Factors that influence speech
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The document discusses the concepts of correctness and appropriateness in language. Correctness refers to grammatical accuracy, while appropriateness means using the right language for the social context. Several factors influence appropriateness, including the participants in the conversation, the social setting, topic of discussion, and function of the speech. Common speech functions are expressive, directive, referential, and phatic language.
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Fidelity refers to accurately rendering the meaning of the source text without adding or subtracting from it, while transparency pertains to making the translation appear as if it was originally written in the target language. These two ideals are often at odds. Machine translation aims for fidelity but can fail to convey the message properly, while adaptation prioritizes transparency but may sacrifice parts of the intended meaning. Translators must make choices between strategies like transposition, loan words, and adaptation to balance both fidelity and transparency.
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Fidelityandtransparency translation
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2, knowledge of language.pptx
The document discusses the concepts of code, language, dialect, and grammar from a sociolinguistic perspective. It notes that linguists take a descriptive approach, analyzing how language is actually used, rather than a prescriptive approach of dictating proper usage. A key difference is that descriptive grammars document variations that may be nonstandard but are still used, while prescriptive grammars promote one standard. The document also explores what constitutes linguistic knowledge for speakers and how this implicit knowledge can be characterized.
Lesson 1 defining language
Language is a complex system of communication that is unique to humans. It uses various systematic elements like sound and grammar to convey meaning. Sound patterns take on meaning when combined according to the rules of a language's grammar, where word order is critical. As a symbolic system, language evolves over time as new words are introduced and meanings of words change, allowing humans to articulate thought.
Theories of meaning
Foundational theories of meaning attempt to specify the semantic properties of expressions in natural languages. These theories are divided into mentalist and non-mentalist approaches. Mentalist theories explain meaning in terms of the mental states of language users, such as intentions (Gricean program) or beliefs and conventions. Non-mentalist theories explain meaning without reference to mental states, instead focusing on causal origins, truth conditions, regularities in use, or social norms. The document provides details on theories within the mentalist and non-mentalist categories.
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This document discusses national and official languages, providing examples from different countries. It defines a national language as the language of a political, cultural, and social unit that symbolizes national unity, while an official language is simply used for government business. Some countries have multiple official languages but one dominant national language. Developing a national language involves selecting a variety, standardizing its structure through codification, extending its functions through elaboration, and securing its acceptance among the population through prestige planning. Linguists often play an important role in the standardization and codification of national languages.
Phatic tokens
Phatic communion refers to small talk and social pleasantries that serve a social function but do not convey meaningful information. It was first described by anthropologist Bronislaw Malinowski and refers to speech that creates social bonds through mere exchange of words. John Laver's research identified three types of phatic tokens: self-oriented tokens that are personal to the speaker, other-oriented tokens related to the listener, and neutral-oriented tokens about the context or situation. Phatic communication is useful for creating and maintaining social relationships, avoiding conflict, and keeping harmony in society by containing positive language and minimizing tensions.
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The social context and user of a language determines the register, or variety of language used. Registers depend on factors like formality and the social setting. Different registers are used for different occupations and situations, like legal language versus medical language. One aspect that affects register is the formality scale, ranging from frozen/formal language to casual/intimate styles. The relationship between participants also impacts formality, as different forms of address are used depending on the context. Language varies across lexical, grammatical, and phonological levels based on the social context and register.
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Politeness
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Types of meanings
There are seven types of meaning in semantics:
1. Conceptual meaning refers to the basic dictionary definition of a word.
2. Connotative meaning involves attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context of a word's use.
4. Affective or emotive meaning refers to the feelings or attitudes a word evokes in listeners.
5. Reflected meaning arises from a word having multiple conceptual meanings.
6. Collocative meaning is based on words that tend to co-occur together.
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2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
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This document discusses key concepts in conversation analysis. It explains that conversation analysis looks at everyday spoken discourse to understand how people manage interactions and develop social relations. Conversation analysis involves transcribing recordings of conversations, where the transcription itself is part of the analysis process. Transcription conventions are used to systematically represent speech. Aspects of conversational structure that are examined include openings, closings, turn-taking, sequences of related utterances known as adjacency pairs, and preferences for certain responses.
