12016876
Description
Flashcards by Lisa Di Rosa, updated more than 1 year ago
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Created by Lisa Di Rosa
over 6 years ago
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| Question | Answer |
| Individualist Societies | prevalent in Europe, US emphasise personal achievement regardless of the expense of group goals rules promote individual goals, initiative, |
| Collectivist Societies | prevalent in Korea, Japan emphasise family and work group goals above individual needs/desires rules promote unity, selflessness, brotherhood |
| Low Context Cultures | e.g. GB low amount of shared background linguistic reflection: information needs to be spelled out directly/extensively |
| High Context Cultures | e.g. India high amount of shared background/expectations few needs to be spelled out; what is made explicit has much “weight” (shared background reflected in what is not said explicitly) |
| Linguistic Relativity | principle which holds that languages are laid out relative to their natural and socio-cultural environment languages/cultures differ in their linguistic representation of the worl typical stances: language reflects culture; language concepts/classifications influence thought |
| Face | negotiated public image, mutually granted to each other by participants in a communicated Event Positive face = desire to be appreciated Negative face = desire to be free from imposition interacting dimensions: e.g. involvement/closeness (signalled by use of given first names) vs. independence/distance (use of family names) face conventions vary across cultures, e.g. regarding use of given/family names or titles, physical contact/space |
| Direct Rule | often repressive e.g. French rule in West-African countries view of colonisers as teachers, Africans as pupils Assimilation politics (turning colonial subjects into French “citizens”) followed by association politics (binding colonial subjects to French language/culture) |
| Indirect Rule | laissez-faire appproach e.g. British rule in India view of society as growing/involving organism change through evolution; little determination to make educational efforts in order to spread English among the masses |
| Conceptual Metaphor | type of figurative expression used for cognitive processes that conceptualises one (source) domain in terms of another (target) domain e.g. SD “War”, TD “Emotion”, metaphor: “fighting one’s feelings” |
| Conceptual Metonymy | type of figurative expression used for cognitive processes that conceptualise a domain in terms of the same domain (single mapping rather than a set of mapping) e.g. D “Physiological responses to emotion”: “hot-headed” (body heat for anger) |
| Cultural Models of Time | all languages seem to make use of the conceptualisation of time in terms of space English, German, French betray general TIME-LINE model with a certain design (horizontal; left-to-right orientation; future ahead/ front and past behind) MOVING-TIME MOVING-EGO TEMPORAL-SEQUENCING |
| MOVING-TIME-MODEL | Ego is stationary, facing future (future in front/ past behind ego) events → located on the temporal matrix moving towards ego example: “The deadline is approaching” |
| MOVING-EGO-MODEL | ego moves through immobile temporal landscape, facing future (future in front/ past behind ego) events → locations in the temporal landscape example: “We are approaching the deadline” |
| TEMPORAL-SEQUENCING-MODEL | events → moving “in tandem”; located relative to each other rather than relative to the ego example: “Tuesday comes after Monday” |
| Spatial Frames of Reference (Deixis) | conceptualisations we use in order to locate us and objects in space: inherent/intrinsic orientation relative orientation absolute/landmark model |
| Inherent/Intrinsic Motivation | certain objects have a fixed/conventional front and back (e.g. cars, ships) possible perspective when localising an object: speaker as the centre of orientation |
| Relative Orientation | reference point is not necessarily the Speaker possible perspectives when localising an object: hearer as the centre of orientation; object as the centre of orientation (only if objects have an inherent/intrinsic orientation, e.g. not for trees) |
| Absolute/Landmark Model | e.g. north;south;east;west / e.g. uphill;downhill fairly restricted application in Western European languages (Jon is north of Jaime?) |
| H-Dropping | occurs in many non-standard accents (Cockney, SW-dialects) often comes with complementary hypercorrect h-Insertion affects “native” words (hunger, have) as well as historical loans (hospital, hotel) prominent target of “proper English” discourse since 19th century historically speaking, French loans with initial h had h-less pronunciation; modern h-full pronunciation is a product of hypercorrection |
| T-Glottaling | every t = glottal stop except in onset/syllable-initial positions hallmark feature of Cockney today: still highly stigmatised in intervocalic positionas, but spreading in syllable-final positions → may be employed as a protest against being associated w. elitist, conservative society (study among London school-girls) |
| Rhoticity | Rhotic accents: GenAmE, Scottish Eng /r/ is pronounced in all Environments GenAmE rhoticity = “colonial lag feature” (preserves r-realisation of 18th century English) actual renderings of /r/ (its allophones) vary widely + are socially/regionally diagnostic, e.g. alveoloar trill → Scotland, retroflex approximant → Hallmark GenAmE and CanE today: high social prestige in US |
| Non-Rhoticity | Non-rhotic accents: RP, African English, Australian English /r/ only in prevocalic position (i.e. not in syllable codas) Gradual development to non-rhoticity: Southern BE turned truly non-rhotic during 18/19th century non-rhotic RP [r] realisation: central-vowel-like rendering in coda position (r-vocalisation) today: associated with RP, high social prestige in UK |
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