In this essay I will be exploring some aspects of the ways my speech changes accordingg to the context I am in.
I have a very bubbly and funny personality. I always say little jokes which make people laugh. I also am a girl, this contributes towards forming my idiolect because I use more Hedges such as ‘kind of’ and talk about more emotional topics. I also am a teenager and this contributes to my idiolect very much because I am around a social group and we all share words and phrases and we use them every day.
One thing that I picked up from my transcripts is that I tend to use some northern dialect in my speech, such as ‘lads’ instead of boys, ‘ano’ instead of I know and instead of ‘barth (English pronunciation) I say ‘bath’. This is because my mother is from Bolton and still has a slight accent and we have picked up on this. It also comes across stronger when we go to Bolton to go and visit our family. When I am at school I soften my accent, I do this so I do not feel like the odd person out. I have never picked up on the St. Vincent accent as my dad does not speak in that accent and we have not been exposed to it from a young age.
I use different lexis in different contexts. For example, when I was talking to a close friend I used words like ‘ano’, ‘gunna’ and ‘yeh’ .By using slang, dialect and elisions it helps to establish my personality. I always use these words around friends which shows that I am comfortable with the person I am talking to and we both understand each other. We understand each other because we are exposed to sayings and terms like this every day at school. However when talking to my mum my vocabulary changes to ‘I got 92% in my maths test today’, ‘The science test was hard, but I think I done alright’ As shown in these phrases I try not to use fillers and slang as much as what I would if I were around friends. However it implies that I like to talk about more serious topics to my mum. By talking about serious topics it engages my mum into the conversation as she is a head teacher and it makes her think that I am proud of her achievements and that she is a good role model to me. Furthermore it reveals that my mum has power because I am telling her my achievements which might hint that I want something or I want her to be proud of me.
The Essay on Room Felt Mum Dad
I remember the second of August 2002 like it was yesterday when my nightmare started, an now there is a hole in my heart which will remain there till the day I die. The day was bright and warm on the morning of august the second, but there was a strange feeling in the air, which caused a chill down my spin. The air smelt like fresh bread straight from the oven. As I walked down the stairs still in ...
Another example of where my lexis differs in different contexts is when I speak to teachers. I use context specific language such as ‘exam’, ‘mark’, ‘grade’, ‘revise’ and ‘planner’. By using these words it highlights to the teacher that I am interested in this subject and what to get good grades. However when talking to a teacher who teaches me a subject I do not like I often pay very little attention to what they are saying and nod or say ‘yes’, ‘really’ and ‘uhuh’. This is called back channelling. This may come across to the teacher that I am being rude because I am not using context specific language or answering in full sentences.
Throughout my transcript involving me and my younger sister I have realised that my idiolect changes. I tend to try and use more formal language. For example instead of using elisions like ‘whajumean’, which I would use around my social group, I make the effort to speak closer to Standard English and say ‘What do you mean?’ This is so my sister can understand what I am saying. Furthermore it implies that I want to be a positive role model to my sister. Throughout the transcript I also do a lot of back tracking and speak at a slower paste for example ‘go and get that, go and get that’. I do this because she is much younger than me and so can easily lose track of what she was going to say. I also attempt not to overlap as this could increase the possibility of non fluency features and pauses. However when talking to older siblings I do not give orders/demands. I will say ‘please can you get me that?’ This shows that my status changes because I no longer have the power to demand people around , I have to change my lexis to a more polite approach.
The Essay on One Language Spoken Worldwide Would Lead To Better International Relations
Cultural differences, geographical division and other factors HAVE LED to THE constitution of many languages. In today’s world there are approximately 6,800 known languages spoken in the 200 countries of the world. This plentiude drifts us into a state of chaos with regard to international organizations and diplomatic reasons. In order to avoid this chaos some people HAVE startED to support ...
In conclusion this project has showed me that I have been unaware of how much my idiolect and lexis changes depending on the context I am in. It is also clear that slang, elision, fillers and overlapping occur more frequently when I am around my social group. This is mainly because I use this language at school every day and I try to fit in my using this. However when I am around teachers, family and people who I don’t know my lexis and speech is more fluent, context specific and turn taking is more often. These aspects occur more often because I feel that people are judging me and I want to build a good reputation of myself and want to be liked by all.
Another example of where my lexis differs in different contexts is when I speak to teachers. I use context specific language such as ‘exam’, ‘mark’, ‘grade’, ‘revise’ and ‘planner’. By using these words it highlights to the teacher that I am interested in this subject and what to get good grades. However when talking to a teacher who teaches me a subject I do not like I often pay very little attention to what they are saying and nod or say ‘yes’, ‘really’ and ‘uhuh’. This is called back channelling. This may come across to the teacher that I am being rude because I am not using context specific language or answering in full sentences.
Throughout my transcript involving me and my younger sister I have realised that my idiolect changes. I tend to try and use more formal language. For example instead of using elisions like ‘whajumean’, which I would use around my social group, I make the effort to speak closer to Standard English and say ‘What do you mean?’ This is so my sister can understand what I am saying. Furthermore it implies that I want to be a positive role model to my sister. Throughout the transcript I also do a lot of back tracking and speak at a slower paste for example ‘go and get that, go and get that’. I do this because she is much younger than me and so can easily lose track of what she was going to say. I also attempt not to overlap as this could increase the possibility of non fluency features and pauses. However when talking to older siblings I do not give orders/demands. I will say ‘please can you get me that?’ This shows that my status changes because I no longer have the power to demand people around , I have to change my lexis to a more polite approach.
The Essay on Korean People Japanese Language Identity
Lost Names, by Richard E. Kim, is a novel about a young boy growing up during the Japanese occupation of Korea during the period of 1932 to 1945. Japan gained complete political control of Korea in 1906 after the assassination of Ito Hirobumi by a Korean nationalist. By this time of narrative the occupation had become deeply entrenched in the Korean culture, affecting aspects of everyday life such ...
In conclusion this project has showed me that I have been unaware of how much my idiolect and lexis changes depending on the context I am in. It is also clear that slang, elision, fillers and overlapping occur more frequently when I am around my social group. This is mainly because I use this language at school every day and I try to fit in my using this. However when I am around teachers, family and people who I don’t know my lexis and speech is more fluent, context specific and turn taking is more often. These aspects occur more often because I feel that people are judging me and I want to build a good reputation of myself and want to be liked by all.