Individuals change the way in which they talk depending on who they are conversing with. For instance, teens will utilize exceptionally informal dialect when chatting with their associates, while they will utilize more endorsed dialect when speaking to grown-ups. An example of the sorts of things that informal dialect contains is the utilization of non-standard language structure. With the use of slang and non-standard sentence structure the speaker makes the dialect a great deal more loose and casual. Oppositely, by adopting a more standard language structure and using more complex vocabulary, they can present a formal pitch. The two transcripts given show numerous instances of the route in which teens take in order to adjust their language and suit the crowd.
Transcript ‘A’ showcases how an extremely casual pitch is created when conversing with friends. The utilization of non-standard sentence structure indicates that the two individuals are acquainted with one another. This is evidently demonstrated by the line "Well, I finished some modification right". In the example indicated, the expression "Right" at the end of the sentence is an example non-standard structure, it rather acts as a method of letting the audience know that the discussion is set to proceed. On the contrary, the discussion between the student and the Head teacher displays how the student utilises standard syntax. For example the phrase, "I need to chat to yo u about the school uniform." enables the speaker to seem more sophicated and knowledgeable which would have gone if they had employed slang terms, or a non-standard sentence structure. The casual exchange between the two teenagers in transcript ‘A’ presents occurrences of ellipsis, while transcript ‘B’ d...
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...ed by speakers to allow themselves opportunity to ponder what they are going to say, without misplacing 'their turn' in the discourse. The utilization of fillers is a characteristic of spontaneous dialogues. For instance, Transcript ‘A’ contains alot of fillers in line 11 with the sentence: "Er, perhaps." This shows that the speaker needs to think about what he is about to say however does not want the discourse to go amiss from the subject, or for him to lose his turn. Then again, Transcripts ‘B’ has samples of stops for the speaker to consider what they are about to say. For example, in line 12, there is a 2 second stop at the start of her sentence to allow him to think over his reply. The utilization of delays rather than fillers enables the speaker to say something more intelligent and sturtucted, which makes them look more intelligent in front of their audience.
Conversation Analysis (CA) is the study of talk-within-interaction that attempts to describe the orderliness, structure and sequential patterns of interaction in conversation. It is a method of qualitative analysis developed by Harvey Sacks with the aid of Emmanuel Schegloff and Gail Jefferson in the late 1960s to early 1970s. Using the CA frame of mind to view stories shows us that what we may think to be simplistic relaying of information or entertaining our friends is in fact a highly organised social phenomena that is finely tuned in a way that expresses the teller’s motivation behind the talk. (Hutchby & Wooffitt, 2011). It is suggested that CA relies on three main assumptions; talk is a form of social action, action is structurally organised, talk creates and maintains inter-subjectivity (Atkinson & Heritage, 1984).
In this book a number of dialects are used, to wit: the Missouri negro dialect; the extremest form of the backwoods Southwestern dialect; the ordinary “Pike County” dialect; and four modified varieties of this last. The shadings have not been done in a haphazard fashion, or by guesswork; but painstakingly, and with the trustworthy guidance and support of personal familiarity with these several forms of speech. I make this explanation for the reason that without it many readers would suppose that all these characters were trying to talk alike and not succeeding. (Twain 2)
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).
Ovid’s Metamorphoses is an anti-epic that was written in an attempt to poke fun at the seriousness of Virgil’s Aeneid. Although the Aeneid and Metamorphoses differ vastly from one another, both of these two revolutionary Roman works provide contemporary readers with insight into Rome’s treatment of women during the age of Augustus. However, Ovid’s Metamorphoses portrays women in a much more positive light than Virgil does in the Aeneid, and this informs readers that Ovid, not Virgil, was at least somewhat concerned with the oppression of women in ancient Roman society.
During this experience I was also exposed to students who spoke both formal and common registry. The observation exposed that the students choose to speak to one another in common or informal register. Common register included slang and coded words that only students used. There was clear interplay of exchange between professionals who use formal registry and students who speak in common registry. My observ...
