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English Language > Metalanguage Unit 3/4 COPY > Flashcards

Metalanguage Unit 3/4 COPY Flashcards

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1
Q

Phonetics

A

study of speech sounds

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2
Q

Phonology

A

the study of speech sounds in a language

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3
Q

Prosodic features

A

phonological properties that relate to pronunciation of syllables, words and phrases not just produced phonemes.

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4
Q

Stress

A

A prosodic feature that changes the emphasis of a syllable or word which can be used to draw attention or separate particular elements in a sentence.

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5
Q

Pitch

A

Prosodic feature that can vary an individuals vocal range to express emotions. When pitched is raised can show excited or lower-pitched to show authority.

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6
Q

Intonation

A

Pattern of pitch changes in a speech that can serve as showing the grammatical structure and communicates the speaker’s attitude or emotion, reinforce a message and or suggest doubt or uncertainty.

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7
Q

Tempo

A

the pace at which speech is produced. Has a variety of functions such as a pause in speech or slowed speech shows a dramatic effect that can cause an emotional response from the listener whereas fast speech can show exasperation and nervousness.

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8
Q

Volume

A

the loudness or softness of the speaker’s voice. loud speech can demonstrate anger and also authority whereas softness can soothe or comfort the audience.

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9
Q

Vocal Effects

A

Influence the nature of speech being perceived through coughing, laughing, intakes of breaths. This can help reflect mood or attitude.

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10
Q

coughing effect

A

can indicate nervousness or anxiety

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11
Q

Laughter effect

A

laughter can indicate enjoyment and solidarity

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12
Q

intake of breath

A

is a vocal effect of either exhaling or inhaling breath within a speech that conveys and influence perception of speech where it can show emotion such as surprise or relief

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13
Q

Paralinguistic features

A

non verbal features such as facial expression, eye gaze and body which contribute to messages being given and received. An enhance the effect of discourse.

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14
Q

Assimilation

A

when a sound changes becoming more like a neighboring sound such as bitter –> bidder

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15
Q

Elision

A

The deletion of sounds in connected speech, e.g. ‘fish ‘n’ chips’.

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16
Q

vowel reduction

A

instead of a sound disappearing like elision the vowel becomes unstressed and reduced to a schwa.

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17
Q

Insertion

A

inserting a consonant and vowels in connected speech

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18
Q

connected speech

A

Spoken language in which the words join to form a connected stream of sounds.

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19
Q

Phonological patterning

A

sound patterns in a language like deliberate repetition of sounds in spoken or written text to create certain effects.

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20
Q

Alliteration

A

repetition of initial consonant sound either consecutive or near other words. It can make a text more memorable and show creativity in the mixing of words.

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21
Q

Assonance

A

Repetition of identical vowel sounds such as hOt dOg. Which helps reinforce meaning of words and also the emotions within the text/speech whilst also acting as a mnemonic device making the text more memorable.

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22
Q

Consonance

A

Repetition of a consonant sound within two or more words in close proximity.

*effects of use

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23
Q

Onomatopoeia

A

a word that imitates a sound used to help create natural sound of something.

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24
Q

Rhythm

A

the pattern of stressed or unstressed syllables such as every second syllable being stressed.

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25
Q

Rhyme

A

repetition or word endings that have similar or the same vowel and consonant sounds. can catch a persons attention and a powerful mnemonic device.

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26
Q

mnemonic devices

A

a system such as a pattern of letters, ideas, or associations that assists in remembering something.

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27
Q

Morphology

A

study of the structure of words, the formation and classification into word class

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28
Q

Lexicology

A

study of the lexicon (vocabulary) in a language

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29
Q

Morpheme

A

the smallest written unit that has meaning as a whole.

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30
Q

Free morpheme

A

a morpheme that can stand alone as a word such as a banana.

