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Flashcards in Midterm 1 Deck (62)
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1
Q

Tacit vs. explicit knowledge

A

Explicit knowledge is the ability to apply tacit knowledge

2
Q

Grice’s cooperative principles guide how people talk and interpret. What are they?

A

Quantity (how much people talk)
Quality
Relevance (to conversation at hand)
Manner (ex. “fine” can mean a lot of things)

3
Q

Conversational implicature

A

When interpretation is different from intended meaning (and maxim is broken). Ex. Key & Peele

4
Q

Master identity

A

Category approach. Stable. Ex. Girl, New Yorker, Bilingual

5
Q

Interactional identity

A

Based on the setting and people you’re with. Ex. Athlete, gamer, student, scientist, barista

6
Q

Personal identity

A

Personality, attitudes, this is your most fluid identity (can be given to oneself). Ex. Adventurous, funny, stubborn.

7
Q

Relational identity

A

A subset of personal. They depend on another person. Ex. Mother, son, friend

8
Q

Utterance

A

A unit of talk

9
Q

Speech act

A

The name of an utterance describing its purpose. Ex. “Sorry for that” is an utterance. The speech act is an apology

10
Q

Frames

A

Labels that we give to speech occasions. They are broader than the speech act - they’re the context. Ex. interview, meeting, ordering coffee

11
Q

Face

A

The view each person seeks to uphold in his or her interactions

12
Q

Three types of face

A

Solidarity face: Desire to be liked
Competency face: Desire to be seen as proficient and accomplished. Reliable
Autonomy face: Desire to be treated with respect and not be imposed on by others

13
Q

Inductive Analysis

A

Use specific evidence to make a claim. Better than deductive analysis

14
Q

Discourse Analysis

A

Dissecting units of talk and their structures to make an interpretive claim about interaction

15
Q

Altercasting

A

The work a person’s talk does to maintain, support, or challenge the conversational partner’s identity. Ex. Korean and white guy. He’s trying to challenge her identity

16
Q

Rhetorical perspective

A

Assumes people will talk in certain ways to strengthen and advance desired identities. Assumes people are strategic and purposeful. Ex. in a job interview, your goal is to get the job

17
Q

Cultural perspective

A

Assumes that communicators are acting within a larger system of meaning.

18
Q

Speech communities

A

Groups that share ways of speaking and interpreting communication

19
Q

Weaknesses of rhetorical perspective

A

People do not always act in their best interest or strategically.

20
Q

Gatekeepers

A

Represent an institution and make decisions that can affect those they serve. Balance communication goals w interactional identity

21
Q

Metaphor

A

Rhetorical device that compares two items and implies they are similar

22
Q

Speech codes

A

Ways of talking within a speech community. Ex. Addressing elders formally in Japanese

23
Q

Five types of personal addresses

A

Proper names: Alexander Nanji
Kinship names: Mom, Aunt (convey relationship)
Second person pronoun: You (formal & informal in Spanish)
Titles: Mr, Mrs
Nicknames or endearments: Xander, Xanny

24
Q

How does a name evoke master identity?

A

There are guy and girl names. Ex. A girl named “Conor” challenges this.

25
Q

How does a name evoke cultural identity?

A

Ex. Ignacio is a Spanish name

26
Q

How does a name evoke personal quality?

A

Ex. Xander just sounds like a really cool guy. Fred, not so much.

27
Q

How does a name indicate relationship?

A

Ex. Wife changing her last name

28
Q

Membership Categorization Device (MCD)

A

Puts someone in a category. = category ascriptions + accompanying descriptions

29
Q

What are category ascriptions and accompanying descriptions of “Mom” MCD?

A

Category ascriptions: Family category, Gender category, Stage of life category

Accompanying descriptions
Female, 20-50ish years old, Kind/caring

30
Q

Sapir-Wharf Hypothesis

A

How we talk affects how we think. Ex. Homosexual sounds more intimidating than same-sex couple.
Ex. Illegal alien vs. undocumented immigrant

31
Q

Gender-linked references

A

References that imply gender. Ex. Male-centric language (“Hey guys”), addressing woman by her relationship to a man (“Ms, Mrs”)

32
Q

Searle’s 5 functions

A

Commisive (committing to a state of action)
Declarative
Expressive (emotion)
Directive (get another person to do something)
Representative (reporting a state of affairs)

33
Q

Four principles of speech acts

A
  1. Pre-existing identities shape speech act performances
  2. Doing speech acts builds and changes identities
  3. Speech acts are distinctive to speech communities. Ex.
  4. Form and function need to be distinguished. Ex. Saying “I’m fine” can mean a lot
34
Q

Gossiping (face-threatening speech act)

A

Gossip is about absent parties (people who are not participating in the conversation) who are not intimately linked to the speaker (or they are, depends on the situation)

35
Q

Accounting (face-threatening speech act)

A

Utterances to address problematic events. Includes excuses and justifications

36
Q

Excuses vs. justification (face-threatening speech act, accounting)

A

Excuse: Admit the act was bad but deny full responsibility
Justification: Justify the action itself saying it wasn’t bad, but accept full responsibility

37
Q

Reproaching (face-threatening speech act)

A

The family of speech acts in which one person raises a question about the goodness or reasonableness of another person’s actions. Ex. reprimanding, finding fault, accusing, questioning someone’s judgement, asking for an account, confronting etc. “I don’t think doing that is the best idea”

38
Q

What are the four types of reproaching?

