Context and Culture Ch6 Part1
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Transcript of Context and Culture Ch6 Part1
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CONTEXTANDCULTURE
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DOYOUREMEMBERTHIS?
Hymes suggests that in order to be able to
communicate language, a person should acquire
four types of knowledge:
1. Possibility
2. Feasibility
3. Appropriateness
4. attestedness
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CONTEXTANDCULTURE
Hymes has led the study of language in a different
direction. His theory views language analysis
through the account of other factors other than the
words themselves.
These factors are many. All of the following might
be involved in interpreting a real encounter:
Tone of voice and facial expression; the relationship between
speakers; their age, sex, and social status; the time and place;
and the degree to which speakers do or do not share same
cultural background.
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CONTEXTANDCULTURE
All the previous factors are known as context, andthey are all relevant to whether a particular action
or utterance is appropriate.
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SYSTEMIZING CONTEXT: DISCOURSEANALYSIS
Linguists has claimed that the meaning of language
in context is so messy and subjective that it is
beyond the reach of systematic enquiry.
However, in order to systemize this area of
language, applied linguistics developed discourse
analysis (the study of how stretches of language in
context are perceived as meaningful and unified by
their users).
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DISCOURSEANALYSIS
There are three areas of study that contribute to the
field of discourse analysis:
Paralanguage Pragmatics
genres
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PARALANGUAGE
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PARALANGUAGE
Any meaningful nonlinguistic behavior whichaccompanies linguistic communication, e.g.
gestures and intonation in speech, or pictures and
font in writing
Example: Gestures in an interview
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PARALANGUAGE
Convincing research suggests that paralinguistic
messages can outweigh linguistic ones, especially
in establishing and maintaining relationships.
For this reason, understanding of paralanguage is
relevant in any professional activity involved with
effective communication, ordeveloping effective
communication in others, such as media training,
speech therapy, and language teaching.
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WHATABOUTWRITING?
Writing has paralanguage too.
Words can be scribbled, printed, or painted, and
their meaning can be amplified or altered by layout,
accompanying pictures, and diagrams.
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WHATIFWEHAVEAMIX?
At this time where technology is used to mix writing
with visual effects in ways which can be altering
fundamentally the nature and process of
communication, there is a pressing need to
integrate the findings of the role of speech(psychology) and the role of writing (typography).
The study ofvisual communication and computer-
mediated communication are growing areas inapplied linguistics.
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PRAGMATICS
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PRAGMATICS
Pragmatics:
is the discipline which studies the knowledge andprocedures which enables people to understand
each others words. Its main concern is not the
literal meaning, but what speakers intend to do with
their words.
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EXAMPLE
How are you?
In language it is an interrogative sentence; taking
literally it asks about someone
s health. However. It can be answered differently depending
on the context
Mind your own business
dont make me sick
Deeply depressed
Thanks be to God
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GENRES
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GENRES
Meaning also changes with the kind of
communicative even which words belong to.
Example:
Describe a person according to the following
situation.
Gossiping about that person Writing a job reference
Introducing him/her to a friend
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GENRES
Genres is a term defined by the applied linguist
John Swales as a class of communicative events
which share some set of communicative purposes.
Examples
Conversations
Consultations
Lessons
E-mails
News bulletins
Stories
Jokes
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COMMUNICATIVECOMPETENCE
In conclusion, all these elements of discourse-interpreting paralanguage, understanding pragmatic
intention, and distinguishing different genres- are
part of a persons communicative competence.