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Linguistics > Mid term linguistics > Flashcards

Mid term linguistics Flashcards

1
Q

Levels of Linguistic Structure

A
  1. phonetics and phonology
  2. morphology
  3. syntax
  4. semantics
  5. pragmatics
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2
Q
  1. phonetics
A

production of sounds

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3
Q
  1. phonology
A

patterns of sounds

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4
Q

3 .morphology

A

shape of words

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5
Q
  1. syntax
A

arrangement of words. There is an order in which the words are to be placed.

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6
Q
  1. Semantics
A

Meaning of words, (“dog”(english), and “chien” (french))

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7
Q

6.pragmatics

A

what is being done, function of a sentence.

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8
Q

Langue (Saussure)

A

-langue (language): the whole system of language that makes speech possible

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9
Q

Parole (Saussure)

A

parole (speech): the concrete use of the language; usage of the system but not the system.

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10
Q

competence (chomsky)

A

an idealized capacity that is located as a psychological or mental property or function

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11
Q

performance (chomsky)

A

the production of the actual utterances.

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12
Q

linguistic competence

A

refers to the unconscious knowledge of grammar that allows a speaker to use and understand a language.

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13
Q

cultural competence (Agar)

A

must know the context of language to speak properly

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14
Q

Different Functions of language (Jakobson)

A
  1. Referential: any statement, denotation, reference
  2. Conative: information about the addressee (praise)
  3. Emotive: expressive, effective; information about the speaker, emotional responses
  4. Phatic: concerned with the channel of communication (greetings, smalltalk)
  5. Poetic: (aesthetic) focuses on the message itself, how it’s conveyed by the code
  6. Metalingual: (metalinguistic, reflexive): language used to describe the code
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15
Q

referential

A

any statement, denotation, reference

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16
Q

conative

A

nformation about the addressee (praise)

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17
Q

emotive

A

expressive, effective, information about the speaker, emotional responses

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18
Q

phatic

A

concerned with the channel of communication (greetings, smalltalks)

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19
Q

poetic

A

(aesthetic) focuses on the message itself, how its conveyed by the code.

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20
Q

metalingual

A

(mentalinguistic, reflexive) language used to describe the code.

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21
Q

Modality

A

non verbal and verbal communication, a channel in which we express meaning

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22
Q

Types of Modalities

A 
speech
gesture 
bodily signs 
sign languages 
whistles 
song 
illustrations and images 
writing
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23
Q

language register

A

variety of language used depending on: purpose, setting, participants (addressee, bystanders)

  • register also includes vocab
  • level of formality in which you speak
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24
Q

5 language registers

A
  1. static
  2. formal
  3. consulatative
  4. casual
  5. intimate
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25
Q

static

A

style of communication rarely changes

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26
Q

formal

A

used in formal settings and is one-way in nature, usually impersonal

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27
Q

consultative

A

standard form of communication

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28
Q

casual

A

informal language used by peers and friends

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29
Q

intimate

A

this communication is private

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30
Q

types of registers

A

text speak, baby talk

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31
Q

Goffmans participation framework

A 
ratified 
participant,
 bystander
, over-hearers 
-goffman's notion is a means of analyzing the various interactional roles played by different people in a group in a particular space.
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32
Q

semiotic defintion of Saussure signs

A

Indexical relationship between signifier and signified is arbitrary.(based on random choice, or personal whim)

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33
Q

elements of Saussure signs

A
  1. Signifer:That which does the signifying the word (sound image or symbol)
  2. Signified: That which is signified, the concept or meaning you want to convey.
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34
Q

Signs of Pierce

A
  1. signs
  2. the object
  3. Interpretant:
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35
Q

Types of Signs

ICON (sign)

A

relationship based on resemblance or likeness (photo, drawing)

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36
Q

INDEX (the object)

A

relationship based on contiguity, casualty, or correspondence in fact.

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37
Q

symbol (interpretant)

A

relationship based on convention or habit (arbitrariness)

38
Q

Indexicality

A

the phenomenon of a sign pointing to or indexing some object in the context in which it occurs
-claming in indexicality

39
Q

language ideologies

A

semiotics-describes the apparent meaning of a sign.