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31
Q

Bound morpheme

A

Morphemes that cannot stand alone independently but must be attached to a free morpheme such as suffix’s, prefix’s and affix’s

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32
Q

Root morpheme

A

the smallest unit of which builds new words can be free (actor) or bound (biology)

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33
Q

Inflectional morpheme

A

do not change the meaning or word class of a word but add grammar information like plurality, possession or tense.

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34
Q

Derivational morphemes

A

change the meaning of words, create new words or change word class.

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35
Q

Affixation

A

Adding affix (prefix, suffix, infixes) to an existing word - E.g. ‘Racism’ and ‘sexism’

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36
Q

Nouns

A

words that name people, places, things, qualities or actions

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37
Q

common nouns

A

can be concrete or abstract such as table or truth (abstract). used to name non-specific places.

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38
Q

count nouns

A

can be counted and also plural such as book(s). non-count nouns cannot be made plural such as example or information

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39
Q

Proper nouns

A

Are always capitalised of specific things.

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40
Q

Adjectives

A

word used to modify or describe a noun or pronoun, such as “happy,” “sad,” or “pretty.”

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41
Q

Pronoun

A

a word that can function as a noun phrase used by itself and that refers either to the participants in the discourse

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42
Q

Adverbs

A

A word that modifies a verb, an adjective, or another adverb which expresses a relation of place, time, circumstance, manner, cause or degree

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43
Q

Verbs

A

Words that show action or a state of being. One of these is required in a sentence

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44
Q

Auxiliary verbs

A

modify and change some aspects of a main verb by adding grammatical function and meaning to express tense, emphasis and modality.

Primary auxiliaries: be, do, and have

Modal auxiliaries: can, could, may, might, must, shall, should, will, and would.

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45
Q

Modal verbs (modal auxiliaries)

A

Carry information such as ability, permission, likelihood and obligation. made up of 9 words: can, could, shall, would, should, will, may, might, must

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46
Q

Determiners

A

introduce noun phrases and functions as modifiers.

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47
Q

Prepositions

A

Function words that show relationships between nouns, pronouns and other words in a sentence. ‘Under the desk’’ “Behind the couch’’ “After breakfast’

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48
Q

Interjections

A

Expresses strong emotions. Followed by an exclamation point or a comma depending on the strength of emotion. Examples: Wow!, Yuck!, Yes, Holy cow!

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49
Q

Conjunctions

A

Connects words and phrases; always followed by a comma

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50
Q

Coordinating conjunctions

A

Link words, phrases and clauses together. FANBOYS: for, and, nor, but, or, yet, so

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51
Q

Subordinating conjunction

A

can only join clauses together such as because, since, if, then and while

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52
Q

Neologisms

A

the term given to a newly coined worder, expression or usage such as new created words or by words evolving though use.

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53
Q

Blends

A

Produced by putting two words together to create a new one such as bromance.

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54
Q

Initialism

A

made up of begining or letters in a sequence of words but are pronounced as a series or letters. RSPCA, YMCA, RSVP

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55
Q

Acronym

A

words that evolve through using the first letter of a series of words and is produced as a word in its own right. Such as LOL, SCUBA, ANZAC, CFA

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56
Q

Shortenings

A

also known as reductions the process involves dropping the endings and sometimes beginning of a word to create a shorter form. Fridge, Gym,

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57
Q

Compounding

A

creating new words by putting together two free morphemes such as Blueberry of FaceBook.

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58
Q

Contractions

A

common process in English where two words are put together and are used regularly. Generally avoided in formal writing

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59
Q

Collocations

A

Where words used in a phrase fit together whereas others do not. They are essentially in close association with one another that when one word from the phrase is used automatically the other is also used. For example Heavy traffic vs hard traffic. Difficult to learn collations and usually know the standard vs non standard naturally or through experience.

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60
Q

Borrowing

A

Essentially borrowing words from other languages and adding it into the English lexicon. Such as the influence of Latin and French on the English language.

