The document discusses different approaches to defining and categorizing formality in language use, referred to as register, tenor, or style. It notes that while linguistics textbooks may use the term "tenor" and prefer the term "style", registers are more narrowly defined as relating to specific activities like academic language. The document then presents one prominent five-category model of formality in spoken English proposed by Martin Joos, ranging from frozen, formal, consultative, casual, to intimate styles.
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Creole and Pidgin Languages. General CharacteristicsMarina Malaki
This PPT presents Pidgin and Creole Languages, its general characteristics, as well as some peculiar features, varieties and examples. Hope you'd like it! Enjoy!
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
These slides are the relationship between language, culture and thought as Ronald Wardhaugh has discussed in "An Introduction to Sociolinguistics". The examples have been provided from the Pakistani context and culture.
"In general, usage labels provide specific information about the domain of application of the definition. In the more abstract sense ..., a usage label is to be taken as a higher-level instruction, as a meta-linguistic device. This means that it cannot be equated with a definition itself: it restricts the definition to a certain context. The definition of a word given by a dictionary entry is intended for a group of users belonging to those who speak or want to speak the standard form of the language of the dictionary in question.
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For more information, visit-www.vavaclasses.com
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For more information, visit-www.vavaclasses.com
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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2024.06.01 Introducing a competency framework for languag learning materials ...
Register or Tenor
1. One of the most analysed areas where the use of language is
determined by the situation is the formality scale. Writers (especially
in language teaching) have often used the term "register" as shorthand
for formal/informal style, although this is an aging definition.
Linguistics textbooks may use the term "tenor" instead (Halliday
1978), but increasingly prefer the term "style" – "we characterise
styles as varieties of language viewed from the point of view of
formality" (Trudgill, 1992) – while defining "registers" more
narrowly as specialist language use related to a particular activity,
such as academic jargon. There is very little agreement as to how the
spectrum of formality should be divided.
In one prominent model, Martin Joos (1961) describes five styles in
spoken English:
Frozen: Printed unchanging language such as Biblical
quotations; often contains archaisms. Examples are the Pledge
of Allegiance, wedding vows, and other "static" vocalizations
that are recited in a ritualistic monotone. The wording is exactly
the same every time it is spoken.
Formal: One-way participation, no interruption. Technical
vocabulary or exact definitions are important. Includes
presentations or introductions between strangers.
Consultative: Two-way participation. Background information
is provided – prior knowledge is not assumed. "Back-channel
behaviour" such as "uh huh", "I see", etc. is common.
Interruptions are allowed. Examples include teacher/student,
doctor/patient, expert/apprentice, etc.
Casual: In-group friends and acquaintances. No background
information provided. Ellipsis and slang common. Interruptions
common. This is common among friends in a social setting.
Intimate: Non-public. Intonation more important than wording
or grammar. Private vocabulary. Also includes non-verbal
messages. This is most common among family members and
close friends.
