Sociolect & Occupation: Theorists Flashcards

Giles

Accommodation Theory: Speakers adjust their speech to accommodate the other people in the conversation.

Labov

Prestige: Overt is associated with observing perceived social norms and behaving in a socially desirable manner, whereas covert derivies from behaviour that goes against perceived social normals and conventions.

Bernstein

Restricted & Elaborated Code: Restricted is the high sociolectal variety used when the audience shares similar interests and expectations, whereas elaborated is the idiolectal variety unconcerned with group attributes; expansive vocabulary.

Milroy

Social Network Theory: Says networks are either closed, where speakers communicate with other in-group members regularly but little from any other groups, or open where in-group seakers communicate with the out-group and don’t speak or know many other members of the in-group.

Halliday

Anti-Languages: extremes sociolects used by groups in marginal positions in scoeity, especially where activites of the group place them outside of the law.

Coleman

Lexical Classification Of Sociolect: slang is short, often colloquial lexis used by the in-group, jaron is professional and official lexis allowing for precision, and cant is lexis used to obscure meaning from the out-group, usually with criminal intent.

Strenstrom

Teenage Talk: Teenage language is found through irregular turn-taking, indistinct articulation, word shortening, verbal duelling, slang, taboo and language mixing - done to feel included with other teens.

Eckert

Language & Adolescent Peer Groups: Teenage language is found through use of ‘like’ and ‘okay’, rising intonation and multiple negation in their speech - done to push away older generations.

Bell

Audience Design Theory: A speaker uses language to take audiences into account.

• Addresses are ratified (allowed to listen) and are directly addressed.

• Auditors are ratified but are not directly addressed.

• Overhearers are non-ratified and are detectable.

• Eavesdroppers are non-ratified and are non-detectable.

• Referees are non-audience members that the speaker tries to identify.

Tajfel & Turner

Social Identity Theory: When an in-group becomes salient, people in that in-group emphasize characteristics of their group, including sociolect usage.

Drew & Heritage

Institutional Talk At Work: Institutional talk has goal orientation, turn-taking rules or restrictions, allowable contributions, professional lexis, structure and asymmetry.

Holmes & Stubbe

Politeness In The Workplace: Suggested that a great deal of workplace talk is embedded in social and organisation context, co-workers take things for granted such as shared assumpions and common jargon.

Habermas

Institutional Power Imbalances: Language is a medium of domination and social force, serving to legitimize relations of organized power.

Wenger

Communities Of Practice: Workplace groups that regularly engage with each other in the service of a joint enterprise, and who share a repertoire of resources which enables them to communicate in a verbal shorthand which is difficult for outsiders to penetrate.

Levy

Officialese And Enlistic Language Varieties: High variety is formal, includes levels of jargon, euphemistic and is taught, low that is more emotional and colloquial, and is picked up.

Ong Et Al

Patient-Doctor Discourse: Interaction between individuals in non-equal positions non-voluntary, concerning vital importance, emotional, requires close co-operation.

Paul Ten Have

Doctor-Patient Discourse Structure: Follows a specific structure:

• Preliminary sequences.

• Patient’s problems presentations.

• Questionings.

• Physical examinations.

• Diagnosis.

• Treatment.

• Leave-Talking.

Shuy

Doctor-Patient Interference: doctor-patient communication will fail if there is clear jargon difference, cross-cultural differences (such as different terminology or medical beliefs) and the discourse structure.

Ferguson

Diglossic Communities: Two varities of language exist together in a community, each with a role to play.

Filmore & Snow

Teacher Language: Must use language for maximum clarity, must have stratergies for understanding what students are saying, teachers assume there is something wrong with students if they use the wrong language, and teachers play a strong role in the development of student’s language.