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61
Q

Commonisation

A

The development of common, everyday words from words that began as proper nouns. Such as Lord Lamington was a proper noun and now today has developed into a common noun (Lamington the food).

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62
Q

Conversion

A

Converting one word class to another without addition of a suffix

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63
Q

Archaism

A

A word, expression, spelling, or phrase that is out of date in the common speech of an era and is not typically used in everyday life.

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64
Q

Ways of Word loss occuring

A

a force that can drive word loss is Taboo this is when a word is too closely associated to or means an inappropriate meaning and is then not used or word loss can occur when an object or concept disappears.

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65
Q

Patterning

A

Repeated presence of a feature that occurs in other subsystems such as Morphological and Lexical patterning.

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66
Q

Lexical Patterning

A

The repeated presence of a word and its various forms such as simple and complex.

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67
Q

Morphological Patterning

A

connection to word-formation processes such as conversion made by the repetition of words of at least undergone a word-formation process.

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68
Q

Lexical choice

A

Vocabulary used by an individual but is based on a number of factors and choices creating the ability to write in an in/formal register and show more and vast expression in observation.

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69
Q

Syntax

A

Study of sentence structures, concerning the arrangements of words in sentences.

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70
Q

Phrases

A

is a collection of words that have a grammatical relationship with each other

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71
Q

Noun phrase

A

It contains a noun and other related words that help describe the noun. eg) THE DANCING GOAT looked silly, I ate a SHINY RED APPLE

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72
Q

Verb phrase

A

Comprises of a main verb in a sentence plus related words. eg) She WAS TICKLING the cats tummy, The song WAS LOUDLY PLAYED TO THE AUDIENCE

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73
Q

Prepositional phrase

A

Consists of a preposition and object of the preposition and any other modifiers. Eg) I will see you IN THE MORNING, AFTER SCHOOL I have soccer practice

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74
Q

Modifiers

A

adjectives and adverbs

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75
Q

Adjective Phrase

A

a group of words consisting of adjectives in a sentence, these phrases can also be added with prepositional phrases. Eg) He wore a BRIGHTLY COLOURED FUZZY RED coat

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76
Q

Adverb Phrase

A

Consists of an adverb and words acting as adverbs within a sentence these adverb phrases modify a verb, adjective or another adverb. Eg) The dog ran QUICKLY

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77
Q

Audience/ Interlocutors

A

Who is being communicated with including the age, and status of the individuals communicating

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78
Q

Setting

A

The environment of where communication takes place.

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79
Q

Field (subject matter)

A

What you are communicating about (topic)

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80
Q

Clauses

A

a clause at least consist of a subject and a verb (only noun and verb phrase)

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81
Q

Main/Independent clauses

A

A main or independant clause is a complete sentence as it has a noun and verb phrase. Eg) The cat meowed

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82
Q

Subordinate or dependent clause

A

These clauses cannot stand alone such as the example “she yelled because she was angry” “she yelled” is the main clause where “because she was angry” is the subordinate clause as it depends on the main clause for meaning.

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83
Q

Tips on identifying subordinate or dependent clauses

A

When determining a clause whether being main or subordinate it is important to not be misled by conjunctions that join words or phrases and only consider conjunctions when joining clauses together.

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84
Q

Sentences

A

group of words that contains at least one main clause that makes sense as a whole and creates meaning

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85
Q

Sentence fragments

A

used in informal or casual written texts that acts as an incomplete main clause. Eg) Potato cakes 3 for $1

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86
Q

Simple Sentences

A

contain a single main clause that contains subject, verb and object. Eg) I bought 3 potato cakes

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87
Q

Compound sentences

A

contain at least 2 main clauses that are joined by a coordinate conjunction where all clauses have equal meaning in the sentence. Eg) I bought 3 potato cakes and 1 also bought tomato sauce

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88
Q

Complex sentences

A

contain a single main clause and one or more subordinate clauses where the main clause is dominant and the subordinate clauses add meaning to the main clause. Eg) I bought 3 potato cakes because i was hungry

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89
Q

Compound complex sentences

A

have at least 2 main clauses and at least one coordinating conjunction and a subordinate clause. Eg.) I bought three potato cakes and i also bought tomato sauce because it taste better.

