Homework - comparative analysis.
What language differences are there of the transport cafe menu and the hotel menu?
The texts I have looked at are the Menu B, while discussing its lexical features, and text A (Wayfarer cafe)
Text B involves a menu in which its vocabulary tends to be in a more formal, and sophisticated context, therefore the audience could perhaps be those who are generally in formal situations and has experience in dealing sophisticated cuisine type of expressions due to its high level of vocabulary. Whereas in contrast text B could mainly be aimed at Looking at the menu, there happens to be a great number of noun phrases, such as 'peeled prawns' in which gives the reader a greater imagination of the food, as well as giving a type of impact that would allow them to read on further, We can see that the text involves a great amount of cuisines, therefore it is obvious that the text maintain the lexical field of food, similar to text B which also maintains the lexical field of food, however the different types of food advertised on the menu happen to be slightly contrasting. for example, text B maintains more northern traditional food in which a reader may arrive into a shop and generally take the food away and contextually may cost slightly cheaper, whereas within the Text A - it shows a more variety of complex filled foods in which have been described in a more sumptuous and elegant way, in which would generally be more expensive and be in a setting in which you may have to book seats formally. The graphological aspects are a key too within text A and B. In text A, it is seen that the use of capitalization have been utilized in order to perhaps attract the local readers, whereas in text B it has utilized a more formal, italic type in order for readers to receive a great first impression of the restaurant.
Thursday 16 October 2014
Friday 10 October 2014
Homework.
Telegraphic speech: Sophie at 2 years and four months.
This is known, according to linguists, is the speech during the two word stage of child language acquisition in children, which is laconic and efficient, Within my transcript, it shows a girl called Sophie who begins within the telegraphic stage. This telegraphic stage contains many three or four word sentences, however, grammatically - this is seen as accurate as her syntactic structure is accurate. Examples include ''read that'' which contextually, could perhaps mean read a book, in which she is mentioning to her care-giver. Sometimes, during this stage, sophie begins to form links within the words. The consistent incorrect use of the possesive pronoun creates a sense that children who are at the age of two years and four months tend be more ego-centric.This is evident within the text as sophie utilises this through the use of the possesive pronoun 'me' rather than the pronoun 'I'. During this stage, sophie is only using two words at a time, they are still able to put the words in an order that closely resembles the order in which the words should be in a fully-formed sentence.
As sophie is the age of two years, she is also learning to acquire speech Emergence. Similarly to the two word stage of language acquisition, sophie will display the ability to construct simple phrases and communicate basic ideas. Sophie's comprehension improves greatly, but production will still be low, and basic. This is the stage in which grammar errors occur frequently and sentences structure is not always accurate. Nevertheless, she will be able to communicate thoughts and ideas and she can therefore respond effectively to more advanced questions like “why…” and “how…”.
Sophie begins to develop more complex phrases with multiple words which is much more evident by the age of three years and two months - this is also commonly known as the post-telegraphic stage. Sophie can therefore better define items and personal belongings by combining two words at a time, such as 'can I borrow your corder' For example, sophie may point to a car and say “mommy car”, communicating that either sophie thinks that is her mother’s car or it actually is.
Telegraphic speech: Sophie at 2 years and four months.
This is known, according to linguists, is the speech during the two word stage of child language acquisition in children, which is laconic and efficient, Within my transcript, it shows a girl called Sophie who begins within the telegraphic stage. This telegraphic stage contains many three or four word sentences, however, grammatically - this is seen as accurate as her syntactic structure is accurate. Examples include ''read that'' which contextually, could perhaps mean read a book, in which she is mentioning to her care-giver. Sometimes, during this stage, sophie begins to form links within the words. The consistent incorrect use of the possesive pronoun creates a sense that children who are at the age of two years and four months tend be more ego-centric.This is evident within the text as sophie utilises this through the use of the possesive pronoun 'me' rather than the pronoun 'I'. During this stage, sophie is only using two words at a time, they are still able to put the words in an order that closely resembles the order in which the words should be in a fully-formed sentence.
