PR E SE

N TE D

LANGUAG G 10 O F BY:
2B 1

E AND
CULTURE
 TABLE OF CONTENT

01 Review! 03 Culture

Introduction Categories
02 Explaining Anecdote
04 Kinship terms and Time
concepts
 TABLE OF CONTENT

05 Linguistic relativity 07 Social categories

The Sapir–Whorf
Address terms
hypothesis and Snow

Cognitive Gender
06 categories 08 Gendered words, Gendered
Classifiers speech and Gendered
interaction
LET'S REVIEW!!
Lecture Outline
 Cultural influences
language
 What is Culture?
 How do we acquire
cultural knowledge
 Language helps us in
Categorization
 We identify only
what is in our
culture
The Quakers rejected the use of you as a polite form
of address, and preferred thou, which to them
signaled intimacy and equality. By refusing to use
you because they took it as a deferential form of
address, the Quakers provoked hostility from others
who regarded their behavior as a sign of contempt.
The repercussions of such deviant usage were severe
for some Quakers such as Richard Davis, who reported
that when he addressed the lady of the
house in which he worked as thou, “she took a stick
and gave me such a blow upon my bare head, that made
it swell and sore for a considerable time. She was
so disturbed by it, that she swore she would kill
me.”
Romaine (2000)
 Cultural influences Language

 Our language is highly influenced and decided by our

culture whether it is sub-continental, African American,
European, British, and etc.
 This approach to the study of language originates in the
work of anthropologists who have used language as a source
of information in the general study “culture”
W h y i s i t
i mp o r ta n t
t o s t u d y
t hi s
t op i c ?
 C U L T U R E
R U E C L T U
 WHAT IS CULTURE?
 The customs and beliefs,
art, way of life, and social
organization of a particular
country or group (Oxford
Dictionary)
• We use the term to refer to
all the ideas and
assumptions about the nature
of things and people that we
learn when we become members
of social groups.
 It can be defined as
“socially acquired
knowledge.”
 HOW DO WE ACQUIRE
CULTURAL KNOWLEDGE?
C U L T U R A L

K N O W L E D G E
 -We acquire cultural
knowledge unconsciouly just like
our first langauge

-But we develop awareness of

our knowledge and culture just
after we acquire our first
language.
LANGUAGE HELPS US IN
CATEGORIZATION
 The language which we acquire
through cultural transmission
provides us with a ready- made
system of categorizing the
world around us.
 With the acquisition of
language we start categorizing
things in our social world
where we are living.
 Initially children having English as their first
language say bow-wow for many
creatures looking like dog but as they
develop more elaborated concept they
identify a dog, a cat, a horse, etc, as
distinct entities
 WE IDENTIFY ONLY WHAT IS IN
OUR CULTURE
 In native cultures of the Pacific, there were no
horses and, not surprisingly, there were no
words for them.
 In order to use words such as dog or horse,
rain or snow, father or uncle, week or
weekend, we must have a conceptual system
that includes these people, things and ideas as
distinct and identifiable categories.
 C A T E G O R Y
G O Y R E C A T
 CATEGORY
 A category is a group with certain
features in common and we can think if
the vocabulary we learn as a set of
category labels.
 These are the words for referring to
concepts that people in our social world
have typically needed to talk about.
 CONTINUATION
There is a lot of variation among
all the individual “dogs” in our
experience, we can use the word
dog to talk about any one of
them as a member of the
category.
 Fixed Relation Between Word and External
Reality
 We usually believe that there is fixed relation
between the words we use and the externally
reality.
 However, evidence from the world’s languages
suggest that this is not the case
 Some languages have a lot of expression for
'rain', 'coconut', 'canel', 'dog' etc while in some
other languages tehre maybe only for each
expression
C O L O U R S
 -The Dani of New Guinea can see all colors of the
spectrum(rainbow) , they only use names for two of them,
equivalents of “black” and “white”
-The Inuit of Greenland have names for those two,
plus red, green and yellow.
-English has names for those five colors, plus blue,
brown, purple, pink, orange and gray.
-It seems that languages used by groups(classification)
with more technology have more color terms.
L E X I C A L I Z E D
 -Observing this difference in basic color
terms in languages, we can say that there are
conceptual distinctions that are lexicalized
(“expressed as a single word”) in one language
and not in another.
-Rainbow
Dani = 2
English = 7
 K I N S H I P
I N I P K S H

