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Description
Flashcards by Jonas Klint Westermann, updated more than 1 year ago
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Created by Jonas Klint Westermann
over 10 years ago
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| Question | Answer |
| Bottom-up processing | Listening to individual sounds to create a meaning |
| Top-down processing | Listening to overall meaning, use background knowledge to create an expectation of what it must mean |
| Main steps in listening process | 1: Listen to intonation 2: Respond to stressed vowels 3: Listen to consonant sounds 4: Find the whole pattern |
| What are the first things listeners pay attention to? | 1: Stress and intonation |
| Explain difference between hearing and listening | Hearing: Physical ability to detect sounds Listening: Determining and encoding the messages sent |
| Internal vs external noise | Internal noise: Anything internal, e.g. matters of personal life External: Regular noise, e.g. cell phone, cars |
| Expain informational, critical and empathetic listening | Informational: Focus on the content of the message Critical: Be critical of the message sent, have to evaluate the content. Empathetic: Listening from a neutral p.o.v., without judgement. E.g. customer compliant |
| Explain listening styles | 1: People-orientated: Concern for other people 2: Action-orientated: Direct, short, error-free communication 3: Content-orientated: Interested in complex info 4: Time-orientated: Brief, concise, to the point |
| What must a professional language user be able to? | 1: Information processing 2: Discourse patterns 3: Pragmatic conventions 4: Cultural stumble blocks 5: Factual, professional information 6: Self-correction |
| Linguistic competence | Linguistic competence1: Sounds, intonation 2: Grammar, syntax 3: Vocabulary |
| Discoursal competence | 1: Ability to combine grammatical forms and meaning 2: Cohesion og coherence 3: Fillers, Gambits, discourse markers |
| Pragmatic competence | 1: Social context, rhetorical situation, relationship to target audience 2: Produce, understand communication in different sociolinguistic contexts 3: Speech acts |
| Strategic competence | Strategic competence1: Ability to solve communication problems 2: Coping strategies 3: Reaching communicative goal despite insufficient competence |
| What are the five aspects that help us analyze a genre? (Yates and Orlikowski) | 1: Purpose (why?) 2: Content (what?) 3: Form (how?) 4: Time (when?) 5: Place (where?) |
| Provide examples of oral genres | 1: Wedding speech 2: Political debate 3: Company presentation 4: Public announcement 5: Interview 6: ... |
| What are the main types of speech acts? | 1: Locution (meaningful). E.g. "Emma eat" 2: Illocution. The intention of the speaker. Complaint, request, etc 3: Perlocution: The effect. If you made another person get you a glass of water = Perlocution |
| Difference between indirect and direct speech acts | Direct: No hidden meaning behind the sentence. Indirect: Hidden meaning behind the sentence. E.g. "it's cold in here --> open the window" |
| Speech act classifications (Searle) | 1: Declarations: Changing the world "I pronounce you husband and wife" 2: Representatives: Speaker's beliefs "You are now husband and wife" 3: Expressives "Congratulations on your 12 grade" 4: Speaker's wants: "Could you please help me" 5: Commisives: Speaker's commitment to the future "I'll let you know as soon as he arrives" |
| Examples of up-takers | Marking the beginning: Allright, and, but, now, so, well, etc. Set phrases: Good morning, thank you for coming, etc. |
| Examples of turn-takers | Marking the turn of floor Agreements: Yes Disagreements: But, but still, no, so Questions: So |
| Example of fillers and hesitors | Fillers: Filling the space, time to think Examples: I think, and so on, but, for example, i think, namely, etc Hesitors: Used to hold the floor. Examples: Repitions, Er, Erm, Uhm, so well, etc |
| Types of news programmes | 1: The bulletin: Snapshot of the day's news (3-5 min) 2: News programmes: Broader view 3: Documentary: Topical issue in greater depth 4: Documentary styles: Drama, reconstruction, features (7 min) 5: Vérité: As close to the truth as possible. Fly on the wall 6: 24 hour news, e.g. CNN, BBC, TV2NEWS |
| Types of interviews | 1: Hard news - short, to the point 2: Informational - Beyond the main point, show the how's and why's 3: Investigative - What really caused the events? 4: Adversarial - War of words, cross examination 5: Personal - Revealing personality profile 6: Interpretive - Explanation + analysis 7: Emotional - Human angle, personal tragedies 8: Entertainment - makes us smile 9: Actuality only - Without the reporters voice 10: Vox pop - random people on the street |
| What is a lingua franca? | Language used over a large geographical area |
| Explain the three circles of English as a Lingua Franca | Inner circle: English as L1 (mother tongue), e.g. USA, UK Outer circle: English as L2, e.g. India, Singapore Expanding circle: English NOT as L1, L2 or official language. E.g. China, Russia |
| What three aspects are important in ELF interaction for non-native speakers to understand you? | 1: All consonant sounds 2: Vowel length 3: Nuclear stress |
| What is face? | The public self-image of a person |
| What is politeness? | To show awareness of another person's face |
| What is positive face? | To include, make someone be part of the group E.g. "You look sad - can I do anything?" Attend to X's needs/wants, use in-group identity markers, be optimistic, include both speaker and hearer in activity, offer or promise, interest in x's interests, avoid disagreements, jokes |
| What is negative face? | Being independent, desire to remain autonomous E.g. be indirect "Would you know where Oxford street is?" Be pessimistic, minimize the imposition (request), be overly polite, use plural pronouns |
| What is intercultural communication? | Communication between different cultures, countries, companies, genders, generations, etc |
| Main aspects of socio-cultural competence | Social competence: Verbal (small talk), non-verbal (polite behaviour) Cultural competence: Knowing about the culture and topic Language competence: Language as lingua france, etc |
| What does it mean to be culturally intelligent? | Ability to interpret someone's cultural gestures and mirror them if need be |
| Cultural intelligence according to Søderberg | Cognitive dimension: Knowledge about culture Emotional dimension: Presence, empathy, reflections about both cultures Behavioral dimension: Establish contact, communicate from shared platform |
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