IEL2 themes ALL - Zusammenfassung der Themen des WS21 PDF

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Zusammenfassung der Themen des WS21...

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IEL2 themes

1st session Pragmatics - Pragmatics = language use in context - Situational context (what speaker can see around) - Background knowledge context (what speakers know ab. Eachother + world) - Co-textual context (what speaker knows has read or said, inside text) - Implicit meaning VS explicit meaning - Implicit -> Entailment, Presupposition (Existential, Possessive, Change-of-state), Conversational Implicature - Maxim of Quantity, Quality, Relation, Manner (adhere VS flout)

2nd session Pragmatics - Speech acts effective or ineffective - Locution (say) – mumble, scream - Illocution (intention) – promise, order, ask - Perlocution (effects) – convince, frighten - Performative verbs (I, present, hereby) - Direct speech acts (sentence type matches function) - Indirect speech acts (sentence type does not match function), meaning different from surface meaning, most illocutions - Politeness - Deference (respect by using certain linguistic elements, titles, Sir,…), conventional - Style (formal vs informal), conventional - Concept of face - Face promoting acts (pos: praise, neg: permit) - Face threatening acts (pos: criticize, neg: order) - Positive Politeness (save someone’s positive face), both have a common goal - Negative Politeness (Respect the hearer’s negative face), giving the opportunity to say no -> Hedging, Pessimism, Indicating deference, Apologizing, Impersonalizing

3rd session Discourse Analysis - What is a text? (Grammatically correct, meaning, relation of sentences; SEMANTIC UNIT), language output produced in discourse - Discourse (= How linguistic items are used/different Situation, Person, Goals) - Sentence (meaningful words + grammatical rules approve) - Utterance (minimal unit of language use)

- Textuality (what defines many utterances as a text) -> Linguistic criteria (cohesion + coherence) -> Functional criteria - Cohesion (text has a unity, linking) -> Lexical (repetition, synonyms, antonyms, super-ordinates, general words) -> Grammatical (reference/endophoric –anaphora, cataphora- VS exophoric, substitution, ellipsis, conjunctions –additive, adversative, causal, continuative- , conjoining adverbs) - Coherence (linking between meanings in a text, context) - Genre (text types/functional varieties) - Style (aspects: complexity, formality of vocab, impersonality, indirectness, standard) - Register (variety to topic, expertise and attitude/aspects: technical vocab, impersonality, emotionality, generality, certainty)

4th session Discourse Analysis - Conversation (face to face or whatsapp,…) - Turn (contribution to a conversation) - Floor (right to speak) -> take or hold it - Turn-taking (change of speaker roles) marked syntactically, phonologically, pragmatically - TRP (point where turns r likely to change/pause, intonation, end points) - Selection of speakers (self-selection VS other-selection) -

Pauses (markers of hesitation to fill them) Interruption/Overlap Metacommunicative moves (communicate about communication) Holding the floor Backchannel/feedback signals (body lang., mhm, yeah, tag questions)

- Adjacency pairs (paired speech acts, eg greeting/question-answer/summonsanswer/telling-accept/farewell/invitation-accept/decline) -> + inserted sentnces - Pre-sentences, Prefaces - Repair (restore order after problem in conversation) -> Self-initiated self-repair -> Self-initiated other-repair -> Other-initiated self-repair -> Other-initiated other-repair

5th session Sociolinguistics -SL = language influenced by users, different varieties - Functional varieties (talking to friend or teacher or parliament?) -> register & style

- Idiolect => Social variation - Regional variation - Regional dialects (certain region; differ in phonetics, phonology, pragmatics, lexicon, morphology, syntax) - Standard dialects (higher prestige) VS Vernaculars (colloquial, no written form or official status) - Mutual intelligibility (can they communicate?) -> different dialects: mostly yes, languages: mostly no. - Accent: pronunciation! - Dialectology (lexical, phonological, grammatical variation) - Isoglossus - Mobility (=> Dialect levelling) - Sociolect (differ by age, gender, ethnicity, …) - Sociolects -> Genderlects, Ethnolects, Jargon, …

