Professional Documents
Culture Documents
Language Variety: Specific Language or Specific Form of Language Used by A Particular Community: French, Italian, Etc or Appalachian English, African-American English, Southern English
Language Variety: Specific Language or Specific Form of Language Used by A Particular Community: French, Italian, Etc or Appalachian English, African-American English, Southern English
1
Language (s)
• Is a system of arbitrary signals:
- voice sounds
- gestures
- written symbols
which communicate thoughts or feelings
2
Learning language – normal – human childhood
- use patterns of sound and gesture – communication
- thousands of languages – share certain properties
3
Standard Language
• a particular variety of a language that
has been given legal or quasi-legal status
• the most correct dialect of a language
• Generally which is written, has
undergone some degree of
regularisation, and recognised as a
prestigious variety by a community
4
Steps of standardising language
• Selection
• Codification
• Elaboration of function
• Acceptance
5
• Selection
- a variety or combination of varieties can be
selected and developed
- great social and political significance –
recognised as prestigious by community
• Codification
- agencies or academies – produce dictionaries
and grammar – define what is correct and
incorrect
- For example: DBP
- decisions made by these organisations –
shared and accepted – users of the language
6
• Elaboration of Function
- selected variety must cater for various functions
and situations
- such as government, educational, business, scientific
and others
- require additional linguistic items – process of
borrowing
• Acceptance
- must be accepted as the standard language
- acceptance is achieved : three factors may take
place –
(a) serve as a strong unifying force
(b) symbol of independence from other states
(c) serve as a marker to differentiate one state
from
another
7
Features of standard language
Some features that identify a standard
language:
• A recognised dictionary which embody a
standardised spelling and vocabulary
• A recognised grammar – records the forms,
rules and structures
• A standard system of pronunciation – free
from regional marking
• An institution promoting the use of the
language – given authority in defining the
norms of its use
• Constitutions – language an official legal
status in a country’s system of law 8
Examples of the Development of
Standard Languages
11
Dialects
• A variety of a language used by people
from a particular geographic area
• Number of speakers and area itself can
be of arbitrary size
• Dialect in larger area can contain plenty
of sub-dialects
12
• A complete system of verbal
communication – own vocabulary and
grammar
• Concept of dialects – distinguised from:
(a) sociolects : a variety of a language
spoken by a certain social class
(b) standard languages : are
standardised for public performance
13
Dialects
Regional Social
14
Regional Dialect
- Travel from one region to another –
encounter noticeable changes –
language:
- Pronunciation, choice of words and
syntax
- Distinctive varieties – regional dialects
- Not a distinct language but rather a
variety of a language spoken in a
particular area of a country
15
Social Dialects
- The variety of social group or social
class -the differences in speech
- Can be used to refer to
(a) ethnic
(b) occupation
(c) status
(d) caste
(e) education, income, racial etc
16
For example:
Ethnic variation – the identification of a
dialect associated with a specific ethnic
group such as “Black dialect” in cities
such as New York, Detriot and Buffalo
17
Style
18
In both situations, Ahmad – making a
request.
However, the form of request changes –
according to the context.
20
Variables that influence style:
(a) Addressee
(b) Social class
(c) Context and social roles
(d) Ethnics groups
21
(a) Addressee
Familiar person –
(i) More casual
(ii) Relaxed style is used
(iii)More vernacular forms (non-standard)
22
Letter A Letter B
Hi! How are you? How are you?
23
Letter to the child:
(a) Has shorter sentences
(b) Common vocabulary
(c) Simpler grammar
24
- the same applies to spoken conversation
- Different – spoken interaction :
(i) an adult – child
- opt for parentese
(babytalk)
- sing-song intonation
26
- Newsreaders – employ different
linguistic styles – cater the need of the
audience
- News – same, concept and context
identical
- Difference in social background –
influence the linguistic style
- Higher end of the spectrum – a more
formal style
27
(c) Context and Social Roles
28
In both the situations:
Etiquette requires
(a) Jimmy to address his father ‘Sir’
(b) Suzy to address her mother ‘Dr Lily’
30
- Social roles – determined by
(a) a person’s status
(b) Solidarity
For example:
Michael Maddison – a prominent figure
- Addressed by his first name – Michael
or Mike for short – close to him
- Social subordinates and others –
address – using his title and last name
‘Mr Maddison’
31
(d) Ethnic Groups
Certain ethnic groups have very distinct styles
of referring to different social groups.
For example:
(i) The Japanese
- Assess the relationship with the addressee
- Adjust their style of speaking
- Employ not only different pronunciation but
also different lexical choice and sentence
structure
- Common to see Japanese exchange business
cards – to find out each other’s social class
and family background
32
(ii) The Javanese
- Distinguishes its pronunciation,
vocabulary and sentence structure –
social class and status
- Three stylistic levels:
formal or high (krama inggi) to mid to the
least formal or low (ngoko)
- The pronoun ‘you’ referred as
(a) ‘nandalem’ – formal
(b) ‘sapeyan’ – mid
(c) ‘sliramu’ – casual speech
33
Style analysed – formality or situational
factors (addressee, setting, task or
topic)
Register – speech related to a certain
speciality
- concerns with how we use
language to express our social identity
and social competence
For example:
Sports commentators, the language of
pilots, court room and classroom
financiers, disc jockeys
34
Registers – language of groups of people with common
interests / jobs
- language used in situations associated with
such groups
For example: Sports announcer talk
Cooley – steaming in now – bowls to Karim again –
stroking it out into the covers – just thinking about a
single – Dinesh stuttering steps down the wicket from
the bowler’s end.
Language used – distinguishable from other contexts
35
Grammar – distinctive
Sports announcers uses – ‘play-by-play’
description
- Focus on action
- Involves features such as :
(i) syntactic reduction
(ii) inversion of normal word order in
sentences
(iii) heavy noun modification
(iv) routines and formulas
36
(i) Syntactic reduction
(a) [It] bounced to second base
(b) [It’s] a breaking ball outside
(c) Karim [is] in difficulty
(d) [He’s a] guy who’s a pressure player
Sports announcers :
(i) Omit the subject noun or pronoun (a)
(ii) Omit the verb ‘be’ (b) and (d)
(iii) Omit only ‘be’ (d)
However – meaning is not loss
37
(ii) Syntactic inversion
(a) In comes Hassan
(b) And all set again is Pat Haden
(c) On deck is big Peter Lim
Reversal / inversion
– another feature of sports announcer talk
- Allows the announcer to focus on the action
- Provides him/her time to identify the
subject of the action
38
(iii) Heavy noun modification
(a) This much sought-after and very
expensive footballer
(b) First class referee David Foreman
(c) Clark, the new Chelsea skipper and a
player worth every pound they paid for
him
Sports announcers – focus on the people
instead of the action
- Heavily modified before the noun (a) and
(b) or after the noun (c).
39
(iv) Routines and Formulas
(a) A very good morning to our principal (name),
teachers and friends. First of all I would
like to thank (name) for giving me this
opportunity to speak today. The topic of my
speech today is (title)
(b) A very good afternoon to the adjudicators,
the opposition team, ladies and gentlemen.
We, the government, firmly believe that
(title).
Before I proceed any further, please allow
me to define the word (word) Therefore,
based on our definition, we, the government,
firmly believes that the motion of today,
(title) 40
Routines and Formulas enable :
(a) give the impression of fluency
(b) to convey information with minimal demand on
short term memory
(c) retain the listener’s interest and convey the
drama of the event