VU23529 - Analyse and participate in complex conversations

Unit code:VU23529Study level:TAFE

Nominal hours

Location

Footscray Nicholson
St Albans
Sunshine
Werribee

Prerequisites

(Or equivalent to be determined by unit coordinator)
Co-requisites
(Corequisite units must be studied concurrently with this unit)

Overview

This unit describes the performance outcomes, skills and knowledge required by EAL learners to analyse the features of and participate in complex, sustained casual and formal conversations.
The outcomes described in this unit relate to:

the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of Indicators of Competence in Oral Communication at Level 4, and
the ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of ISLPR Speaking 3 / 3+ and Listening 3 / 3+.This unit applies to learners needing to develop their speaking and listening skills in English in a range of informal and formal situations, which can apply to different contexts, such as social and community life, everyday commerce and recreation, workplaces and vocational and/or study-related fields.

Assessment

For Melbourne campuses

Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit's learning outcomes & performance criteria requirements, including the setting of work-based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.

Students will be expected to demonstrate the following required skills:

critically analyse three sustained complex conversations including one casual and one formal conversation using knowledge of a range of interactional strategies used in each conversation
participate in one casual and one formal conversation including:

making detailed and sustained contributions on a topic for each conversation
selecting and using a range of conversational strategies appropriate to the context, purpose and audience for each conversation.

Students will also be expected to demonstrate the following knowledge:

vocabulary and expressions for topics related to different contexts and purposes for example common collocations and phrasal verbs, such as hang on, think through
compound sentences and complex sentences with subordinate clauses
complex verb tenses to convey points in time for example active and passive forms, conditional and continuous forms, such as I was wondering if…
modals, such as would, could, should, used with different tenses, such as I would like to say, you could have asked
questions using different verb forms to elicit responses, such as What did you think?
adjectives, adverbs, adverbial phrases and prepositional phrases to explain and qualify information
discourse markers, such as therefore, subsequently, consequently to identify relationships
conjunctions including subordinating and coordinating
conversational strategies to participate in casual and formal conversations.
Sociolinguistic and Cultural Knowledge:
prosodic features, such as tone, intonation and stress to influence meaning in spoken language
register, styles and conventions used in spoken discourse
common idioms or colloquial expressions cues for inferred meaning, such as logical, contextual and paralinguistic such as pause, stress, use of silence, facial expression
strategies used to express meaning in conversations, such as the use of fact and opinion, irony, understatement, exaggeration in spoken texts.

Required reading

The qualified trainer and assessor will provide teaching and learning materials as required in the form of workbooks produced by Victoria University and/or via the Victoria University e-learning system.