Dell Hymes and B.F. Skinner were influential linguists and psychologists who developed theories about language and behavior. Hymes helped establish linguistic anthropology as a field, exploring the connection between language and social relations. He developed the SPEAKING model to show how context is important for proper communication. Skinner was a behaviorist who believed human actions result from consequences. He developed operant conditioning and invented the Skinner Box to study behavior. Skinner's theory viewed language as a learned behavior shaped by reinforcement, and he categorized speech into echoic, mands, tacts, interverbals and autoclitics. Both Hymes and Skinner made significant contributions to the modern understanding of language acquisition and use.
This document discusses language attitudes and related concepts. It defines language attitude as inferences about people based on how they speak. People have attitudes toward their own and other languages. Attitudes are demonstrated through behavior. The document also discusses semantics shift, derogation, linguistic relativism, perceptual dialectology, social identity theory, and communication accommodation theory as they relate to language attitudes. It provides examples to illustrate key concepts.
The document discusses the origins and evolution of the concept of communicative competence. It began with Chomsky's distinction between competence and performance. Hymes later argued competence must account for social and cultural factors. He coined the term "communicative competence" to refer to knowledge needed for effective communication. Further researchers like Canale and Swain, and Bachman, expanded on the concept to include grammatical, sociolinguistic, discourse, and strategic competencies. Communicative competence is now understood as the combination of knowledge and abilities required to communicate appropriately in social contexts.
Language attitudes can influence how people communicate and perceive others. Semantic shift describes how word meanings change over time, such as "girl" shifting from a general child to specifically referring to females. Semantic derogation occurs when a word carries different positive or negative connotations when applied to different genders. Social identity theory and communication accommodation theory examine how language influences social interactions and perceptions of convergence or divergence from others.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
A short overview on Ethnography of communication. The slides briefly shed light on EOC as an approach to discourse analysis. There are few photos along with the material to help reads glean some insight into the subject.
The document defines communicative competence as the knowledge and ability needed to communicate appropriately in different social contexts. It refers to both linguistic competence, or knowledge of language rules, and sociolinguistic competence, or understanding social relationships and cultural norms. Communicative competence involves mastering vocabulary, grammar, pronunciation, and the ability to interpret messages and combine ideas coherently based on the social situation.
Dell Hymes and B.F. Skinner were influential linguists and psychologists who developed theories about language and behavior. Hymes helped establish linguistic anthropology as a field, exploring the connection between language and social relations. He developed the SPEAKING model to show how context is important for proper communication. Skinner was a behaviorist who believed human actions result from consequences. He developed operant conditioning and invented the Skinner Box to study behavior. Skinner's theory viewed language as a learned behavior shaped by reinforcement, and he categorized speech into echoic, mands, tacts, interverbals and autoclitics. Both Hymes and Skinner made significant contributions to the modern understanding of language acquisition and use.
This document discusses language attitudes and related concepts. It defines language attitude as inferences about people based on how they speak. People have attitudes toward their own and other languages. Attitudes are demonstrated through behavior. The document also discusses semantics shift, derogation, linguistic relativism, perceptual dialectology, social identity theory, and communication accommodation theory as they relate to language attitudes. It provides examples to illustrate key concepts.
The document discusses the origins and evolution of the concept of communicative competence. It began with Chomsky's distinction between competence and performance. Hymes later argued competence must account for social and cultural factors. He coined the term "communicative competence" to refer to knowledge needed for effective communication. Further researchers like Canale and Swain, and Bachman, expanded on the concept to include grammatical, sociolinguistic, discourse, and strategic competencies. Communicative competence is now understood as the combination of knowledge and abilities required to communicate appropriately in social contexts.
Language attitudes can influence how people communicate and perceive others. Semantic shift describes how word meanings change over time, such as "girl" shifting from a general child to specifically referring to females. Semantic derogation occurs when a word carries different positive or negative connotations when applied to different genders. Social identity theory and communication accommodation theory examine how language influences social interactions and perceptions of convergence or divergence from others.
This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.
A short overview on Ethnography of communication. The slides briefly shed light on EOC as an approach to discourse analysis. There are few photos along with the material to help reads glean some insight into the subject.
