How to categorise
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This document provides guidance on how to answer Question 1 of a language exam. Students are instructed to read six texts (A-F) and group them in various ways, providing linguistic reasons for each grouping. They should consider whether texts share purpose, audience, genre, formality level, or represent similar themes through language. Students must explain their groupings, explore differences within groups, and use language analysis methods while citing examples and linking features to context.
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This document summarizes a chapter about reading from a textbook on discourse and context in language teaching. It discusses two approaches to reading: bottom-up, which proceeds in a fixed order from sensory input to comprehension, and top-down, which views the interpretation process as changing hypotheses based on incoming information. It also outlines some common reading difficulties for second language learners and strategies that effective readers use, such as asking questions before, during, and after reading. Finally, it provides suggestions for developing reading courses, including exposing learners to different text genres and teaching reading strategies.
Discourse and context in language teaching by Celse Murcia
The chapter focuses on reading skills development and difficulties for second language learners. There are bottom-up and top-down approaches to reading. Good readers use strategies like predicting, monitoring comprehension, and asking questions. Well-written texts have coherence and cohesion. Difficulties include global issues, grammar, discourse features, and unfamiliar vocabulary. Developing reading requires guided independent practice, metacognition, and exposure to varied texts and genres. Strategies include activating background knowledge, understanding text structure, and making predictions.
Discourse and context in language teaching by celse murcia
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Sentences
This document discusses the four sentence types - declarative, interrogative, imperative, and exclamatory. It provides examples of what types of sentences would be found in different texts like instruction manuals, advertisements, conversations, and more. It then instructs the reader on an activity to identify sentence types and how they relate to audience. Finally, it outlines the major and minor types of sentences and provides examples.
Register
This document discusses formality and register in language. It explains that language varies depending on factors like topic, relationship between speakers, and whether the language is written or spoken. When analyzing differences in formality/register, one looks at vocabulary choices, sentence complexity, pronunciation, and contractions. Register is important to consider when analyzing texts and when writing one's own texts. The document provides examples of levels of formality from formal to informal and sample text types where each level may be used. It prompts analyzing the formality of sample texts and comparing their levels of formality.
The language of humour
I'm afraid I don't have time to discuss
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Denotation connotation
The document discusses different types of meaning in language including literal denotation versus implied connotation, and how context and pragmatics contribute to meaning. It provides examples of phrases that can have multiple meanings depending on context ("He was cool", "She was on fire") and examples of how word play and homonyms can convey a message humorously.
Pragmatics
The document discusses denotation and connotation of words. Denotation refers to the literal meaning of a word, while connotation refers to the emotional associations that a word evokes. For example, while "woman" and "chick" both denote an adult female, "chick" has somewhat negative connotations compared to the neutral connotation of "woman." Pragmatics is then defined as the study of how context, communication principles, and speaker goals influence how something is expressed and interpreted.
Intro to lexis
A lexicon is the body of words that make up a language. Lexicology is the study of words, their meanings, uses, and relationships. A lexicographer writes dictionaries by determining what words and concepts to include from a language's lexicon. A lexeme is the basic unit of lexical meaning, such as a word and its inflected forms that share the same core meaning. Determining what to include in a dictionary considers factors like parts of speech, regional terms, slang, abbreviations, proper nouns, and more.
Lexis1
1) The document discusses different aspects of word structure and formation including compounds, blends, morphology, prefixes, suffixes, and homophones.
2) It provides examples of compound words, blended words like "electrocute" and "fortnight", and discusses morphology and morphemes.
3) Prefixes and suffixes are discussed as affixes that can change the word class, and examples of different affixes are given like "able" and "ly". Homophones, homonyms, and other lexical relationships are also defined.
Words and meaning
The document discusses ambiguity in language. It provides examples of phrases that function as single words like "double yellow lines" and examples where the intended meaning is unclear, like jokes that rely on multiple interpretations of words. Lexical ambiguity occurs when the intended meaning of a word is unclear from the context. Headlines are given that contain ambiguous words that could have multiple meanings. Businesses sometimes use ambiguous names deliberately to attract attention. The document asks the reader to come up with an ambiguous name for a shop they may open.
Verbs
Verbs can be main verbs or auxiliary verbs. Main verbs express the main action in a sentence while auxiliary verbs help support the main verb. There are two types of auxiliary verbs: primary verbs like be, have, and do, and modal verbs like can, will, and may. Modal verbs are used to influence meaning and are always used with another verb.
