Formal and Informal Language
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This document discusses formal and informal language. It defines formal language as more serious, less personal language used in professional settings without colloquialisms or contractions. Informal language is more casual language used with friends and family, allowing for colloquialisms and contractions. The type of language used depends on factors like the situation, audience, and relationship between speakers.
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It also discusses different types of translation based on factors like the unit, aim, tasks/objectives, and number of translators involved. Some translation types discussed include: literal, idiomatic, committee, common language, dynamic, and thought-for-thought translations.
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This document discusses different types of translation including semantic, literal, official/technical/administrative, and functional translation. Semantic translation aims to preserve meaning and structure in the target language through interpretation. Literal translation is a word-for-word approach that can distort meaning. Official/technical translation requires subject expertise to translate specialized texts like manuals. Functional translation conveys the general meaning without preserving cultural aspects, but still communicates the intended message. Examples are provided to illustrate each type.
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The universal hypothesis
The universal hypothesis proposes that all human languages share certain basic structural properties, called linguistic universals. According to this hypothesis, humans are born with an innate, universal grammar (UG) that contains a set of rules for language acquisition. The study of linguistic universals can help explain second language acquisition in two ways. First, it can identify which properties of the target language will be more or less difficult to acquire based on their status as linguistic universals. Second, it allows researchers to predict which differences between the first and second language will cause difficulties in acquisition and which will not.
A comparison of spanish and english poster
1. Provide direct and explicit mini-lessons on grammar rules with examples, including exceptions like irregular verbs.
2. Incorporate engaging activities like games and songs to provide repeated practice with nouns, verbs, and pronouns.
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Word for word_translation
The document discusses word for word translation, which translates each source language word directly into the target language without considering context, grammar, or idioms. Word for word translation can result in phrases that are out of context or do not make sense. While it does not account for grammar, word for word translation can still serve as a translation aid by translating individual words. Examples are provided to illustrate translating word for word between Spanish and English.
Linguistic approach to translation theory
1) The linguistic approach to translation theory emerged around 50 years ago and focuses on issues of meaning, equivalence, and shift. It is centered on the structuralist works of theorists like Roman Jakobson, Eugene Nida, and Peter Newmark.
2) Theorists like Nida emphasized achieving dynamic equivalence and natural expression in the target text for the target audience. Others like Newmark supported a more literal approach.
3) Later theorists like Vinay, Darbelnet, and Catford examined translation shifts and techniques like direct translation, transposition, and modulation. This shifted the structural approach's emphasis to changes between the source and target texts.
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The document discusses various translation techniques used to translate a text from one language to another. It describes techniques such as addition, where the translator adds words to specify meaning; compensation, where something lost in translation is expressed elsewhere; transposition, changing word order; and modulation, using a different phrase to convey the same idea. Specific examples are provided to illustrate each technique.
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literary Translation
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Translation vs. Interpretation
This document provides an introduction to translation and interpretation. It defines key terms like translation, interpretation, source language and target language. It distinguishes between translation and interpretation, noting that translation involves written text while interpretation can be simultaneous or consecutive. It outlines the skills, qualities and training needed for those careers. It also discusses approaches to translation and the differences between translation and interpretation as professions.
Language Variation
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a particular group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
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The document discusses definitions of translation provided by several scholars, such as Newmark, Nida and Taber, and Hatim and Munday. It also explains that translation involves studying the source text's lexis, grammar, culture, and context to determine meaning, and then reconstructing this meaning using the target language's appropriate structure and context. An example is given of translating "Ana Muslim" from Arabic to English as "I am Muslim." The document also lists skills needed for translation, such as writing ability, research, cultural awareness, language proficiency, experience, and dictionaries. Creating a good translation requires understanding grammar, vocabulary, and culture in both the source and target languages.
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The document discusses voiced and voiceless sounds in English. There are two types of sounds: voiceless sounds like /p/, /t/, /k/ which do not vibrate the throat, and voiced sounds like /b/, /d/, /g/ which do vibrate the throat. It provides examples of words containing specific voiceless and voiced sounds. It notes that every voiceless sound has a similar voiced counterpart, and lists the eight pairs of voiceless and voiced sounds. The purpose is to help readers learn the eight voiceless sounds to improve their pronunciation.
Contrastive analysis
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
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The situation plays an imperative role into the degree in which informal language is used. Teenage conversations during...show more content...The spoken mode, in general, is much more personal and informal than the written with slimmer chances of misunderstandings and responses tend to be instantaneous rather than delayed. While the written mode is more scripted and usually appears without non fluency features, the spoken mode involves many prosodic and paralinguistic features could be used including stress, large range of volume (from whispering secrets to exclamations) and a rising intonation can help the speaker hand over the floor. Fast pace can sometimes be understood as informal because the information may not necessarily be viewed as important and a slower to medium pace may be used to ensure the audience is comprehending what is said, this speed is more often used in formal language. Informal body language may also be used such as waving of hands or excitedly jumping whilst formal, in comparison, would include standing still
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Verbal and Nonverbal
Communication: Making Every
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Learning Objectives
In this chapter, readers will explore the importance of verbal and nonverbal communication. By
the end of this chapter, readers will be able to
• Define verbal communication and understand the history and functions of language
• Define nonverbal communication and discuss its functions
• Describe the various types of nonverbal communication that can be used in interpersonal
interactions
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4
Jose Luis Pelaez/Iconica/Getty Images
Introduction Chapter 4
Introduction
Janelle has been dealing with acne for years, but she is becoming increasingly frustrated and
upset about being an adult who still struggles with pimples. It is her first visit with Dr. Abraham,
a dermatologist, and she is nervous as she waits in the exam room. When Dr. Abraham enters
about 10 minutes later, he reads Janelle’s file. He does not make eye contact with her or shake
her hand, though he does offer a perfunctory, “Hello, how are you? I’m Dr. Abraham.” Janelle is
immediately put off by Dr. Abraham’s indifferent introduction, which frustrates her even further.