The document defines communicative competence as the knowledge and ability needed to communicate appropriately in different social contexts. It refers to both linguistic competence, or knowledge of language rules, and sociolinguistic competence, or understanding social relationships and cultural norms. Communicative competence involves mastering vocabulary, grammar, pronunciation, and the ability to interpret messages and combine ideas coherently based on the social situation.
This document discusses communicative competence and its key components. It defines communicative competence as the ability to convey and interpret messages within social contexts, as coined by Dell Hymes in response to Chomsky's notion of linguistic competence. It describes James Cummins' distinction between cognitive academic language proficiency and basic interpersonal communicative skills. It also summarizes Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Finally, it briefly discusses the functional approach to language and its seven functions.
Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
This document discusses communicative competence in teaching English as a foreign language. It defines communicative competence according to various scholars such as Hymes, Chomsky, Savignon, and Cummins. Communicative competence includes grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses language functions such as instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. It explains functional syllabuses which are based on recognizing and expressing communicative functions and concepts through language.
This document discusses the theory of communicative competence in language teaching. It outlines that communicative competence focuses on using language for communication rather than just knowing its structure. It describes four dimensions of communicative competence: grammatical, sociolinguistic, discourse, and strategic competence. The principles of a communicative language teaching approach emphasize using language for real tasks and meaning over separate elements. This approach aims to develop students' communication skills through interactive activities.
Sociolinguistics is the study of the relationship between language and society. Key aspects studied include languages in contact, language variation, and language and gender. [1] Language varies based on social factors like gender, age, social class, and ethnicity. [2] Men and women tend to use language differently, with women generally using more questions, self-disclosure, and minimal responses while men tend toward verbal aggression and changing conversation topics. [3] The study of language variation according to social factors provides insights into membership in social groups and cultural norms.
Communicative Competence Patricia and Dianadescobar24
This document discusses theories of communicative competence. It describes how communicative competence involves understanding sociocultural contexts and interactive communication. Theories discussed include Paulston and Hymes' notion of linguistic and communicative competence, Cummins' ideas of CALP and BICS, and Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses Halliday's seven language functions and how context gives meaning to form and function.
This document discusses audience design and language style. It defines audience design as the linguistic shift that occurs in response to the speaker's audience. There are four types of audiences: address, auditor, overhearer, and eavesdropper. Style refers to the way language is used in a particular context and can vary based on vocabulary, idioms, syntax, grammar, and other factors. Different contexts may use formal, modified formal, colloquial, or ultra-colloquial styles. Factors like social context, class, gender, community, age and sex can also influence style.
This document discusses communicative competence and functional approaches to language teaching. It defines communicative competence as the knowledge that enables effective communication. Several scholars, such as Hymes, Canale, and Bachman, developed models of the components of communicative competence, including linguistic, discourse, sociolinguistic, and strategic competence. The document also discusses Halliday's seven functions of language and notional-functional syllabuses, a functional approach to language teaching that organizes curriculum around language functions and contexts. While functional syllabuses aimed to teach language for real-world use, critics argue they may inadequately represent how language is used in authentic interaction.
Discourse analysis considers the relationship between language and the context in which it is used by examining both spoken and written communication beyond the sentence level. It studies how people comprehend and produce speech acts in concrete situations through a pragmatic analysis. The cultural and social characteristics of speakers and audiences also influence communicative competence and cultural ways of speaking. Discourse shapes and is shaped by language, mediums, social identities, performances, and the differences between spoken versus written language use.
This document discusses the linguistic concepts of register and style. It defines register as the way language varies based on three factors: field (the topic), tenor (the relationship between speakers), and mode (the communication channel). Style refers to variations based on social factors like formality. There are different linguistic styles like formal, informal, and colloquial. The document also discusses the sociolinguistic concept of audience design, where speakers adapt their language based on the perceived characteristics of their audience. It provides an example of a travel agent varying her use of glottalization based on the social class of the client. In summary, this document analyzes the concepts of register and style in linguistics and how speakers adapt
Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
Here are the 7 factors of a speech event based on the document:
1. Speaker - Samira Hashimzadeh (the author)
2. Hearer - The intended audience of the document
3. Message - Information about the ethnography of speaking and structure of conversation
4. Topic - Linguistic analysis of speech acts and conversational exchanges
5. Channel - Written document
6. Setting - University coursework
7. Code - Academic language
This document discusses sociolinguistics and language attitudes. It is authored by Budi Ardian Saputra for the English Department Program at Sekolah Tinggi Keguruan dan Pendidikan Dharmasraya in 2014. The document covers attitudes toward language, methods for collecting attitude data, and why working class children may fail in school from a sociolinguistic perspective more than middle class children. It examines the concepts of overt and covert prestige and how the criteria for success in schools are based on middle class language and ways of interaction, which some working class children rebel against.
