discourse

Question 1

discourse

Answer 1

the subsystem concerning the sequences of language that are longer than a sentence

Question 2

paralinguistic features

Answer 2

non-vocal signals
1. Facial expressions
2. body gestures
3. body language
4. eye gaze

Question 3

code-switching

Answer 3

when speakers switch between languages.
-its often a marker of group membership and solidarity as it reaffirms the social or cultural background of the speaker and their audience
-> demonstrate affinity with both cultures
-> this form of inclusion has the side effect of exclusion

Question 4

prosodic features

Answer 4

1. stress
2. pitch
3. tempo
4. intonation
5. volume

Question 5

opening and closings

Answer 5

formulaic utterances: typical oft-repeated phrases that form part of our conversational rituals and help give our conversations a framework or structure
openings:
-salutations
-vocations
-phatic questions or comments

Question 6

adjacency pairs

Answer 6

adjacent turns in spoken discourse that relate to each other, such as questions, answers or greetings and responses
Phatic talk:
a: How hot is the weather!
b: I know, unbearable isn’t it.

Question 7

overlapping speech

Answer 7

common in spontaneous discourse

Question 8

interrogative tags

Answer 8

put on the end of a statement to turn it into a question
“will you?” “isnt it?” “no?”
–> often signal a speaker relinquishing the floor to another person, but they might equally be used to check that the other person is listening (seeking affirmation or empathy from the listener)

Question 9

discourse particles

Answer 9

-yeah-no
-well
-okay
-like
-anyhow
-omg
-guess what
-i mean
-i guess
-kind of
-sort of
-you know
-i think

Question 10

hedging expressions

Answer 10

reduce the force of what we are saying so that we are able to express uncertainty, modesty thus creating a more friendly less authoritative utterance
-> minimise social distance
-> build rapport

Question 11

non-fluency features

Answer 11

occur mostly when we’re trying to formulate our words or ideas and often act as grammatical boundaries in our speech
-pauses: common indicators of hesitation or thinking

Question 12

topic management

Answer 12

the strategies used for controlling the topic
-minimal responses to indicate they are following
-topic loop “getting back to”
-use words of same semantic field

Question 13

taking the floor

Answer 13

signaled through
1. discourse particle ( ‘well’, ‘right’ or ‘now’)
2. explicit phrase (‘Sorry to bother you …”)
3. Interrupting a speaker (due to a lack of opportunity or cues to speak may be seen as uncooperative or unwelcome.)

Question 14

holding the floor

Answer 14

1. intonation plays an important role.
2. continuing intonation signals that we haven’t finished our sentence, or that we still have more to say on a topic
3. rising intonation might signal some type of list, or signal that our turn is not over.
4. conjunctions or connecting words (‘and’, ‘but’ and ‘so’)
5. Filled pauses such as ‘um’ and ‘ah’
6. temporal markers (firstly..)

Question 15

passing the floor

Answer 15

1. floor-sharing generally takes a question and answer structure
2. everyday conversations pass the floor by directly inviting someone to speak, using a vocative and/or an interrogative — ‘Amina, what do you think?’
3. Falling or final intonation could also signal the end of our turn, as could a discourse particle followed by silence, for example, ‘Sooo …’ , with the drawn out vowel emphasising that the person has said all there is to say on the matter.

Question 16

minimal responses

Answer 16

1. back channelling=mhm, ahh, okay
2. laughing
3. echoing
4. Facial expressions, smiles and body language

Question 17

coherence

Answer 17

can be understood FLICC
- Cohesion
- Inference
- Logical ordering
- Formatting
- Consistency and conventions

Question 18

inference

Answer 18

a conclusion that has been reached on the basis of evidence and reasoning,
-A: Could you give me a ride home?
B: Sorry, I need to visit mum this afternoon.

Question 19

Logical ordering

Answer 19

ensures that a text is structured both visually and textually in a way that makes sense for that text type.

Question 20

Formatting

Answer 20

-Headings and subheadings indicate the topic of the paragraph or paragraphs that follow,
making it easier for readers to quickly find the information they need.
-Typography is often used to aid coherence: typefaces, colours and sizes can draw attention
to particular components of a text.
-Bullet-point lists allow information to be condensed into its core components so that only absolutely necessary information is presented to the reader
-Images, graphics and charts provide visual representations that complement the
accompanying text.

Question 21

Consistency and conventions

Answer 21

Consistency can be achieved by using lexical choices from the same semantic field,
for example, or by using dominant sentence types.