As sophie is the age of two years, she is also learning to acquire speech Emergence. Similarly to the two word stage of language acquisition, sophie will display the ability to construct simple phrases and communicate basic ideas. Sophie's comprehension improves greatly, but production will still be low, and basic. This is the stage in which grammar errors occur frequently and sentences structure is not always accurate. Nevertheless, she will be able to communicate thoughts and ideas and she can therefore respond effectively to more advanced questions like “why…” and “how…”.
Sophie begins to develop more complex phrases with multiple words which is much more evident by the age of three years and two months - this is also commonly known as the post-telegraphic stage. Sophie can therefore better define items and personal belongings by combining two words at a time, such as 'can I borrow your corder' For example, sophie may point to a car and say “mommy car”, communicating that either sophie thinks that is her mother’s car or it actually is.
Tuesday 30 September 2014
Language investigation ideas:
My initial idea for my language investigation was to investigate the use of code switching, amongst my home which is mainly a multi-lingual environment. Because of this, it has given me the opportunity to record data of my mother code switching from English, to multiple of languages, as she is able to speak four fluent languages. Therefore, I have decided to investigate on how she code switches, what particular words she uses in English and what she translates this into, etc. It is also essential to focus on how particular words she uses gives us a different interpretation and meaning of its original meaning, and why is so. This will all be analysed within my investigation.
Monday 15 September 2014
https://www.youtube.com/watch?v=PZatrvNDOiE&feature=related
This main clip contains a section of the Horizon documentary, talking about, in detail, how individuals and particularly children learn the way they stimulate their minds and use language. and most importantly, learn the way they utilize language within their speech. It takes thousands of thoughts and decisions every time a child begins to communicate, and this is because they maintain a unique ability (as we all do) that defines us as humans. Within this clip, Deb Roy successfully developed a Speech Home Project. The speech home project is an experiment to test Deb Roy's son's development of language, which was recorded for a great amount of time.
This main clip contains a section of the Horizon documentary, talking about, in detail, how individuals and particularly children learn the way they stimulate their minds and use language. and most importantly, learn the way they utilize language within their speech. It takes thousands of thoughts and decisions every time a child begins to communicate, and this is because they maintain a unique ability (as we all do) that defines us as humans. Within this clip, Deb Roy successfully developed a Speech Home Project. The speech home project is an experiment to test Deb Roy's son's development of language, which was recorded for a great amount of time.
this clip explains brifely about how different children pick up language features, however in different stages within their life. According to the clip, children will be able to learn an incredible 3000 words every year, and this is due to the stimulation that children have during their times of learning language within the home, as well as communication from their care-givers. This process tends to be a more natural process, rather than being told what to do at a young age. Theorists say if we get told me to do something, we will never learn.
This clips explains a man who suffered a stroke. which resulted in difficulties in speaking, as well as responding to certain questions. this is because during his stroke, a part of the man's brain had stopped functioning, which is vital for speech. He is told to describe a picture that contained general pictures. The man had the ability to do so, however he suffered some difficulties as he kept being asked.
This clip explains a man who has the ability to remember a variety of words, that means different things within different languages, and has the ability to remember words and sentences in different languages. He is given a set of words to memorize in a certain language and is then told to recap them speaking English, which shows that different people who may have speech difficulties are still able communication in an incredible way.
This clip explains how birds are able to communicate, in terms of sounds, however not in words. it has made a somewhat 'unattractive' noise. When the research is compared to the bird's sound and the generation, each new generation of birds didn't imitate the sounds of their fathers, they also improved it.
this clip also explains that we may have been physically be able to speak, but linguists believe that it is more likely that the birth of language is coincided with the proliferation of man made objects about 50,000 years ago.
Sunday 14 September 2014
Horizon Notes:
Name of particular gene:
FOX P2
The FOXP2 transcript was found to be expressed
throughout the human body during early development, especially in the brain.
The protein encoded by the FOX P2 gene has also been located in
a number of species in addition to humans.