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90
Q

utterance

A

a unit of speech beginning and ending with a clear pause

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91
Q

Ellipses and what register typically used

A

involve removing words or phrases from an utterance, clause or sentence if the word or phrase is already implied and unnecessary within the context of the situation. Eg) Aaron came first in the race and Blake came second (in the race)

Ellipses are used in causal and informal texts often to efficiently reduce the amount of information provided especially when the information is already known.

92
Q

Nominalisation

A

where a noun is created from a word from another word-class particularly involving verbs. Eg) Starting at noon

93
Q

Nominalisation use and register

A

It is often used to create an abstract flow. through eliminating verbs also subjects and objects are removed causing concepts to become a focus, not the actions. This is typically known as politicians speak The register is typically formula due the typical association of abstract concepts and a formal register.

94
Q

Coordination

A

use coordinating conjunctions to combine clauses

95
Q

Subordination

A

subordinating conjunctions change the main clauses into subordinating clauses. Common conjunctions include: because, while after, although, than, whether, since, who, which, that

96
Q

effect of combinations of main and subordinate clauses

A

They can create different sentence structures, which can provide variation within a text.

It does not only provide information necessary but also helps create rhythm and tempo within a text which can appeal to keeping the audience interested.

Also, change the emphasis of a sentence

97
Q

Declaratives

A

function is to provide information, observation or statements. Eg) It is raining outside

98
Q

Imperatives and Forceful imperatives

A

The function is to give order or instruction, where the subject is excluded. Eg) get out of the rain, please.

Forceful imperatives can include an exclamation mark which has the effect of reducing politeness and creates a sense of urgency or intensity. Eg) Get out!

99
Q

Interrogatives

A

the function is to frame questions and elicit a response used for rhetorical questions aswell even though no answer is required. Eg) Can you get inside please?

100
Q

Exclamatives

A

function is to provide exclamations where high levels of feeling or emotion are emphasied. Eg) How beautiful is that!

101
Q

Subject (clause structure)

A

the subject of a clause or sentence is the noun or noun phrase that takes action by the verb phrase (predicator). Eg.) Nikki likes apple pie (Nikki is the subject)

102
Q

predicator

A

a verb phrase considered as a constituent of clause structure, along with subject, object, and adjunct.

103
Q

Object (clause structure)

A

an object in a sentence can be found by looking for the noun or noun phrase that has not taken action by the verb. Eg) Nikki likes apple pie (apple pie is the object)

104
Q

Direct vs indirect objects

A

direct object is where the person or object is involved in the action such as “he gave his mum a present” whereas an indirect object is indirectly affected by the action such as “He gave a present to his mother”

105
Q

Complement (clause structure)

A

is a phrase or clause that provides extra information about the subject or object that has been previously mentioned within the sentence or clause typically is used by an adjective phrase. Eg) The water is ‘quite warm’

106
Q

Adverbials (clause structure)

A

single words or phrases that provide extra information about an element typically relating to time, place or manner. Eg) Aaron looks ‘angry’

107
Q

Agent

A

the agent is the noun phrase or pronoun that identifies the person or thing which initiates or performs an action in a sentence.

108
Q

Antithesis

A

is used in writing or speech either as a proposition that contrasts with or reverses some previously mentioned proposition.

Examples:
Love is an ideal thing, marriage a real thing.
Speech is silver, but silence is gold.

109
Q

Listing

A

A collection of elements that are separated by commas or bullet points. Listing acts to increase coherence to help aid understanding through separating elements with commas rather than words such as “and” or “or”

110
Q

Parallelism

A

is a balance within one or more sentences of similar phrases or clauses that have the same grammatical structure. The application of parallelism affects readability and may make texts easier to process.

