in the near future but not stating exactly when. Following my sample data I decided it would be important to record in written for Ly's reactions e.g. Laughs, Cries, Moans, Gurgles, as this can influence my data and allow me to look into CLA theories for younger children (-1yr). I also found some limitation factors of my investigation which include; My data being un-representative because it is such a small pool of data, I only look at how people speak to one child and possibly compatibility factors would be able to be explored further.I will carefully analyse my data by looking at anomalies and looking into why these have occurred and how they may skew my results, I will also look into what the theories suggest i will find in my results and compare them to what i actually found, if there is a difference I will look into what caused this difference: whether or not it could be human error or if there are any uncontrollable outside factors or influences. I will carefully analyse my data by looking at anomalies and looking into why these have occurred and how they may skew my results, I will also look into what the theories suggest i will find in my results and compare them to what i actually found, if there is a difference I will look into what caused this difference: whether or not it could be human error or if there are any uncontrollable outside factors or influences

sample data

L: Whats thaaaaaat(2) Its Lyliees shoes(3) who's got your shoes on?(3) Its Lyliees shoes

(everyone talking about G not liking the kitten)

Ly: gurgles

L: Grandads naughty(.) We don't like him

(everyone continues to talk L explains about when the kitten climbed up her back and G squeezed the kitten)

C: I would have slapped him

L: So we slapped him didn't we (.) we slapped him(2) I went bang!(1) like that

C: Has she fluffed(1) aww she has swell its worse than josh

(laughs)

C I would have her (kitten) but I haven't got a garden

L: (talking to the kitten) no not you!

L:(to LY) Say back off(2) Mila (1) say back off (laughs)(3) Have we been to a party?
(1)have you bent a party

C: would you have to go to southmead Luce or would you have to go to the childrens?

L:you're better off going to the childrens

L; (to LY) arnt you a big girl(2) boo!

(everyone talks over each other inaudiable)

L: oooh(.) Balloon

(laughs)

this transcript made me realise i need to place Ly in a situation where she is alone with one person so i can record a good amount of data with no/ less interruptions.



Transcript 2

E:idaa(.) idaa(.) what is it?

(laughs)

E: ababababa(2) yeah ababababa(.) stand up?

Ly:mumbles

E: dont suck your thumb or you'll have nasty teeth when your older I'm telling ya(5) what is it?(2) what is it?(.) no not that (3)are you talking to me(.)abababab(.)amumumum(.)adadada(4)awwww(3)did i scare you?(.)I'm sorry I'm sorry(.) do you want to see the light(2) what is it (.) Grampy put this up(.) grumpy put this one up dint he(.) he's good at putting lights up in he

Ly: mumbles

E: do you like it(2) what is it(.)do you like it (3) yeah(.)what did you say(.)again?

Ly:laughs

E:why do you like the light(.)i would take it down but i don't know how you do it(.)do you ike the light?(2) you can stand up well now can't you

Ly:cries

E:ready?(.)don't kick then

Ly:laughs

E: what is it Lyliee is it a light(.)is it a light(2) and what do you do with a light?9(.) on (.)off(.)on(.)off(4) kisses(.) kisses(.)i need to go in the shower(4) aw you playing with your hair(2) its growing(.)its growing(4)she's so pretty(.)who's a pretty baba(.)aw steady(.)aw steady(.)who is it?(.)who is it?(2)is it you

Ly:mumbles excitedly(6) cries

E: aw no(.)aw dear(2)did you bang your head(.)no matter(.)na matter all fixed(.)all better(2)yeah(.)is that your footie(3)i got her she's mine(3) laughs(3)why you crying?(.)why is she crying(.)our little girl(2)whats this now?(.)its not as good is it now(.)broken(4)there we go nice again(.)init

Ly:dada

E:laughs(.)can you do walkie for me?(6)you're doing it(4)who's so pretty(.)who's a pretty girl(2)your my Lyliee monkey(.)aw look

Ly:cries

E: don't be silly(2)don't be silly(.)is it you(5)alright(.)alright(.)alright(3)wheres esme(.)i song want the baby she cries(5)go to esme