Within this gene, our ability to speak is made up
in our DNA. And as a result of this discovery, it shows as a great amount of
evidence that can back up Chomski's theory, which shows that we are born with
Language Acquisition Device. He further claims that children must be stimulated
in order to speak, it is not nature, nor is it nurture, it is both.
In terms of corrections, a person must never say
that a child's syntactic structure and grammatical sentences are incorrect or a
mistake, you must always refer it as an error within the
particular grammar.
~This idea that language develops consciously
happens over a period of time, according to certain theorists. Furthermore,
language articulates unconsciously in a simple way.
Language and Power
Influential power: Influential Power – Is when the Person does not have power and they are trying to gain influence over you, an example would be an advertisement as they are trying to gain power over you to buy their product.
A main theorist that would link to this would be Fairclough. He further claims that advertisements create the use of synthetic personalisation, which is a 'trick' to ensure that despite the fact that advertising is received en masse, readers feel that they are being addressed individually by a warm, and personable addresser, through the use if the second person pronoun 'you' in order to further establish a relationship between the reader and the writer.
e.g - L'Oreal, 'Because you're worth it' the use of ' the second pronoun allows the reader to think in their minds that they are being addressed individually and therefore are more likely to buy it through the manipulation of the second person pronoun, as because once an individual gives in to buy this product, contextually L'Oreal will therefore earn more money to their company as people become more influenced and purchase it.
Instrumental power -
However, influential power may not always work, for example. If a child had been asked to stop playing with certain toys, for their own safety in a subtle, warm voice through the use of a polite imperative, the child is likely to continue doing so. However, once this child has been told in a straightforward imperative through discipline, the child is likely to listen.
BROWN AND LEVINSON - Face threatening act.
Positive politeness strategies are intended to avoid giving offense by highlighting friendliness. These strategies include juxtaposing criticism with compliments, establishing common ground, and using jokes, nicknames,honorifics, tag questions, special discourse markers(please), and in-group jargon and slang.
Influential power: Influential Power – Is when the Person does not have power and they are trying to gain influence over you, an example would be an advertisement as they are trying to gain power over you to buy their product.
A main theorist that would link to this would be Fairclough. He further claims that advertisements create the use of synthetic personalisation, which is a 'trick' to ensure that despite the fact that advertising is received en masse, readers feel that they are being addressed individually by a warm, and personable addresser, through the use if the second person pronoun 'you' in order to further establish a relationship between the reader and the writer.
e.g - L'Oreal, 'Because you're worth it' the use of ' the second pronoun allows the reader to think in their minds that they are being addressed individually and therefore are more likely to buy it through the manipulation of the second person pronoun, as because once an individual gives in to buy this product, contextually L'Oreal will therefore earn more money to their company as people become more influenced and purchase it.
Instrumental power -
Instrumental Power – When the Person already has power over usually due to authority or law, example would be a teacher in a classroom.
There are power structures in education, from nurseries to universities, but these are often concealed from those who are subject to them. Schools often produce codes or summaries or lists of rules, but these may have only a local or relative force, since the school itself is subject to laws that protect the interests of different groups.
In terms of CLA, parents tend to hold power over their children, as is the parents who have more knowledge (knowledge tends to be a form of power as a person may use this on another participant to make them feel subordinate/inferior) on the grammatical structure of sentences, as well as using verbs, nouns and determiners in the correct order, including interrogatives, imperatives, etc. However, influential power may not always work, for example. If a child had been asked to stop playing with certain toys, for their own safety in a subtle, warm voice through the use of a polite imperative, the child is likely to continue doing so. However, once this child has been told in a straightforward imperative through discipline, the child is likely to listen.
BROWN AND LEVINSON - Face threatening act.
Positive politeness strategies are intended to avoid giving offense by highlighting friendliness. These strategies include juxtaposing criticism with compliments, establishing common ground, and using jokes, nicknames,honorifics, tag questions, special discourse markers(please), and in-group jargon and slang.
