This is a presentation explaining the the 3Ds of language and gender with theorists which support each theory.
Tuesday, 5 January 2016
Tuesday, 15 December 2015
Language Articles
This article explains how the face-to-face talk is dying out as it is easy to talk to people and avoid people using social media such as Snapchat. Sherry Turkle is an American sociologist who says we use 'snubbing' which means we can keep eye contact with another person while texting.
Turkle says; “you pay attention, but you let your mind wander. You focus on detail and discover the hidden dimensions of ordinary things. Talk therapy slows things down, so that they can be opened out.”
This article explains how you should talk to certain people in your life such as your doctor, children and date. To talk to your children for example; you should use specific questions which they know what the answer would be instead of just a general question such as 'how was your day.' To talk to your date you should always listen to what they are saying as it will portray what they are feeling at that current moment.
This article explains how conversations have changed these 8 writers lives. They explain what the conversation was about, who they were talking to and how it changed them to be the person they are today living the way that they are.
Tuesday, 24 November 2015
Calm Down Dear!
In this clip, David Cameron said to a women, Labour's Angela Eagle, in the Houses of Parliament; "Calm down, dear!". Cameron has said this this was meant to be taken as a joke and used in a humour but could this just be an example of the dominance theory in gender language? Considering that the population is 51% females and 49% males, it is clear that parliament is dominated with the male gender and this could be one of the reasons that David Cameron thought it would be acceptable to use this phrase and not think it is offensive.
Blurred Lines Documentary- The New Battle Of The Sexes
Summary
- Most men feel able to be negative towards women and technology is a massive influence of this.
- Forms of prejudice are often seen as humour and then explained as 'banter'.
- Is offence language towards women socially acceptable? It relates to the context.
- Technology enables people to write what they like. Written language is permanent and sexism is being moved from a private place to a public place.
- Online abuse towards women in the public eye is only due to social media.
- 'Is language different online'- Kirsty Wark
Deborah Cameron- 'What Language Barrier'
http://www.theguardian.com/world/2007/oct/01/gender.books
Simon Baron-Cohan says that the topic of men and women's language is just "too insensitive". Stereotypicaly women are more open talking about their emotions and are more sensitive whereas, men 'never listen'. This is why women are more likely to work in a call center as they communicate better compare to men.
Baron-Cohan says that people are born with either a female brain or a male brain, with the female brain having more empathy compared to the males. It is clear that men and women are physically different but is the language they use actually different?
1 Language and communication matter more to women than to men; women talk more than men.
2 Women are more verbally skilled than men.
3 Men's goals in using language tend to be about getting things done, whereas women's tend to be about making connections to other people. Men talk more about things and facts, whereas women talk more about people, relationships and feelings.
4 Men's way of using language is competitive, reflecting their general interest in acquiring and maintaining status; women's use of language is cooperative, reflecting their preference for equality and harmony.
5 These differences routinely lead to "miscommunication" between the sexes, with each sex misinterpreting the other's intentions. This causes problems in contexts where men and women regularly interact, and especially in heterosexual relationships.
Friday, 13 November 2015
Interactive Resource
Spoken
language genre of speech
Characteristics of speech
Unplanned ~
·
Many non-fluency features
·
Usually an informal register
·
Phatic expressions
·
Non-standard grammar
Semi planned ~
·
Fewer non-fluency features
·
Usually a more formal register
·
Phatic expressions
·
More standard grammar
Planned ~
·
An absence of non-fluency features
·
Few deictic features
·
Formal register
·
Standard grammar
·
Addressing an audience
-----
We want to make contact with others – even if it's only to
say ‘hello'. These are known as phatic utterances.
We want to exchange ideas and social information with
friends. These are interactional exchanges.
We want to express how we feel. These are expressive
utterances.
We want to provide information. These are referential
utterances.
We want to get something done. These are transactional
exchanges.
-----
Permanence – When you
have a conversational normally it is not re4corded and therefore only stays in
your memory whereas writing can be re-read and remains permanent for as long as
the text is kept.
Expressing
feelings – Such as facial expressions, tones of voice and body
language when speaking however written language relies on expression of words,
punctuation and graphological features.
Moment in time – Spoken language is immediate where as written is not (unless you
are there when it is being written).
Context - Speech takes place in a particular
situation with all the participants aware of who is talking to whom about what.