Question 22

cohesion

Answer 22

-lexical choices: synonyms and antonym, hyponymy, collocation
-information flow: clefting, front focus, end focus
-anaphoric reference
-cataphoric reference
-deictics
-repetition
-ellipses
-substitution
-conjunctions and adverbials: additives, contrastive, cause and effect, sequences and timings
- hypernymy

Question 23

synonyms

Answer 23

Synonymy, in terms of cohesion, is the process whereby lexemes with very similar
meanings are used to vary the language included in a text or utterance. This avoids
unnecessary repetition of ideas and keeps a text interesting.

Question 24

antonyms

Answer 24

often employed to provide contrasting ideas in ways that are cognitively simpler for the brain to process; a person who knows the initial lexeme is just as likely to know its opposite. This produces a text that is more efficient in delivering its message, thereby supporting its function or social purpose.

Question 25

Hyponymy

Answer 25

a term that represents a subclass within a broader category represented by a hypernym.
-“Rose” is a hyponym of “flower” because it is a specific type of flower.

Question 26

collocation

Answer 26

Collocations are significant because they contribute to the naturalness and fluency of speech and writing.
-We drove into the car park.
‘car’ + ‘park’ are collocated

Question 27

information flow

Answer 27

involves the modification of the structure of a sentence or clause, so that the element that holds the most importance gains prominence.

Question 28

clefting

Answer 28

involves the movement of a phrase to another position within a sentence.
IT WAS a poem that was read by Cecily at the recital last night.
WHO read the poem last night at the recital was Cecily.

Question 29

front focus

Answer 29

involves moving a phrasal element out of its usual position to the front of a sentence, thereby giving it prominence.
-We were watching the man down the street. TO ALL OF US he seemed to be acting suspiciously.

Question 30

end focus

Answer 30

End focus allows for prominence to be placed on a particular phrasal element in a sentence by moving it to the end.
-can create suspense and drama.
-End focus: My cat dropped a mouse on the doorstep this morning, DEAD!

Question 31

Anaphoric reference

Answer 31

anaphoric reference reduces unnecessary repetition. substitution AFTER the referent In this way it supports the cohesion, and thus the coherence, of a text.
-Charbel really enjoyed the slice of cake HE was given.

Question 32

Cataphoric reference

Answer 32

substitution before the referent has
actually been mentioned
-An element of mystery is introduced, and
curiosity means we seek to find the referent further along in the text.
-As SHE felt a little cold, May put on her coat.
‘She’ is a cataphor referring to ‘May’.

Question 33

deictic

Answer 33

substitution is one that relies on contextual information to determine the referent of the substitution.
A: Hey, where did you put that book you borrowed from me last week?
B: Over there (points towards a shelf).

Question 34

repetition

Answer 34

Repetition acts to create cohesion as it helps reinforce or maintain a topic.

Question 35

Conjunctions and adverbials

Answer 35

joining words or phrases that provide links within a sentence or within the larger context of discourse.

Question 36

additives

Answer 36

the coordinate conjunction ‘and’ as well as
adverbials such as ‘furthermore’, ‘also’, ‘as well as’, ‘in addition’ and ‘by the way’.
-I like pie AND I like cake. BY THE WAY, I ALSO like cheese. I eat these foods NOT ONLY to sate my appetite, BUT ALSO to make me happy.

Question 37

contrastive

Answer 37

‘but’, ‘while’, ‘nevertheless’, ‘yet’, ‘contrary to this’ and the correlatives ‘either … or’ for contrast and ‘neither … nor’ for exclusion.
– They provide a means to demonstrate opposition, alternatives, exclusions, contrasts and comparisons.

Question 38

cause and effect

Answer 38

‘for’, ‘therefore’, ‘because’, ‘thus’, ‘so’, ‘consequently’ and ‘as a result’.
- These words and phrases act to show that one clause is a direct result or consequence of another.

Question 39

Sequences and timing

Answer 39

-adverbials and conjunctions can be used to indicate sequencing within a text. This is important for signposting the delivery of information to an audience.
-‘after’, ‘meanwhile’, ‘when’, ‘previously’, “finally’ and ‘then’.

Question 40

Discourse features

Answer 40

· openings and closings
· adjacency pairs, minimal responses/backchannels
· overlapping speech
· discourse markers/particles
· non-fluency features including pauses, filled pauses/voiced hesitations, false starts, repetition, repairs

Question 41

Stratergies in spoken discourse

Answer 41

topic management
· turn-taking
· management of repair sequences (includes self-repairs, other repairs)
code switching as a marker of group membership and belonging