T E R M
R T M E
 -Words used to refer to people who are
members of the same family that indicate their
relationship with other members.
-Kinship terms are the clearest examples
of lexicalized categories
-All languages have kinship terms (e.g.
brother, mother, grandmother), but they don’t
all put family members into categories in the
same way.
 Examples
 In some languages, the
equivalent of the
 word father is used not
only for “male parent,”
but also for “male
parent’s brother.”
 LET'S
TAKE A KINSHIP
LOOK ON TERMS
ANOTHER EXAMPLE
S
EXAMPLE
S
Difference Between English and
Watam
KINSHIP TERM KINSHIP TERM
RELATION IN WATAM IN ENGLISH

Father's brother aes Uncle

Female parent's akwae Unlce

brother
 Mopan Maya
 Speakers of Mopan Maya (in Belize, Central
America) lexicalize a distinction based on a
different conceptual arrangement.
 A distinctions in age among “uncles” is important
in Mopan Mayan culture.
-suku'rr (Older brother and
EXAMPLE
parent's younger brother )
-tataa' (parent's older
brother an gradnfather)
 Norwegian vs. English

KINSHIP TERM KINSHIP TERM

RELATION IN NORWEGIAN IN ENGLISH

“male parent's Grandmother farmor

mother”
“Female parent's Grandmother mormor
mother”
 Kinship terms in Filipino
RELATION
“male parent's mother/father” Biyenan

“Female parent's mother/father” Biyenan

“parents' siblings and their Tiyo, Tiya/ Tito, Tita

cousins”
“one's godparents” Ninong, Ninang
 T I M E

C O N C E P T S
 -Kinship terms were however something
physical examples of categories in different
culture
-We have more abstract category like
'time' and how it is treated in different cultures.
-Let's look at an interesting example of
how time is treated in different languages, so
we come to know how culture affects our
language
 CONTINUATION
• When we learn a word such as week or weekend,
we are inheriting a conceptual system that
operates with amounts of time as common
categories
• Using words for units of time like 'two days', or
seven days' show that we think of time (abstract)
in amounts, using noun phrases, just like ' two
people' or 'seven books' (physical)
 LET'S TIME
TAKE A CONCEPT
S
LOOK ON EXAMPLE
EXAMPLE
 Hopi Language
• In the Hopi language, there were traditionally no
terms equivalent to most of our time words and
• phrases (two hours, thirty minutes) because our
terms express concepts from a culture operating on
“clock time.”
• Perhaps for a similar reason there was no term for a
unit of seven days. There was no “week,” nor was
there a term for “Saturday and Sunday” combined
as a unit of time. There was no “weekend.”
 Linguistic
Relativity
05 Linguistic relativity is the
idea that our language's
structure, and with its
established categories, must
have an impact on how we
view the world.
VERSIONS
Strong Version
Linguistic determinism
-"Language Determines
thoughts"
Weak Version
Linguistic relativity
- "Language influence
thought"
 The Sapir–Whorf hypothesis
● The Sapir-Whorf hypothesis
was developed by Edward
Sapir and Benjamin Lee-
Whorf. It has led to a
viewpoint on the
relationship between
language and thought.
LET'S TAKE
A LOOK ON SAPIR-WOOF
HYPOTHESIS
EXAMPLE

EXAMPLES
 The Sapir–Whorf hypothesis
● English-They stayed 10 days
● Hopi-They stayed until the 11th day
● "Animate and inanimate"
● Clouds and stone=animate
● "We dissect nature along lines laid
down by our native languages".
Against the Sapir-Whorf hypothesis

Example:
● Doors and stones are referred to
as la femme ("the woman"), la
pierre ("the stone"), and la
porte ("the door") in French
LET'S TAKE (AGAINST)
A LOOK ON SAPIR-
WHORF
HYPOTHESIS
EXAMPLE
EXAMPLES
EXAMPLE:
S N O W

Qanik(Snow in
the air)
Aput(Snow on
the ground)
LET'S TAKE SN O W
A LOOK ON EX A M P L
E
EXAMPLE
 Example:
-The area of “snow,” with sleet,
slush and snowflake- Lexicalized
-Fresh snow, powdery snow, spring
snow or the dirty stuff that is piled up
on the side of the street after the snow
plough has gone through. – Non-
Lexicalized ".
Example:
 Cognitive
Categories
06 Alive(Moon,
rocks,pineapples
as well as people)
 CLASSIFIERS :
classifiers indicate the type
or "class".