A

Express surprise or disgust: “Woah, you haven’t finished school yet?”
Direct rebuke: “You shouldn’t have borrowed my car without asking”
Request an account: “Why did you leave your job?”
Imply moral or intellectual superiority: “Yeah I love playing fortnite” “That’s awesome! I’d play too if I wasn’t out hiking all day”

39
Q

Complementing (face-threatening speech act)

A

Can be face threatening because it can be backhanded, conversational implicature if it isn’t analyzed this way.

40
Q

Advising

A

Giving advice involves presenting information to another for the purpose of helping him or her. Ex. “You don’t look good in red”

41
Q

What are the three components of dialect?

A

Vocabulary
Grammar
Accent/pronunciation

42
Q

Is a California accent a stable or variable feature of voice?

A

Stable

43
Q

Social vs. linguistic evaluations of dialect

A

Linguistic: Looks at the differences between dialects without assigning a value to the dialect
Social: Values dialects against each other. Some dialects are devalued. Ex. Southern dialect is seen as low-class

44
Q

Is the tone of speech a variable or stable feature of dialect?

A

Variable

45
Q

Uptalk

A

When a person talks as if everything is a question. Ex. Valley girl talking (Mean Girls)

46
Q

Vocal fry

A

A low, creaky vibration. It’s a Kardashian type talk (or how you talk when you’re sick)

47
Q

Cultural perspective of dialect

A

Dialects are associated with different speech communities

48
Q

Rhetorical perspective of dialect

A

People can choose to adopt stronger or less pronounced dialects in different interactional contexts.

49
Q

Adjacency pair

A

Turns that expect a response. When the second turn is missing it is noticeably absent.

50
Q

What are the six types of adjacency pairs?

A

Invitation-Acceptance/Rejection. Ex. Would you like to go to coffee next Thursday?
Question-Answer. Ex. Did you take my pencil?
Greeting-Greeting. Ex. Hey Nacho, how are you today?
Offer-Acceptance/Rejections. Offer usually involves exchange that invitation may not. Ex. Want to get our cars washed tomorrow?
Complaint-Excuse/Remedy Ex. You didn’t like the cake last night right?
Inform-Acknowledge. Ex. Did you know Boulder is one of the best cities in the world?

51
Q

Insertion sequence

A

A request or condition that needs to be met for the original adjacency pair to be fulfilled. Ex. “How about some lunch?” “You got $5 to lend me?” “Yeah”

52
Q

Pre-sequence

A

Similar to insertion sequence, but it occurs before the adjacency pair. Ex “Did you bring lunch today?” “No” “Want to go to lunch?” It’s a pre-sequence because the next adjacency pair is dependent on this one.

53
Q

Turn Constructional Unit (TCU)

A

Utterance; Single words or phrases that are complete responses

54
Q

Transition Relevance Place (TRP)

A

Conversational places where speakers can yield/claim the floor

55
Q

Speech community differences

A

Interaction structuring processes are culturally inflected. Ex. American girls think Spanish guys come on way too strong but Spanish girls expect that from Spanish guys

56
Q

Institutional talk vs. conversational talk

A

Institutional: Turn taking is pre-allocated. You already know who is going to speak and when. Ex. Press conference, courtroom.
Conversational: Turn taking is locally managed. Based on the local space, situation, and context. Participants use cues.

57
Q

Category vs. social constructionist approach to identity

A

Category: Equates identity with group level categories (ethnicity, social class, religion…)
Social constructionist: Identity is fluid and constantly changing

58
Q

Content vs. interactional meaning

A

Content: The meaning is derived from the content (grice’s 4 principles)
Interactional: The meaning is derived from the CONTEXT, not only the content. Ex. “I’m fine” can mean a lot…

59
Q

Identity-work

A

The process through which talk conveys who the speaking people are.

60
Q

According to Billig, what is the function of disclaimers?

A

Disclaimers separate your positive self from the negative self

61
Q

Joke (according to Billig)

A

Jokes are used to express desires that are normally inhibited

62
Q

Context collapse (according to Marwick & Boyd)

A

When multiple audiences are combined into one. Ex. When your mom, friend, boss, etc. all follow you on Instagram.