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
This document discusses communicative language ability and its components. It defines communicative language ability as including both language competence and strategic competence. Language competence involves grammatical competence, sociolinguistic competence, and discourse competence. Strategic competence allows people to use the knowledge of language competence to communicate effectively in real-world contexts. It discusses models of communicative language ability and describes the various components in more detail.
This document discusses linguistic and social inequality. It begins by introducing the concept of linguistic inequality and how people's language use varies based on their social status. It then describes two main types of linguistic inequality: 1) Subjective inequality, which relates to perceptions and prejudices about others' speech, and 2) Communicative inequality, which involves knowledge of appropriate language use. The document goes on to discuss linguistic prejudice in more detail, how it manifests in educational settings, and how speech can influence stereotypes and social judgments.
Language, gender and discourse identityRomli Muhajir
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
Sociolinguistic variation and educationTayeb Rabahi
This document outlines the history of sociolinguistic research and its applications in education. It discusses early contributions showing links between language variation and educational outcomes. It describes the development of dialect awareness curricula to address stereotypes about dialects. However, the impact of sociolinguistics in education has been limited despite decades of work. Moving forward, more collaboration is needed between sociolinguists and educators to integrate research findings into educational practices in ways that meet the needs of the field.
The act of speech can be performed by understanding the language, such as refusing someone or requesting for something. In many cultures and regions, the refusing strategies are different. According to Austin (1962) cited in (Al-Kahtani, 2005), “speech act is defined as functional element of any interaction or communication”.
1. Sociolinguistics is the study of the relationship between language and society. It examines how social factors like age, gender, status, and setting influence language use.
2. This document provides an introduction to key concepts in sociolinguistics including domains of language use, diglossia, code-switching, language maintenance vs shift, and linguistic variation related to gender and age.
3. Several examples are given to illustrate these concepts, such as how a bilingual Tongan speaker uses different languages in different social contexts, and how social class can influence pronunciation patterns in British English.
This document discusses communicative competence and its key components. It defines communicative competence as the ability to convey and interpret messages within social contexts, as coined by Dell Hymes in response to Chomsky's notion of linguistic competence. It describes James Cummins' distinction between cognitive academic language proficiency and basic interpersonal communicative skills. It also summarizes Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. Finally, it briefly discusses the functional approach to language and its seven functions.
Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
This document discusses communicative competence in teaching English as a foreign language. It defines communicative competence according to various scholars such as Hymes, Chomsky, Savignon, and Cummins. Communicative competence includes grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses language functions such as instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. It explains functional syllabuses which are based on recognizing and expressing communicative functions and concepts through language.
This document discusses the theory of communicative competence in language teaching. It outlines that communicative competence focuses on using language for communication rather than just knowing its structure. It describes four dimensions of communicative competence: grammatical, sociolinguistic, discourse, and strategic competence. The principles of a communicative language teaching approach emphasize using language for real tasks and meaning over separate elements. This approach aims to develop students' communication skills through interactive activities.
Sociolinguistics is the study of the relationship between language and society. Key aspects studied include languages in contact, language variation, and language and gender. [1] Language varies based on social factors like gender, age, social class, and ethnicity. [2] Men and women tend to use language differently, with women generally using more questions, self-disclosure, and minimal responses while men tend toward verbal aggression and changing conversation topics. [3] The study of language variation according to social factors provides insights into membership in social groups and cultural norms.