Transcript 3

L:hello(.)whos clever(.)who's clever girl(.)where you going(3)ah wowowow(5)ayayayay(3)its your teeth init(6) huhuh banana(.)huhuh

Ly:cries mummy cries

L:what(.) all the balloons are gone(.)all the balloons

the remainder of the transcript is in audible due to people talking over each other

Methodology

My Investigation looks at how external influences such as Gender and Age affect the way people speak to babies,  I took particular interest in this topic area as I can look at the differences and explore Gender Theories and CLA in great depth. I started collecting my data by gathering permission from those involved, I then began to record my sample data on a phone placed in the same room as Lyliee (Baby), and left it to record for ten minutes at a time, since doing my sample data I've decided i want to collect three sets of data from each different circumstance/ task (see table).When collecting my sample data I encountered a number of problems which made my results  reliability decrease sufficiently. Whilst I was recording the data Lyliee was not responsive as she was a little under the weather at the time. This meant that my results were effected as when people interacted with Lyliee her response was very influential with what they said to her to follow, this meant it was not a true result and that people spoke very sympathetically to Lyliee. Also an observers paradox is present in my results as natural speech is being recorded, I have kept this under control however by explaining to the people that are being recorded that I will be recording in the near future but not stating exactly when. Following my sample data I decided it would be important to record in written for Lyliees reactions e.g. Laughs, Cries, Moans, Gurgles, as this can influence my data and allow me to look into CLA theories for younger children (-1yr). I also found some limitation factors of my investigation which include; My data being un-representative because it is such a small pool of data, I only look at how people speak to one child and possibly compatibility factors would be able to be explored further.

Background Research-

- David Crystal: Stage 1- Children say things for 3 purposes; Get something they want, get attention, To draw attention
- Jean Piaget: Sensori- motor stage (0-2 months): baby can differentiate itself from objectives
- Chomsky: Children are born with an inherited ability to learn any human language, e.g.I drawer not I drew
- Jean Aichinson: Language is biologically organised; Labelling- E.g. Mummy, Daddy, Packaging- Range of meanings for one word
- Stages of Acquisition
1- Babbling stage (0-6months)
2- One-word stage (1yr)
3- Two-word stage (2yrs)
4- Child reaches the grammatical complexity of utterances of colloquial adult language (3yrs)

Babbling:
Children begin to babble regardless of what linguistic environment they are in, Sounds like [b],[p],[m],[a] are most common

One-word:
-Words are generally monosyllabic
-Understand multi-word utterances but utter singular words

Tannen- Difference pairings; Independance- Intimacy, Information- Feelings, Advice- Understanding.

I will carefully analyse my data by looking at anomalies and looking into why these have occurred and how they may skew my results, I will also look into what the theories suggest i will find in my results and compare them to what i actually found, if there is a difference I will look into what caused this difference: whether or not it could be human error or if there are any uncontrollable outside factors or influences.

'All the things' Evie

'to what extent is this an example of child-led discourse?' And 'what is characteristic of the two participants' language?'

In this transcript Evie’s pronunciation of <picture> varies.  How many variations can you find? 3  Is there a pattern to them? no How might you explain them? In between the first time we hear evie say picture and the second and third time her Grandmother says the word picture, this could potentially be significant because her Grandmother will give an accurate pronunciation of the word to Evie, then Evie will be able to work on her pronunciation. Significantly Evies pronunciation improves ever so slightly

In this sequence, grandma follows each of Evie’s utterances with an extended version of what she has said.  What does she add?  Why? Because Evie is in the telegraphic stage of speech her utterances become longer but are not fully developed, her Grandmother helps develop her utterances further by extending them allowing Evie to learn from what her Grandmother has contributed.


As you can see very clearly in the video, Evie is thoroughly enjoying playing to the camera and wants to see the video straight away.  How does this awareness of the camera shape the conversation? It skews the data as she may react differently in front of the camera after being aware it is present.

As with <picture> we can see variations in Evie’s pronunciation of <kangaroo>.  Trying to get it right?  Creative experimentation with sounds and words?  To what extent do you agree with these ideas? To some extent I think that Evie is trying to pronounce the word kangaroo correctly and this is why we see the differentiation in how she says the word however because Evie is still only learning to talk I feel the way she edits the way she says the noun could be a creative expression in order to determine how the word is said.

