Are Emoji's the new visual system of communicating?

http://www.theguardian.com/artanddesign/jonathanjonesblog/2015/may/27/emoji-language-dragging-us-back-to-the-dark-ages-yellow-smiley-face

Spoken language excercise

Analysis of mini written transcripts specific to certain contexts.

Telephoning to ask for an application form for a job.

Maxim of relevance- communication, doesn’t go off topic

Not as direct,

Positive face, ‘I was just wondering..’ and politeness, ‘please’ ‘thank you’

Non-fluency features- ‘um’ fillers, hesitation, nervous.

Agreement- ‘yeah, sure’

Paralinguistic features- nervous laughter

Adjacency pairs and preferred responses.

Direct address terms by name.

Telephoning a friend to arrange to go out together.

Rising intonation- “hello?”

Informal register

Non-fluency features- pauses, fillers suggests nervous

Voiced pauses

Adjacency pairs

Elision- “wanna”

Maxim of quantity flouted- short utterances, awkward

Phatic talk

Discourse marker

Asking a stranger to give you directions.

Positive face needs-Stranger is being polite

Paralinguistic features

Preferred response-Stranger answers by giving directions

Adjacency pairs

Quality Maxim-Stranger gives true directions

Informal register-“Mate”

Dialect-Bristolian-“Cribbs”

Direct-“Oi mate”

Stranger adapts his language to the drivers language

  Giving directions to someone who does not understand English well.

Maxim of quantity.

Direct- One word utterance.

Deixis- Paralinguistic features.

Rising intonation to signify question

Fillers/pauses-stilted- corrupt Grice’s Maxims.

  Explaining to a police officer why you were doing 45 mph in a 30 mph zone.

Formal register – police officer has authority, influential power

Non-fluency features – hedges and pauses

Implied that the police officer is not charging him

‘So’ is a discourse marker

‘Sir’ appropriate address terms

Avoiding eye contact – paralinguistic features

Telling a parent that you are pregnant (you’re not married or in a stable relationship) or that your girlfriend is pregnant.

Address terms – ‘darling’ to ‘young lady’

Phatic talk – adjacency pairs, preferred response, avoids intended conversation

Non-fluency features – hesitations, fillers, pauses, reluctant to speak

Paralinguistic features – nervous laughter

Interruption – dispreferred response

Grice’s maxim of quantity – parent talks a lot more than the daughter

Grice’s maxim of manner – flouted by mother who asks a series of questions, interrogative syntax

Simon Moore's- The universal teacher

Language and Occupation 

http://www.universalteacher.org.uk/lang/occupation.htm


Occupations develop their own special language features, and use those of the common language in novel or distinctive ways. Occupations are a source of language change, while attitudes to language may in turn be causes of change in the way occupations work (as in moving from hierarchical or pyramid to flat management structures)

In an explicit sense as those kinds of activity that we can name (job interview, team briefing, disciplinary tribunal, conference, marriage ceremony) or

In a looser descriptive sense (discussing a problem, telling a manager about an incident, asking an expert for guidance).

Here are some general functions of language in occupational contexts:

• communicating information
• requesting help
• confirming arrangements
• instructing employees or colleagues to do something
• making things happen or enacting them

Almost every occupation has its own special lexicon:

• forms used only in the occupation, or
• forms in the common lexicon but used with meanings which are special to the occupation: justify means very different things to a printer or typesetter and to a priest.

Example's: A ship's master may refer to kentledge, gunwales and quarterdeck (forms peculiar to naval language) or to the heads, port and roads (forms in the common lexicon, but with different special meanings - on a ship the heads is a name for the toilet).

Register and Lexis:

• professional orchestral music includes a lexicon of Italian loan words (forte, andante, allegro, pizzicato and so on) with cross-cultural meanings;
• soccer players (and managers and commentators) allows use of the perfect tense in a specific way (he's gone past the defender and given me a good pass, and I've knocked it in);
• particle physicists includes a lexicon of old forms with novel meanings that we cannot describe verbally, but can represent only mathematically, like spin, strangeness and charm.

Conversational maxims:

The “success” of a conversation depends upon the various speakers' approach to the interaction. The way in which people try to make conversations work is sometimes called a co-operative principle. We can explain this by four underlying conversational rules or maxims. (They are also named Grice's maxims, after the language philosopher, H.P. Grice.) They are the maxims of quality, quantity, relevance and manner.

• Quality - this means that speakers should tell the truth, not say what they think false, or make statements without evidence.
• Quantity - this means that speakers should be as informative as is required for conversation to proceed; say neither too little, nor too much.
• Relevance - this means that speakers' contributions should relate clearly to the purpose of the exchange.
• Manner - this means that speakers' contributions should be clear, orderly and brief, avoiding obscurity and ambiguity.

Linguists examples of classifying illocutionary acts

• Representatives: here the speaker asserts a proposition to be true, using such verbs as: affirm, believe, conclude, deny, report.
• Directives: here the speaker tries to make the hearer do something, with such words as: ask, beg, challenge, command, dare, invite, insist, request.
• Commissives: here the speaker commits himself (or herself) to a (future) course of action, with verbs such as: guarantee, pledge, promise, swear, vow, undertake, warrant.
• Expressives: the speaker expresses an attitude to or about a state of affairs, using such verbs as: apologize, appreciate, congratulate, deplore, detest, regret, thank, welcome.
• Declarations the speaker alters the external status or condition of an object or situation, solely by making the utterance: I now pronounce you man and wife, I name this ship, I sentence you to be hanged by the neck until you be dead. (In this case, the alteration is not the execution of the sentence - which is in the future - but the convict's passing under sentence and becoming a condemned man or woman.)

