Transcript Diapositiva 1 - Itis Cannizzaro

HYMES (1964)
He developed the concept that culture, language and
social context are clearly interrelated and strongly
rejected the idea of viewing language entirely as
abstract grammatical knowledge.
Speakers build up their communicative competence
by developing three different and interrelating
aspects:
• Linguistic rules: ability to deal with language
structures
• Sociolinguistic rules: ability to behave in a
particular social context
• Cultural rules: ability to perform within the
appropriate cultural rules of a specific speech
community
COMMUNICATIVE COMPETENCE
The ability not only to apply the grammatical rules of a
language to form correct sentences but also to know when
and where to use these sentences and to whom.
It includes:
• knowledge of grammar and vocabulary (language
competence)
• knowledge of rules of speaking (how to begin and end a
conversation, relation between topics and speech events
or situations, address forms depending on age, sex, social
class, personal relationship, etc.)
• knowing how to use and respond to different types of
speech acts, such as requests, apologies, thanks, and
invitations
• knowing how to use language appropriately
Style:
variation in a person’s speech or writing. Style
usually varies from casual to formal according to
the type of situation, the person or persons
addressed, the setting, the topic discussed, etc.
Register:
a speech variety used by a particular group of
people, usually sharing the same occupation or the
same interests, or age. It has a number of
distinctive words, sometimes some special
grammar constructions (legal language...)
Denotation:
Part of the meaning of a word or phrase that
relates it to phenomena in the real world.
Ex: child  a young human being
Connotation:
The additional meaning that a word or phrase has
beyond its central meaning. These meanings show
people’s emotions and attitudes.
Ex: child = a young human being  many other
characteristics can be associated to this word by
different people (positive and negative)
Conversational analysis
• Interest in the functions of language that speakers
perform and the strategies they use in order to
communicate in everyday settings.
• Language analysed in stretches of discourse, not
in sentences.
• Focus: how people actually talk to each other, how
conversation actually works, how speech is
organized, how speakers introduce the topics, how
they change these topics, how they interrupt, ask
questions, give answers, what makes the talk
coherent, cohesive and understandable.
• Difference between written and oral
communication
Spoken language vs written language
Spoken language features:
•
•
•
•
•
•
•
•
•
social conventions and socio-cultural
background
conventions of conversation
signs and signals
expectations
appropriateness
relevancy
context: speaker and hearer make deductions
from the context
shared knowledge
paralinguistic features
Paralinguistic features of the spoken
language:
• hesitation
• pauses
• repetition (redundancy)
• errors and self correction
• less sequencing
• non-vocal phenomena (facial expressions,
gestures)
• proxemics (study of the physical distance
between the people when they are talking to each
other, of their postures, physical contact)
Speech changes according to:
tenor (role) social relationship
between interlocutors
• personal
• functional tenor (setting)  the place where you
are having a conversation
• Field (topic)  what you are talking about
Written language
•
it does not take place in a particular setting with at
least two people
•
It is not synchronous communication
•
other devices instead of stress and intonation (eg.
Punctuation)
•
extra clarity needed
•
More cohesive devices needed
Cohesion:
The grammatical and/or lexical relationships
between the different element of a text.
Coherence:
The relationships which link the meanings of
utterances in a discourse or of the sentences in a
text.