Evie appears to be using some distinctive non-standard forms here: <fings> and <a-comin’>.  Are these features of the Durham dialect?  Compare with recordings on the British Library Sounds Familiar webpage  When looking through the BLSF I found that what Evie says is not represented in the Durham Dialect meaning that the words she is combining and the way she pronounces them is unique to Evie

Grandma uses a lot of questions in this transcript.  What proportion of her utterances are questions?  How would you classify the functions of these questions? 

This sequence entails a misunderstanding about the bath.  How would you describe this misunderstanding?  How might you explain it?

There are interesting switches here between real and play worlds, with toy bath and real towels.  How do you account for this?

Earlier in the recording Evie pronounces <panda> in a standard way, but here appears to be saying something like <pandip>.  Do you agree?  How do you account for this?

Coursework

In my coursework I plan to carry out how adults of different genders and ages talk to my niece Lyliee, and how the language they use differs and how far gender has an effect or whether it has an effect on this. I will use Lakoff's deficit language theory.


I'm going to collect and transcribe different daily activities in Lyliees routine and how my mum dad and sister speak to the baby. The problems that could occur is if different adults do different activities with Lyliee it is less comparable, and if the adults are made to do the same task it would skew the data as it would be forced and set up.


My sample data will hopefully show me what theory's I can expect to find in my actual data and highlight the problems or issues that could come up, like comparability issues or the participants acting different because they are aware they are being filmed.

Phonics

noun

noun: phonics

1. a method of teaching people to read by correlating sounds with symbols in an alphabetic writing system.

    

   Advantages of phonics-

    

   - helps children learn phonemes

   - helps children decipher words

   - helps children with progressive language

   - helps writing ability

    

   http://enlightenme.com/learning-phonics/

    

   Disadvantages of phonics-

    

    - Able readers damaged by phonics

    - 'Mechanical exercise' 

    - Approach to learning phonetics is strict

    - Over emphasis on phonics can do more harm than good

   
   

   http://www.bbc.co.uk/news/education-25917646

   http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/04/reading-lessons-phonics-world-book-day

   
   

   
   The more up to date articles I read above^ in comparison with 'The sound and fury of the phonic boom' (1999) seem to suggest that teaching phonics can affect children adversly to previously suggested, and the children who already have the ability to read may be made worse by the implementation of phonic teaching.

   
   

Research

Chomsky:
http://www.nytimes.com/2013/12/10/opinion/fish-scholarship-and-politics-the-case-of-noam-chomsky.html?ref=topics&_r=0
http://www.simplypsychology.org/language.html


Chomsky argued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone.

Consequently, he proposed the theory of Universal Grammar: the idea that biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults.

https://www.youtube.com/watch?v=xfiHd6DyuTU&feature=player_embedded

Twitter Investigation

my hypothesis:
I predict women will be more emotional over twitter, i will measure this using the word count and mixed modality

Methodology:
- women show more emotion
- longer tweets
- 10 random male and 10 random female tweets
- because its a small pool I had to randomise it to limit the bias in the data

Data:

feature                             girls                          boys                                 difference

non standard grammar      2                                7                                        5

emojis/ tech                      12                               5                                        7

words                                76                              35                                      41

percentage of
emojis used in                  16%                           14%                                    -
overall word count

Analysis:

my hypothesis is supported by a limited pool of data. For example 16% of the word count in female tweets are of mixed modalitycompared to 14% in male tweets only 2 percentage point difference this is limited however because I had limited tweets. The word count also may have effected my data as female tweets had 41 more words 85% higher than male tweets making the data difficult to judge.


Conclusion:

To conclude my hypothesis in the begging was irrelevant so i had to adapty it, when i had adapted it my data began to give me some results that slightly supported my hypothesis however because it is such a small pool of data and some of the data were retweets it may have been bias and inaccurate.

for the future:

Research first!
before deciding hypothesis and data
make sure your data cllection is precise and you limit flaws.