AQA - Specimen papers and mark schemes.

http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-7701-7702

Image of Brown and Levinsons' Theory

Brown and Levinson - Politeness Theory

http://www.sharritt.com/CISTheoryPrimary/politeness.html

AS- Spontaneous Speech Terminology Quiz

1. 'A pattern in which one utterance is followed by an appropriate linked response' - is the definition of the term? Adjacency pairs

2. Explain the term 'side sequencing'? Going off subject and talking about another subject

3. Give an example of a 'tag question'? 'its hot isn't it?'

4. Give three terms that are an example of non-fluency features? 'erm' 'ah' 'like'

5. Explain the term 'phatic language' and give two examples of 'phatic language'? Used as a 'social glue' its used as small talk rather than conveying information. 'hi alright?'

6. Non-verbal aspects of speech or 'paralinguistic features' such as 'fillers' can help reveal a speakers attitudes and feelings. Name two other non-verbal aspects of speech? Prosodic features and eye contact

7. 'elp me orf this 'orse' is an example of phonetic spelling which means the spelling of words to represent how they are pronounced.

8. List Grice's maxims and briefly explain what each one refers to?
Quality- whether or not its true
Quantity- Too much/ too little
Relevance- If its on topic or not
Manner- Clear commincation

9. Grice was interested in suggesting what helps to create fluent conversation.

10. When analysing spontaneous speech we do not refer to 'sentences' but register.

11. Brown and Levinson put forward some theories about politeness. Name four positive politeness strategies we might employ if we want to be liked?
- Paying attention
- Seeking agreement (safe topics)
- Pretend agreement (white lies, hedging)
- Using appropriate address terms

12. In order to analyse a transcript what three things must you establish an awareness from the outset?
- The person the transcipts in
- Discourse markers 
-Graphology

Transcript and analysis

Transcript

A: Ok, so what you studying?

B: Law, psychology and English, how bout you?

A: I’m studying, I was spose to study psychology but I got a D.

B: In what GCSE?

A: Hm, so I got to study Sociology now and I’m doing Health and Social Care, English Language and GCSE Maths, so what you studying?

C: Photography, Media and English Language

A: What do you actually do in Media Studies cause I don’t really understand?

C: Um, like plan out films and make horror trailers and then edit it

B: I done that in year 11

A: No way, so what about you?

D: Travel and Tourism, Economics and English Language

1.     Filled pauses are used in this transcript such as ‘Hm’ and ‘Um’ this is due to hesitation as they were unsure what to say next.

2.     The noun ‘done’ in this transcript is incorrect as it should be ‘did’ but it’s an informal conversation, this is the same for the lexis ‘spose’.

3.     The transcript has adjacency pairs meaning that the conversation follows an expected pattern, with preferred responses.

4.     The lexis ‘cause’ is informal vocabulary as its been shortened from ‘because’ this is because it was spoken language not written.

5.     Fillers are also used ‘Like’.

6.     This conversation shows an example of chaining.

7.     There are a multiple number of interrogatives.

8.     There is clear field specific lexis subject in relation to college subjects.

9.     In the text there is a hypernym of the word ‘study’ and the verb ‘studying’.

10.           The hypernyms which stem off of this are words such as psychology, economics and maths.

Awkward interviews

https://www.youtube.com/watch?v=Flcozxpfh4g
- Lack of interest in conversation
- No conversational skills
- Distracted by surroundings
- One worded answers
- Lack of eye contact


https://www.youtube.com/watch?v=sAhPhQlfRDc
- Host began with getting interviewees name wrong
-Sarcastic comments from interviewee
-Rudeness from hosts 'take a nap'
- Both female characters became bitter against one another
- Obvious disinterest from interviewee

David Crystal- Global English 
https://www.youtube.com/watch?v=WZI1EjxxXKw

Steven Pinker - Language as a window in human nature
https://www.youtube.com/watch?v=3-son3EJTrU&noredirect=1
Language is a window into social relations.

Indirect speech act:
A case in which we don't blurt out what we mean in so many words.
-Instead we veil our intentions in Innuendos hoping listener will read between lines and to infer the true meaning of speaker.
''We're counting on you to show leadership in our campaign for the future'' - what they mean is to give them money.

Often situations are veiled when both parties despite them both knowing what they mean.

Language has 2 things:
1. Convey some content - bribe, commands and proposition
2. Negotiate a relationship type

Literal form- Signal safest relationship to listener.

1) Dominance- inherited from dominance hierarchy's
2) Communality- Share and share alike - mutuality
3) Reciprocity- You scratch my back Ill scratch yours

What you can get away with in communality relationships you cant get away with in dominance relationships.  

Both communality and reciprocity relationships clash, as communality is appropriate betweens friends, where as reciprocity is appropriate in the context of a restaurant.

Why should an obvious innuendos still feel more comfortable than a direct overture

'That is in some state on the record'

Functional categories

Transactional- Getting something done
Expressive- Giving expressions in feelings
Instructional- Giving information about how to do something
Phatic- Socialising through 'small talk'
Referential- Conveying factual knowledge