Example:
They got together, conversed, and dispersed, but to no avail.

He came, he saw, and he conquered.

111
Q

Syntactic patterning

A

Forms of synaptic structure that contain patterns for efficiency reasons, emphasis, reducing unnecessary repetition and also strength rhetoric force of an utterance helping memory and be highly emotive

112
Q

Rhetoric

A

the art of effective or persuasive speaking or writing to share a point of view.

113
Q

Active voice

A

the agent is the subject of the sentence

Example: Carey ate the pie
Where Carey is the subject and is also the agent with “ate” the patient “the pie”

114
Q

Patient

A

Is what has been changed or affected by the agent.

115
Q

Passive voice

A

Where the agent is not the subject but is replaced by the patient

Example: The pie was eaten by Carey
Where The pie is the agent and the patient is now Carey

116
Q

Agentless passives

A

Where there is no agent within a sentence. This construction can be used for where the agent is unknown by speaker or writer or is irrelevant.

Example: The girl was bitten

117
Q

Function words

A

have little lexical meaning or have ambiguous meaning and express grammatical relationships among other words within a sentence. Such as and, or, have

118
Q

Content words

A

Content words are words that have meaning. Such as home, blue

119
Q

Denotation

A

The literal meaning of a word as defined in the dictionary.

120
Q

Connotation

A

The connotation of a word refers to additional emotional associations that have become attached to the word over time such as the negative connotation associated with the word “Muslim”

121
Q

Broadening

A

Where a lexeme widens its meaning and has new meanings such as the term mouse meaning a rodent and also a device to control a computer.

122
Q

Narrowing

A

The meaning of a lexeme has been restricted to something specific such as in the 17th-century meat was referred to any food compared where today meat is a specifc animal product

123
Q

Elevation

A

When a lexeme takes on a positive meaning or adapted positive connotations

124
Q

Deterioration

A

When a lexeme takes on a negative meaning such as peasant who meant a farmer has now undergone deterioration and mean a poor person.

125
Q

Shift

A

When a lexeme takes a whole new meaning and loses its original meaning

126
Q

Discourse

A

study of meaningful language units larger than a sentence

127
Q

Code switching

A

when speakers/writers switch between two or more different languages/dialects within a conversation

128
Q

Coherance

A

the quality of being logical and consistent

129
Q

Cohesion

A

grammatical and lexical linking within a text or sentence that holds a text together and gives it meaning

130
Q

Inference

A

Inference is using language that relies on prior knowledge within discourse.

131
Q

Logical Ordering

A

Coherance feature is when a text is structured in a way that makes sense for the text type it can contribute to cohesion through easy to read and ordered patterning

132
Q

Consistency

A

Achieved by using lexemes from the same domain through maintaining a single domain increases cohesion and understanding

133
Q

Conventions

A

Expected ‘rules’ of a text type (i.e. Letter has solution and formulaic closing)

134
Q

Formatting

A

Arrangement of data -> Headings and subheadings, typography, bullet-points, borders/tables and images/graphics/chart

135
Q

Lexical choice

A

using lexemes to reinforce ideas without repetition

136
Q

Synonymy

A

The use of different but same words for the same reference (i.e. ‘child’ and ‘student’) which can decipher the register and also aid cohesion through using the most context-appropriate word choice.

