jautājums |
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most ethnic groups believe that their language is the best medium for preserving and expressing their traditions.
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However, the Chinese for example, identify themselves ethnically even though they speak languages or dialects which are mutually unintelligible.
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Some cultures have survived even though their language has virtually disappeared like Yiddish in Georgia or Gullah in North East Florida
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Language is often used in the exercise of political power, A government can attempt to control its minority groups by banning their language, as Turkey bans the use of Kurdish
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There are differences between white and black speakers in the US and many Americans can assign people to one of the two ethnic groups. People do not speak as they do because they are white or black
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sākt mācīties
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Speakers acquire the linguistic characteristics of those they live in close contact with, There is no racial or physiological basis
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matched guise technique in social psychology sākt mācīties
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is used to investigate language attitudes, It involves playing recordings of different speakers reading aloud the same passage of prose but using different accents, dialects or language
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The technique is called matched-guise because two of the speakers are the same person appearing in two different guises using two different varieties of language
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The assumption is that if subjects evaluate this speaker differently in his two different guises the difference in the evaluation cannot be due to the speaker or his voice but to reactions to his accent dialect or language
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sākt mācīties
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Social stratification is reflected in language varieties; social class dialects differ in pronunciation grammar and vocabulary
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REGIONAL AND SOCIAL DIALECTS COMPARISON sākt mācīties
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There are similarities between the emergence of regional and social varieties mainly because of barriers and distance, Physical isolation of villages may explain why their dialects are different.
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But instead of rivers or mountains, there are also social barriers of class, age, race or religion and social distance between the highest and the lowest classes which underlie language variation
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of some groups may explain why their languages or dialects remain relatively unaffected by those of other groups
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religious groups in Baghdad have limited contact with each other and Christians, Moslems, Jews maintained distinctive dialects, Social distance between the castes in an Indian village leads to differences in speech
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between the castes in an Indian village leads to differences in speech
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are those features adopted by a high status group as linguistic indications of social status
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are those features associated with low-status groups. E. g Midwestern cities
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There is some movement in the social hierarchy and then the speakers attaining a higher status adjust linguistically to a particular dialect.
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lower classes tend to assimilate language features associated with high status groups
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When a particular language feature is highly valued in a speech community, the speaker from a lower class may overextend it and then we have to do with hypercorrection
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which is overextension of favoured feature to linguistic environments in which the feature is never used by native users
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RESTRICTED and ELABORATED CODE sākt mācīties
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According to the policy makers in postwar Britain in the late fifties, Working class children didn't perform so well at school as middle-class children of the same intelligence
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Basil Bernstein showed that some working-class children have access to and use only restricted code which is more context dependent
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for example in the formal interview situation with a middle class adult the children used short or monosyllabic responses or many pronouns
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Whereas middle-class children have access to both “ restricted code and elaborated code, which is more formal more explicit, and tend to use elaborated code
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Within a speech community there is a system of social rules of language behaviour for particular age groups
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the use of slang by teenagers can be accepted in certain situations, but the same lg used by middle-aged persons, may be regarded as highly inappropriate and received with shock or disgust
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can be characterized by the use of peer group, local dialect with a great amount of stigmatized forms and little stylistic variation
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Very often the speakers first reject parental norms and then gradually approximate to adult patterns during their school years
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further education and achievement of social status may bring about an attempt to conform their speech to status groups to modify it towards prestige forms and bigger stylistic variation
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Older people used to preserve some language patterns learned early in life although they are already out of use and sound peculiar to the representatives of the younger generation
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there occur differences in pronunciation and grammar as well old people do not seem to pay much attention to speech and also their stylistic variation tends to diminish
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WHY IS WOMENS SPEECH DIFFERENT sākt mācīties
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Otto Jespersen claimed that the differences have a biological basis, There are some differences in neurophysiological processes.