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This document discusses transformational grammar and Noam Chomsky's theories of language. It covers key concepts in transformational grammar like deep structure and surface structure. It also discusses Chomsky's view that humans have an innate, universal grammar that allows children to learn language based on limited input. The document contrasts linguistic competence vs performance and describes minimalism as aiming for economy of derivation and representation in grammatical theories.
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3) Pragmatics assumes people follow a cooperative principle in communication with shared understanding of cooperation.
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The document discusses several key concepts in pragmatics including presupposition, conversational implicature, politeness, and cross-cultural pragmatics. It provides examples to illustrate conventional and pragmatic presuppositions. It also explains Grice's cooperative principle and maxims, how they can be flouted, and how this leads to conversational implicature. Examples are given of how politeness differs across cultures to accommodate face wants and threats.
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The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
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The document discusses Response to Intervention (RTI) and how it focuses on teaching students rather than just testing them. It explains the differences between Tier 1 and Tier 3 interventions, with Tier 1 being core classroom instruction for all students and Tier 3 being intensive intervention for 5-10% of students who are experiencing significant problems. The document advocates using assessments to plan differentiated instruction that matches students' needs through targeted small group or individualized teaching.
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The document discusses Response to Intervention (RTI) and differentiated instruction. It explains that RTI involves three tiers of instruction, with Tier 1 being core classroom instruction for all students, Tier 2 being additional intervention for some students, and Tier 3 being intensive intervention for a smaller group of students who require more support. It emphasizes that RTI is about teaching students, not just testing them, and using assessment data to plan targeted, small-group instruction that meets students' individual needs.
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Speech function, politeness and cross cultural communication
This document discusses speech functions, politeness, and cross-cultural communication. It defines different speech functions such as expressive, directive, referential, metalinguistic, poetic, and phatic utterances. The document also discusses how directives concern getting people to do things and can vary based on social distance, relative status, and formality of context. Politeness also varies across cultures and can be shown through positive and negative politeness as well as different address forms and greetings. Miscommunication may occur between cultures with different assumptions about linguistic politeness.
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1) Pragmatics refers to language use in context and how speakers communicate intentions and understand others' intentions based on social and cultural norms. It looks at language beyond just grammar and vocabulary.
2) Examples of pragmatics include interpreting implied meanings, understanding how the same words can mean different things in various contexts, and how sociocultural norms influence language use.
3) Incorporating pragmatics into language teaching involves activities like role plays, discussions of sociocultural differences, and raising students' awareness of pragmatic features of the target language.
Can do statements v1 0
This document discusses improving language teaching methods by focusing on essential communication skills rather than excessive grammar and vocabulary. It recommends simplifying unit planning around key questions and purposes for interpersonal speaking, interpretive listening and reading, and presentational writing. The most effective factors for fluency are comprehensible input from authentic texts, interaction with native speakers, and intrinsic motivation rather than discrete grammar instruction. Sample unit essential questions, conversation goals, writing prompts, and input texts are provided as examples.
Pragmatics
The document discusses pragmatics, which involves understanding language use in context beyond just the literal meaning of words. Pragmatics considers how factors like time, place, and social relationships influence language use and allows people to perform different functions with language. It involves skills like using language for different purposes, adapting language to listeners/situations, and following rules for conversations and storytelling. Examples are provided of pragmatic language skills and issues that can arise when people have pragmatic difficulties.
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Calico09 Final
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Presentation1.pptxPresentation1.pPresentation1.pptxptx
Presentation1.pptxPresentation1.pptxPresentation1.pptxPresentation1.pptxPresentation1.pptxPresentation1.pptxPresentation1.pptxPresentation1.pptx
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Marriage of speech, vision and natural language processing
Speech generally is considered to have three parts to it: vision, aural, and the social construct. In recent years, although the field has been moving at a dramatic pace, progress is being made in silos. The primary reason for this being that speech is considered "spoken text" by practitioners and researchers alike. Most open-source datasets due to their distance from real-world conditions help in spreading this false impression. In this condition, it is not surprising that common and important features of speech like intonation and disfluency do not get captured by this intent. This tutorial aims to provide an appreciation of the "full-stack" of speech - aural, vision and the textual (or social construct) parts with a special emphasis on aspects that may have significance for current and future research.
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1. Politeness is culturally determined as different speech communities have different rules of polite behavior. Politeness involves selecting linguistic forms that express the appropriate degree of social distance or recognize status differences.