Language has been said to effect culture and a person’s way of thinking; in addition to culture effecting language. Throughout the last 100 years there have been apparent and subtle changes in the English language. The changes an English speaking person may see throughout their life time are different catchphrases, the way language is written, the type of formality used, and how deeply English is affected by cultures; as well as how it effects other cultures around the world.
Wright, Katy M. “The Role of Dialect Representation in Speaking from the Margins: “The Lesson” of Toni Cade Bambara.” Style. 42.1 (2008): 73-87. Proquest. SEMO Kent Lib., Cape Girardeau, MO. 12 April 2009. .
As a first year college student this course has taught me many core aspects to writing and critical thinking. Writing has not been one my strongest points in education, but I feel this course has helped me make strides in writing in many ways. This course has enlightened me on various aspects of writing and has taught me many different ways of writing quality essays. A few things that this course has taught me is how construct an acceptable thesis statement, how to prove my points in body paragraphs, and how to properly cite sources. Although I have learned an immense deal of writing skills within this course there some things I feel I can improve upon, such as, introductions and properly heading papers.
This paper will look analyze the sociolinguistic style of The Crazy Nastyass Honey Badger, a parody of a nature documentary narrated by czg123 (Randall). A transcript of the video will be included as well as an analysis of specific linguistic features used by Randall, the meanings indexed by these features, the style created by these features, and the importance of these features within a social context.
The world, as of the 21st century, is increasingly becoming an interconnected, interrelated social place in which avoidance of human interaction is near impossible. From telephone calls to advertising billboards, communication is ubiquitous. Communication essentially refers to the generation and receiving of messages across a variety of contexts, channels, media, and cultures. This complex interaction is composed of both verbal and non-verbal interactions. Verbal language is defined as the use of sounds and language to communicate a message and thus accents, dialects, and languages all fall under this “verbal code.” Its counterpart, non-verbal language, is communication through a host of nonlinguistic methods, including physical appearance, kinesics, and olfactics.
Despite the similarities in the time periods of the pieces, the use of language in them is very different. In Stephen Crane's “Maggie,” the audience is given the story of a poor family whose children grow up and experience difficulties due to their social position. As already noted, the dialog is treated in the story in a much different manner than the paragraphs which are written in a more eloquent manner. An example of this is:
Telley, S.A. (2008) ‘Teenage dialect – Chapter one’, pp. 1-75. Available at: https://scholarworks.iupui.edu/handle/1805/1634 (Accessed 12 May, 2014).
Analyzing dialects can be difficult due to the fact that is it hard to transcribe the pronunciation of an individual dialect because English is not spelled the same way it is pronounced. Furthermore, one person’s interpretation of spelling a dialect might not match up with another’s, so the reader might not “hear” the dialect properly. Regardless, written versions of dialects are essential to discussing dialectical differences.
One of the most fascinating sociolinguistic phenomena in modern times is code-switching. This act occurs when a speaker or speakers switch from one dialect to another within a single conversation. It is similar to style-shifting, which involves a change in the level of formality between speakers. (Curzan, 266-269) The complexity of social interaction requires language users to adapt to changing needs in conversation. Typical and atypical shifts in language usage are evident in daily life. A conversation between two coworkers might be drastically different from a conversation between a manager and a supervisor. A conversation between friends who share the same two languages will likely vary from a conversation between two monolingual friends. And a letter to someone who lives only a short distance away will probably be dissimilar from a letter written to someone in a different region, country, or continent from the writer.
The American class system is divided into three sets of social categories: upper class, middle class, and lower class. These class divisions are determined based on an individual’s status and power in the society and may also be determined through an individual’s education, occupation, and income. Having a divided society based on social and economic status leads to the formation of different conversational styles. The use of standard or nonstandard English dialects often reflect an individual’s social class and it will vary according to the social group one is categorized. Language is affected by the social structure because individuals will differ from one another in the way an individual speak. Being divided by