  • attitudes, beliefs, about a language.
  • “people from the south are racist”
40
Q

Different understandings of a community of Speakers

A

different communities of culutre may have different views on aspects on life
generation/population/occupation/politics can all define independent communities

Nortenas: a speech community, they speak chicano-english and spanish, culture and practice

Hopi: speak hopi

41
Q

Different types of communities

A
  1. Maintown: white middle class
  2. Roadville: white working class
  3. Trackton: Black working class
42
Q

Hemispheric Localism (Mendoze-Denton)

A

in a gang:

  • how members choose which gang to affiliate and identify with.
  • How members conceptualize the purpose and mission of their gang
  • How practices in the local are connected to much larger issues of race, class, immigration, modernity, and global power relations
  • The term “gang talk is Hemispheric localism” describes both Nortenos and Surenos who are territorialized based on their customs of race, language, class, and national identity
43
Q

Class Divide

A

Based more on pre-migration socioeconomic status and the rural/urban divide

  • Even so, affiliation, with a certain group is still not full proof
  • Take into account also who lives around your family
44
Q

Linguistic relativity (what are the “strong” and “weak” readings of it)

A
  1. Languages differ in important ways from one another. Each language has its own logic and analyze it as such
  2. Different languages give rise to different types of habitual thought, behaving and viewing the world through the encoding of different grammatical features

A. Strong readings: Is language a prison?

B. Weak readings: holds that the structure of a language affects its speakers’ world view or cognition.

45
Q

Sapir-Whorf-hypothesis (Edward Sapir in 1929 )

A

The structure of a language determines a native speakers perception and categorization of experience

  • the language one speaks shapes the way one’s cultural views and thoughts, and that ones culture and thoughts also shapes the language one uses.
46
Q

Cultural relativism

A

The idea that a person’s beliefs, values, and practices should be understood based on that person’s culture, rather than be judged against the criteria of another

47
Q

Ethnocentrism

A

Evaluation of other cultures according to preconceptions originating in the standards and customs of ones own culture
Ex: people shouldn’t say “ aint”

48
Q

Spatial frames of reference:

A

How people negotiate and conceive their space

  1. Relative: viewpoint-centered ( right, left, up, down) relative to your viewpoint.
  2. Absolute: geo-centered ( to the east, west, north, South)
49
Q

Professional vision (and the mechanisms used to develop one)

A

Charles Goodwin: socially organized ways of seeing and understanding events that are answerable to the distinctive interests of a particular social group
-Way to socialize people into professional vision

50
Q

Mechanisms used to delevop one

A
  1. coding Scheme
  2. Highlighting
  3. graphic representation
51
Q
  1. Coding scheme
A

“systematic practice to transform the world into categories and events that are relevant to the profession”

coding alone is not enough for professional vision

52
Q

Highlighting

A

“making specific phenomena in a complex perceptual field salient by margin them in some fashion”

In psychology figured round reversal: two ways of seeing things vase/ two faces

53
Q

graphic representation

A

Dialogue transcripts, images to produce orgiante representations to

54
Q

language socialization:

A

the general process of becoming socialized into a community; accomplished largely through linguistic interactions and often accompanied by the learning of new words or usages

55
Q

language acquisition:

A

Blueprint for language is presented before child starts to acquire it
Acquiring linguistic competence
-Children learn language entirely through input and it is learnt just like any other cognitive skill……..

a) Fast and consistent
b) Stages are invariable
c) No stage is missed
d) Acquisition strategies are similar cross-linguistically
e) No word order errors
f) Acquired regardless of IQ

56
Q

Different socialization practices:

A

Facing the child

-Speak for the baby, facing away of from the child

57
Q

Babytalk Register

A

Talk to young infant that is modified from the normal register by
~Simplified grammar
~Pitch/prosody modulation
~Intensified body language/facial expressions

58
Q

White Middle Class American

A 
Accommodating the child
-Self-lowering/Child raising
-Facing formation
-Simplified language
~Babytalk register
59
Q

Defense Intellectuals

A 
987
-Nuclear Strategists
-Technostrategic language
~Use of abstraction and euphemism
~~Clean bombs, counter value attacks, counterforce exchanges, minimum deterrent posture, nuclear war-fighting capability
60
Q

Literacy socialization:

A

Children are socialized into a particular way of learning, and not all mesh well together.