Transcript

Ricky and Vicky interview

I- Are we gunna see a geordie wedding this season?
V- no(.) we're not(.) I think(2)/
R-/you lost for words babe(.) is she feeling alright?(.) you feeling alright?
V- im not lost for words im just working out how to put it/
R- yeah OK!/
V- /shut up!
R- I cant believe this like
V- we dont have a wedding/
R-/its cus we're on camera this never happens/
V-/ no shut up!(.) we're having sorta like an engagement party(2) so its kinda like in the right direction for a wedding(.) but it's not a wedding(.) so we're moving towards a wedding[laughs](.)  but were still very far away from a wedding[laughs]stop putting so much pressure on us[laughs]
I- i cant think of anything worse than planing a wedding[inaudible]
V-I can't literally(.) i'm so dreading the point where i have to do something like that(.) in real life we're just said we're having an engagement party in where all our friends and all our family

in yellow- socialect, low level of formality
in Red- gives a reason for all the awkward two second pauses, gives an understanding of how people change when on camera (observers paradox)
"sorta like" not complying with relevance (grices maxims)
rhetorical questions used to imply humour

Novel

 

Their eyes met from across the room, she panicked instantly looking away but his eyes were burning a hole in the back of her pink laced top. The last time they had spoken he had chased her around the gardens in the close by nature reserve, he had dirtied his trousers and she kindly washed them. But now it felt awkward and forced, she approached him as she fled towards the exit of the gathering. She tripped, falling to the floor and her cheeks reddening with embarrassment. He quickly approached her and helped her up taking her hand, they caught eyes once more but again she quickly moved her eyes and found something else to look at. She thanked him and got on her way travelling home. When she arrived at her doorstop he was there waiting, ‘you forgot your hair pin’ he said, she thought to herself for a second, what a stupid thing to bring back to me she thought, they are only fifty pence in the shop. By the time all of this had whirled around her head twice over there was an awkward silence at the door to avoid more awkwardness she welcomed him in for a drink. They spoke for hours and it wasn’t until she glanced outside at the darkness that she realised the time. He left abruptly after this, paced out the door, they said their farewells and he left. She didn’t see him again after this it took weeks and weeks of thinking about him until he finally reappeared. By this point she had been waiting for so long she felt instantly attached, she did whatever he wanted to try and make him stay. She stayed at his beck and call, she stayed at home in case he needed her and didn’t make any plans.

language and gender theory overview

Trugill 1983

Women's pronunciation is more formal and is closer to RP than males.

Cheshire 1982

Boys tend to use more non-grammatical forms, like ain't and cuz, than girls.

Lakoff (Robin) 1975

Women use: hedges + fillers; tag questions; apologetic requests, indirect requests, speak less, use fewer expletives, more intensifiers. She argued that these features of speech make women seem more inferior, weak and needy and prevents women from being taken seriously. Apologetic requests: Im sorry for having to ask this....

indirect requests: could someone....

O'Barr and Atkins 1980

Disputed Lakoff, said that it was males and females of low social status who used these linguistic features.

Zimmerman and West 1975

found 96% of interruptions were made by men, suggesting male dominance and superiority in conversation.

Tanner 1990

Differences not similarities.

Men: more concerned with status - interrupt more; gives more direct orders - don't mind conflict; more intensifiers in getting facts and solving problems.

Females: more interested in for bonds - tend to talk less and agree more; more polite indirect orders - to avoid conflict; aim to show understanding by compromising and offering support rather than solutions.

Beattie 1982

Questioned Zimmerman and West's theory that men's interruptions were a sign of dominance. He said it could be to show support and understanding 

Cameron 2007

Argued all theories were biased because they concentrated on the differences between men and women's speech rather than the similarities.

Coates

'Women's talk' falls into four categories 

1) Bitching

2) Chatting

3) House Talk

4) Scandal

theroy

Grices Maxims- we try to make meaning


1)quality- when someone speaks to us we assume they are telling the truth
2)quantity- we assume they are giving us all of the information
3)manner- we assume someone is speaking as clearly as they can
4) relevance - someone is saying something that is relevant


"I had a million jobs to do"
or "is the bottle almost empty"and "is that the time!"

