Language and Occupation Flashcards
1
Q
Norman Fairclough
A
Instrumental and influential power
2
Q
O’Connor and Michael
A
Revoicing- teachers include the students response in subsequent discourse
- draws other students attention to the comment to encourage them to contribute
3
Q
Sinclair and Coulthard: Teacher Discourse
A
- IRF: Initiation, Response, Eval, Feedback
- Turn taking
- Classroom discourse quite rigid and teacher led
- Teacher uses interrogatives to initiate exchanges
4
Q
Discourse of primary school teaching
A
- Overt praise and politeness strategies to reward- positive face
- Simplified lexis to understand
- Repetition of key target words
-interrogatives
5
Q
Mary Budd Rowe
A
- When wait time was used by teachers they asked fewer but more complex Q’s
- teachers became more adapt to responding to students contributions and their expectations of students increased
- resulted in less passive learning and more active participants
6
Q
Holmes and Stubbe (2003)
A
- ‘Communities of practice’
- groups who reguarly engage with each other build a repertoire that’s hard for outsiders to penetrate
- Jargon
7
Q
Jargon
A
- enables professionals with shared schematic knowledge to communicate info precisely and efficiently
- prevents misunderstanding arising from ambiguity
- BUT jargon can sometimes be used to deliberately exclude the public and may be exploited to give the false impression of high authority
8
Q
Bernard Spolsky
A
- if you don’t understand my jargon, you don’t belong to my group
- establishes bonds between members of the in- group and enforces boundaries for outsiders
9
Q
Occupational Register- Mining Jobs
A
- banksman: took out loaded tubs from cage and replace it with empty ones
- hewer: someone who cut the coal
- synchronic variation
- some mining lexis can be polysemous (word has more than 1 meaning)
10
Q
Restricted occupational lexis: legalese
A
- David Mellinkoff ‘the law is a profession of words’
- Voire doire: anglo - norman meaning ‘speak the truth’
- legal language needs to be ambiguous and clear but is characterized as wordy and overly complicated syntax
11
Q
Discourse Community
A
- group of people trying to achieve specific common goals
- accomplish these goals through the use of intercommunication among members of community
- communicate through a number of different ways and develop some specific words unique to group
- meets 6 Swales characteristics
12
Q
example of discourse community
A
- religious
- lady gaga fans!
13
Q
John Swales
A
- ‘concept of discourse community’
1) has a broadly agreed set of common public goals
2) has mechanisms of intercommunication among its members
3) uses participatory mechanisms primarily to provide info and feedback
4) utilizes and hence possesses one or more genres in the communicative futherance of its aim
5) has acquired specific lexis
6) has threshold level of members with suitable degree of relevant content and discoursal expertise
14
Q
Drew and Heritage
A
- 1992 identified some key differences between everyday conversation and talk at work
15
Q
Koester
A
-2004 ‘language of work’
- summarises drew and heritage
1) goal orientation
2) turn taking rules
3) allowable contributions
4) professional lexis
5) structure
6) asymmetry
