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Chapter 19 & 20

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Chapter 19 & 20

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littlefbitch
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assigned exercises: Ch.

19 Exercises: Study Questions (1,2,6-11) Tasks (C,E&H)

1 How would you define a “speech community”?

2 What kind of variable is class in the study of language and society?

6 In what way can the pronunciation of -ing be a social marker?

7 Among which social group is hypercorrection more likely when more attention is paid to
speech?

8 What is meant by “divergence” in analyzing speech style?

9 What kind of motivation has been identified for the existence of covert prestige in
particular uses of language?

10 What is the difference between jargon and slang?

11 What is meant by a “register”?

12 In AAVE, what is communicated by be in He don’t be smokin now?

Task

C What is the difference between style-shifting and code-switching?

E Variation in language use according to social status is evident in those languages that have
a system of honorifics. What are honorifics and in which languages are they most commonly
used?

Using what you discover about honorifics, try to decide which speaker (A or B, C or D) in
these two dialogues has superior status within the business organization in which they both
work (from Shibatani, 2001: 556).

(1) A: Konban nomi ni ikoo ka tonight drink to go question

B: Ee, iki-masyoo yes, go-honorific

(2) C: Konban nomi ni iki-masyoo ka tonight drink to go-honorific question

D: Un, ikoo

F The information in Table 19.4, adapted from Cheshire (2007: 164), represents the
distribution of some expressions called general extenders in the speech of teenagers (fourteen
to fifteen years old) in three different English towns. Examples of general extenders are in the
left column of the table and illustrated in these sentences:

I like watching sport and stuff.

I cook occasionally on weekends and things.


I think they must’ve broken up or something.

The numbers in the table represent how often each form is used (per 10,000 words) by
middle-class and working-class groups of teenagers in each town. (J. Cheshire © 2007, John
Wiley and Sons)

(i) What are the three most common general extenders used by these teenagers overall?

(ii) Which social class uses the most general extenders?

(iii) Which of the adjunctive general extenders (those beginning with and) is most typical of
middle-class peech and which one is most typical of working-class speech?

(iv) In which town is this class difference in speech most noticeable?

(v) What are the three most common general extenders in use where you live?

Ch.20 Exercise: Study Questions (1,3,5,6,7,8,9,10);Tasks (E)

1 What is one common definition of “culture” in the study of language?

3 What are kinship terms?

5 What is meant by “linguistic determinism”?

6 How many basic terms for snow are found in Inuktitut?

7 What kind of categorization is involved in the English distinction between sleet and slush:
lexicalized or non-lexicalized or non-referential or social?

8 Why is this sentence ungrammatical?


*She gave me a good advice.

9 Traditionally, do you think the following sentence was more likely to be spoken by a
woman or a man, and why?
I think that golf on television is kind of boring, don’t you?

10 In the Australian language Dyirbal, there are grammatical markers that distinguish
different cognitive categories represented by X and Y here.

X:“men, kangaroos, boomerangs”


Y:“women, fire, dangerous things”
(i) If you learn that in Dyirbal, “the sun is the wife of the moon,” in which category would you
place “sun” and “moon”?
(ii) What is the technical term for grammatical markers of this type?

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