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ANTH 203 > week 6 > Flashcards

week 6 Flashcards

1
Q

pragmatics

A

study of language in use in various situations

viewing language as social action

discourse - interactions, texts (above level of sentence, people communicating, language as action)

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2
Q

speech acts

A

how you accomplish things with language

ex: promising, naming, insulting, marrying, declaring

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3
Q

ethnomethodology

A
  • harold Garfinkel
  • how people do things (with language and otherwise)
  • what is considered “normal” behavior
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4
Q

conversational analysis

A
  • close analysis of the “act sequence” (in the speaking acronym)
  • CA focuses on the rules and mechanics of conversation
  • based on fine-grained analysis of recorded interactions
  • analysis of timing, overlap, false starts, topic control, code-switching, backchannel cues
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5
Q

discourse analysis

A
  • broader
  • not just looking at conversations, but it can involve all kinds of linguistic interchanges
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6
Q

Harold Garfinkel and garfinkeling

A
  • deliberately breaking cultural rules to observe the reaction of others
  • brings up questions: what do you have to do to act normal in a given situation? how do you act normal in interactions?
  • norms and context; so many rules of interaction are not something that is stated
  • ex: students garfinkeling TA - all turning away, sitting in desks towards window not front of room
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7
Q

implicature, indirection

A

meaning deduced from the form of an utterance; the act of implying

saying something without saying it explicitly: people have to read the message between the lines

getting someone to understand something without saying it directly: indirection

intent: I want you to close the window
says: “gosh, it’s draft in here”

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8
Q

context

A
  • the circumstances: place, time, occasion (event, purpose, formality) who is there
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9
Q

Hymes’ speaking: setting

A
  • situation
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10
Q

Hymes’ speaking: participants

A
  • people who are actively speaking, communicating and people are being addressed
  • bystanders
  • all of that can affect what is said and how it’s understood
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11
Q

Hymes’ speaking: ends

A
  • goals or intents of people interacting
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12
Q

Hymes’ speaking: act sequence

A
  • ordering of conversation elements
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13
Q

Hymes’ speaking: keys

A
  • manner, mood
  • formal vs. joking
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14
Q

Hymes’ speaking: instrumentalities

A
  • which language, channel
  • live/video
  • microphone
  • signing
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15
Q

Hymes’ speaking: norms

A
  • appropriateness of options
  • tied to genre
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16
Q

Hymes’ speaking: genres

A
  • kinds of speech events, lecture, chat
  • university lecturer vs. informal chat with friends vs. small talk with cashier
17
Q

, framing

A
  • frame: a context with certain expectations
  • framing: using cues to “normalize” a certain behavior
  • example: “o.k., now I’m going to do something unusual” [or, it’s Halloween, so I can dress less conventionally.]
18
Q

contextualization clues

A
  • features that tell you what the context is, what is presupposed about the content, goals, direction, & impact of the conversation
  • little details that help frame the interaction
  • includes body position, facial expression, choice of words, intonation, loudness
19
Q

backchannel cues/minimal responses/active listening

A
  • head nodding, mhmms, facial expressions and gestures that react to main speaker
  • support and encourage speaker in a conversation
  • are there differences in backchannel cues by gender (or other factors)
  • cross-cultural differences : South Indian head shake/bobble; “aizuchi” Japanese practice of frequent backchannel cues
  • aizuchi: frequent interjections during a conversation that indicate the listener is paying attention or understands the speaker
20
Q

fillers

A
  • also called hesitation markers (uh, umm)
  • fill silence, hold on to turn, delay response
    different than ‘um-hm’ backchannel cues
  • similar sounds/gestures can have diff conversation functions
21
Q

hedges/hedging

A
  • hedges: words that soften/weaken the impact of a statement (kind of, maybe, I guess, I think, it might, it could be)
  • hedges can make a statement more polite
  • hedges can make a person seem less authoritative
22
Q

footing

A
  • the position, stance, posture, or projected self on an individual, through which they index how their utterances should be taken
  • letting people know how you should understand them
  • conveyed through topic, choice of vocabulary, tone of voice, and other discourse structures
  • lecturer professor footing vs. friend footing
23
Q

floor in conversation

A
  • holding a turn at conversation
  • rules of holding the floor are affected by identity and context
24
Q

openings/closings

A
  • opening: establishing attention, initiating conversation
  • say good morning, welcome back at of launch
  • compare with: launching directly into giving information, without a “hi”
  • closing: establishing end of conversation
  • example: I usually say something like “okay, we will continue with this next time” - rather than just stop talking at end o lecture
25
Q

adjacency pairs

A
  • any question-answer pair
  • reciprocal greetings and goodbyes
  • may need “repair” if second half is missing
  • TA example
26
Q

repair (in interactions)

A
  • repair: fixing an awkward or problematic interaction
27
Q

topic control (initiation and shift)

A
  • 2 or more people
  • who gets to choose the topic
  • who gets to speak
  • how do you change the topic of a conversation
  • what do you have to do to tell your story
28
Q

politeness and power

A
  • what does it mean when you say you are sorry
29
Q

factors and hedging

A
  • gender
  • how much a person uses hedges
  • is hedging always indicative of weakness and less power
  • can it mean something else
  • norms of politeness
30
Q

texting contextualization cues

A
  • repeated letters, capitals, multiple exclamation points = positive affect
  • lack of the above, and use of ellipsis (…) = negative affect
  • difference vs. dominance model of gender difference

ANTH 203 (11 decks)

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