61
Q

practice theory- structure

A

through the relationship of the choices we make, and the constraints
Practice Theory as in terms of constraints is called “Structure”

62
Q

Agency

A

An actor choosing to act, the human ability to act upon and change the world.
Practice Theory as in terms of choice is called “Agency” — Practice

63
Q

Habitus: (Bourdieu)

A

vaules, how we embody them into our style, Collective system of dispositions that individuals or groups have. Bourdieu uses as a central idea in analyzing structure embodied within human practice.[11]:299 The notion captures ‘the permanent internalization of the social order in the human body’.

64
Q

Duality of structure:

A

Mutual interdependence of structure and practice. The structure is the medium and outcome of practice.

-There is no practice without structure, and there is no structure without practice.
Cannot exist without each other.

65
Q

Practical consciousness:

A

is something we already know by experience and can not be taught.

66
Q

Discursive consciousness:

A

can be taught

67
Q

How do linguistic anthropologists collect data?

METHODOLOGIES

A
  1. sociolinguistic interviewing - open ended interviewing
  2. conversational analysis
  3. ethnographic fieldwork
  4. using social theory/criticizing relevant works
  5. discourse analysis: number of approaches to analyze written, vocal, or sign language use, or any significant semiotic event.
68
Q

Why do we need detailed transcriptions (according to Gail. Jefferson)?

A

Conversation analysts and many discourse analysts employ the Jefferson system of transcription notation. This is because in conversation analysis the transcripts are designed not only to capture what was said, but also the way in which it is said.

Therefore the transcripts provide a detailed version of the complex nature of interaction. Without the way in which it was said we lose the context.

69
Q

Sex:

A

refers to the physiological, biological characteristics of a person, with a focus on sexual reproductive traits, wherein males have male sexual traits (penis, testes, sperm) and females have female sexual traits (vagina, ovaries, eggs).

70
Q

Gender:

A

a more complex concept that refers to an individual’s or society’s understanding of what it means to look, feel, and act feminine, masculine, androgynous, or something else altogether.
Gender is made up of social constructs that affect one’s personal gender identity and expression, and how that expression is perceived by others.

71
Q

Grammatical Gender:

A

is based on the type of noun, and isn’t based on sex ( masculine or feminine)

a system of noun classification. A common gender classification includes masculine and feminine categories. Masculine nouns are words for men, boys and male animals. Feminine nouns are words for women, girls and female animals.

72
Q

Features of “women’s language” Performing “Female”

A
  1. tag questions
  2. uptalk
  3. lexical hedges or fillers
  4. empty adjectives (divine, charming, cute)
  5. precise color terms:( lavender, mint, Olive)
  6. Intensifiers:
  7. hypercorrect grammar
  8. superpolite forms (indirect requests, euphemisms)
  9. avoidance of strong swear words
  10. emphatic stress ( it was a brilliant performance)

• women socialized into then punished for speaking this way

73
Q

10 Reasons why women’s language is seen as weaker than men’s

A
  1. Large stock of words related to interests: Color terms- Mauve, periwinkle
  2. Hedges: I guess, Sort of
  3. Hypercorrect grammar, pronunciation
  4. Solidarity/positive and deferential negative politeness
  5. Doesn’t use jokes
  6. Speak in italics
  7. Use of intensive ‘soooo pretty’
  8. Empty adjectives: Wonderful, Dreamy
  9. Wider emotional range
  10. Question intonation: It’s at 3 o clock, isn’t it?
74
Q

Lakoff’s work raised awareness about

powerless language

A

Issues of language, gender, power

  • How gender normality is produced through everyday talk
  • How some women speak and its effects
  • How knowledge of language practices could give people the power to change speech patterns (If they wanted to)
75
Q

Obar And Atkins…

Social Power Theory of Languages

A
  • Jurors less likely to believe testimony delivered in language using weak linguistic features labeled as women’s talk
  • Found that men just as likely to use features
76
Q

Indexing Gender:

A

from the Indexing gender Ochs reading. When language indexes gender often via the meaning of affective stance. Performance.
indexicality of gendered language = Indexes are indirect and can be used by both genders both consciously and unconsciously, and for various reasons unrelated to gender. For example
images of women index cultural views of mothering.
pitch can be an index of gender.

