de Estudios Ingleses 13 (2000): 67-88 Text World Creation in Advertising Discourse Laura Hidalgo Downing Universidad Autónoma‚ Madrid lhidalgo@bosque.sdi.uam.es ABSTRACT This article explores the way in which text worlds are created in advertising discourse by analysing linguistic choices and features of context which are crucial in the determination of specific relations between sender(s) and target audience(s)‚ in particular‚ deixis and frame knowledge. The argument is that a textworld
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Language plays an important role in human life. One tries to acquire‚ learn and use language as a means of communication‚ and simultaneously as social symbol of humanity. It forms the foundation of our perceptions‚ communications‚ and daily interactions. By using language someone could make statements‚ convey facts and knowledge explain or report something‚ and keep social relations among the language users. It is a system of symbols by which we categorize‚ organize‚ and clarify our thinking. Language
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Applied linguistics is an umbrella term that covers a wide set of numerous areas of study connected by the focus on the language that is actually used. The emphasis in applied linguistics is on language users and the ways in which they use languages‚ contrary to theoretical linguistics which studies the language in the abstract not referring it to any particular context‚ or language‚ like Chomskyan generative grammar for example. Interestingly even among applied linguists there is a difference of
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Gee start to explains just how a Discourse is not the like discussion‚ details the various types of Discourses‚ as well as introduces several brand-new terms to reinforce his disagreement. Gee’s overall claims‚ in his words‚ is "the emphasis of proficiency research studies or used linguistics need not to be language or ability‚ however‚ social practices. Gee begins by explaining that language is not especially grammar yet it exactly what you state‚ just how you state it‚ and also what you are and
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Contrastive Linguistics: Theories and Methods Volker Gast 1 Introduction: The subject matter of contrastive linguistics Narrowly defined‚ contrastive linguistics can be regarded as a branch of comparative linguistics that is concerned with pairs of languages which are ‘socio-culturally linked’. Two languages can be said to be socio-culturally linked when (i) they are used by a considerable number of bi- or multilingual speakers‚ and/or (ii) a substantial amount of ‘linguistic output’ (text‚ discourse)
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Language and Mind – Spring 2013 – Second Practice Exam 1. Which of the following statements about parameters is FALSE? a. They specify the limits on possible differences between languages b. They do not belong to Universal Grammar # c. Their values must be “set” on the basis of experience 2. From the viewpoint of the principles-and-parameters theory‚ the process of language acquisition consists of: a. Setting the choice for each parameter that fits the language that is being acquired # b. Storing
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University of Babylon College of Education for Human Sciences Department of English/ PhD Programme A Theoretical Survey of Gambits A term paper Submitted in partial fulfillment for the requirements of a PhD course in Discourse Analysis by Ahmed Sahib Jabir May‚ 2013 1. Introductory remarks It is an agreed upon fact that language is mainly used to fulfil two basic functions: the first is the transactional function which is related to the communication of information and the
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Metaphor is for most people a device of the poetic imagination and the rhetorical flourish—a matter of extraordinary rather than ordinary language. Moreover‚ metaphor is typieully viewed as characteristic of language alone‚ a matter of words rather than thought or action. For this reason‚ most people think they can get along perfectly well without metaphor. We have found‚ on the contrary‚ that metaphor is pervasive in everyday life‚ not just in language but in thought and action. Our ordinary conceptual
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Ponyboy and I had fallen asleep at the loft a couple hours later pony came running I asked what was wrong. “Johnny come we’re running away darry hit me.” Gee pony I would have never thought that darry or soda would ever lay a hand on you ever in my life hey pony where we going I asked. “Let’s take a walk to the park and smoke a ciggarate so me and darry have some time to cool off.” We got to the park and climbed up the monkey bars to take a seat on top of them so we could also get some fresh air
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CONTINUE: 11-03-2013 Key concepts in learning: * Subject * Learner * Teacher * Context FORMAL STRUCTURE | V/S | COMMUNICATIVE STRUCTURE | Morphemes‚ sentences‚ rules | | Language is not possible without interaction.Language is meaningful. | Saussure: Parole‚ Langue | | Hymes: Linguistic competence context (what‚ whom‚ when) | Form | | Looks for the function of the language instead of the form | Alternative view: Problem PosingCritical systemIt gives real problems to
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