Communicative Competence Patricia and Dianadescobar24
This document discusses theories of communicative competence. It describes how communicative competence involves understanding sociocultural contexts and interactive communication. Theories discussed include Paulston and Hymes' notion of linguistic and communicative competence, Cummins' ideas of CALP and BICS, and Canale and Swain's four components of communicative competence: grammatical, discourse, sociolinguistic, and strategic competence. The document also discusses Halliday's seven language functions and how context gives meaning to form and function.
This document discusses audience design and language style. It defines audience design as the linguistic shift that occurs in response to the speaker's audience. There are four types of audiences: address, auditor, overhearer, and eavesdropper. Style refers to the way language is used in a particular context and can vary based on vocabulary, idioms, syntax, grammar, and other factors. Different contexts may use formal, modified formal, colloquial, or ultra-colloquial styles. Factors like social context, class, gender, community, age and sex can also influence style.
This document discusses communicative competence and functional approaches to language teaching. It defines communicative competence as the knowledge that enables effective communication. Several scholars, such as Hymes, Canale, and Bachman, developed models of the components of communicative competence, including linguistic, discourse, sociolinguistic, and strategic competence. The document also discusses Halliday's seven functions of language and notional-functional syllabuses, a functional approach to language teaching that organizes curriculum around language functions and contexts. While functional syllabuses aimed to teach language for real-world use, critics argue they may inadequately represent how language is used in authentic interaction.
Discourse analysis considers the relationship between language and the context in which it is used by examining both spoken and written communication beyond the sentence level. It studies how people comprehend and produce speech acts in concrete situations through a pragmatic analysis. The cultural and social characteristics of speakers and audiences also influence communicative competence and cultural ways of speaking. Discourse shapes and is shaped by language, mediums, social identities, performances, and the differences between spoken versus written language use.
This document discusses the linguistic concepts of register and style. It defines register as the way language varies based on three factors: field (the topic), tenor (the relationship between speakers), and mode (the communication channel). Style refers to variations based on social factors like formality. There are different linguistic styles like formal, informal, and colloquial. The document also discusses the sociolinguistic concept of audience design, where speakers adapt their language based on the perceived characteristics of their audience. It provides an example of a travel agent varying her use of glottalization based on the social class of the client. In summary, this document analyzes the concepts of register and style in linguistics and how speakers adapt
Communicative competence refers to the ability to convey and interpret messages within social contexts. It includes pragmatic competence, or knowledge of how to use language appropriately in different social situations. A document discusses the components of communicative competence, which include linguistic, discourse, strategic, sociolinguistic, and sociocultural competence. It also discusses communicative language teaching and task-based instruction, which focus on developing learners' real-world communication abilities.
Here are the 7 factors of a speech event based on the document:
1. Speaker - Samira Hashimzadeh (the author)
2. Hearer - The intended audience of the document
3. Message - Information about the ethnography of speaking and structure of conversation
4. Topic - Linguistic analysis of speech acts and conversational exchanges
5. Channel - Written document
6. Setting - University coursework
7. Code - Academic language
This document discusses sociolinguistics and language attitudes. It is authored by Budi Ardian Saputra for the English Department Program at Sekolah Tinggi Keguruan dan Pendidikan Dharmasraya in 2014. The document covers attitudes toward language, methods for collecting attitude data, and why working class children may fail in school from a sociolinguistic perspective more than middle class children. It examines the concepts of overt and covert prestige and how the criteria for success in schools are based on middle class language and ways of interaction, which some working class children rebel against.
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
This document discusses communicative language ability and its components. It defines communicative language ability as including both language competence and strategic competence. Language competence involves grammatical competence, sociolinguistic competence, and discourse competence. Strategic competence allows people to use the knowledge of language competence to communicate effectively in real-world contexts. It discusses models of communicative language ability and describes the various components in more detail.
This document discusses linguistic and social inequality. It begins by introducing the concept of linguistic inequality and how people's language use varies based on their social status. It then describes two main types of linguistic inequality: 1) Subjective inequality, which relates to perceptions and prejudices about others' speech, and 2) Communicative inequality, which involves knowledge of appropriate language use. The document goes on to discuss linguistic prejudice in more detail, how it manifests in educational settings, and how speech can influence stereotypes and social judgments.
