English Langauge Theories (Power, Social Groups, CLD)

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Fairclough
Instrumental and Influential Power. Instrumental (unquestionable power=formal, interuption and topic management) Influential (realiant on persuation= rhetorical methods)
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1993, Drew and Heritage
therorised that in the workplace asymetrical relationsihps dictated the language people could use
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Goffman
Observed "Face" was to do with the positive social values we like to maintain in social interactions
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Brown and Levinson
2 types of face: positive (reflects desire to be liked) and negative (reflects desire for independance). Coined the term 'face-threatening' acts which express diapproval
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2004, Koester
Claimed phatic talk was vital for work collegues to establish personal relationships which would create solitdarity.
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1991, Herring
Women in workplace. studied e-mail threat (36% of participants were women). only 5 women contributed meaning they were represented by 14%. Men were assertive / women addopted a more personal message half the length of the mens.
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Penelope Eckert
As we get older our langauge gets more standard, that slang is used by youth to seperate themselves from older generations. Said there were different ways of defining age: Chronological, Biological and Social.
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Anna Brita Stenstorm
Young people use: irregular turn-taking, overlaps, verbal duelling, slang, taboo language, language mixing
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Vivian de Klerk
claimed young people challenge linguistic norms, establis new identities to create a social group different to their parents.
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2001, Martinez
teenagers use negatives more. Language is more direct and informal
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Berland
teenageers use tags such as 'innit', 'right' that were previously only associated with a low social class
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Lesley Milroy
Dense social networks (people live and work togeth) result in a greater adherence to regional accents and dialects. This helps assign accents to "classed communities"
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"gonna"
speakers from highest social class use it least; 85% of speakers from a "lower" class (semi-skilled or manual) use it.
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Skinner
Behaviourism. Chidren learn by imitating parents and being rewarded/punished in accordane to their accuracy. Supported by 'went' instead of 'goed' and Genie.
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Chomsky
Nativism. children have an innate knowlesge of the stucture of language (UG) that speeds up learning when they hear their native langauge. He talked about an unconsious mental model of how language works. McNeil called this LAD
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Berko, 1958
'wug experiment' - they all applied the plural 's suffix to a work never heard before.
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Piaget
Cognitive Model. Language acquisition is closely related to cognitive development. 'more than less than' - had the lexical understanding but not the semantics (could not point)
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1960, Berko and Brown
'Fis' phenomenon. The child recognised it should sound the /sh/ phoneme (understanding) but could not ponounce it (had not acquired phonemic ability)
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1960, Berko and Brown (2)
indistinguisable pronunciation between mouse/mouth, jug/duck but could point to the right one, could comprehend.
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Bruner
Social Interactionist Theory. Children's language development is related to their quanity and quality of social interactions with adults. LASS.
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Clarke-Steward, 1973
children whose mothers take more have larger vocabularies.
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Lenneberg
Critical Period Theory. Human Brain is designed to acquire language at a certain point and once this period has passed it is no longer possible. Supported by story of Genie.
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Mehler, 1988
French babies (4 days old) distinguished French from other languages.
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Cruttenden, 1974
adults understoof the intonation of a football results commentator more than the chidlren.
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Bloom, 1973
Mummy Sock. 's inflection is ommited at the 2 word-stage so a range of menaings can be expressed.
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Nelson, 1973
Holophrastic stage, children whose mothers corrected them on word choice and pronunciation actually advanced slower than those with mothers who were generally accepting.
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Kuhl, 1992
Studied exaggerated vowel sounds used by parents speaking to 6-month babies (in English, Swedish and Russian). Babies turn towards sing song voice, mothers in all 3 exagerated the important vowels.
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Other cards in this set

Card 2

Front

therorised that in the workplace asymetrical relationsihps dictated the language people could use

Back

1993, Drew and Heritage

Card 3

Front

Observed "Face" was to do with the positive social values we like to maintain in social interactions

Back

Preview of the back of card 3

Card 4

Front

2 types of face: positive (reflects desire to be liked) and negative (reflects desire for independance). Coined the term 'face-threatening' acts which express diapproval

Back

Preview of the back of card 4

Card 5

Front

Claimed phatic talk was vital for work collegues to establish personal relationships which would create solitdarity.

Back

Preview of the back of card 5
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