He asks her a few brief questions, writes down her answers, and performs a quick examination of
her skin. In a wavering voice, Janelle responds to Dr. Abraham’s questions but keeps her eyes fixed
on the floor. After about five minutes, Dr. Abraham suggests she use two prescriptions, which she
can collect from the nurse at the front desk, and return in five weeks for a follow-up appointment.
Almost as an afterthought, he asks Janelle if she has any questions. Janelle whispers, “No, thank
you,” and is barely able to hold back her tears of disappointment.
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share meaning by encoding messages in symbols and by decoding or interpreting the symbols
used by others. These symbols may be verbal, consisting of words in oral or written forms such
as Dr. Abraham’s greeting and Janelle’s answers to his questions. Symbols can also be nonverbal
messages such as the tone or volume of your voice, your facial expressions, touching others, use
of personal space or distance, and body movement and gestures. Janelle’s soft and wavering voice,
Dr. Abraham’s lack of eye contact, and even the time Janelle spends waiting for the doctor are all
examples of nonverbal communication.
When you communicate with others, your attention is not only focused on the words that are
said but also on the characteristics of the other communicator’s voice, his or her body language
and physical distan ...
spoken and written-lang.ppttue llllllhsuwubshd
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Assessment of Communication Skills
This document discusses different modes of communication including verbal, non-verbal, visual, telephonic, and computer conferenced communication. It also discusses the advantages and disadvantages of writing skills such as being easy to preserve but time consuming, and the advantages of listening skills like showing respect but potential disadvantages like getting stuck in one's own thoughts.
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"What are language features?" is a question that practically every writer has encountered. Language has literary devices for language evaluation. It's simpler for you to understand what the author is saying thanks to language features. To make his point, the writer frequently uses a range of language techniques. The authors also use stylistic strategies like word choice, tone, grammatical constructions, and twists of phrase. The list of linguistic characteristics will now be discussed with you by our experts at Best Assignment Expert.
Learn language features and techniques with examples
Language features help you to understand what an author wants to say. It boosts your communication and makes you more concerned for others’ sentiments.
Standard form of language and dialects
This document discusses the differences between dialects and standard languages. It defines dialects as varieties of language spoken in particular regions that have unique vocabularies, grammars and pronunciations. Dialects are influenced by rural or urban socio-cultural factors and can vary between geographical areas. In contrast, a standard language is an official form that is codified and accessible to all speakers of that language for use in education, media and science. While dialects have small language areas and variations between regions, standard languages have larger speaker populations and areas of use across dialects.
Language across the curriculum
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
Social factors governing language variation
Social factors like class, ethnicity, gender, age, and education influence language variation. Labov's study found class affected pronunciation patterns, with upper classes using standard variants and lower classes using non-standard variants. Ethnic groups develop language varieties through substrates and adstrates. Gender influences language choice, with men using more direct and non-standard forms while women use more standard forms. Younger generations adopt new slang that differs from older generations. Education level also impacts language, with more educated speakers using standard dialects. These social dimensions are core to understanding sociolinguistic variation.
Speaking skills
The document discusses developing speaking skills in a foreign language. It identifies speaking as one of the four productive skills that must be mastered. It provides tips for improving speaking skills, such as finding native English speakers to practice with, slowing down speech for clarity, and recording oneself to identify areas for improvement. Effective instructors teach speaking strategies like using minimal responses and recognizing scripts to help students expand their language skills and confidence.
Communicative competence
The document discusses the importance of developing students' communicative competence in English. It defines communicative competence as including linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. Teachers are encouraged to use communicative activities like information-gap activities, role plays, and language games to provide opportunities for students to practice meaningful communication. Clear goals and providing feedback on errors are also recommended to help students improve their speaking abilities over time. The overall aim is for students to gain confidence in saying "Yes" when asked if they can speak English.
Question 2.3
The document discusses the different aspects of communicative competence, including grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. It then discusses seven different language functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Finally, it discusses various topics related to developing communicative competence such as functional syllabuses, discourse analysis, pragmatics, language and gender, styles and registers, and nonverbal communication.
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Formal and Informal Language
- 2. No living language is simply one set of words which can be used the same way in all situations. It means that there are infinite variety of different ways to arrange its elements. What this means is that there are many ways to say the same thing, depending on where you are, who you are talking to, and how you feel.
- 3. Language is a set of symbols being used mainly for communication. The symbols may be spoken or written. Language is the key aspect of human intelligence.
- 4. Spoken Language: Speech is a natural, convenient, rapid and the oldest means of communication.
- 5. Written Language: A written language is one that uses the equivalent of typed alphabetic characters in which words are clearly separated by spaces and punctuation marks.
- 7. We use formal language in situations that are serious or that involve people we don’t know well.
- 8. The balloon was inflated for the experiment.
- 9. Informal language is more commonly used in situations that are more relaxed and involve people we know well.
- 10. The balloon was blown up for the experiment.
- 11. Formal language is less personal than informal language. used when writing for professional or academic purposes like university assignments. does not use colloquialisms(informal), contractions or first person pronouns such as ‘I’ or ‘We’.
- 12. Informal language is more casual and spontaneous. used when communicating with friends or family either in writing or in conversation. used when writing personal emails, text messages and in some business correspondence. is more personal than formal language.
- 13. Formal and informal language affects your every day. As a society, the type of language that is used, whether it is formal or informal, is directly dependant on the culture and customs that are the most prevalent. In the age of T.V. and the internet, the need to communicate to the audience at its level has degraded the level of formality needed in order to speak effectively.