반응형 영어/Discourse58 CREATING VOCABULARY Vocabulary ◈ BACKGROUND ▶ CREATING VOCABULARY ■ Vocabulary changes are faster than syntax or phonology. It is the part of the language that can respond immediately to changes in environment, experience, or culture. If something new is discovered or invented, language users will create a new word, borrow a word, or extend the meaning of an existing word to express the new phenomenon. On the other.. 2022. 8. 17. SOCIOCULTURAL VARIATION IN THE USE OF VOCABULARY Vocabulary ◈ BACKGROUND ▶ SOCIOCULTURAL VARIATION IN THE USE OF VOCABULARY ■ In English, women use more elaborate color vocabulary than men, with women more frequently using highly selective color terms such as mauve, ecru, aubergine, and so forth. Similarly, in the United States, teenage girls – but less often boys - use totally as an intensifier. Gender-based choices are made in other language.. 2022. 8. 16. DIFFERENT MODALITY OR REGISTER, DIFFERENT VOCABULARY Vocabulary ◈ BACKGROUND ▶ DIFFERENT MODALITY OR REGISTER, DIFFERENT VOCABULARY ■ The vocabulary used by skilled speakers and writers changes according to modality and register. For some languages, such as Arabic, modality differences may be highly marked since the local spoken variety's vocabulary, and the more classical written variety can be very different. This makes learning the literate ski.. 2022. 8. 15. CONTENT WORDS VERSUS FUNCTION WORDS Vocabulary ◈ BACKGROUND ▶ CONTENT WORDS VERSUS FUNCTION WORDS ■ The distinction between content words and function words is a useful one in analyzing vocabulary. ■ Most vocabulary items are content words and belong to the large, open word classes ( i.e., word classes that readily accept new words and discard old ones that are no longer useful: nouns, verbs, adjectives, and some adverbs). Functio.. 2022. 8. 14. BACKGROUND(Vocabulary) Vocabulary ◈ BACKGROUND ▶ RECEPTIVE VERSUS PRODUCTIVE VOCABULARY ■ First, the notion of receptive versus productive vocabulary is very important. Users of any language, including both native and nonnative speakers, have much more receptive than productive vocabulary. English readers may understand many words like adumbrate and anent when they encounter them in a text, yet they may well be unlike.. 2022. 8. 13. Vocabulary Vocabulary ◈ INTRODUCTION ■ Language pedagogy has viewed and treated vocabulary in very different ways over the years. In the grammar-translation approach, which was codified by Karl Plötz in the 1880s (Kelly, 1969), and in the reading approach of the 1930s, word lists were a core element of the language curriculum. ■ In current naturalistic and communicative approaches, there is a widely shared.. 2022. 8. 12. PEDAGOGY AND ASSESSMENT Grammar ◈ PEDAGOGY AND ASSESSMENT ■ At present, few would disagree with the proposal that EFL/ESL learners must be made aware of and given opportunities to interpret and practice the use of cohesive devices that signal reference, substitution, ellipsis, and conjunction in English. ■ There are also encouraging signs that leaders in the language teaching profession are beginning to acknowledge tha.. 2022. 8. 7. MARKED CONSTRUCTIONS Grammar ◈ MARKED CONSTRUCTIONS ■ WH-CLEFTS Kim (1992) did an extensive analysis of wh-clefts (also known as pseudo-lefts) in English conversation. He concluded that their general or overarching function is to mark a disjunction by the speaker concerning the preceding discourse – a disjunction that allows the speaker to go back to some previous utterance and address it. Within this general view o.. 2022. 8. 6. WORD-ORDER CHOICES Grammar ◈ WORD-ORDER CHOICES ■ Thompson (1978) reminds us that some languages (e.g., Chinese, Czech, Latin) have a highly flexible word order; word-order diſferences have a pragmatic basis for such languages. Conversely, there are languages with a reasonably rigid or fixed word order like English or French, and in such languages, we say that word order is syntactically determined. However, even .. 2022. 8. 5. TREATMENTS OF GRAMMAR IN DISCOURSE Grammar ◈TREATMENTS OF GRAMMAR IN DISCOURSE 1. Ties of Reference (pronouns, possessive forms, demonstratives, and the like) Paul bought a pear. He ate it. Here “Paul” and “he” and also "pear" and "it" are coreferential (i.e., both forms in each set refer to the same entity) and form cohesive ties in the text. 2. Ties of Substitution (e.g., nominal one(s), verbal do, clausal so) A: Did Sally buy .. 2022. 8. 4. 이전 1 2 3 4 5 6 다음 728x90 반응형