2. Speech serves different functions including expressive, directive, referential, metalinguistic, poetic, and phatic functions. Directives aim to get people to do things and can range from imperatives to interrogatives and declaratives, with the strength depending on factors like social status and familiarity.
3. Politeness also involves understanding dimensions like formality and address forms. Positive politeness emphasizes solidarity while negative politeness pays respect through social distance; both depend on cultural norms. Greeting formulas serve to establish rapport
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The document discusses politeness from both an average person's perspective of showing good manners, and from a sociolinguist's perspective of how people choose to speak and how listeners react. It notes that ideas of politeness vary between cultures. Specifically, telling a woman she gained weight can be a compliment in some cultures but rude in others. The document also examines Brown and Levinson's concept of face and how politeness is used to avoid threatening someone's positive or negative face through face threatening acts. Various linguistic politeness strategies are presented.
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This document discusses how language can reinforce gender biases and inequality between men and women. It provides examples of how language is often asymmetric when referring to males and females, such as generic words defaulting to the male form. Additionally, it notes that some words have neutral or positive connotations when used for men but negative meanings when used for women. The document concludes that language plays a role in shaping attitudes and the status of men and women in society by often treating males as the norm and using forms that diminish women's positions.
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Factors that influence speech
- 2. Correctness and appropriateness Factors Participants Social context Topic Function Speech functions
- 3. A:Do you want a coffee? B: Actually, I'm a bit pushed for time. A:Could I just borrow your book for a moment? B: Actually, I'm just about to use it in class. Sorry. A:How's John doing? B: Actually, he's doing all right!
- 4. (point to a window) Open the window. Please open the window. Could you open the window? Would you mind opening the window? I was wondering if you could open the window for me?
- 5. Talking to your teacher: Open the window. Would you mind open the window?
- 6. Correctness refers to being grammatically correct. Appropriateness refers to saying the right thing at the right time to the right person Sociolinguistics is concerned with appropriateness
- 7. Participants Social context Topic Function
- 8. Participants Who is speaking? Who are they speaking to?
- 9. Intimate Distant
- 11. Social context Where are they speaking? High formality Low formality
- 12. Exchanging information High Low information information content content
- 13. Talking about a topic with friends High Low affective affective content content
- 14. Function Why are they speaking?
- 15. The purpose of talk will affect its form Expressive Directive Referential Phatic
- 16. Expresses the speaker’s feelings I’m feeling great today. I love spring. I’m really tired this morning.
- 17. Attempts to get someone to do something Clear the table. Don’t smoke here. Can you pass the salt?
- 18. Provides information In thirty seconds it will be three o’clock sharp. There are eight main speech functions. I was born in Massachusetts.
- 19. Expresses closeness and empathy with others Hi, how are you? It’s a lovely day, isn’t it? The meal was lovely. You’re a fantastic cook. You look tired. Are you okay?
- 20. There are others Metalinguistic: to describe language Money is a mass (non-count) noun and car is a count noun. Poetic: focuses on the rhythm of language Peter Piper picked a peck of pickled peppers.
- 21. Commissives: promises or threats I promise that I’ll hand in my paper tomorrow. Performatives: expresses formal language, e.g., marriage vows, bets, declarations of war, etc. I now pronounce you man and wife.
- 22. Correctness and appropriateness Factors Participants Social context Topic Function Speech functions
Editor's Notes
- Example 1: In a rush and doesn’t want a cup of coffee Example 2: Is going to use it and so can’t lend it Example 3: John is well, but this is a surprise
- Examples 1 & 2
- Superior / High status: Principal (ex. 2) / Jim (ex. 4) Subordinate / Low status: Ray (ex. 2) / Sam (ex. 4)
- Speaking in a formal meeting vs. speaking in an informal group.
- Less variation; emphasis on the information
- Emphasis on the relationship and as a result more variation
- There are others: Metalinguistic = to describe language Poetic = focuses on rhythm of language, e.g. Peter Piper picked a peck of pickled peppers. Commissives = promises and threats Performatives = formal language, e.g. marriage vows, bets, declarations of war
- There are others: Metalinguistic = to describe language Poetic = focuses on rhythm of language, e.g. Peter Piper picked a peck of pickled peppers. Commissives = promises and threats Performatives = formal language, e.g. marriage vows, bets, declarations of war