This can lead to speakers not needing to be precise about certain details.
Interaction - Speech is usually an interactive
process between two or more people – it's active. Writing, on the other hand is
not dynamic in this way – the audience is more distant.
------
Planned
Speeches ~
·
Of
all planned talk, planned speeches are probably as formal as it gets in the
spoken mode. They are usually very carefully written so as to have maximum
impact on the audience.
·
Rhetorical
questions can be asked – there's no reply expected and the answer is usually
obvious. The speaker can also ask a question and then follow it up with an
answer, thereby driving home a point
·
Emotive
language – powerful language with strong connotations – is designed to provoke
an emotional response from the audience.
·
The
use of listing (often in threes) adds weight to the line of argument and can
often have the effect of building up to an important point.
·
Carefully
chosen metaphors and similes can help to enrich the message by leaving the
audience with effective images.
Antithesis- Exact
opposites used for effect in certain types of language – particularly
persuasive language. For example, ‘strong’ and ‘weak’, ‘dark and light’.
Spoken
language and conversation
Conversation~
·
Signs
that speakers are ready for someone else to talk include stressing the final word,
asking a direct question, asking for assent, or even appearing to flounder for
the right words. Our utterances may also often become quieter as they are
drawing to a close. We use cues like these, often unwittingly, during every
conversation.
·
There's
normally no gap or overlap between one speaker and another. Estimates suggest
that only about 5% of our conversations are overlaps
·
The
Verbal cues you heard in the clip were: asking a direct question; mentioning
the name of the person you want to talk next or using tag questions to prompt a
response. Other verbal cues are dropping the volume of speech and elongating a
final syllable
·
There
are certain non-verbal cues a listener can use to encourage the speaker to let
them to take a turn. These include; leaning forward or increasing body tension
and nodding the head rapidly.
------
Spontaneity
and expectation~
·
Most
interactions begin with an opening sequence which signals to a listener that we
want to talk. The more
formal the situation, the more formal the opening.
·
We
expect that certain utterances will be followed by others that fit our
expectations. For
example, we expect that a greeting will be followed by a returned greeting.
·
These
‘pairs' are the main building blocks of our conversations and are called adjacency
pairs or two-part exchanges.
·
Adjacency
pairs:
Have each part of the pair spoken by a different person, always have a
link, always involve a second utterance following on from the first (although
it may not follow on directly – there could be a short interruption).
·
The
‘chains' of adjacency pairs can be broken up or interrupted. This might happen
if, for example: someone comes into a room and joins in the conversation, the
flow of the conversation is temporarily redirected for a few utterances, perhaps
so that clarification can be sought
------
Conversation analyst~
·
The
subject of conversations is called topics. A topic is usually decided by one
persona and stays that way until someone changes it. When a change of topic
takes place, it's known as a topic shift and the verbal cues to make the change
are called topic shifters.
·
Repairs
occur when there's a need to correct a mistake. Sometimes the speaker will
realise that s/he needs to make a correction
·
When
you are talking to someone it is important that you show you are taking an
interest in what they are saying. A way someone many do this is by giving
minimal responses like hum and uh hum.
·
When
we're aware that we're coming towards the end of a conversation, we usually try
to bring it to a close in a way that is socially acceptable and ‘polite'.
-----
Positive and
negative politeness~
·
In
the work place you follow three rules to be polite: don’t impose, give options
and make your receiver feel good.
·
Brown
& Levinson maintained that positive politeness is shown when we: show
people that we like/admire/have sympathy with them and make jokes (that we know
the person will like), avoid disagreements – e.g. by choosing ‘safe' topics to
talk about, or by softening our own disagreements, assert what we have in
common and are in agreement
·
Brown
& Levinson thought negative politeness is shown when we: are indirect to
avoid intrusion, use hedges or questions, defer to someone by giving a superior
form of address – e.g. ‘sir', are apologetic
·
Grice's
maxims illustrate the ‘rules' or principles of successful conversation and we
are conscious of when they are being flouted.
Systematic
frameworks for analysis
What is needed for AS essays:
A-LEVEL:
Knowledge, understanding, application, Clarity, Description, The above skills,
plus: Detail, comment, analysis, problem-solving Thinking for yourself Using
facts to back up opinion Introduction to research
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