words‚ phrases commonly used in speech‚ especially between people from the same social group or who work together‚ and slang is not considered suitable for formal contexts and often not in use for long. (Chomsky‚ 1999) From the perspective of sociolinguistics‚ slang is a kind of jargon marked by its rejection of formal rules‚ its comparative freshness and its common ephemerality‚ and its marked use to claim solidarity. The importance of language in establishing social identity is shown in the case
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Genderlect Styles Theory Genderlect Styles Theory: A Look Within Amanda L. Tanner Mansfield University Introduction Genderlect is a concept that originated in early sociolinguistics which compares and contrasts male and female speech styles. Male and female speech styles are defined as “two stable‚ clear-cut‚ and opposite gendered varieties” (256). Genderlect can be described as a linguistic variety or code used predominantly
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discipline which exists on its own. It is influenced by other disciplines and influences them as well. It is a two-way process. For this reason‚ applied linguistics examines theories from all sorts of different areas (semantics‚ syntax‚ pragmatics‚ sociolinguistics‚…) and from all sorts of perspectives so that it help find out effective solutions for language -related issues such as teaching methodology (including foreign language and mother tongue teaching)‚ translation‚ aphasia‚…” Applied linguistics
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The section “Factors motivating variation” of Chapter 2 of Introducing Sociolinguistics (Meyerhoff 2006) introduces four social factors that motivated people how to use language. Meyerhoff provides a rough introduction on these factors that would be discussed deeply in latter chapters. The first factor is speakers desire to show how to join in a group and separate from others. That means people use language to identify which group they belong to. Meyerhoff uses the Martha’s vineyard study
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metamessage. Through examples of conversation between families‚ Tannen shows how words and actions that are meant to be caring‚ are often taken as criticism and can be as seen as having double meanings. Deborah Tannen is a professor of sociolinguistics at Georgetown University. She is the author of several popular books about the way people in social situations talk to each other. By studying these interactions‚ she attempts to help others to understand them and so get along better in relationships
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JTV’s Program “NGAJI BLUSUKAN” in Sociolinguistic Perspective When I start to write this paper‚ I felt that it is very interesting for me to write about something that I like. There are many things came to my mind when the assignment was announced. In this paper I want to write about Ngaji Blusukan‚ one of JTV’s programs‚ in sociolinguistics perspective. Ngaji Blusukan is a program broad casted By JTV every the Monday to Friday at 5 pm. It is a religious monologue show and some time it is broadcasted
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The Importance of Writing and Reading in Academic Life Writing is a skill that is required in many contexts throughout life. As for reading‚ it is an interactive process that occurs between reader and text. Both of them can’t be thought separate from each other in academic life. Because reading can be used for writing projects in academic life‚ and also writing can be used as a way to understand reading. Writing and reading in academic life is different. For instance‚ people in the daily
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Full Name Professor’s Name / Tutor Course Name Due Date John Swales Summary: In “The Concept of Discourse Community”‚ John Swales reveals that language use tends to be socially constructed‚ and that a discourse community tends to differ from a speech community. A discourse community is commonly defined as a group of people that share a common set of values‚ and establish ways in order to effectively communicate about their goals. A common example of a community discourse is a group of people that
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A rich view of lexical competence Peter J. Robinson In this article I begin by examining some features of the negotiation of meaning between learners and teachers‚ where the goal of the interaction is to convey the meaning of a technical word from the teacher to a learner. I suggest that this examination leads us to distinguish between the declarative knowledge ‘that’ words have particular meanings‚ and the procedures we typically employ for realizing or ‘achieving’ this declarative knowledge. These
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sentence of spoken discourse by from a transcript where the teacher is the main speaker. “I’d like you to add that to your mind maps” The extract of spoken discourse displays a variety of linguistic features and accommodates a variety of sociolinguistic theories in conjunction with the contextual instrumental power being shown. The extracts literal meaning through the multimodal utterance “like” creates an element of possibility to the statement yet because of the context and the power of the
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