137
Q

Antonymy

A

Using lexemes with opposite meanings (i.e. the avocado must be soft, not hard)

138
Q

Hyponymy

A

Words that are subdivisions of a general categorization (i.e. Husky, poodle, collie) that can increase cohesion through being specific on a domain

139
Q

Information Flow

A

ability to alter information to manipulate order presented in

140
Q

Clefting

A

Movement of a phrase to another position

141
Q

It-cleft

A

A phrase is moved to the start of a sentence (i.e. I washed the cat last night -> It was the cat that I washed last night)

142
Q

Pseudo-clefts

A

Prominence is created through the use of relative pronouns -> prominence/subject is at end of sentence (i.e. The cat stole the fish from the fridge -> What was stolen from the fridge by the cat was the fish)

143
Q

front focus

A

Involves moving phrasal element out of usual position to the beginning of a sentence (i.e. He felt normal for once in his life -> For once in his life, he felt normal)

144
Q

end focus

A

Allows for prominence by placing element at the end -> considered normal structure (i.e. The prize was given to Robert)

145
Q

Anaphoric Reference

A

A word or expression in a text that refers back to another part of the text (i.e. Gwen really enjoyed the slice of cake she was given -> She refers to Gwen)

146
Q

Cataphoric reference

A

A word or expression in a text that refers forward to another part of the text (i.e. As he felt a little cold, Will put on his jumper -> He refers to Will)

147
Q

Deictics

A

the use of a referent which is dependent on the context in which it is said or written to make sense

148
Q

Repetition

A

Repeated use of sounds, words, or ideas for effect and emphasis

149
Q

Ellipses

A

The omission of known information (relies on prior knowledge)

150
Q

Substitution

A

involves replacing one element with something else (must have already been mentioned -> I love dogs. I have two of them.)

151
Q

Conjunctions and Adverbials

A

Words that join sentences or paragraphs together making links between ideas which helps create a logical flow (cohesion)

152
Q

Openings

A

Salutations and vocatives (Hi! and Ladies and Gentlemen)

153
Q

Closings

A

Phrases used to end a conversation or interaction. (It was nice talking to you)

154
Q

Adjacency pairs

A

Regular two-turn exchanges in spoken discourse. e.g.: A: How are you? B: I’m fine, thanks. And you?

155
Q

Overlapping speech

A

Two or more speakers talking simultaneously (A: ‘And I said oh why [would you]’ B: ‘[No way]’)

156
Q

Interrogative tags

A

Words placed on the ends of sentences to turn it into a question (It’s such a nice day, isn’t it?).

This occurs in order to spark a response from the interlocutor and can be used as a tool to pass the floor, encourage intimacy and reduce social distance.

157
Q

Discourse particles/Marker

A

A word of phrase that manages the sentence flow by joining ideas together

158
Q

Non-Fluency features

A

Pauses, hesitations, false starts, repetitions and repairs

159
Q

Pauses

A

Brief silences in speech or conversation can help emphasis previous speech through encouraging thoughts or ‘let it sink in”

160
Q

Voiced hesitations

A

Words that indicate thinking (‘Um’, ‘ah’) or stalling for time and can also indicate saving face through showing uncertainty and not being to forward. Whilst also denoting unprepared speech which can add originality to ones speech.

161
Q

False starts

A

When a speaker makes a mistake then attempts to correct it

162
Q

Repair

A

When a speaker corrects themselves mid-speech (‘I mean actually’)

163
Q

Topic Management

A

Involves the initiation of topics (Use of discourse particles -> i.e. ‘guess what’), topic development (may use minimal responses and topic loops) and topic change (use of discourse particles -> i.e. ‘anyway’)

164
Q

Taking the floor

A

Getting your turn -> may occur through use of discourse particles, interruptions and eye contact.

165
Q

Holding the floor

A

Maintaining your turn -> Using continuing intonation, rising intonation, conjunctions and filled pauses

166
Q

Passing the floor

A

Giving someone else a turn -> using question/answer structure, falling intonation, discourse particles (such as ‘so’)

167
Q

Minimal responses/back-channeling

A

Short sounds that indicate to a speaker that you are listening (Laughter, ‘yes’, ‘definitely’) or can also attemot to show disinterest in a conversation

168
Q

Inflectional morphemes

A

give grammatical function about the stem (from where affixes are attached) such as tense or aspect (how something takes place). Such as “he danced” vs “he is dancing”

169
Q

Define Aspect

A

Aspect is a grammatical category that expresses how an action, event, or state, denoted by a verb, extends over time.

