language and occupation
- Created by: jessica farnill
- Created on: 07-06-16 12:32
Maxims- theory
maxim of manner - avoid ambiguity and obscurity
maxim of relevance - must be relevant to ongoing context
maxim of quantity - not saying more nor less than what is needed
maxim of quality - should be truthful
conversation theory
Accomodation theory - Howard Giles 1970
' we accomodate our audience'
convergence - move language to match that of their audience
1. downward convergence - accent more regional and try to wipe out RP elements
2. upward convergence - more refined accent and try to wipe out regional elements
3. mutual convergence - both parties alter their speech
divergence - moves language away from that of their audience
key terms
implacature - seem like you are not cooperating but actually you are; this relies on shared understanding
politeness - broad term for the sensitivity we show others in conversation
Irving Goffman 1955
FACE
we present an image of ourselves to others that changes in different situations
cooperation principle says we respect and accept peoples presentation of face
FACE threatening act;
refusing the face we are being offered and mocking or challenging it
(rare as people dont want there face challenged)
(maintains status)
Brown and Levinson 1987
positive politeness;
1. show people they are liked and admired
2. compliments
3. social superior reducing distance
Negative politeness;
1. shown when we want to avoid intruding on others lives e.g excuse me before speaking
2. results in indirect language that is apologetic and respectful
3. keeping titles e.g miss
Robin Lakoff 1973
POLITENESS PRINCIPLE
3 rules that conversation follows;
1. dont impose - e.g im sorry to bother you
2. give options - avoid forcing someone into a corner e.g its up to you
3. make the reciever feel good - things we say to show appreciation e.g what would i do without you
Theorists
John Swales 2011 - DISCOURSE COMMUNITY
there is a shared language between people who share a community. they are described as ' groups that have goals or purposes and use communication to achieve these goals'
Drew and Heritage 1993 - SHARED INFERENCES
there is a shared level of communication based on the working environment and the context - 'things can be implied rather than spoken'
Koester 2004 - INTERPERSONAL RELATIONSHIPS
for any occupational relationship to be successfull there needs to be interpersonal relationships in order to get shared goals achieved. - ' people have to be collaborative in the work place'
Features of written occupational language
Modal verbs
logo/crest
Pronouns - often to converge
Imperative verb
Occupational lexis
variety and complexity of sentence structure
standard clear font
lexis relying on shared knoweledge
Jargon/specialist lexis
Coded language
power
clear precise language that avoids ambiguity
Features of written occupational language continue
Politeness markers
standard english/ colloqiulisms
abbreviations
acronyms
initialisms
terms of adress
how is written language different to speech?
status/ structure
- writing has a higher status as it is taught more formally and important documents are written - olden days only rich people could delay work and get an education
- writing - formal, strict rules, formal tone - speech - digression, colloqiul frequency and different voices
permanance
- no record of spoken text - changing with voice recordings
- written text is recorded permanantley and can be referred to
relationships
- speech - closer to the person so more engaging and personal - speech can digress more - fluid
- write to people who arent close - physically or metaphorically -reaches wider audiences e.g newspapers
influence on each other
- articulate well = well educated - writing helps vocab
- neologism(new word) - starts in speech- gains status if infused with writing
- social media influence - biggest
accent, sociolect, dialect and idiolect
Accent - way you say something
Dialect - the words you say
Sociolect - the way a certain group says something
Idiolect - way an indicidual says something
Types and Functions of spoken language
Types
- spontaneous
- prepared
- monologue - one person
- dialogue - more than one person
Functions
- Referential - provide information
- Expressive - shows the speakers feelings
- Transactional - Verbal exchange between 2 or more people trying to get something done
- Interactional - similar to transactional but is as social interaction between friends
- Phatic - 'small talk' - devoid of serious content but plays an important role in establishing and maintaining social interactions
Influences of spoken language
Speaker identity - aspects of a persons identity influences the way a person speaks e.g occupation or social group
context - broad term for the situation in which conversation occurs
Audience - who is the speaker adressing - relationship,dominance
Setting - formality - interview compared to a party
Topic - the subject being discussed influences lexis
Purpose - different languages used for the hoped outcome
Spontaneous speech
Lexis - word choice
- vocab often more colloqiul and uses contractions
- phatic expression - small talk
- deictic expression - often relates to time and place and wouldnt make sense out of context e.g now, tomorrow, that, there
Grammar - much less organised and is often overlapping
- interrupted construction - when one idea is abandoned for another e.g i think you could have - you should have
- disjointed construction - when one idea is linked to another without a connective e.g he knows about computers - how to fix them
- imcomplete construction - were grammatical elements are missing e.g seen tom?
- Non standard grammar - reflects informality of speech e.g we was late
Non fluency features -inevitable features of spoke
Fillers
- words or expressions which have very little meaning e.g i mean, you know, like
Functions
- give speaker time to think
- soften a blunt statement
- way of involving the listener
Filled pauses
- Hesitations such as Um and Er
Unvoiced pauses
- a silent pause
Unintentional repetition
- of single words or phrases
Conversation structures
Openers - hello,im,wave
turn taking - the most important part of a sucessfull conversation
- both verbal and non verbal cues
- tradition Q and A
- tag questions
- mentioning names - inviting them in
- concluding statement - anyway i havent seen her since
- a falling voice or drawn out sylabble
- eye movement - we look at them more when we are listening, lean forward when wanting to talk - interuptions can occur if we think someone has talked too long
Adjacency pairs
- 2 part exchange that follows a predictable pattern - occasionally 3 part exchanges occur e.g teacher Q student A teacher correction
Topic - what the conversation is about - usually dominant person will decide
Conversation structures continued
Topic shifts - when a topic is changed - often a expression is used e.g by the way
Topic loop - conversation returning to an earlier topic
repair - a correction usually on facts
Feedback - used to show the speaker that the listener is paying attention
- verbal - really
- back channeling - 'gasp,sigh,mm'
- Non verbal - 'nodding, smiling frowning'
Closings
- usually follows a closing sequence
- often farewells
- summing up comment
- phatic remark e.g see you soon
- non verbal - packing away
Transcription symbols
- (.) - short pause
- (3) - indicates pause length in seconds
Overlapping symbols
- word [word]
- [word]
- wor- - shows speech has been cut off
- (word) - a guess of what might have been said
- () impossible to work out what was said
- word - underlined to show loud
- word - underlined and bold to show shout or exclamation
- <word> - arrows pointing out show slower speech
- arrows pointing in show faster speech
Checklist
1. state context and occupation of text
2. find evidence of context e.g jargon
3. label language e.g nouns and say why they are being used
4. identify spoken language features e.g overlapping speech
5. label features with why they are used and when they show e.g power/dominance
6. cover tone, type of language, sentence types (interogatives) and power relationships
7. make sure everything is labelled with why they are used and how
8. add wider knoweledge
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