Language, gender and discourse identityRomli Muhajir
This document discusses research on language, gender, and discourse identity. It summarizes key findings from several studies. Kramer found that men's speech was seen as logical and concise while women's was seen as emotional and wordy. Cutler and Scott found that in dialogues between men and women, the woman was judged to talk more. However, when members of the same gender had a dialogue, each was judged to contribute equally. The document also discusses social identity theory and how gender identities are constructed through communities of practice rather than fixed speech communities.
Communicative approach seems to appeal every language teacher nowadays. "Though teachers who are relatively new to the profession may not be familiar with many of the issues raised by communicative teaching methodology" Richards (2006, p1). This setting, in some cases, applies not only to novice teachers in the Colombian context. Besides, the problem is not only being familiar with this theory, but also how it can be translated to practice in the foreign language classroom.
Sociolinguistic variation and educationTayeb Rabahi
This document outlines the history of sociolinguistic research and its applications in education. It discusses early contributions showing links between language variation and educational outcomes. It describes the development of dialect awareness curricula to address stereotypes about dialects. However, the impact of sociolinguistics in education has been limited despite decades of work. Moving forward, more collaboration is needed between sociolinguists and educators to integrate research findings into educational practices in ways that meet the needs of the field.
The act of speech can be performed by understanding the language, such as refusing someone or requesting for something. In many cultures and regions, the refusing strategies are different. According to Austin (1962) cited in (Al-Kahtani, 2005), “speech act is defined as functional element of any interaction or communication”.
1. Sociolinguistics is the study of the relationship between language and society. It examines how social factors like age, gender, status, and setting influence language use.
2. This document provides an introduction to key concepts in sociolinguistics including domains of language use, diglossia, code-switching, language maintenance vs shift, and linguistic variation related to gender and age.
3. Several examples are given to illustrate these concepts, such as how a bilingual Tongan speaker uses different languages in different social contexts, and how social class can influence pronunciation patterns in British English.
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
This document summarizes a study analyzing advice given on the r/Mexico subreddit in both Spanish and English. The study used computer-mediated discourse analysis to examine how advice was realized through speech acts and how it was evaluated through the subreddit's voting system. It found that direct advice strategies using imperatives were preferred in both Spanish and English threads. Advice comments employing additional supporting information like personal experiences tended to receive positive evaluations from the community. The study aimed to contribute new insights on cross-linguistic differences in online advice-giving and how virtual communities perceive different discourse strategies.
The term "ecolinguistics" gained prominence through the works of Michael Halliday, who in the 1990s underscored the necessity of applying linguistic analysis to environmental issues (Halliday, 1990). The field further evolved with contributions from scholars like Arran Stibbe, who emphasized the integration of ecological philosophy into linguistic analysis (Stibbe, 2015). The interdisciplinary nature of ecolinguistics has also been enriched by the works of researchers like Peter Mühlhäusler, who explored linguistic diversity's role in ecological understanding (Mühlhäusler, 1995).
Naess's ecosophy, often summarized by the phrase "Self-realization for all beings". This approach challenges anthropocentric views and calls for a radical restructuring of human societies based on principles of diversity, ecological compatibility, and decentralization (Naess & Rothenberg, 1989).
Anthropocentrism is a philosophy that emphasizes humankind as the central or most important element.
Ecocentrism emphasizes the intrinsic value of all living things, including humans but also animals, plants, water, soil, etc.
Norton and Hulme's (2019) analysis of climate change narratives in UK media indicates various stories that drive public discourse on climate change. The analysis emphasizes the diversity of climate change perspectives, as well as the shift in editorial focus toward a consensus on the need for technological solutions and adaptation measures, revealing the complex interplay between language, ideology, and environmental discourses.
Ecolinguistic analysis has been applied to various discourses, including animals (Glenn, 2004; Goatly, 2006; Stibbe, 2012a), advertising (Hogben, 2008; Slater, 2007), the concept of ‘nature’ (Hansen, 2006; Knight, 2010), natural resources (Kurz, Donaghue, & Rapley, 2005; Meisner, 2007), economics (Halliday, 2001; Stibbe, 2005), ecotourism (Milstein, 2008, 2011), environmentalism (Alexander, 2010; Benton & Short, 1999; Harre´, Brockmeier, & Muhlhausler, 1999), climate change (Doulton & Brown, 2009; Ihlen, 2009), energy (Russell et al., 2011), and sustainability (Kowalski, 2013). Ecolinguistic studies differ in complexity, scope, depth of investigation, and purpose.
