Question (i) 1.0 Introduction: With technology, spoken language has become one of the major interests among linguists. Previously, written discourse was the main concern as it was easy to access any data whereas spoken language needed to go through various levels such as recording and transcribing in order to be able to obtain authentic data. Though it may sound easy, sometimes restrictions such as a low quality voice recorder was used or difficulty in transcribing slang would make it difficult for a linguist to go into detail of the spoken discourse. Today, with access to computer corpora's, it is feasible to obtain relevant information with regards to spoken language. (Biber, Johansson, Leech, Condrad & Finegan, 1999). In recent research, similar to written language, spoken language has been looked at through various aspects. one of the major concerns surrounding spoken language is the grammatical form of this discourse. Biber, Johansson, Leech, Condrad & Finegan (1999) states that the same English grammar can be applied to both spoken and written language however research shows that the two use these grammatical features differently. This essay will be referring to a conversation between two friends in a restaurant, whose main objective is to order food for lunch, together. Their conversation also includes a waitress who is taking down their orders. It will be analyzing key features that are present within the conversation, primarily looking at its grammatical features, followed by its discourse feature and also discussing its lexical features found within the conversation. This essay will also be looking at the differences between written language and spoken language in terms of the grammar, discourse and lexical features. ... ... middle of paper ... ...0). Mostly, in spoken language, the context and the purpose of the conversation plays a role in deciding how grammar is used. Leech (2000) further points out that even though they share the same grammar, it carries less weight in spoken language. Works Cited Biber, D., Johansson, S., Leech, G., Conrad, S., and Finegan, E. (1999) Longman Grammar of Spoken and Written English. London: Longman. Carter, R. and McCarthy, M. (1995) Grammar and the Spoken Language. Applied Linguistics 16, 2. 41-58. Carter, R. and McCarthy, M.1997 Exploring Spoken English . Cambridge: CUP. Downing, A., & Locke, P. (2006) English Grammar London: Routledge Leech, G. (2000) Grammars of Spoken English: new outcomes of corpus –oriented research. Language Learning 50,4, 675-724. McCarthy, M. and Carter, R. (1995) Spoken Grammar: what is it and how can we teach it? ELT Journal 49, 3.
Vajda, Edward. "Linguistics 201: The Dialects of American English." Linguistics 201: The Dialects of American English. N.p., n.d. Web. 1 Mar. 2014. .
Pages 261- 267. doi: 10.1016/j.pec.2011.10.006. Cameron, D. (2001). The 'Case Working with spoken discourse and communication. London: Thousand Oaks & Co. Carson, C., & Cupach, W. (2000).
Cerjak ,The English Journal, Vol. 76, No. 5 (Sep., 1987), pp. 55-57 Published by: National Council of Teachers of English
Delgado, R & Kobayashi, T 2011. Proceedings of the Paralinguistic Information and its Integration in Spoken Dialogue Systems Workshop. 1st ed. Springer.
Every day, we use spoken language in order to communicate as well as to express our opinions on certain topics. The manner in which we communicate and use paralinguistic features varies according to the context of the situation. Moreover, spoken language is affected by our idiolect as well as our sociolect. We can relate these ideas to the setting of the school classroom. In a classroom, teachers primarily, use spoken language for bonding in order to establish or maintain personal relationships with students. In addition to that, teacher use spoken language to exchange information to develop students’ understanding and knowledge. Furthermore, teachers use spoken language for power in order to gain control over the classroom. Transcript A, B, C and D are detailed examples of how these concepts are adapted in the different classroom environments. However, there is evidence to support that the theories of spoken language can also be challenged.
The keynote article “Grammatical processing in language learners” by Clahsen and Felser, aimed to compare the grammatical processing in adult native speakers, child first language learners, and adult second language learners (L2ers) (3). The authors examined works that observed the processing of morphology, ambiguous sentences, and syntactic dependencies before going into their general discussion in which they summarize the results and suggest the shallow structure hypothesis.
"Linguistics 201: First Language Acquisition." Linguistics 201: First Language Acquisition. Western Washington University, n.d. Web. 8 Sep. 2013. .
Quirk, R., Greenbaum, S., Leech, G., Svartvik, J. (1985) A Comprehensive Grammar of the English Language, Essex: Longman Ltd.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.
The Features of Written Language and Speech In English language there are two different ways of actually presenting language. These are written language and speech. These two factors of speech both include many different features between themselves. These features are mostly opposite to each other as they are completely different ways of presenting language. Written language is structured into paragraphs unlike general speech which is hardly thought about before being said and is flowing naturally.
At this level, the investigation specifically targets the linguistic dimension of discourse: phonological (stress, pitch, volume, intonation) or graphical structures (headlines, bold characters, layout); syntactic structures (word order, topicalization, clausal relations, split constructions); semantic structures (explicit vs. implicit, implications – insinuations, vagueness, presuppositions, allusions, symbolism, collective symbolism, figurativeness, metaphorism); pragmatics (intention, mood, opinion, perspective, relative distance); formal structures (idioms, sayings, clichés, set phrases, language patterns); logic and composition of the discourse (argumentation – strategy, types, cohesion,
North, S. (2012), 'English a Linguistic Toolkit' (U214, Worlds of English), Milton Keynes, The Open University.
Introduction: It is evident in the history that the origin of the English and Bangla languages is Indo-European language family. But with the passage of time, these two languages had undergone a lot of changes. Although English was dominated by Greek and Latin, Bangla had been greatly influenced by English, specially in some areas of grammar during the British regime in the Indo-Pak subcontinent. However, the earlier Bangla grammar was based on Sanskrit grammar. In English, the term ‘grammar’ comes from Greek meaning ‘study of words’, whereas the Bangla equivalent of the term is Ôe¨vKiYÕ /bækɔrɔn/ which receives the meaning ‘analysis’. The subject of this study is the comparative analysis of the structure of simple declarative sentences/statements
This theory studies in written texts and recently in spoken language. It considers a property of texts and realized by various grammatical and lexical devices.