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H2 ELL > testing > Flashcards

testing Flashcards

1
Q

(Alsagoff) Cultural Orientation Model

A

is the use of language as a cultural resource to index a localist orientation or a globalist orientation’

Whilst a globalist orientation is associated with economic capital, authority, formality, distance and educational attainment, a localist orientation is associated with socio-cultural capital, camaraderie, informality, closeness and community membership.

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2
Q

(Bourdieu) linguistic capital

A

is a form of cultural capital, where one’s proficiency in a particular language variety will predetermine their access to socio-economic opportunities and their social status

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3
Q

(Eckert & McConnell-Ginet) community of practice

A

is an aggregate of people are mutually engaged in some common endeavour and who come to develop shared linguistic norms

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4
Q

(Ferguson) diglossia

A

is a relatively stable situation in which two varieties of the same language, a H-variety and a L-variety, serve distinct socio-linguistic functions’

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5
Q

(Fishman) domain

A

is an institutional context that is often associated with a particular language variety based on place, subject and the role-relations of the participants’

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6
Q

(Giles) accommodation

A

is a theoretical framework that explains how one’s linguistic choices are informed by their need to negotiate the social distance between them and their audience

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7
Q

(Giles) convergence

A

is the attempt to adapt one’s linguistic choices to be more similar to that of their audience so as to narrow the social distance between them

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8
Q

(Giles) divergence

A

is the attempt to adapt one’s linguistic choices to be more different to that of their audience so as to widen the social distance between them

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9
Q

(Halliday) register

A

is a variety of language that corresponds to a variety of situation - that is, variation according to use

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10
Q

(Hill) appropriation

A

is an attempt to adopt linguistic resources from a speech community without their consent with the intent of indexing the desirable qualities that are associated with them

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11
Q

(Hymes) communicative competence

A

is the ability to produce and understand language use that is appropriate to a particular sociolinguistic situation

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12
Q

(Hymes) linguistic competence

A

is the ability to produce and understand language use that is grammatically correct

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13
Q

(Hymes) creole

A

is a language variety with a lexicon and a grammar that is suited to a full range of sociolinguistic functions and that has become the first language of a speech community

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14
Q

(Hymes) pidgin

A

is a language variety with a lexicon and a grammar that is suited to a restricted range of sociolinguistic functions and that is used only as an auxiliary language

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15
Q

(Labov) covert prestige

A

is the relative value that is accorded to a non-standard language variety from bottom-up by its users

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16
Q

(Labov) overt prestige

A

is the relative value that is accorded to a standard language variety from top-down by social institutions

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17
Q

(Labov) speech community

A

is a group of speakers who share a set of linguistic norms regarding their use of language

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18
Q

(Smith & Nelson) intelligibility

A

is the degree to which a word/utterance can be recognised as a word/utterance in a particular language

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19
Q

(Smith & Nelson) comprehensibility

A

is the degree to which the semantic meaning of a word/utterance can be recognised

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20
Q

(Smith & Nelson) interpretability

A

is the degree to which the pragmatic meaning of a word/utterance can be recognised

Example: The interpretability of sarcasm can be challenging in written communication.

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21
Q

(Alsagoff) linguistic glocalisation

A

is the linguistic situation where English is used both as a global language of business and as a local language expressing particular socio-cultural identities and realities

Additional information: This term reflects the blending of global and local influences on language use.

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22
Q

(Gupta) leaky diglossia

A

is a linguistic situation where two varieties of the same language that previously served distinct socio-linguistic functions are now used in the same communicative context

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23
Q

(Jakobson) phatic communication

A

is the use of language to index social relationships rather than to communicate information to one’s audience

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24
Q

(Kachru) Three Circles Model

A

is a theoretical framework that divides the speakers of English into three categories based on the language’s socio-linguistic function and their linguistic influence

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25
Q

(Kachru) Inner Circle

A

is a term describing countries where English is used in public as an official language and in private as a mother tongue and whose speakers are norm-providing

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26
Q

(Kachru) Outer Circle

A

is a term describing countries where English is used in public as an official language and in private as an inter-ethnic lingua franca and whose speakers are norm-developing

27
Q

(Kachru) Expanding Circle

A

is a term describing countries where English is used in public as a professional language but not in private and whose speakers are norm-dependent

28
Q

(Pakir) Expanding Triangles of Expression

A

is a theoretical framework that explains how one’s style of language varies based on the proficiency of the speaker and the formality of the socio-linguistic situation

29
Q

(Pakir) formality cline

A

is the degree to which a socio-linguistic situation necessitates the use of a formal register, which can be sub-divided into Formal, Careful, Consultative, Casual and Intimate

30
Q

(Pakir) proficiency cline

A

is the degree to which a speaker is proficient in a language, which can be sub-divided into Advanced, Adept, Intermediate, Basic and Rudimentary

31
Q

(Schneider) Dynamic Model of Post-Colonial Englishes

A

is a theoretical framework that explains how language varieties might evolve over time in Outer Circle countries’

Additional information: This model focuses on the development of English in post-colonial contexts.