6th session Sociolinguistics - Labrov Study in stores, postvocalic “r”; social variables (store, gender, age) + linguistic variable (“r” or no “r”?) => to mark the social classes, Englsh no r: lower class, General American with r: higher class - Synchronic variation (=one point in time) - Diachronic variation (=over many years) -> Labrov: those 2 are strongly linked! - Social network theory (groups how they interact inside network) - Network density (how well my friends know eachother) - Network plexity (strength of connection; uniplex: one relationship with that person, multiplex: my colleague is my friend and we dance together twice a week and rescue kittens once a week) - Register (appropriate vocab in a situation, mostly lexical) -> can involve jargon - Style (more individual, also grammatically different) - Language contact (contact between languages) - Lingua franca (common to all, used in contact situations; today: English) - Contact when no common language: pidgins (mix lexifier language + substrate language) – TEMPORARY!

7th session Psycholinguistics - Brain (2 cerebral hemispheres, connected by corpus callosum, functions contralaterally) - Lateralization (language in left hemisphere), right hemisphere discourse+visual processing - Broca’s Area (language production) - Wernicke’s Area (language comprehension) - Locating language (autopsy, split-brains, scans, aphasia, dichotic listening tests) - DL test: verbal stimulus: right ear advantage, non-verbal: left ear better

- Aphasia (disorder due to stroke, injury, tumour,…) -> Broca A. (great effort, word finding pauses, only content words, better comprehension than production) -> Wernicke A. (fluent speech, nonsensical, good intonation, lexical errors, comprehension problem) - Treatment (acute: up to 6 months after incident, after: chronic) -> pharmacological, speech therapy

8th session Psycholinguistics - Speech production (models: Fromkin or Levelt) - we only plan 1st noun phrase before speaking - Speech errors: - Shift (she decide to hits) - Metathesis (bLake fRuid) - Anticipation (leading list, later item goes to the front: l) - Perseveration (earlier item goes back, phonological fool instead of rule) - Addition (black bLoxes) - Deletion (unamity instead of unanimity) - Substitution (tennis bat instead of tennis racquet) - Blend (perple: people + person blended) - Slips of the hand (handshape, location, orientation, movement), 1 hand or 2 hands? - Word recognition (fast when preactivated by word from same field: nurse-> doctor, slow when similar sounding word or word with many existing similar words) - Homophones (same sound) made-maid - Homographs (same spelling) bow-down - Structural/Syntactic ambiguity: Temporary or global - Temporary (=garden path sentence) we build the wrong structure (the horse raced past he barn fell) but actually only ONE way to interpret - global -> two or more interpretations possible (Someone shot the servant of the actress who was on the balcony)

9th session Language Acquisition -

Children: Nature VS Nurture Crying from birth Laughter 2-5 months Vocal play 4-8 months (marginal babbling)

- Babbling (reduplicated VS variegated) -

First words 1 1-word stage 12-18 months -> one-word utterance, stands for whole sentence 2-word stage 24 months multiple word utterances 24-30 months

- Overextension (dog -> dogs, cats, cows) - Underextension (dog -> family dog only) - Overgeneralization (foots, childs, footses, carses) - Errors (Substitution, Assimilation, Cluster reduction, Deletion, Reduplication) - 2-word-utterances (content words!) - Negation (stage1: No doggie bite, stage2: Doggie no bite, stage3: Doggie doesn’t bite) - Mean length of utterance (MLU) = Total number of morphemes / Total number of utterances

10th session Language Acquisition - L1, L2, foreign language (not spoken around me), second language (spoken in my surrounding) - Acquire VS learn - Interlanguage (affected by transfer and universals) - transfer (features from L1 to L2, positive: structure/sounds match, negative: incorrect forms), not all errors are from L1 (eg overgeneralization or false application of rules) - Fossilization or more like Stabilization (structures fixed, no more development) - Communicative competence (grammatical, sociolinguistic, strategic) - Hyperpolyglots (sb who can learnmany languages) - Critical period (time when most sensitive to certain stimuli, when these stimuli not there => ability might not be developed) -> for language acquisition = puberty, after that it’s hard or not possible to learn to speak - L2 critical period? More sensitive period, after that its hardER to learn, the younger one is the better he will become more native like - Language attrition (language loss) -> in L1 and L2 possible!, aspects lost: any dimension! (lexical, grammatical, morphological, semantic, phonetic), it is more severe in children than in adults!...