Language and Power

Plan




Speech Features-




Overlap-
 "or not?"
 "I don't"
could be a possible face threatening act, as the barrister is loosing the face needs to be liked and respected, when the barrister is faced with this he lowers the status of Mr N by being accusative and then threatens the face needs of Mr N by telling him how he feels and thinks, which shows dominance and a mix of influential and instrumental power. Mr N confronted the barrister to deliberately try and confront the barrister and higher his own influential power. When the barrister does not react to Mr N's attempt to higher his status he doesn't allow the chance for Mr N to gain power as he doesn't acknowledge the difficulty Mr N is trying to impose. From the start it is an unequal encounter and there is asymmetrical power in favour of the barrister all the way through.




Divergence-
"'em" , "whether they"
the speech of the barrister diverges away from the colloquial language of Mr N to highlight a substantial difference in the power divide and also when the Barrister uses a higher frequency of formal language and therefore really emphasises the informality in the speech of Mr N.




Convergence-
barrister uses the term "Shopped" which is substantial in the barristers speech as throughout the transcript he uses very divergent language in order to highlight his political power, when the barrister converges he does this at particular moments when he wants to use pragmatic understanding to fully connect with Mr N, when they both share pragmatic understanding it could be related to using herd behaviour to influence a decision or outcome so possibly when Mr N hears "Shopped" he relates the barrister to himself by subconsciously doing this it may lead to him releasing more information to the barrister.




Overview:
In the transcript because the Barrister is questioning Mr N on a incident months previously. The Barrister holds a mix of influential and instrumental power, this is due to his higher status politically over Mr N. Faircloughs unequal encounters also partakes in this text, as the Barrister is able to set the agenda and control the subject; in this case Mr N, this highlights the asymmetrical power in the text.






In this text Speech features are used to assert power and status. On a few occasions the Barrister is overlapped by Mr N "or not?"
                                  "I don't" which could be a possible Face threatening act, the barrister is loosing the face needs to be liked and respected, when the barrister is faced with this he lowers the status of Mr N by being accusative and then threatens the face needs of Mr N by telling him how he feels and thinks, which shows dominance and a mix of influential and instrumental power, Mr N deliberately try's to confront the barrister and higher his own influential power. When the barrister does not react to Mr N's attempt to higher his status the barrister rejects the chance for Mr N to gain power as he doesn't acknowledge the difficulty Mr N is trying to impose apon him. From the start it is an unequal encounter and there is asymmetrical power in favour of the barrister all the way through.








The use of divergence is used to make Mr N look uneducated,
"'em" , "whether they" the speech of the barrister diverges away from the colloquial language of Mr N to highlight a substantial difference in the power divide and also when the Barrister uses a higher frequency of formal language it really emphasises the informality in the speech of Mr N. When the Barrister  uses the term "Shopped";which is substantial in the barristers speech as throughout the transcript he uses very divergent language in order to highlight his political power, the barrister converges. He does this at particular moments when he wants to use pragmatic understanding to fully connect with Mr N, when they both share pragmatic understanding it could be related to using herd behaviour to influence a decision or outcome so possibly when Mr N hears "Shopped" he relates the barrister to himself. By subconsciously doing this it may lead to him releasing more information to the barrister, It could also highlight the stupidity of the speech of Mr N.

a second grouping text question

In Text A- a blurb from 'Gypsy boy on the run' there are adjectives to create imagery, "rich and vibrant' this is use to aid the primary purpose to entertain and also to interest people in to reading and buying the book.Similarly Text C- the back of a Lindit Lindor chocolate box also contains adjectives however the purpose of these adjectives are to appeal to your senses, 'delicate' and 'irresistibly' are carefully placed to work with the rhetorical question 'Do you dream in chocolate?' to make people primarily want to buy the chocolates but secondarily to make the audience start enjoying the chocolate.

Text B, D, and E all contain the sentence mood imperative, Text B a box of cream treatment states you must 'apply thinly' and 'gently rub in' these imperatives guide the audience into how they will use the cream and how best it works.These imperatives may also reassure the audience and make them believe if they follow the instructions their problem will go away.Text D an order form for a school photograph also uses imperatives such as 'fill in' and 'complete details', these imperatives however guide the audience into how to buy, the instructions are very easy to follow which could suggest that there is a wide variety audience and that they may want to make it as simple as possible so more people can be bothered to buy the product.Text E an interview between an interviewer and professor Dave uses imperatives naturally in the speech this is a weaker inclusion as its for a specific purpose and is sychronous meaning pragmatics are needed to know why these imperatives are used. The imperative 'just ignore' is incorporated into the speech and only has the purpose to command at the specific time and moment.