Language and Gender:
Within language and gender, this is the study
of the forms and functions of talk, in which we investigate when studying men
and women speak. In particular, we examine further by looking
at conversational styles, historical and contemporary changes, how
language is used by each gender in terms of the context, the list goes
on.
Many theorists have studied such questions,
and as a result there has been a number of theory's attempting to find answers,
such as:
DEFICIT THEORY - Robin Lakoff
Robin
Lakoff, in 1975, published an influential account of women's language. In
a related article, Woman's language, she
published a set of basic assumptions about what marks out the language of
women. Among these are claims that women:
- Hedge: using phrases like “sort of”,
“kind of”, “it seems like”, and so on.
- Use
(super)polite forms: “Would you
mind...”,“I'd appreciate it if...”, “...if you don't mind”.
- Use tag
questions: “You're going
to dinner, aren't you?”
- Speak in
italics: intonational
emphasis equal to underlining words - so,
very, quite.
- Use empty
adjectives: divine, lovely, adorable, and so on
- Use hyper
correct grammar and pronunciation: English
prestige grammar and clear enunciation.
- Use
direct quotation: men
paraphrase more often.
- Have a
special lexicon: women use
more words for things like colours, men for sports.
- Use
question intonation in declarative statements: women make declarative statements
into questions by raising the pitch of their voice at the end of a
statement, expressing uncertainty. For example, “What school do you
attend? Eton College?”
Lakoff further pointed
out that women tend to
- Speak less
than men,
- Use fewer
expletives - expletive ɪkˈspliːtɪv,ɛk-/ noun - an oath or
swear word.
- and use more intensifiers, such as 'so' and very'
She further argued that these
features of women's language reflected women's inferior social status, and made
it worse by making them seem somewhat indecisive and needy. In conclusion of
her findings, she claimed that women's language is weak and compared to men’s
language, and therefore this prevents women from being taken seriously.
DOMINANCE THEORY - Zimmerman
and West.
This is the theory that within
mixed sex conversations, (according to Z+W) men are more likely to interrupt
conversations and tend to speak out within conversations, and as a result of
this, theorists resulted in naming this as females being
the subordinate participant, due to the patriarchal actions going on
within mixed-sex conversations. This is evident as they found that almost
96% of interruptions were made by men, this then suggested that men are much
more dominant in male-female conversations. they argued that this reflects male
dominance in society.
DIFFERENCE THEORY: DEBORAH TANNEN:
Tannen described male and female
conversational style in terms of difference.
She has summarised her findings
and as a result came up with specific terms that have been paired, which describes
a male and a female. For example:
- STATUS VS SUPPORT
Men grow up in a
world in which conversation is competitive - they seek to achieve the upper
hand or to prevent others from dominating them. For women, however, talking is
often a way to gain confirmation and support for their ideas. Men see the world
as a place where people try to gain status and keep it. Women see the world as
“a network of connections seeking support and consensus, as well as being more cooperative.
- Independence vs intimacy
Women often
think in terms of closeness and support, and struggle to preserve intimacy.
Men, concerned with status, tend to focus more on independence. These traits
can lead women and men to starkly different views of the same situation
- Advice vs understanding
Tannen claims that
women tend to show more understanding by compromising, and offering support
rather than solutions, in order to seem more gentle, whereas with men, they may
want to be seen as 'knowledgeable' and 'powerful' therefore they tend to give
more advice to others and show their status, rather than being more 'inferior'
and asking for support, according to tannen.
Conflict vs
compromise:
This shows that since
men tend to be more 'vocal' they may find solutions to problems by involving conflict
in order to show their masculinity, whereas women may tend to find a more
calmer, humble solutions by compromising and finding agreements and solutions
in a peaceful manner.
Thursday 4 September 2014
Horizon - Notes.