EXAMPLE:
Dyirba - (men, kangaroos and
boomerangs)
("women, fire and dangerous
things")
C O U T A B L E
● Countable nouns can be used in
English with a/an and the
plural (e.g. a cup, two cups).
 N O N -

C O U T A B L E
Type of noun that is not used in English
with a/an or the plural (e.g. *a
furniture, *two furnitures), in contrast
to countable
LET'S TAKE NON-
COUNTABL
A LOOK ON E
EXAMPLE
EXAMPLE
"long thin things" (hon), "flat thin
things" (mai), or "tiny round things"
(mai) in the following Japanese
examples (ko).
Banana ni-hon (“two bananas”)
syatu ni-mai (“two shirts”)
ringo ni-ko (“two apples”)
Using a/an or the plural with non-
countable nouns (i.e. *a garment, *an
information, *two furnitures) is
incorrect in English.
“She gave me a good
advice”
 GUESS THAT GIBBERISH
You have to guess the gibberish being provided
on the screen
Here are the MECHANICS:
1.Say your name loud and clear
2. Wait for the game master to acknowledge you
before you can answer
3.Answer within 5 seconds and say what you know
about the given word.
4. The one who has the most number of points by
the end of the game is the WINNER.
THE WINNER WILL WIN A 50
PESOS GCASH!!
LET’S
START
 CULTURE
COOL CHER
CACATEGORIES
TEE GO RAYS
 LEXICALIZED
LEE SI CAL ICED
 NUN
NON-
LE SI CAL ICED
LEXICALIZED
KLA SEE FLY ERS
CLASSIFIERS
KEEN SHIP THERMS
KINSHIP TERMS
TIME
TAM KON
CONCEPT
SEP
LEENG
LINGUISTIC
GOW ISTIC
REAL
RELATIVITY
ATIVE TY
LEENG
LINGUISTIC
GOW ISTIC
DAY
DETERMENISM
TER MEN ISM
DE
THESUPPER-
SAPIR-WORF
WERF
HIPPO
HYPOTHESIS
THE SIS
 Social
07 categories
Words - These are categories of social
organization that we can use to say how we
are connected or related to others. We can
provide technical definitions (e.g. “male
parent’s brother”), but in many situations a
word such as uncle is used for a much larger
number of people, including close friends,
who are outside the class of individuals
covered by the technical definition.
 A D D R E S S

T E R M S
A term of address is a word, phrase,
name, or title (or some combination of
these) used to address
someone in writing or while speaking.
Terms of address are also known as
address terms or forms of address
LET'S TAKE ADDRESS
A LOOK ON TERMS
EXAMPLE
EXAMPLE
Example:
A. A man on the street asks
another, Brother, can you spare a
dollar?
B. Professor Buckingham, can I
ask a question? ~ Yes, Jennifer,
what is it?
 Gender
Gender is defined as the
socially constructed roles

08 and behaviors that a

society typically
associates with males and
females. An example of
gender is referring to
someone who wears a dress
as a female
G E N D E R E D

W O R D S
Pairs:
Hero-Heroine
Actor-Actress
Waiter-Waitress
Doctor-lady doctor
G E N D E R E D

S P E E C H
 -Men have longer vocal tracts
(approx. 17 cm), larger larynges and
thicker vocal folds than women (approx.
14 cm). The result is that men speak in
a lower pitch range (80–200 Hertz) than
women (120–400 Hertz).
-The term pitch is used to describe
the effect of vibration in the vocal
folds, with slower vibration making
voices sound lower and rapid vibration
making voices sound higher.
CONTINUATION
Rising intonation describes how the voice rises
at the end of a sentence.

1. Hedging is the use of linguistic devices to

express hesitation or uncertainty as well as to
demonstrate politeness and indirectness.

EXAMPLE: I'm not an expert but you might want to

try restarting your computer.
CONTINUATION
2. A question tag is a very short clause at the
end of a statement which changes the statement
into a question.
For example, in 'She said half price, didn't
she?' , the words 'didn't she' are a
questiontag.

Same-Gender Talk: Researchers have found that

women in same gender groups, use more indirect
speech acts (Could I see that photo? ). While
men have been heard using direct speech acts
(Gimme that photo ) in same-gender groups.
 Gendered interaction
Many of the features identified in women’s speech
seem to facilitate the exchange of turns by allowing
others to speak, so that interaction becomes a
shared activity. Interaction among men appears to
be organized in a more hierarchical way, with
“having the floor” being treated as the goal. Men
generally take longer turns and, in many social
contexts (e.g. religious events), are the only ones
allowed to talk.
LET'S HAVE ORAL GAME

WINNERS HAVE A
PRICE!!!!
 THANKS FOR LISTENING!
PREPARED BY G10(2B1):
● Desamburon, Trixie
● Montejo, Retchel
● Saludar, Ahmillene