32
Q

(Schneider) foundation

A

is the first stage that is characterised by limited language contact between the local languages and English from colonialism with both remaining distinct

33
Q

(Schneider) exonormative stabilisation

A

is the second stage that is characterised by increasing language contact between the local languages and English with there being increasing lexical influence from the latter

34
Q

(Schneider) nativisation

A

is the third stage that is characterised by widespread language contact between the local languages and English with the emergence of a distinct new language variety

35
Q

(Schneider) endonormative stabilisation

A

is the fourth stage that is characterised by the stabilisation and growing acceptance of the distinct new language variety amongst wider society

36
Q

(Schneider) differentiation

A

is the shift from one language variety to another based on the changing needs of the socio-linguistic situation

37
Q

(Gumperz) code-switching

A

is the stage where a language variety is chosen as the norm

38
Q

(Haugen) language planning - selection

A

is the stage where the language variety that is chosen as the norm undergoes standardisation to ensure minimal variation in form and maximum variation in function

39
Q

(Haugen) language planning - codification

A

is the stage where the learning materials and media artefacts for the teaching and the transmission of the language variety that is chosen as the norm are developed

40
Q

(Haugen) language planning - elaboration

A

is the stage where the language variety that is chosen as the norm is put into use in official social institutions and begins to be taught formally in educational institutions

41
Q

(Haugen) language planning - implementation

A

This is based on four factors in the socio-political background of a country, the identity construction of its users, the socio-linguistic conditions of a country as well as the linguistic effects of New Englishes in the country

42
Q

is the degree to which the pragmatic meaning of a word/utterance can be recognised

A

(Smith & Nelson) interpretability

43
Q

is the linguistic situation where English is used both as a global language of business and as a local language expressing particular socio-cultural identities and realities

A

(Alsagoff) linguistic glocalisation

44
Q

is a linguistic situation where two varieties of the same language that previously served distinct socio-linguistic functions are now used in the same communicative context

A

(Gupta) leaky diglossia

45
Q

is the use of language to index social relationships rather than to communicate information to one’s audience

A

(Jakobson) phatic communication

46
Q

is a theoretical framework that divides the speakers of English into three categories based on the language’s socio-linguistic function and their linguistic influence

A

(Kachru) Three Circles Model

47
Q

is a term describing countries where English is used in public as an official language and in private as a mother tongue and whose speakers are norm-providing

A

(Kachru) Inner Circle

48
Q

is a term describing countries where English is used in public as an official language and in private as an inter-ethnic lingua franca and whose speakers are norm-developing

A

(Kachru) Outer Circle

49
Q

is a term describing countries where English is used in public as a professional language but not in private and whose speakers are norm-dependent

A

(Kachru) Expanding Circle

50
Q

is a theoretical framework that explains how one’s style of language varies based on the proficiency of the speaker and the formality of the socio-linguistic situation

A

(Pakir) Expanding Triangles of Expression

51
Q

is the degree to which a socio-linguistic situation necessitates the use of a formal register, which can be sub-divided into Formal, Careful, Consultative, Casual and Intimate

A

(Pakir) formality cline

52
Q

is the degree to which a speaker is proficient in a language, which can be sub-divided into Advanced, Adept, Intermediate, Basic and Rudimentary

A

(Pakir) proficiency cline

53
Q

is a theoretical framework that explains how language varieties might evolve over time in Outer Circle countries’

A

(Schneider) Dynamic Model of Post-Colonial Englishes

54
Q

is the first stage that is characterised by limited language contact between the local languages and English from colonialism with both remaining distinct

A

(Schneider) foundation

55
Q

is the second stage that is characterised by increasing language contact between the local languages and English with there being increasing lexical influence from the latter

A

(Schneider) exonormative stabilisation

56
Q

is the third stage that is characterised by widespread language contact between the local languages and English with the emergence of a distinct new language variety

A

(Schneider) nativisation

57
Q

is the fourth stage that is characterised by the stabilisation and growing acceptance of the distinct new language variety amongst wider society

A

(Schneider) endonormative stabilisation

58
Q

is the shift from one language variety to another based on the changing needs of the socio-linguistic situation

A

(Schneider) differentiation

59
Q

is the stage where a language variety is chosen as the norm

A

(Gumperz) code-switching

60
Q

is the stage where the language variety that is chosen as the norm undergoes standardisation to ensure minimal variation in form and maximum variation in function

A

(Haugen) language planning - selection

61
Q

is the stage where the learning materials and media artefacts for the teaching and the transmission of the language variety that is chosen as the norm are developed

A

(Haugen) language planning - codification

62
Q

is the stage where the language variety that is chosen as the norm is put into use in official social institutions and begins to be taught formally in educational institutions

A

(Haugen) language planning - elaboration

63
Q

This is based on four factors in the socio-political background of a country, the identity construction of its users, the socio-linguistic conditions of a country as well as the linguistic effects of New Englishes in the country

A

(Haugen) language planning - implementation

H2 ELL (11 decks)

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