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| Questão | Responda |
| Lexis | Vocabulary |
| Mode | Whether the text is spoken or written |
| Semantics | How meaning is created through words or phrases. |
| Syntax | A system of rules about how these types of words function in relation to each other |
| Phonology | The study of sounds in English |
| Prosody | Features of spoken language like pace, rhythm, stress and intonation |
| Pragmatics | How social conventions, context, personality and relationships influence the choices people make about their language |
| Graphology | Study of appearance of writing |
| Discourse | Extended piece of spoken or written language |
| Cohesion | How discourse fits together |
| Morphology | Construction of individual words |
| Superlative | The most |
| Inflection | Added part to a word |
| Synonyms | Different words for the same thing |
| Neologisms | New words due to development of science and technology |
| Denotation | Dictionary definition of a word |
| Connotation | Associations or emotions associated with a word |
| Antonyms | Words with opposite meanings |
| Metonymy | Using a part of something to describe the whole thing |
| Figurative expressions | Figures of speech not supposed to be taken literally |
| Hyperbole | Using exaggeration for effect |
| Phonology | The study of sound systems of languages |
| Phoneme | A unit of sound |
| Phonetics | How speech sounds are made and received |
| Elision | When sounds are left out |
| Typeface | Font |
| Serif | Small strokes on the end of letters |
| Accent | Variation in pronunciation |
| Dialect | Variations in language |
| Workman 2008 | Studied people's perceptions of different accents and found Yorkshire most intelligent, Birmingham least intelligent |
| Codify | How to write language |
| Received Pronunciation | Is an accent associated with educated people and upper classes, yet not from a region |
| Estuary English | Some say it is replacing RP as the most 'acceptable' English accent and it has roots in the language spoken around the Thames Estuary |
| Sociolect | Language of social groups |
| Idiolect | Unique language of an individual |
| Slang | Informal, non standard words |
| Elitist | Excluding people who don't understand |
| Trudgill 1983 | Studied men and women's social class accents, and found that women's pronunciation is closer to RP |
| Cheshire 1982 | Studied speech of adolescent girls and boys and found boys more likely to use non-standard grammatical forms |
| Overt prestige | Prestige of being associated with respectable and well-off sections of society |
| Covert prestige | The prestige of being considered rebellious and independent |
| Robin Lakoff 1975 | Identified features that she felt characteristic of women's language; hedges and fillers, apologetic requests, tag questions and indirect requests |
| Deficit approach | The approach devised by Robin Lakoff. Features of women's language reflect inferior social status and makes it worse by making them seem needy, indecisive and weaker than men |
| Hedges and fillers | Fragments of language like 'sort of', 'kind of', and 'maybe' |
| Apologetic requests | 'I'm sorry but would you mind closing the door?' |
| Tag questions | 'This is nice, isn't it?' |
| Indirect requests | 'It's very noisy outside isn't it?' (Please could you close the door) |
| O'Barr and Atkins 1980 | Suggested alternative to deficit model. Analysed transcripts of American courtroom trials, and male and female witnesses who were of low social status or inexperienced with courtrooms showed many features Lakoff identified as female |
| Holmes 1984 | Suggested women's language isn't weaker, but shows a desire to cooperate |
| Cameron 2007 | There are actually very few differences between men and women's language |
| Dominance model | Approach suggested by Zimmerman and West in 1975. Recorded interruptions between men and women and found 96% by men, reflects males dominance in society |
| Difference model | Approach suggested by Tannen in 1990 that men are concerned with status and independence, giving direct orders, don't mind conflict, and interested in gaining facts and solving problems. Women interested in forming bonds, polite indirect orders and offer support rather than solutions |
| Beattie 1982 | Zimmerman and West's idea is wrong, interruptions aren't about dominance but instead can be supportive |
| Marked terms | Reveal a person's gender |
| Generic term | Marked term referring to both men and women |
| Lexical asymmetry | Pair of words which have similar meaning but aren't equally balanced |
| Plain English Campaign 1979 | Campaign to combat confusing and unnecessary jargon |
| Humorous persuasive techniques | Semantic puns, phonetic puns and figurative language |
| Numbers for phonemes | Like 'gr8' |
| Affixation | Adding a prefix or suffix to an existing word |
| Interactional language | The language of informal speech, which has a purpose to develop relationships between speakers |
| Referential language | Provides listener of information |
| Expressive language | Highlights the speaker's emotions, feelings and attitudes |
| Transactional language | About getting information or making a deal |
| Phatic language | Used for social purposes rather than to convey serious meaning |
| Ellipsis | Part of a grammatical structure is omitted without affecting understanding |
| False starts | Change in train of thought halfway through and begins utterance again |
| Back-channelling | Feed back to the speaker that they're being understood |
| Deictic expression | Pointers that refer the listener backwards, forwards or outside a text. Can't understand them unless context is known |
| Non-fluency features | Devices that interrupt the flow of speech |
| Hedging | Uncertainty in conversation |
| Adjacency pairs | Short, familiar exchanges of conversation that follow predictable patterns |
| Signalling closure | Speech indicators and other non-verbal signs that a conversation is drawing to a close |
| Ideology | Values, thoughts and morals |
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