Friday, 3 March 2017
Friday, 6 January 2017
Language translation from 1600 era
Beatrice:
‘I have never loved anything as much as I love you, believe me, I am not lying. I don’t confess nor deny anything. ‘
Beatrice:
‘—Oh god, if only I were a man! I would rip his heart out in
public and eat it!’
Beatrice:
‘I can’t become a man by just wishing, therefore, I will die
a grieving woman’.
A word that has changed its meaning
POSH
Originally, posh was never a classified word, but an acronym. To begin, posh started off as 'port out, starboard home', commonly being used when transferring individuals to different areas of the world. However, still being associated with first class individuals, it has now become an adjective to describe individuals of an upper class or 'gracious/gentleman manner'.
COOL
Although this word is still used in each context, in previous centuries 'cool' meant only the temperature of their environment. For example, 'its hot outside but very cool in here'. It means the temperature is low but bearable. Another way 'cool' is used is to describe a positive experience/object. For example, 'wow, that car is so cool!'. This is lexis most commonly used amongst adolescence conversation. Finally, 'cool' can also be used to represent someones manner. For example, 'are you cool with that?. It is a word used to describe someone being calm.
Originally, posh was never a classified word, but an acronym. To begin, posh started off as 'port out, starboard home', commonly being used when transferring individuals to different areas of the world. However, still being associated with first class individuals, it has now become an adjective to describe individuals of an upper class or 'gracious/gentleman manner'.
COOL
Although this word is still used in each context, in previous centuries 'cool' meant only the temperature of their environment. For example, 'its hot outside but very cool in here'. It means the temperature is low but bearable. Another way 'cool' is used is to describe a positive experience/object. For example, 'wow, that car is so cool!'. This is lexis most commonly used amongst adolescence conversation. Finally, 'cool' can also be used to represent someones manner. For example, 'are you cool with that?. It is a word used to describe someone being calm.
Sunday, 20 November 2016
Practice Essay
When talking to children, imitation and reinforcement play a huge part in their language development. A child must be aware of what the correct form of English is and what is grammatically incorrect. By doing so, caregivers repeat what a child has said, they recast the utterance displayed by the child and respond to the language shown. It is an important factor needed, most definitely amongst early life stages. This is a concept conjured by Skinner.
Throughout Text A, we see many examples of the mother recasting and correcting Toms speech. 'i sitting on the bike (.) it make noises''. Firstly Tom delivers an elliptical construction, missing the stative verb 'am' in 'I sitting on the bike'. To follow, Tom re-displays this child language feature. 'It make noises', the declarative utterance contains a missed inflection, missing out the inflection 's' at the end of 'make'. This feature is most common amongst the telegraphic stage. The telegraphic stage is the final stage of child's language acquisition and is a concept that explains the utterances children produce should contain 3-4 word sentence; enough to make sense. In response to this,Tom's mother recasts toms speech and states 'it makes noises', recasting what tom has stated. The desired result of a recast is that the child would realise the mistake, correcting it next time.
Within Text B, many of the same example is shown. However, using response to reinforce instead. Tom (firstly displaying a false start) states 'is (.) is dat your talker?' the deictic reference shows Tom's speech has still not developed to correct standard. The immature pronunciation of 'dat' suggests his language has not completely developed as of yet. In response, Toms mother replies 'my talker? yeah (.) that's a tape recorder. Using a contrast of both response and reconstruction, she shows that she does understand what Tom is referring too. Like the Piaget theory, Tom is classifying the object as a single feature- most commonly seen from children ages 2-7. This is extremely relevant to Tom who is 2 years and 7 months old.
To conclude, within both text A and text B Toms mother often changes and corrects Toms language to standard English in the hope that he will understand his mistake and will display mature language development in the future.
Throughout Text A, we see many examples of the mother recasting and correcting Toms speech. 'i sitting on the bike (.) it make noises''. Firstly Tom delivers an elliptical construction, missing the stative verb 'am' in 'I sitting on the bike'. To follow, Tom re-displays this child language feature. 'It make noises', the declarative utterance contains a missed inflection, missing out the inflection 's' at the end of 'make'. This feature is most common amongst the telegraphic stage. The telegraphic stage is the final stage of child's language acquisition and is a concept that explains the utterances children produce should contain 3-4 word sentence; enough to make sense. In response to this,Tom's mother recasts toms speech and states 'it makes noises', recasting what tom has stated. The desired result of a recast is that the child would realise the mistake, correcting it next time.
Within Text B, many of the same example is shown. However, using response to reinforce instead. Tom (firstly displaying a false start) states 'is (.) is dat your talker?' the deictic reference shows Tom's speech has still not developed to correct standard. The immature pronunciation of 'dat' suggests his language has not completely developed as of yet. In response, Toms mother replies 'my talker? yeah (.) that's a tape recorder. Using a contrast of both response and reconstruction, she shows that she does understand what Tom is referring too. Like the Piaget theory, Tom is classifying the object as a single feature- most commonly seen from children ages 2-7. This is extremely relevant to Tom who is 2 years and 7 months old.
To conclude, within both text A and text B Toms mother often changes and corrects Toms language to standard English in the hope that he will understand his mistake and will display mature language development in the future.
Friday, 7 October 2016
Friday, 23 September 2016
Halliday
– Regulatory: Language used to influence the behavior of others. Concerned with persuading / commanding / requesting other people to do things you want.
*EXAMPLE FROM TEXT*
'Look'-imperative
*EXAMPLE FROM TEXT*
'Look'-imperative
– Interactional: Language used to develop social relationships and ease the process of interaction. Concerned with the phatic dimension of talk.
*EXAMPLE FROM TEXT*
'yes I course you can mummy!'
*EXAMPLE FROM TEXT*
'yes I course you can mummy!'
– Personal: Language used to express the personal preferences and identity of the speaker. Sometimes referred to as the ‘Here I am!’ function – announcing oneself to the world.
*EXAMPLE FROM TEXT*
'I cutting round the edge!'
*EXAMPLE FROM TEXT*
'I cutting round the edge!'
– Representational: Language used to exchange information. Concerned with relaying or requesting information.
*EXAMPLE FROM TEXT*
'
*EXAMPLE FROM TEXT*
'
– Heuristic: Language used to learn and explore the environment. Child uses language to learn; this may be questions and answers, or the kind of running commentary that frequently accompanies children’s play.
*EXAMPLE FROM TEXT*
*EXAMPLE FROM TEXT*
– Imaginative: Language used to explore the imagination. May also accompany play as children create imaginary worlds, or may arise from storytelling.
*EXAMPLE FROM TEXT*
'
Dore language development
'
Dore language development
FUNCTION
|
EXAMPLE
|
LABELLING
|
Naming or identifying a person, object or experience
|
REPEATING
|
Echoing something spoken by an adult speaker
|
ANSWERING
|
Giving a direct response to an utterance from another speaker
|
REQUESTING ACTION
|
Demanding food, drink, toy, assistance etc
|
CALLING
|
Attracting attention by shouting
|
GREETING
|
Pretty self explanatory
|
PROTESTING
|
Objecting to requests etc
|
PRACTISING
|
Using and repeating language when no adult is present
|
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