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Purposive Communication > Lesson 4: Registers of Language > Flashcards

Lesson 4: Registers of Language Flashcards

1
Q

Individual’s Register

A

-At Work
-Formal Situations
-With family
-With friends
-At a football match

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2
Q

Different language styles used for different purposes in different social settings

A

Public, Private

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3
Q

How do you decide which language register is appropriate to use?

A

Deciding which language register is appropriate depends on the

-Social Setting
-Topic
-Who are you talking to

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4
Q

Language Register (Public)

A

-Frozen
-Formal
-Consultative

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5
Q

Language Register (Private)

A

-Casual
-Intimate

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6
Q

Five Language Registers

A

-Frozen
-Formal
-Consultative
-Casual
-Intimate

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7
Q

Language that rarely or never changes.

A

Frozen Register

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8
Q

Frozen Register (Examples)

A

•Pledge of Allegiance
•Prayers
•Laws
•Words to a song

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9
Q

Frozen Register (Examples)

A

•Pledge of Allegiance
•Prayers
•Laws
•Words to a song

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10
Q

One-way communication Uses complete sentences Impersonal and formal.

A

Formal Register

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11
Q

Formal Register (Examples)

A

•Announcements
•Speeches

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12
Q

Two way communication used in conversation.
No past experience with that person

A

Consultative Register

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13
Q

Consultative Register (Examples)

A

• Student-teacher
• Doctor-patient
• Employer-employee
• Lawyer-judge

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14
Q

•A language used by friends
•Past experience with that person
•Often uses slang

A

Casual Register

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15
Q

•Language shared between couples, twins,and very close friends
• Often a “secret language or finish each other’s sentences

A

Intimate Register

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16
Q

The juxtaposition within the same speech exchange of passages belonging to two different grammatical systems or subsystems (Gumperz 1982)

A

Code Switching

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17
Q

Words from one system adapted phonologically and morph- syntactically and used regularly in another system

A

Lexical Borrowing

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18
Q

Why switch? ‘On the spot’ variables

A

•The linguistic proficiency of the person(s) to whom one is speaking

•The language requirements of the setting, i.e., speak the language that is spoken to one

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19
Q

Why switch? ‘Out of the mouth’ variables

A

•One’s own language proficiency
•Lexical limitations
•Syntactic constraints

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20
Q

Code Switching (Objectives)

A

-To negotiate meaning with each other
-To construct a unique identity úTo realign footing
-To clarify
-To emphasize a message
-To control the interlocutor

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21
Q

Creative style of bilingual communication

A

Code Switching

22
Q

Way of saying that one belongs to both worlds

A

Code Switching

23
Q

A situation that arises when two or more languages are spoken in the same or adjoining regions And when there is a high degree of communication between the people speaking them.

A

Language Contact

24
Q

Language Contact can result in

A

• Language loss or even language death
• Bi- / multilingualism
• Language change

25
Q

The use of two (or more) languages by an individual

E.g., an individual who speaks both English and Spanish as described by many of the informants in the Hinton article

A

Individual Bilingualism

26
Q

The use of two (or more) languages by an individual

E.g., an individual who speaks both English and Spanish as described by many of the informants in the Hinton article

A

Individual Bilingualism

27
Q

The use of two (or more) languages within a given community

A

Societal Bilingualism

28
Q

To the average person,bilingualism can be loosely defined as:

A

•the use of two languages or
•the native-like control of two languages.

29
Q

Five important variables in relation to bilingualism:

A

1] degree of bilingualism
2] context of bilingual language acquisition
3] age of acquisition
4] domain of use of each language
5] social orientation

30
Q

•Individuals fully competent in both languages (Lambert et al. 1959)

•Almost impossible to achieve
(Baetens Beardsmore 1982)

•Sociolinguistic forces demand that bilinguals organize their languages in functionally complementary spheres. No society needs two languages to perform the same set of functions. ——- entails the death of bilingualism. (Fishman 1972)

A

Balanced Bilinguals

31
Q

• Individuals who are dominant in one language.
• Does not apply to all domains.
•One may be dominant in the subordinate language in some domains.

A

Dominant Bilinguals

32
Q

• Individuals who are dominant in one language.
• Does not apply to all domains.
•One may be dominant in the subordinate language in some domains.

A

Dominant Bilinguals

33
Q

Less dominant language

A

Subordinate

34
Q

•Individuals who are gradually losing competence in one language, usually because of disuse.
•common among immigrant groups
•often loose productive skills while retaining receptive skills

A

Passive/ Recessive Bilinguals

35
Q

Individuals who appear to have limited proficiency in both languages.

A

Semilinguals/ Limited Bilinguals

36
Q

Individuals who appear to have limited proficiency in both languages.

A

Semilinguals/ Limited Bilinguals

37
Q

Deficit in six language competencies:

A

•size of vocabulary
•correctness of language
•unconscious processing of language (automation)
•language creation
•mastery of the functions of language (e.g., emotive, cognitive) •meanings and imagery

38
Q

Deficit in six language competencies:

A

•size of vocabulary
•correctness of language
•unconscious processing of language (automation)
•language creation
•mastery of the functions of language (e.g., emotive, cognitive)
•meanings and imagery

39
Q

Individuals who are labeled as ———— are usually from lower socio- economic status (SES) groups.

A

Limited Bilinguals

40
Q

Situations in which a child
acquires both languages in a naturalistic setting without any structured instruction

A

Primary context / natural bilingualism

41
Q

Situations in which a child acquires one of the languages in a structured setting, usually school.

A

Secondary context/ school bilingualism

42
Q

No separation of context for both languages; child is exposed to both languages in the same context.

A

Naturalistic fused setting

43
Q

One parent, one language model; but also applies to other interlocutors, i.e., siblings, peers, grandparents, etc.

A

Naturalistic separate setting

44
Q

Individuals who have some element of choice about learning a second language.

A

Elective bilinguals

45
Q

Individuals who have no choice about learning a second language; indigenous colonized or minority groups.

A

Circumstantial bilinguals

46
Q

Important especially with respect to how bilinguals are measured.

A

Distinction

47
Q

Possible factors:

A

•neurological
•aptitudes
•attitude
•identity and motivation
•nature of exposure

48
Q

The different spheres of influence in a speaker’s life

A

Domain

49
Q

Domain

A

•Family
•Friendship
•Religion
•Education
•Employment
•etc.

50
Q

Social Orientation

A

•Attitudes of bilinguals toward their bilingual status;
•Attitudes toward the larger community;
•Attitudes of the larger community toward them and their bilingual status.

51
Q

Learning a new language that may entail the loss of that first language. at the expense of the first language.

Individuals who live in an environment where L2 (SecondLanguage) is the dominant language used.

A

Subtractive bilingualism / differential bilingualism

52
Q

an environment conducive to the development of the first language as well as the development of the second language results in the maintenance of both.

Both L1 and L2 have significance and are considered to be beneficial to the person’s overall linguistic abilities.

A

Additive Bilingualism

Purposive Communication (4 decks)

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