77
Q

Exclusion in Peer-Groups( Candy Goodwin )

A

The tag-along girl
Goodwin
Peer groups made up of the 3rd-6th grade children
Mean transcripts
What this tells us about language and gender: we can’t say things about specific gender because it is not true in every case

78
Q

“Being Macha” (Mendoza-Denton):

A

A “protective factor from socially injurious outcomes.” These women are simultaneously confronting a diaspora experience, ethnic/racial differences, class/poverty, gendered male-female roles and expectations in their communities, etc…

Discourse about being macha signifies generational change and hopes for a better future.

79
Q

Ferdinand de Saassure ( 1857- 1913)

A

A science which studies linguistics structure is not only able to dispense with other elements of language, but it is possible only if those elements are kept separate”
¬

80
Q

Benjamin Whorf ( 1897-1941)

A

Principle of linguistic Relativity (Sapir_ Whorf Hypothesis)
• Grammatical patterns help to structure habitual ways of seeing the world
• grammars provide “frames” to interpret our world
o Grammatical patterns offer habitual ways of seeing the world, and that we tend to use other frames
“we dissect nature along lines laid down by our native language.”
“Language is not simply a reporting device for experience but a defining framework for it”
-Benjamin Lee Whorf

81
Q

Franz Boas (1911- 1928)

A

It was Boas who gave modern anthropology its rigorous scientific methodology, patterned after the natural sciences, and it was Boas who originated the notion of “culture” as learned behaviors. His emphasis on research first, followed by generalizations, stood in marked contrast to the British school of anthropology which emphasized the creation of grand theories (which were only after tested through field work).

82
Q

Edward Sapir (1884- 1939

A

Language as a window on the human kind
• You cannot understand a culture without having direct access to it language
• You cannot fully understand a language without direct access to the culture within which the language lives

83
Q

Gail Jefferson (1938)

A

The study of how interactions unfold moment by moment
• It was her invention
How small choices of consequences to what happens next
The way that she broke down transcription seemed very unusual at first

84
Q

Anthony Giddens (mid 1970s)

A

Duality of structure

Mutual interdependence of structure and practice
Structures medium and outcome of practices

Knowledgeability of the agent
Practical consciousness
Discursive consciousness

85
Q

Harvey sacks (1935-1975)

A

Conversations with strangers on suicide hotline
Noticed how there were similar patterns, and was convincing to go further into depth
Conversation analysis: pattern of the art of conversation

86
Q

Noam Chomsky (1960)

A

Interested in discovering Universal Grammar ( UG)

“ The basic design underlining the grammars of all human language

87
Q

Robin Lakoff (1975)

A

“Dominance” account:
Gender-based differences in language is result of power differences:
Differences arise because of male dominance over women and persist to keep women subordinated
“Difference” account:
Differences in gendered language use due to fact that women and men have different “cultures”, due to socialization and experiences early on
Robin Lakoff brought feminist analysis into linguistic scholarship with “Language and Woman’s Place” (1975)
Advocates “Dominance” position:
Gender-based differences in language result of power differences
Argued that women have a different way of speaking from men
Both reflects and produces a subordinate position in society
Features in women’s speech that rendered their speech tentative, powerless, trivial
Disqualified them from positions of power and authority

88
Q

Pierre Bourdieu (1979)

A

Habitus
“Structured structure” functioning as “structuring structure”
dispositions

89
Q

Elinor Ochs & Bambi Schieffelin (1982)

A

Language acquisition
Acquisition of linguistic competence
Language socialization
Acquisition of communicative competence

90
Q

Marshall Sahlins

A 
Structure of the conjecture
Emergent structure of historical event 
Cultural order
Interest of actors
Interpretation of the events by the actors

Linguistics (1 decks)

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