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Language Society and Culture > Week 1 > Flashcards

Week 1 Flashcards

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Sociology 101 flashcards
0
Q

Uniplex tie

A

A network tie b/n individuals that expresses one role or basis for contact and interaction. Eg Just work colleagues.

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1
Q

Competency

A

Speakers ability to access universal grammar

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2
Q

Multiplex tie

A

Individuals linked through several social relationships, eg. Husband and wife who are also business partners

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3
Q

LSC is concerned with

A

the interaction between languages (codes) and the sociocultural contexts of use, properties of sign system and behaviour of ppl who use it.

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4
Q

Sociocultural context

A

Synchronic and diachronic contexts of language use

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5
Q

Saussure’s theory

A

Signifier is the sound-image, signified is the concept. The connection is arbitrary

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6
Q

Chomsky’s theory

A

Competence is knowledge of language. Performance is output of competence

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7
Q

What can language use be a mechanism for?

A

Social grouping

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8
Q

Variety/dialect

A

Shared language use patterns, differentiated by region, ie buenos aires Spanish v Spain Spanish, or socially eg working class v upper class London English.

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9
Q

Sociolect

A

Language use patterns shared by a social group, eg teenagers from Melbourne

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10
Q

Idiolect

A

Language use patterns of an individual

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11
Q

Speech community

A

A group of people who share a particular variety (linguistic code) and patterns of using and interpreting it.
Identifying with a social group entails inheriting or adopting the group code
A group code will reflect its beliefs, attitudes and values, e.g. accepting compliments

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12
Q

Discourse community

A

A social group who share ways of interacting and who have common public goals and interests, e.g. medical community

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13
Q

Embodiment of Culture

A

Cultural processes are reflected in language patterns, eg. “I’m afraid…”
Being a group member involves inheriting a communal memory via linguistic code.

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14
Q

Actual language use

A

language that is actually produced by speakers, as opposed to the potential language of their “competence” (Milroy and Gordon)

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15
Q

The observer’s paradox

A

Observing people using language that they would use when not being observed

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16
Q

Variable

A

An abstract representation of the source of variation (given in round brackets)

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17
Q

Variant

A

The actual realization of a variable

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18
Q

Example of variable and variant

A

(tomato)
Variant 1: [təmatou]
Variant 2: [təmeitou]

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19
Q

There are FACTORS influencing the occurrence of variants. These are known as

A

VARIABLES

20
Q

A variable is realised as variant 1 or variant 2 in the presence of

A

certain factors or variables

21
Q

A variable is like a phoneme in that

A

It changes according to context

22
Q

Free variation is an old theory as opposed to

A

constrained and predictable variation as it’s been known since the 1960s

23
Q

Speaker variability is constrained by

A

non-linguistic as well as linguistic factors

24
Q

Effects of social factors are

A

not categorical; speakers show some alternation

25
Q

Effects of social factors are rather

A

probabilistic; they tell you how likely you are to hear a certain variant in a specific context of use.

26
Q

The sociolinguist looks at how

A

linguistic-internal and linguistic-external factors constrain the occurrence of a specific variant in a particular context of use.

27
Q

Example of linguisitic variation

A

Bell (1984, 2001) found that the same NZ newsreaders reading the same news pronounced intervocalic (t) differently when reading news on classical vs. popular radio stations:
‘city’ conservative, stop variant
‘ciddy’ innovative, flap variant
This variation was caused by ‘Audience design’

28
Q

Social dialectology

A

The study of linguistic variation in relation to speakers’ membership in social groups, or in relation to other non-linguistic factors
People’s language use can be a diagnostic of where they come from
A scary story: Haitians in Hispaniola were identified by their pronunciation of the trilled Spanish /r/. Dominican soldiers would hold up some parsley and ask people to name it. If they could not pronounce perejil they were killed! (also see Shibboleth story)

29
Q

What was signficant about Labov’s Martha’s Vineyard study?

A

First social dialect study

30
Q

What was the variable in the Martha’s Vineyard study?

A

Variable: realization of diphthong in words such as ICE and TIME, i.e. the (ay) variable
(ay) centralized pronunciation [əi]
fronted pronunciation [ai]

31
Q

What were the factors or variation in the Martha’s vineyard study?

A

Labov noted inter-speaker and intra-speaker variation in the pronunciation of the (ay) variable. Linguistic factors: [əi] more common when followed by voiceless fricatives or stops (t, s, p, f), as in ‘price’ (generally, [̍prais])
Non-linguistic factors: People in the rural, ‘up-island’ areas, associated with the fishing industry, in their 30s and 40s, happy living on the island were more likely to use [əi]
Difference between islanders and mainlanders who visited during the summer months only.

32
Q

What is special about this study?

A

Labov’s methods revolutionized dialectology
He talked to people in every day contexts (rather than making them read words)
He recorded what people actually said (rather than what they said they said)
He investigated relationship between linguistic variables and social factors.

33
Q

Most important finding of Martha’s Vineyard study is

A

Labov showed that variation is not free and unconstrained;

Linguistic differentiation seems to serve the purpose of social differentiation.

34
Q

Synchronic variation

A

Variation occurring now

35
Q

Diachronic variation

A

Variation across chronological (Augustinian) time (known as real time)

36
Q

Labovian view of linguistic variation and time

A

Change can be studied while it’s taking place
Labov’s study of different age groups provided him with a snapshot of ongoing change (known as apparent time)
Variation across generations useful in sociolinguistic research.

37
Q

Stereotype

A

Linguistic feature widely recognized and subject of dialect performance and impersonation. E.g. Use of eh at the end of sentences by Canadians, use (and pronunciation) of G’day by Australians, etc.

38
Q

Marker

A

A variable that speakers are less aware of than a stereotype, but which shows consistent style effects

E.g. Argentinians use more present perfect and less preterit in formal styles (i.e. more I have done my homework and less I did my homework) (Rodriguez Louro 2009; 2010); use of reckon in Australian English (Rodriguez Louro & Harris, 2011)

39
Q

Four recurrent motives in sociolinguistic analyses

A
  1. Fit in with some people, differentiate from others
  2. Do what has value
  3. Avoid what has costs
  4. Try to work out what others are up to
40
Q

Indicator

A

A linguistic variable which shows limited or no style-shifting. Stratified principally between groups (age, region, social class). Indicators display no degree of social awareness (Labov 2001). Eg. Kally v. Kelly in Victorians.

41
Q

constrain/constraints

A

when independent factors influence the distribution of variants

42
Q

regional dialectology

A

the identification and mapping of boundaries between different varieties on the basis of clusters of similar and different features

43
Q

reallocation

A

reassignment of forms in contact in a systematic way, eg. as allophonically distributed variants of a phoneme

44
Q

Intermediate forms

A

Forms emerging following contact between closely related varieties that fall in between the various input forms

45
Q

Interspeaker variation

A

Differences and variation that is measured between different speakers (individuals or social groups)

46
Q

Intraspeaker variation

A

Differences in the way a single person speaks at different times, with different interlocutors, or even within a single sentence.

47
Q

Envelope of variation

A

All, and only, the contexts in which a variable occurs

Language Society and Culture (1 decks)

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