Discourse studies are the interdisciplinary study of language in use beyond the sentence level, including both spoken and written texts. The scope of discourse studies encompasses linguistic and non-linguistic contexts, examining language from intra-textual and social perspectives. Discourse studies are important for language teaching as they expose learners to real-world language patterns and help develop socio-cultural competence to avoid misunderstandings.
The document discusses several key aspects of pragmatics:
1) Pragmatics is concerned with meaning in context and how language users interpret meaning based on the situation.
2) It examines how people communicate more than just the literal meaning of words through implications, social relationships, and contextual factors.
3) Pragmatics analyzes how social and cultural norms influence language use through politeness principles, social roles, and conventions.
This document describes a multidimensional model for assessing and treating stuttering. The model, called CALMS, focuses on five components: cognitive, affective, linguistic, motor, and social. It aims to account for individual differences in how clients perform in each component and how changing demands influence their communication abilities. The document provides an example case study of how to apply information from a multidimensional assessment using the CALMS model to develop a treatment plan for a school-aged child who stutters.
This document provides an overview of sociolinguistic concepts including social factors that correlate with language variation such as gender, age, audience, and social networks. It discusses methods for collecting and analyzing sociolinguistic data, including elicitation techniques. As an example, it summarizes a sociolinguistic study of /r/ variation in Middlesbrough, England which found evidence of dialect leveling and diffusion of new variants across age and gender groups. Finally, it outlines some applications of sociolinguistics, such as informing language education policy and training for film actors.
Gesture and its relationship with English language proficiencyAfrooz
The document discusses a study that examined differences in gesture use between intermediate and upper-intermediate Iranian EFL learners. The study found that intermediate learners used gestures, including deictic and iconic gestures, at a higher rate than upper-intermediate learners. This suggests that less proficient learners rely more on gestures to compensate for linguistic difficulties. The study provides evidence that gesture use can help facilitate speech production for learners with lower language proficiency levels.
The document discusses six effective ways to teach culture to students. It begins by having students articulate their own definitions of culture. It then explores the differences between spoken and written language. Next, it examines kinesics, movement, and gestures in non-verbal communication. It also recognizes the causes and stages of culture shock. Further, it discusses ways to counter the effects of culture shock. Finally, it identifies cultures as either individualistic or collectivistic.
The document discusses theories of discourse analysis including structural, functional, and social approaches. It covers key concepts such as discourse, speech acts, pragmatics, and implicature. The structural approach looks at relationships between constituents, while the functional approach examines language functions. Recent approaches view discourse as a social practice shaped by social structures. Speech act theory distinguishes between locutionary, illocutionary, and perlocutionary acts. Pragmatics is based on Grice's cooperative principle and conversational maxims that help interpret implicatures.
The document discusses different approaches to discourse analysis including structural, functional, and recent social approaches. It describes discourse as language above the sentence level that forms a coherent unit. Structural approaches view discourse as constituents with relationships, while functional approaches see it as performing different language functions. Recent approaches see discourse as a social practice shaped by social structures and implications. The document also discusses speech act theory, pragmatics, and implications for discourse analysis.
This document provides an overview of discourse analysis and different approaches to analyzing discourse. It discusses how discourse analysis examines both spoken and written language in their social contexts. Several key approaches are described, including conversation analysis, variation theory, systemic functional linguistics, and critical discourse analysis. The document also compares differences between spoken and written language at the levels of grammar and vocabulary choice.
The document discusses the history and emergence of code-switching research, defining it as the alternation between two languages used by bilingual speakers. It examines reasons for and functions of code-switching, including to ease communication, convey social and linguistic meanings, emphasize points, and show group identity. Attitudes toward code-switching are also explored, having traditionally been viewed negatively but now seen as a natural part of bilingual communication.