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phonological processing in males is located in the left hemisphere, in females both, But there is no evidence that such differences account for differences between male and female speech
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The biological basis and the physiology of the vocal tract can only explain the differences in the height of pitch The vocal cords are shorter, lighter, more stretched Much more explanation lies within the social context
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women speech is generally more correct, standard as they are more status conscious They are more sensitive to the prestige pattern and the social significance related linguistic variables
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Language differences reflect social roles laid down by society, Expressive role imputed to women and the instrumental role associated with men
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Hence occupations are associated with men, and women are expected to run the house take care of children be nice to hardworking husbands
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Male dominance in the language is a reflection of men’s superior position in a society and the role they have traditionally played
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SPEECH ACT THEORY AND ITS FOUNDERS sākt mācīties
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Speech act theory was first formulated in 1962 by the philosopher John Austin
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Speech acts are all the things we do when we speak, actions performed by a speaker in uttering a sentence such as requesting commanding questioning and informing
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In one sense we are talking about functions our purposes, intentions, but we are also concerned what the speakers are doing with language and what they are saying
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we say a particular bit of speech is a request or an instruction we are concentrating on what that piece of language is doing, or how the listener react and then we deal with speech acts
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It is Making a meaningful utterance, It is the act of saying something in the full sense of say by means of grammar lexis and extratextual information
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It may be an invitation to someone to shut the window – this is the underlying force why the speaker has made an utterance, the intended action by the speaker
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The illocutionary act or illocutionary force can be achieved by means of certain words expressing assertion, prediction, warning, I warn you, PRAGMATIC MEANING in the CONTEXT
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It reflects the consequence of the locutionary and illocutionary acts, to designate an utterance that has an effect upon the actions, thoughts, or feelings of the listener
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An utterance may have such an effect on the listener that he becomes alarmed convinced, surprised, or persuaded, It is not under his control and then he may meet the unintended result
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People don’t say what they mean and there are several reasons for speaking indirectly, it enables them to retreat in front of danger
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Indirection also enables us to give others the option of retreat. “Are you busy?”is a more avoidable request than‘Sit down and talk to me’
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The person then might answer Yes, I am, Sorry, because you have given the option of retreat, you can also retreat saying, Oh never mind I was just wondering if...
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A perfomative utterance is one that describes some act and simultaneously performs that act, Examples of perfomative verbs are, promise, beg, admit
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Austin also isolated a group of performatives which have a conventional, ritualistic nature. When the speaker says I name this ship “The Queen Elizabeth”, she is performing the action of naming the ship
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Other ritualistic examples, of a conventional nature: swearing an oath, sentencing a criminal, opening a building, arresting an offender.
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Other performatives are also utterances in which saying is doing, but, unlike declarations their related verbs for example vow, arrest, declare, etc are not always actually said
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PROBLEMS WITH RECOGNIZING PERFORMATIVES sākt mācīties
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The form of performatives is usually the first person singular, Simple Present, active voice, but not always
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The felicity conditions of an illocutionary act, are conditions that must be fulfilled, in the situation in which the act is carried out, if the act is to be said or to be carried out properly
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Felicity conditions for declarations 1 sākt mācīties
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There must exist an accepted procedure, having a certain effect, procedure for christening babies, not dogs, naming ships, not houses, These procedures may be different in certain communities
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2, The particular persons and circumstances must be appropriate for the invocation of the particular procedure sākt mācīties
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The particular persons, and circumstances must be appropriate for the particular procedure, The uttering itself of the correct and appropriate words is insufficient to achieve the successful performance of the act
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the person for baptising the child is not a priest, the blacksmith reading the marriage service - the ceremonies are invalid.
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3 The procedure must be executed by all the participants correctly and completely sākt mācīties
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The procedure must be executed by all the participants correctly and completely During the marriage ceremony: “Do you take this woman?”“Yes” is an unaccepted answer.
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Felicity conditions for other performatives sākt mācīties
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John Searle worked out the conditions for the act of “ordering”, if certain conditions are in operation, and known to be in operation by both, the sender and the receiver
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1, the sender believes the action should be done sākt mācīties
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If I order someone to clean their boots when I do not really believe that it should be done, then my order is insincere.