Text F and text D contain elipses, Text F a candidate and examiner transcript uses the elipses as a pause for thought as it is a synchronous text, 'coffee,toast...complete'.After the eliptical pause the word 'complete' is used however this does not fit in with what the speaker previously said, which may suggest that the speaker finds it difficult to connect sentences or their first language isn't english.In text D the elipses is used to persuade, 'go on...we know you love to show them off', this is an asynchronous text and therefore has a greater informed purpose, it gives the audience a persuasive influence followed by room for thought and then gives a reason that relates to the audience as a persuasive device.

Grouping texts

Texts 1,3 and 4 share either a primary or secondary purpose to perswade, in text 4 graphology is used to enhance the statement 'It is better to light a candle than curse the darkness', this perswasive technique is a deeper analogy and makes teh audience thrive in working out the implied meaning behind the quote. The candle putting out light may resemble hope and the darkness may resemble closing the door and hiding from reality, it is used to intregue readers into continuing onto the inside of the leaflet,similarly text 3, a weaker inclusion, it also uses graphology but for a different reason. In text 3 we see an image of a smiling little boy, used to resemble the audiences own little ones, promoting the 'lettersaurus' and perswading the audience to recomend to friends.It contains a lexical field of steps and pathways throughout the leaflet perswading the audience that 'leapfrog shares' the same hopes for your child and the products will help to enhance your childs learning and pathway to learning.This is very perswasive when combined with the picture because along with the person prounouns 'you' and 'your', it influences parents to see an impact on thier childs happiness they may not have noticed before.In text 4 graphology is used to add to the instructions included in the leaflet and aid the audience. To work with the graphology and secondary purpose to perswade, the adjective 'Quick' is used and influences people that it wont take long and maybe suggest it is easy when you follow the instructions. This adjective is substantial in perswading the audience as if it doesnt take long they might aswel 'complete' the voting slip.

In texts 1,2,3,and 4 a common technique of imperative sentence mood is shared, this commands the audience to carry out the instructions stated. In text 2 a health aspect is concidered.Text 2, which is an oasis summer fruits drink label, says you must 'refridgerate' and 'consume within 3 days' suggesting it is better to drink within this time frame.They are simple commands similar to those in text 4, which is a voting instruction leaflet, the imperative is used to make sure you 'mark your votes', this is stated clearly possibly as it will apply to a wide variety of people and therefore has to simplistic.In text 3,which is the last strong inclusion from a leap frog lettersaurus information booklet,  it is implied you 'see the learning' this imperative shows the aims of the company and products, also in text 4 there is a weaker inclusion, it emphasises you child will 'roar,sing and learn letters!', this cloaked imperative is used to soften the command with an exclaimatory sentence and emphasises the fun in using this product to learn letters.Text 1, a credit card leaflet, is another weak inclusion, the mittigated imperative 'please phone' uses a politeness form using a positive face seeming friendly and suggesting a choice in the phone call, however it also hints that it is a better idea to phone the number than to not.

The audiences of  texts 5(a transcript from jeremy kyle) and 6 (a facebook messenger converation) share pragmatic understanding, the people participating in the transcripts are the audience,because  the purpose of each text reach a concensus the participants use co-operative discourse. By using anaphoric references such as "she","they" and "him".This could also be a weak sub-group of deixis, showing that both people have understanding of the circumstamnces and the topic of conversation.This could suggest both people are friends or know eachother well. Text 6 is semi- synchronous, text 5 is synchrounous and is face to face.This works in favour of text 5 as it and is a big affordance as they can both see the paralinguistic information given, in text 6 however the audience are unable to access the paralinguistics and this works as a constraint.It means everything may have to be explained more thouroghly and add phonetic spelling such as "ahahaha"to show the outcome wanting to be achieved.