Within the human brain, we use thousands of thought decisions, which is seen as a more unique ability. Accoring to partiuclar expers, language and our way of communicating defines us as humans, as we are the only ones who have the ability to do such incredible interactions, since we have a variety of different ways to interact to each other. When we communicate, particularly to babies and younger children, they comprehend and listen to the sequence of noises that we give to them, and during the process of this, their cognitive development begins to articulate, in a slightly more understanable way and reply back to our message, through the intonation of our voices.
INTONATION
ɪntəˈneɪʃ(ə)n (noun)
''the rise and fall of the voice in speaking.''
In terms of communication, speech and language distinguishes us from each other, this tends to make us different, as each and every human have sophisticated skills. If a grown adult had attempted to learn a new language, this is particularly difficult in adults despite the fact that we learn in a natural process, however, within children, they acquire such advanced language skills with minimal effort, and being explicitly told. According to Lennenberg, a critical acquisition period is a maturational time period during which some crucial experience will have its peak effect on development and learning, for example, Genie.
However to other experts, the answer to knowing how to speak is still currently unknown.
DEB ROY - Cognitive Scientist.
Deb Roy has created the Speech home project, which he designed in order to seek better understanding of how children learn the meaning of words through analysis of observational recordings of child-caregiver interactions in natural contexts.
As a result, our understanding of language acquisition hinges on surprisingly sparse and incomplete data. Motivated by this basic problem, Roy has begun a pilot project in which he is recording his son's development at home by gathering approximately 10 hours of high fidelity audio and video on a daily basis from birth to age three.
Roy then discovered different types of stages followed by the speech of children.
The first stage is from babbling to use single words
And the second stage is the two word stage.
Parents simplify their speech and converge towards child’s language, therefore they begin to speak and intonate their voices in the way children may do, in order to encourage them to interact further, as their phonological outcomes outstrips their semantic awareness.
By the time a child reaches the age of 5, they will then be able to understand at least one thousand words, and mainly use determiners in order to get attention to certain nouns, such as 'that desk over there'
All of these noun naming, as well as using determiners is slowly pointing towards being born with the mechanics to speak and interact with others.
NOAM CHOMSKY
Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain. Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.
Within the human brain, we use thousands of thought decisions, which is seen as a more unique ability. Accoring to partiuclar expers, language and our way of communicating defines us as humans, as we are the only ones who have the ability to do such incredible interactions, since we have a variety of different ways to interact to each other. When we communicate, particularly to babies and younger children, they comprehend and listen to the sequence of noises that we give to them, and during the process of this, their cognitive development begins to articulate, in a slightly more understanable way and reply back to our message, through the intonation of our voices.
INTONATION
ɪntəˈneɪʃ(ə)n (noun)
''the rise and fall of the voice in speaking.''
In terms of communication, speech and language distinguishes us from each other, this tends to make us different, as each and every human have sophisticated skills. If a grown adult had attempted to learn a new language, this is particularly difficult in adults despite the fact that we learn in a natural process, however, within children, they acquire such advanced language skills with minimal effort, and being explicitly told. According to Lennenberg, a critical acquisition period is a maturational time period during which some crucial experience will have its peak effect on development and learning, for example, Genie.
However to other experts, the answer to knowing how to speak is still currently unknown.
DEB ROY - Cognitive Scientist.
Deb Roy has created the Speech home project, which he designed in order to seek better understanding of how children learn the meaning of words through analysis of observational recordings of child-caregiver interactions in natural contexts.
As a result, our understanding of language acquisition hinges on surprisingly sparse and incomplete data. Motivated by this basic problem, Roy has begun a pilot project in which he is recording his son's development at home by gathering approximately 10 hours of high fidelity audio and video on a daily basis from birth to age three.
Roy then discovered different types of stages followed by the speech of children.
The first stage is from babbling to use single words
And the second stage is the two word stage.
Parents simplify their speech and converge towards child’s language, therefore they begin to speak and intonate their voices in the way children may do, in order to encourage them to interact further, as their phonological outcomes outstrips their semantic awareness.