This document discusses the importance of developing sociocultural awareness in language teaching. It introduces the SPEAKING framework for analyzing communication through the lenses of setting, participants, ends, act sequence, key, instrumentalities, norms, and genre. Teachers can use this framework to develop questions that help students analyze how culture is reflected in communication. Questions may focus on language use, social functions, cultural comparisons, or speculation. Developing sociocultural awareness can help build interpersonal skills and socio-linguistic competence for communicating across cultures.
Linguistics is the scientific study of human language including its structure, use, and the implications of these. It can be divided into theoretical linguistics, which studies the structural properties of language through topics like phonetics, phonology, morphology and syntax, and experimental and applied linguistics, which studies language in relation to other fields through topics like bilingualism, dialectology, historical linguistics, and language acquisition. Linguistics allows for many different approaches including descriptive/theoretical, synchronic/diachronic, and functional. It has wide applications in fields such as artificial intelligence, forensic linguistics, lexicography, machine translation, speech therapy, speech recognition, and language teaching.
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
The document discusses analyzing rapport-building discourse functions in language advising sessions. It provides background on studies related to learner autonomy and language advising. The purpose is to examine how language advisors build rapport and identify strategies used. Research questions ask how rapport is built and what strategies are applied. The significance is that it provides information on language used to establish rapport.
The document discusses relative pronouns such as who, which, that, and whom. It provides examples of how these pronouns can be used in both subject and object position within sentences. When used in subject position, the relative pronoun replaces the noun as the subject. When used in object position, the relative pronoun replaces the noun as the object. The document also notes that relative pronouns used in object position can sometimes be omitted. It concludes with practice exercises for the reader.
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This document provides an overview of dynamic assessment. It discusses how dynamic assessment focuses on measuring the learning process with assistance, unlike static assessment which focuses only on the final product. It outlines Vygotsky and Feuerstein's theories of the zone of proximal development and mediated learning. Approaches like the interventionist and interactionist models are described, as are formats like the sandwich and cake methods. The document discusses strengths like gaining insight into a learner's abilities, and weaknesses like challenges in scaling. It provides examples of dynamic assessment applied to writing skills.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Accommodation
Theory
Communication Accommodation Theory (CAT) is
a theory of language use that seeks to examine
the attitudes, motivation, intentions, and
identities that mediate between objective social
and contextual variables and an individual’s
language use (Jones et al., 1999).
CAT was developed by Giles et al. (1973) to
explain the cognitive and affective processes
underlying speech convergence, divergence, or
maintenance.
3. Major
assumptions of
the theory
While communicating there will be similarity and difference in
the speech and behaviour. The characteristics that people exhibit
are based on our experiences and the cultural backgrounds that
we grew up in.
A conversation is evaluated by understanding the perception of
the speech and behaviour of the other. Through evaluation
people decide to accommodate and fit in.
The social status and belonging is determined by language and
behaviours. While people communicate, they tend to
accommodate the behaviours of those who are in the higher
social status than them.
Norms guide the accommodation process which varies in the
degree of appropriateness. Norms define the behaviours of
people, and they are expected to act accordingly.
Taken from: https://www.communicationtheory.org/communication-accommodation-theory/
4. Suppose
speaker A
wishes to gain
speaker B’s
approval
A then
1. Samples B’s speech and
(i) draws inferences as to the personality
characteristics of B (or at least the characteristics
which B wishes to project as being his)
(ii) assumes that B values and approves of such
characteristics
(iii) assumes that B will approve of him (A) to the
extent that he (A) displays similar characteristics
2. Chooses from his speech repertoire patterns of
speech which project characteristics of which B is
assumed to approve.
Giles et al. (1973)
5. Bilingual
Accommodation
(Giles et al.,
1973)
French Canadian (FC) stimulus speaker provided a message
to bilingual English Canadians (EC) in either French (no
accommodation), a mixture of French and English (partial
accommodation), or English (full accommodation)
FC was perceived more favorably in terms and
considerateness and of his effort to bridge the cultural gap
the more he accommodated to the EC listeners.
When the opportunity to return a communication to their
FC partner, subjects who were spoken to in English
accommodated most.
Such patterns are in evidence when the roles of the two
ethnolinguistic groups are reversed (Simard, Taylor, & Giles,
1976).