170
Q

Derivational morphology

A

Changes the meaning or function of a stem that can derive or create a lexeme. Such as “He is a dance” vs “He has a danceable spirit”

171
Q

Semantics

A

The meaning of language as it serves a communicative function.

172
Q

Semantic field

A

a set of words grouped semantically that refers to a specific subject.

173
Q

Semantic domain

A

A semantic domain is a specific place that shares a set of meanings, or a language that holds its meaning, within the given context of the place.

174
Q

Irony

A

When a speaker or writer states one thing but intends for the audience to understand the opposite meaning.

175
Q

Simile

A

A figure of speech that explicitly connects one thing to another to make a comparison.

176
Q

Metaphor

A

a figure of speech in which one thing is said to be another to show a comparison between two things which helps the audience to use imagination and creativity through interpreting beyond the literal meaning of the clause.

177
Q

Personification

A

a specfic type of metaphor which gives non-human objects human qualities and abilties such as emotions. Example “life is but a walking shadow”

178
Q

Animation

A

another type of metaphor that gives life or movement to inanimate objects. Such as “the wind howled”

179
Q

Oxymoron

A

a phrase that combines two contradictory terms in order to show dramatic effect, and thought-provoking

180
Q

Standard English

A

the definition given to the grammatical rules described in the dictionary.

181
Q

Idiom

A

A fixed phrase with an overall meaning with unclear individual parts.

182
Q

Anaphora

A

The use of a word referring back to a word used earlier in a text or conversation, to avoid repetition

183
Q

Covert norm

A

The language used within informal domains. Intentional use of non-standard English to create in-group solidarity.

184
Q

Back channeling

A

turn-taking strategy used within speech, to show an interlocutor is listening.

185
Q

Deixis

A

It is a word or phrase that points to the time, place, or situation in which a speaker is speaking that rely on contextual knowledge.

186
Q

Slang

A

a type of language consisting of words and phrases that are regarded as very informal, are more common in speech than writing, and are typically restricted to a particular context or group of people.

187
Q

Jargon

A

Jargon is a form of doublespeak. Where language variety that is unique and particular to specific situations, used by specific individuals. Such as business jargon. Jargon relies on the knowledge of participants within the field.

188
Q

Obfuscation

A

The obsurcing of a words meaning in communication. A side effect of jargon and have a confusing nature.

189
Q

Overt norm

A

Linguistic practices that are widely accepted as being prestigious by society.

190
Q

Register

A

The formality of a text

191
Q

Ethnolects

A

Language variety that marks speakers as members of ethnic groups who originally used another language or distinctive variety.

192
Q

Sociolect

A

the dialect of a particular social class.

193
Q

idiolect

A

the speech habits unique to a particular person.

194
Q

Taboo language

A

Language that is deliberately offensive or controversal

195
Q

5 Types of taboo:

A

Profanity: offensive language
Obscenity: Offensive word or behaviour that offends morality
Slur: insulting remark
Epithet: phrases to describe the qualities or attributes of an individual
Expletive: swear word

196
Q

Social purpose

A

Underlying goals of a particular discourse within its situational and cultural contexts.

197
Q

Situational context

A

Identifying the situation through 5 elements that can influence linguistic features. Those elements that affect situational context are function, field, mode, setting and the relationship between participants.

198
Q

Cultural contexts

A

values, attitudes, beliefs held by participants in a discourse (type of communication) within a cultural group where traditions and expectations affect linguistic features.

199
Q

Positive face needs the effects

A

the need to be liked, respected. The effects of this build rapport, encourages solidarity, intimacy, and inclusiveness.

200
Q

Negative face needs

A

the need to not be imposed upon. The effects show respect and minimize impositions.

201
Q

Framing

A

Is a negative politeness strategy to that requests as a question rather than demand to give the individual an option.