By the time a child reaches the age of 5, they will then be able to understand at least one thousand words, and mainly use determiners in order to get attention to certain nouns, such as 'that desk over there'
All of these noun naming, as well as using determiners is slowly pointing towards being born with the mechanics to speak and interact with others.
NOAM CHOMSKY
Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain. Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences.
Wednesday 3 September 2014
AQA Link
- http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-b-2705
This AQA Website includes a wide range of
sections which is highly useful to me as well as my academic studies, as it
includes useful past papers that I can work on throughout the year and enhance
my exam skills gradually, as well as the examiner reports, which are
additionally a source which helped me throughout my AS course, in terms of what
I need to achieve to fulfil a particular grade, and since A2 examiner reports
are on there too, it will help me throughout the way to achieve the grade I
desire. In addition, this link also includes further information to
students on the type of skills gained when they choose this course, this
includes skills such as developing knowledge on key concepts and theories,
using the Audience, Purpose and Form in a more advanced manner, and realising
how the context, APR and cultural values impact on the language chosen within a
text. These skills are ones that I have developed within my AS year of English language,
and in terms of A2, it includes information about the coursework I will have to
produce within this year. The coursework element, according to AQA is ‘very
popular’ as students investigate an area of their choice that particularly fascinates
them and independently allows them to independently collect and evaluate data.
http://www.theguardian.com/lifeandstyle/2011/may/08/singing-children-development-language-skills
Monday 16 June 2014
Analysis - https://www.youtube.com/watch?v=w4GjPlR6BAE
For my analysis, I have chosen my own
clip, which is the video of a little boy attempting to say 'Peanut Butter' and
a variety of other words. What particularly amused me with this clip is that the
pronunciation of the particular words were different to what other toddlers may
say, through the use of non-standard grammar 'bettus' rather than stating the
full completion of the word 'peanut butter'. This could perhaps indicate that
the child may have been using such amusing language in order to entertain.
Because it is posted on well-known sites, such as YouTube, as well as being
easily acceptable, we can see there that the audience is for not just little
children, but for a multi-audience. For example, adults who may be interested
in baby pronunciation may find this amusing, as well as teenagers who could
perhaps find this sort of entertainment hilarious, which thus gives the purpose
away, in which is predominantly is to entertain groups of individuals who could
perhaps have been ‘surfing the web’ and suddenly came across this particular
clip.
Since it is a child attempting to speak particular
words, this video would highly suit its audience as because, contextually, the
use of pauses, fillers, and false starts such as ‘Buutus-butus (.) honey’ as
well as the paralinguistic features such as the laughter and smiles this could
highly appeal to a wide range of groups and would suddenly realise that the child may not have the ability to fluently pronounce 'Peanut butter' and instead states the noun 'Honey' in order to perhaps try and gain laughter from others within the room. The use of the multiple interrogatives 'You want me to do it? you want me to fix it?' suggests a sense of reassurance upon the child, therefore in terms of theory, this can show some elements of Language and power through the use of repetition, for instance, as the child demanded his mother to fix it, the mother immediately gave in and allowed herself to feel inferior due to the child's age.
Second Transcript of my choice.
This transcript is a choice of my own, a little boy is attempting to say a variety of words, and i chose this one in particular because this clip gives me a variety of things to discuss about as well as being amusing. https://www.youtube.com/watch?v=w4GjPlR6BAE
(.) - Brief pause
(1.0) longer pause ↑ A Rising intonation
↓ A Falling intonation.
(3) a slightly longer pause
//Overlap
|| Unidentified noise & information
A: //Overlap (with B) (Mutters)
B:Maybe we can glue it.
A:No! ↑
B: Ya think we can fix it? (1.0)
A:Yeah ↓(voice slightly breaks)
B:With Glue
A: // Yeah
B: Let's ask mum and see if she can do it
A: (Background voices overlap) //
y-you do it!
YOU DO IT! ↑
C: You want me to do it? (,) want me to fix it?
A: yeah (.)
C: Can you say glue?
A: goo-g (.)
C: Glue?
A: y-yes (.)
|| Background chatter
A: gluu (.)