6. Types of
accommodation
processes
Convergence: convergence is a process where
people tend to adapt the other person’s
communication characteristics to reduce the
social differences
Divergence: the process contradicts the
method of adaptation and in this context the
individual emphasize is on the social difference
and nonverbal differences between the
interactants.
Maintenance: the process of maintaining the
communicative style so that the speaker does
not move toward or away from the
interactants.
7. Reasons of Convergence
Similar beliefs,
personality or
behaviours
Desired social
distance
Social approval
Enhanced
conversation &
effective
communication
Relational history Social norms Power relations
Lower
interpersonal
anxiety
12. The
Expanded
Version of
the Theory
Includes a number of conversation strategies
Provides a model for the overall
communication process
Coupland et al. (1988) also added additional
processes:
approximation
interpretability
discourse management
interpersonal control
14. Accommodative
Strategies
Approximation: The behaviors in focus of
approximation are turn length, response latency,
speech rate, interruptions, simultaneous speech, short
and long pauses, head nods, gesturing while speaking
and while listening, laughing, smiling, and dominant
posture.
Interpretability: The tendency to participants’ adapting
their speech behavior to facilitate understanding—for
example, by using a slower speech rate, longer
response latency, or higher rate of pausing, topic
management, checking understanding, summarizing,
asking others’ opinions.
15. Accommodative Strategies
Discourse Management: This diverse set of discursive options facilitates a
partner’s own contribution to ongoing talk and includes who makes decisions
about the discourse and what decisions are made.
Field refers to the ideational content of the talk
Tenor focuses on the management of interpersonal position and face
Mode relates to the procedures used for structuring
16. Accommodative
Strategies
Interpersonal control: Focuses on the role relations
between conversational partners. These strategies
either increase or decrease the discretion of the
other person to change roles (Gallois et al., 1988).
Interpersonal control can be positive when it allows
people the freedom to leave roles or it is implicated
in a shared group identity, by keeping a person in
role.
On the other hand, interpersonal control can be
negative. Interactants can use linguistic devices to
place a person in a role and control the person.
17. Gallois et al. (1995)
•Sociohistorical context
•Accommodative orientation
•Immediate situation
•Evaluation and future intentions
Further research conducted
by Gallois et al. in 1995 has
expanded the theory to
include 17 propositions that
influence these processes of
convergence and
divergence. They are
categorized into four main
components:
18. References
Acton, E. K., & Potts, C. (2014). That straight talk: Sarah Palin and the sociolinguistics of demonstratives. Journal of
Sociolinguistics, 18(1), 3–31. https://doi.org/10.1111/josl.12062
Cavallaro, F., Seilhamer, M. F., Chee F. Y. T., & Ng, C. B. (2016). Overaccommodation in a Singopore eldercare facility.
Journal of Multilingual and Multicultural Development, 37(8), 817-831.
https://doi.org/10.1080/01434632.2016.1142553
Coupland, N., Coupland, J., Giles, H., & Henwood, K. (1988). Accommodating the elderly: Invoking and extending a
theory. Language in Society, 17(1), 1-41. https://doi.org/10.1017/S0047404500012574
Gallois, C., Giles, H., Jones, E., Cargile, A. C., & Ota, H. (1995). Accommodating intercultural encounters:
Elaborations and extensions.
Giles, H., & Coupland, N. (1991). Language, context and consequences. Cole Publishing.
Giles, H., & Powesland, P. (1997). Accommodation Theory. In N. Coupland & A. Jarowski (Eds.), Sociolinguistics: A
Reader (1st ed., pp. 232-239). Macmillan Education. https://doi.org/10.1007/978-1-349-25582-5_19
Jones, E., Gallois, C., Callan,V., & Barker, M. (1999). Strategies of accommodation: Development of a coding system
for conversational interaction. Journal of Language and Social Psychology, 18(2), 123-152.
https://doi.org/10.1177/0261927X99018002001
Mougeon, R., & Rehner, M. (2015). Stylistic and discursive functions of French negative particle ne in an
educational context. Journal of Sociolinguistics, 19(5), 585–611. https://doi.org/10.1111/josl.12164
https://www.communicationtheory.org/communication-accommodation-theory/