Analysing the Language of Discourse Communities by J. Cutting

By J. Cutting

This article describes how the language utilized in social interplay evolves from the time the audio system first meet and turns into the in-group code of a given discourse group (in this example the tutorial community). such a lot reviews mentioned within the literature of the language of teams and intimates earlier were international, obscure or unsystematic, and feature defined the language as a product at a given time; no systematic learn seems to were performed to keep on with in the course of the interactions of people as they shape a gaggle, to find accurately how and why language alterations over the years as assumed wisdom grows. right here, the writer specializes in the perfect alterations that ensue with expanding wisdom through the years, and makes use of a longitudinal method of describe the language as a procedure.

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Extra info for Analysing the Language of Discourse Communities

Sample text

Sperber and Wilson (1986: 160) say that in casual conversation, a modicum of relevance should be enough but that the speaker's words must be "relevant enough to be worth the addressee's attention". When a speaker speaks relevantly, he modifies and 28 Analysing the language of discourse communities extends the mutual cognitive environment, the topic framework and the co­text whose assumptions both speaker and hearer share, thus achieving successful communication. The pragmatic approach to topic clearly requires a definition of relevance.

In the autumn term, students are very much guided in their study and are asked to complete short tutorial tasks which they prepare together in pre­tutorial workshops. In this term, conversations seem to be low key presentations of the individual and exploration of the other individuals. The students start as strangers and the group does not really gel in the autumn term. In term two, the week after they return from Christmas, they have a written examination on the core courses (they answer three questions of their choice in three hours).

This cannot be analysed as background knowledge but only observed, if it is revealed, as new knowledge which will consequently become shared interpersonal knowledge. Common knowledge is "knowledge acquired separately" (Kreckel, 1981), knowledge of the world, of which every speaker has different amounts.

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Categories: Semantics