Prepositions
Prepositions describe relationships between words in a sentence and are often used in prepositional phrases. Prepositions like "in", "between", and "on" are difficult to define alone and are usually explained through gestures. Prepositional phrases consist of a preposition followed by a determiner, noun, or pronoun, and function as adjectives or adverbs to indicate location, time, or conditions. The document provides many examples of how prepositions can be used in relation to a professor's desk, both physically and temporally. While some view ending a sentence with a preposition as improper grammar, this rule is not universally agreed upon.
Nouns pronouns
The document discusses nouns and pronouns. It defines nouns as words that name people, places, things, qualities or actions. Nouns can be proper, common, count, noncount, concrete or abstract. Pronouns are words that take the place of nouns like I, you, he, she, it, we and they. The document provides examples of different types of pronouns and their uses in sentences.
Conjunctions
This document discusses different types of conjunctions that join ideas together in sentences. It describes coordinating conjunctions like and, but, or, nor, for, so, and yet. It also discusses subordinating conjunctions that indicate time, reason, concession, place, condition, or manner such as after, because, although, where, if, as if, and until. Examples are provided for each type of conjunction. The document also mentions that relative pronouns and adjectives can be used to join ideas by creating adjective or noun clauses.
Amazing adjectives
This document provides information and advice about using adjectives effectively. It defines what an adjective is and its purpose of modifying nouns and pronouns. Tips are given for creative writing, such as using fewer but well-chosen adjectives and showing descriptions through verbs and nouns instead of overused adjectives like "interesting" and "beautiful". Comparative and superlative forms of adjectives and some irregular examples are also outlined.
Context
Context refers to the situations in which texts are produced and received, including the language, beliefs, knowledge, social events, and intended audience of both the writer and reader. Understanding the context of production and reception is equally important when studying texts, as the implied writer, implied reader, and actual audience all impact the meaning and interpretation of the text.
2 speech features
This document discusses various linguistic concepts related to discourse analysis including adjacency pairs, topic shifts, deictic expressions, interrupted constructions, filler words, intonation, non-verbal communication, and pragmatics. Pragmatics is defined as the study of language use in context focusing on concepts like deixis, turn-taking, and implicature.
2 school text
This document provides tasks for analyzing a school discussion text. It asks the reader to annotate features in the text, look at how the relationship between teacher and pupils is presented through quotes, and turn one part of an analysis table into a detailed paragraph with a point, quote as evidence, and terminology analysis related to the given question.
2 politeness scale
The document discusses direct and indirect speech acts when making requests and discusses examples of requesting to see a manager from most direct to most polite. It also prompts for examples of requesting a date and requesting someone to stop talking in the cinema, with the most direct or most polite versions requested.
1 adj pairs starter
The document provides instructions on how to transcribe a one minute extract from the TV show Gavin and Stacey to experience how spontaneous speech texts are created. It includes keys to denote pauses and longer pauses measured in seconds. The purpose is to highlight the unscripted nature of conversational transcripts and how they are typically structured with elements like greetings, questions, answers, statements, requests, apologies etc. with indications of who is speaking and overlapped lines.
Idiolect identification
The passage discusses three excerpts from two different authors. The first and third excerpts are from the same novel identified through linguistic analysis. The middle excerpt is from a blog also identified through linguistic analysis. Analyzing individuals' writing styles can reveal their identity, as demonstrated by examples of an author identifying writers of anonymous works.
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How to categorise
- 1. LA NG UA GE E XA M: QUE S TION 1
- 2. Read the question: Study the texts A-F on the next six pages. These texts illustrate different varieties of language use. Discuss various ways in which these texts can be grouped giving linguistic reasons for your choices. Understand key terms…
- 3. Discuss – explore and explain why the texts have been placed in a group and possibly discuss the differences within that group. Various ways – texts can and should be used in more than one group. Linguistic reasons – groups should demonstrate knowledge about language.
- 4. Reading: - Read and annotate all of the extracts - Use the broad headings (to follow) to begin considering groups - Refine groupings to fit the texts - Select the most interesting groups, trying to cover as many texts as possible
- 5. L Do any texts have a similar purpose? e Which texts share a similar audience? e Do any texts belong to the same genre? o How formal/informal are the texts? o How many speech texts are there? ? How many written texts are there? ? Are any of the texts multimodal? e Do any texts deal with a similar representation of a theme or idea? l Is there any similarity in how texts use language?
- 6. Writing - Explain why the texts have been placed in the group - Explore any differences between the texts - Use a variety of language methods* - Remember to link language features to context - Remember to give examples to language points - Don’t describe every aspect of a text, stay focused on the group
- 7. Language Methods, or Language Frameworks, are the different approaches to analysis that you are studying this year: - Lexis - Semantics - Grammar - Phonology - Pragmatics (context) - Discourse (including spoken texts) - Graphology - Register - Mode - Idiolect/Dialect/Sociolect