202
Q

Colloquial language

A

informal language that demonstrates a relaxed casual tone

203
Q

Colloquialisms

A

informal slang terms that are widely understood and considered part of Standard Australian English

204
Q

Broad Australian accent and its features

A

The typical stereotype of Australians due to being distinctive and easy for non-Australians to identify with.

features in Broad accent include longer/drawn-out vowels, assimilation, and elision within the speech

205
Q

General Australian accent

A

The major accent in Australia today that is middle ground between the Broad and Cultivated accent.

206
Q

Why is the General Australian accent developing compared to the Broad and Cultivated accent

A

Due to the stigmas of the Broad accent being associated with “Bogans”, and lower social status. The stigma of the cultivated accent also has caused a shift due to the association with snobbery due to a higher social class.

207
Q

Cultivated Australian Accent and features

A

A declining accent that has a style reflecting a British-English Accent and is associated with a high social class and/or education

208
Q

Figurative language

A

The use of lexemes within a speech that is interpreted in a non-literal way that holds another meaning.

209
Q

Lexical ambiguity

A

When lexemes that have multiple meanings causing confusion for the reader or interlocutors within the discourse.

210
Q

Doublespeak

A

deliberately using ambiguous, or obscure language to confuse meaning.

211
Q

Creative word formation

A

The use of nonstandard languages such as blending, contractions, and assimilation to show creativity and uniqueness within the speech.

212
Q

Political correctness

A

The language used to avoid offense or exclusion such as gender-neutral terms and avoiding derogatory expressions.

213
Q

Types of doublespeak

A

euphemism, jargon, gobbledygook, and inflated language.

214
Q

Non-standard English

A

Language use in informal settings where it does not conform to the defined language structure and standards.

215
Q

Lexical meaning

A

The words or lexemes within a language and there held meaning.

216
Q

Euphemism

A

A form of doublespeak that is a mild or indirect word or expression replacing one considered to be too harsh or blunt when referring to a particular topic.

217
Q

Dysphemism

A

The use of a derogatory or unpleasant term used instead of a pleasant or neutral one.

218
Q

Suffixation in Australian English

A

Australian English has developed a large number of colloquial words especially with the addition of suffixes especially “y, ie, a and o”. That is seen as a creative and unique way in Australian speech and create an identity.

219
Q

Conversion of word class

A

Is an existing word being converted from one work class to another such as Facebook originally a noun being used as a verb within the speech.

220
Q

Gobbledegook/Gibberish

A

Language that is meaningless or is made unintelligible by excessive use of technical terms.

221
Q

Inflated language

A

The use of language where things or topics is described or discussed with confusing and complicated terms.

222
Q

Satire and what context is it typically in.

A

The use of humour, irony, exaggeration, or ridicule to expose and criticise a topic. Particularly in the context of contemporary politics and other topical issues.

223
Q

Phonological Patterning

A
  • Alliteration
  • Assonance
  • Onomatopeia
  • Rhyme
  • Rhythm
224
Q

Syntactic patterning

A
  • Parallelism
  • Antithesis
  • Listing
  • Puns
  • Idioms
  • Euphemisms
  • Dysphemism’s
225
Q

Semantic patterning

A
  • Irony
  • Metaphors
  • Animation
  • Personification
  • Similes
  • Oxymoron’s
  • Lexical Ambiguity
226
Q

Coherance subtypes: (5)

A
  • Formatting
  • Cohesion
  • Inference
  • Logical Ordering
  • Consistency and Conventions
227
Q

Cohesion Types: (9)

A
  • Lexical Choice:
    synonmy, hynonmy, collocation, antonmy
  • Information Flow
    clefting, front and end focus
  • Anaphoric reference
  • Cataphoric reference
  • Deictics
  • Repetition
  • Ellipses
  • Subsitution
  • Conjunctions/Adverbials

English Language (3 decks)

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