C: Can you say Horse Shoes?
A: Horse (.) shoes (.)
C: wow! (.) that was really good!
(2.0) Can you say itsy bitsy spider?
A: (non-fluent response) itsy(mumbles)
C: can you say Peanut butter?
A: Pitchy (2.0) Butter
C: Can you say peanut butter and honey?
A: buttus(.)honey(.)butt(2) Honey..
[Both laugh and smile together]
This transcript is a choice of my own, a little boy is attempting to say a variety of words, and i chose this one in particular because this clip gives me a variety of things to discuss about as well as being amusing. https://www.youtube.com/watch?v=w4GjPlR6BAE
(.) - Brief pause
(1.0) longer pause ↑ A Rising intonation
↓ A Falling intonation.
(3) a slightly longer pause
//Overlap
|| Unidentified noise & information
A: //Overlap (with B) (Mutters)
B:Maybe we can glue it.
A:No! ↑
B: Ya think we can fix it? (1.0)
A:Yeah ↓(voice slightly breaks)
B:With Glue
A: // Yeah
B: Let's ask mum and see if she can do it
A: (Background voices overlap) //
y-you do it!
YOU DO IT! ↑
C: You want me to do it? (,) want me to fix it?
A: yeah (.)
C: Can you say glue?
A: goo-g (.)
C: Glue?
A: y-yes (.)
|| Background chatter
A: gluu (.)
C: Can you say Horse Shoes?
A: Horse (.) shoes (.)
C: wow! (.) that was really good!
(2.0) Can you say itsy bitsy spider?
A: (non-fluent response) itsy(mumbles)
C: can you say Peanut butter?
A: Pitchy (2.0) Butter
C: Can you say peanut butter and honey?
A: buttus(.)honey(.)butt(2) Honey..
[Both laugh and smile together]
Transcript of a Little Girl describing star wars.
(.) - Brief pause
(1.0) longer pause ↑ A Rising intonation
↓ A Falling intonation.
(3) a slightly longer pause
Well (1.0) Well (2.0) Ok (.) The sound people capture robots (.) and drive ↑ (.) and (.) and sell 'em (2.0) in a garage sale (.) its like a garage sale (.) except you're selling robots ↓ (2.0) and nobodys gonna buy R2 and the sindy guy ↑ the sindy guy always worries. Lukes gonna guy loads (.) and obi kanobis is a teaser ↑ hes (.) teasing (.) Luke. how to (.) l-learn how to do his little light up sword (.) hes gonna try and block the little pokey ball (.) he tried to to do it (.) without seen. Obi Kanobi sometimes moves things around (.) sometimes he disappears. Princess leya got outta jail and on this basip (.) and they got (1.0) the big thing that blown up (mutters) we blown it up together (1.0) it blown up princess leyas planet! But don't talk back to Darth Fader ↑ or he'll get ya! it's an exciting movie! (.)
(.) - Brief pause
(1.0) longer pause ↑ A Rising intonation
↓ A Falling intonation.
(3) a slightly longer pause
Well (1.0) Well (2.0) Ok (.) The sound people capture robots (.) and drive ↑ (.) and (.) and sell 'em (2.0) in a garage sale (.) its like a garage sale (.) except you're selling robots ↓ (2.0) and nobodys gonna buy R2 and the sindy guy ↑ the sindy guy always worries. Lukes gonna guy loads (.) and obi kanobis is a teaser ↑ hes (.) teasing (.) Luke. how to (.) l-learn how to do his little light up sword (.) hes gonna try and block the little pokey ball (.) he tried to to do it (.) without seen. Obi Kanobi sometimes moves things around (.) sometimes he disappears. Princess leya got outta jail and on this basip (.) and they got (1.0) the big thing that blown up (mutters) we blown it up together (1.0) it blown up princess leyas planet! But don't talk back to Darth Fader ↑ or he'll get ya! it's an exciting movie! (.)