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2, the receiver has the ability to do the action sākt mācīties
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I can order someone to clean their boots, but not to eat the Eiffel Tower - they will not have the ability
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3, the receiver has the obligation to do the action sākt mācīties
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My order will not succeed as an order unless the person I am talking to is obliged to clean his boots.
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4, the sender has the right to tell the receiver to do the action. sākt mācīties
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I have the right and the power to make him do so
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Especially in formal situations there are clear rules on the order of speaking in parliament or other public meetings, a chairperson decides who can speak and how long
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In informal conversations turn-taking may depend on power and status who has the floor varies according to rules of the social group students will usually fall silent when the professor speaks whether they are in the bar or at the seminar
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Strategies for taking a turn sākt mācīties
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using interjections to signal a request for a turn, such as, Mm-hmm, Yeah and rising intonation, using facial or other gestures to indicate a wish to take a turn
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Strategies for holding a turn sākt mācīties
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through intonation using expressions to suggest continuity, such as First Another thing Then
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Strategies for passing a turn to somebody else sākt mācīties
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using phonological signals, such as slowing down the final syllables of an utterance and increasing the pitch,
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pausing to provide an opportunity for someone to take up the turn; using a facial or bodily gesture to signal that a turn is finished
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ADJACENCY PAIRS, INSERTION SEQUENCE, SIDE SEQUENCE,
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Question predicts an answer A greeting, for example, is likely to be answered by another greeting, Hi! Oh hello! Congratulations, thanks, Apology, acceptance
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In an adjacency pair, there is often a choice of two likely responses one is the preferred response because it occurs most frequently, the other the dispreferred response because it is less common
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Sometimes the second part of an adjacency pair can be delayed, one question and answer contains another, like this: Question, Question, Anserw
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It might mean avoiding the topic, being polite or afraid of telling the truth
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Sometimes speakers switch from one topic to another unrelated one, and then back again
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Here the participants correct their own words or those of another participant to achieve a communicative effect, Together they negotiate a solution to the problem
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Closing a conversation and termination of the topic sākt mācīties
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The ending must be signalled so that the other participants know it is finished, Such signals may include particular words like, Anyway, So
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Herbert Paul Grice offered a theory which he called conversational implicature and which attempted to explain what people mean saying something, why don’t they say directly what they mean
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sākt mācīties
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say only what is true and does not give information that is false or that is not supported by evidence
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MAXIM OF QUANTITY-INFORMATION sākt mācīties
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economy of word not long sentences say much as neccesary
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sākt mācīties
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say what is important and important aspects to discussion
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MAXIM OF MANNER - CLARITY sākt mācīties
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Be clear avoid ambiguilty
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VIOLATING CO-OPERATION MAXIMS sākt mācīties
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The sender INTENDS the receiver to perceive them as such, and in fact, the receiver does perceive them as such Communication may break down if e.g. the receiver does not realize that the violation is deliberate
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sākt mācīties
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TO FLOUT very often for effect
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We often say more than we need for example to mark a sense of respect
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VIOLATING Maxim of relevance sākt mācīties
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to signal embarrassment or a desire to change the subject
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VIOLATING The maxim of manner sākt mācīties
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is violated for humour (puns) where rival meanings are deliberately tolerated, or in order to establish solidarity between speakers and exclude an overhearer from a conversation
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sākt mācīties
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Doctors diagnose patients for medical students in a language which they know the patient will not follow. Prisoners, children
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POLITENESS MAXIMS- ROBIN LAKOFF sākt mācīties
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Don’t impose, i'M SORRY TO BOTHER YOU, trying to be polite, Give options: are you busy, Make your receiver feel good
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Speakers from different cultural backgrounds may have different interpretations of what it means to be true relevant, brief or clear, The people try to act efficiently together with others in human interaction
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POLITENESS PRINCIPLE A UNIVERSAL PHENOMENON sākt mācīties
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All humans beings try to avoid intruding upon each other's territory and make the other person feel good
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in some parts of India, Taiwan and the Arabic speaking world, it is impolite to accept food when it is first offered. Only on the third offer it is appropriate to accept, and only a third refusal is considered definitive
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TENSION BETWEEN TWO KINDS OF PRINCIPLES sākt mācīties
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There are situations, and types of relationships, in which one of purposes becomes dominant, and the other hardly matters at all
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in emergencies, when there is a need for immediate action, it is hardly appropriate to follow the politeness principle MOVE, Would you mind moving slightly
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Biased on insufficient knowledge, false cultural and language stereotypes
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sākt mācīties
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is popular belief about specific types of individuals, contain our personality, perception context and may be false, negative even insulting It comes from society, family, friends
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sākt mācīties
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any stretch of written or spoken language that is cohesive or coherent, It can be dialogue, conversation, novel
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sākt mācīties
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defining words, answering factual questions, solving aruthmetic problems
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PERFORMANCE OF VISUAL CONCEPTUAL sākt mācīties
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identifing missing part, assembling puzzle, copying symbols quickly, arranging pictures to tell the story
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sākt mācīties
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mentally reflective- 40 or below, extremally intelligent up to 100 or more
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sākt mācīties
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ROBERT STENBERG Triarchic theory of intelligence, categorize intelligence into 3 parts
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COMPONENTAL ABILITY-ANALYTICAL INTELLIGENCE sākt mācīties
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The methods people use to process and analyze information
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planning, strategy selection, monitoring of a task
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operations in the solving the problem for example encoding information, drawing comparison
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KNOWLEDGE ACQUISITION COMPONENT sākt mācīties
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selective combination, when new and old information is organized, and selective comparison when new information is compared to
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Combining past experiences, how people approach new and unfamiliar tasks
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CONTEXTUAL ABILITY-practical intelligence sākt mācīties
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the ability to adapt to everyday life, how an individual adapts, shapes and selects a better environment
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sākt mācīties
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Is the ability to learn about and understand, and interact with one’s environment. It involves analysis, planning and problem solving
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PHRENOLOGY introduced by Joseph Gall sākt mācīties
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pseudoscience Correlation of different brain shapes with various types of faculties the examination of a person's head to reveal character traits
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HOWARD GARDNER – MULTIPLE INTELLIGENCE sākt mācīties
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is a psychologist and Professor at Harvard University
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MULTIPLE INTELLIGENCE THEORIES sākt mācīties
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Schools should cultivate skills and abilities which are valued in a given culture. 2. Teachers should approach the subject matter in a variety of ways
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sākt mācīties
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2 kinds of language ability
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Cognitive academic language proficiency CALP sākt mācīties
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reading, grammar, vocabulary, dictation, writing
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Basic interpersonal communication skills BICS sākt mācīties
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oral fluency, sociocultural aspects, listening, speaking, all humans are equiped to master basic skills
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WHY APPLYING MULTIPLE INTELLIGENCE IN SLA sākt mācīties
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Raising learner’s awareness with regard to the range of ways in which different individuals approach learning -Encouraging learners to find out what areas they are intelligent & develop these areas.
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HOW? APPLYING MULTIPLE INTELLIGENCE IN SLA sākt mācīties
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Raising the approach, planning classes, with activities, appealing to different kinds of intelligence.
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sākt mācīties
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- Logical mathematical intelligence (calculating numbers) - kinaesthetic intelligence (dancing) -interpersonal intelligence (meditatting) - visual intelligence (drawing) - linguistic intelligence - musical intelligence - naturalist intelligence liking nature - interpesronal intelligence (teaching others)
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Cognitive styles – cognitive affection and physiological traits that are relatively stable indicators of how learners perceive interact with and respond to environment
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sākt mācīties
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Diagnosing learning styles Developing self-aware learners
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HOW TO DISCOVER LEARNING STYLES sākt mācīties
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- interviews with students - observing student’s behaviour - guide of self observation - self rating questionnaires
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IMPLICATIONS FOR TEACHERS: sākt mācīties
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-creating opportunies to experiment -implementing styles
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