Friday 13 June 2014
Group Task - Our Hero Text
In our group, we have chosen to discuss a text that contains two different texts which both contrast, in terms in gender. For example, one text we discussed had contained persuasion, by influencing 'strong' men to donate blood. What we found highly interesting within this is that the text is indirectly implying that, women are not as strong? And this is evident by the title containing 'weakened' which, pragmatically is directing women to be somewhat weak. Whereas the other contrasting text is mainly aimed at women as well as using the conventions of a movie poster.
One of the most interesting things we discussed in our group is the type of audience that the text is trying to appeal to. In the first text, the title immediately captivated us and allowed us to generalise and as a result we came to a conclusion that the first text was aimed at mainly males because of the title, which had been ''Strong men help those who are weakened''. The use of 'weakened' also intrigued us, as we were all discussing that the text may imply that those who are potentially weakened are 'female' and may be dependent on men to 'come to the rescue' and treat them. What also intrigued us is the particular 'entry requirements' that are needed to access the blood donation. For example, one requirement was that they had to be 'male' and 'strong' therefore this clearly gives away that the text targets men and portrays men having masculinity and strength and ability.
Initially, for the other text our group thought that the text was mainly aimed at men too due to the conventions of a film poster, which allowed the man to feel like he was the 'hero' and trying to 'get her back' and this further implies that, if he can get 1/3rd off his railcard, he can 'get' her back too? this almost makes the woman feel like an object, according to our discussion in class.
We also found that there were a couple of theories that linked closely to certain aspects of this text, such as the gender theory, as well as the power theory. within the first text, our group discussed that the text was slightly influential due to its direct address, persuading to give blood, this will further allow the reader to 'give in' and try to prove their 'masculinity' therefore the use of 'strength' will help reinforce this. In terms of gender, is also evident, for example, the use of 'strong' will help the reader define their status, therefore the pairings 'Status vs Support by Tannen is significant in this text, and in terms of support, it is almost seen that the women who are possibly portrayed as 'weakened' are those who are in need of support, so the man therefore needs to show this strength and build his status.
In our group, we have chosen to discuss a text that contains two different texts which both contrast, in terms in gender. For example, one text we discussed had contained persuasion, by influencing 'strong' men to donate blood. What we found highly interesting within this is that the text is indirectly implying that, women are not as strong? And this is evident by the title containing 'weakened' which, pragmatically is directing women to be somewhat weak. Whereas the other contrasting text is mainly aimed at women as well as using the conventions of a movie poster.
One of the most interesting things we discussed in our group is the type of audience that the text is trying to appeal to. In the first text, the title immediately captivated us and allowed us to generalise and as a result we came to a conclusion that the first text was aimed at mainly males because of the title, which had been ''Strong men help those who are weakened''. The use of 'weakened' also intrigued us, as we were all discussing that the text may imply that those who are potentially weakened are 'female' and may be dependent on men to 'come to the rescue' and treat them. What also intrigued us is the particular 'entry requirements' that are needed to access the blood donation. For example, one requirement was that they had to be 'male' and 'strong' therefore this clearly gives away that the text targets men and portrays men having masculinity and strength and ability.
Initially, for the other text our group thought that the text was mainly aimed at men too due to the conventions of a film poster, which allowed the man to feel like he was the 'hero' and trying to 'get her back' and this further implies that, if he can get 1/3rd off his railcard, he can 'get' her back too? this almost makes the woman feel like an object, according to our discussion in class.
We also found that there were a couple of theories that linked closely to certain aspects of this text, such as the gender theory, as well as the power theory. within the first text, our group discussed that the text was slightly influential due to its direct address, persuading to give blood, this will further allow the reader to 'give in' and try to prove their 'masculinity' therefore the use of 'strength' will help reinforce this. In terms of gender, is also evident, for example, the use of 'strong' will help the reader define their status, therefore the pairings 'Status vs Support by Tannen is significant in this text, and in terms of support, it is almost seen that the women who are possibly portrayed as 'weakened' are those who are in need of support, so the man therefore needs to show this strength and build his status.
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