首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
Appropriacy in English I. What is appropriacy? A. Factors deciding appropriacy: 1. choice of words 2. the way you say the words
Appropriacy in English I. What is appropriacy? A. Factors deciding appropriacy: 1. choice of words 2. the way you say the words
admin
2012-12-01
29
问题
Appropriacy in English
I. What is appropriacy?
A. Factors deciding appropriacy:
1. choice of words
2. the way you say the words
3.(1)______ (1)______
B. An example: "Shut up!"
1. to a friend
—in a friendly informal way when chatting in a pub: (2)______ (2)______
2. to a Mend
—in a friendly way at a formal dinner: might lead to misinterpretation
3. to a stranger
—under any normal circumstances: (3)______ (3)______
II. Why is appropriacy important:
required to achieved the aim of (4)______ (4)______
III. Appropriacy causes problems for learners because:
A. It is culturally specific
B. It (5)______ (5)______
C. Little tolerance for its absence
D. It is (6)______specific (6)______
E. Difference exists between in spoken and written language.
IV. How can we help learners develop a sensitivity to appropriacy?
A. General strategies
1. teach (7)______ (7)______
2. teach neutral language first
3. practise (8)______ (8)______
B. Strategies to raise sensitivity to recognition
1. listening for inference
2. exploiting (9)______ (9)______
3. watching soundless Videos
C. Strategies to help with appropriate production
1. drilling
2. practising in a variety of contexts
3. including (10)______in spoken practice (10)______
4. writing dialogues
Appropriacy in English
There seems to be a widely held belief that English, in common with the British who speak it, is a very formal language. In my experience, English does not seem any more or less formal than other languages. All cultures seem to have concepts of formality, what can be confusing is that these concepts differ from culture to culture.
What is appropriacy and how is it shown in English?
Basically appropriacy depends upon what you say and how you say it. In other words upon your choice of words and the way you then produce those words, which in spoken language is largely dependent on pronunciation and paralinguistics, or body language.
(1) What you say and how you say it will in turn be governed by the situation and who you are talking to. Bygate used the term "reciprocity conditions" to describe how these features affect language production. (2) An example might be the use of the exclamation "Shut up!". Most of us might tell a friend to "Shut up!" in a friendly informal way when chatting in a pub. We could mean "I don’t believe you." and would probably be laughing and use high pitched falling intonation. If we were not smiling and used rising intonation the message would be very different and inappropriate. We would be less likely to use the same words in a friendly way to the same person at a formal dinner because the other people present might misinterpret our meaning and think we were being rude. We would not tell a stranger or someone we are not on very familiar terms with to "Shut up!" under any normal circumstances. (3) We would of course if we positively wanted to be rude or perhaps if we thought their talking was rude.
Why is appropriacy important?
(4) Brown and Yule suggested that much language use aims at "interaction", by which they mean using language to create, preserve and develop social relationships. If the speaker is not appropriate this aim will not be achieved. Rudeness, deliberate or not, causes social relationships to break down.
What problems do learners have with appropriacy?
What makes this so difficult for a learner of English is that so much of the necessary sensitivity to appropriacy is culturally specific and acquired in childhood. (5) It is also always changing—some examples of what is considered appropriate language now would have been thought completely inappropriate as little as 40 years ago, perhaps even more recently.
In addition, due to the subconscious manner in which this awareness of appropriacy is acquired, native speakers may not make allowances for its absence when non-native speakers speak or write. A good example is the case of intonation where a speaker may be misinterpreted as being rude or bored completely unfairly because their intonation is too flat.
(6) Another cause of problems here can be employing what is acceptable in your L1 when speaking another language. In Spain it is uncommon to say "por favor" (please) when ordering a drink in a bar; so long as you smile, it is unnecessary. This is not the case in the UK. Similarly in Czech I could ask "Nemate chleb?" in a shop but if I directly translated this into "Don’t you have bread?" in Britain, I could be in trouble.
Finally to make things more complex there is the difference between appropriacy in spoken and written language. This distinction exists in most languages as far as I am aware but nevertheless adds further complications. The arrival of texting and email has blurred this distinction to some extent but at the same time has increased the amount of awareness necessary.
Then how can we help learners develop a sensitivity to appropriacy? In the last part of my talk, I will suggest a few ideas for helping students become more sensitive to appropriacy in English, both as producers and receivers of language.
There are some general strategies:
(7) Most of the distinctions between what is and isn’t appropriate can be most easily demonstrated through teaching functional "social" language. When teaching functions be sure to focus on the context in which you would use particular functions and with whom you would use them.
Most learners will be safe and able to function if they can use neutral language appropriately, so I teach this first. For example, "Can you tell me the time, please?" is more generally applicable than "Would you mind telling me the time, please?" or "What’s the time?".
(8) Practise transforming language from formal to neutral to informal etc. My students find this fun and interesting and it is a good way of raising awareness of different possibilities within the same context.
Then, sensitivity to recognition can be trained as follows:
I often ask students to listen and decide "What is the relationship between the speakers?" or "Where are they speaking?" etc. as a first listening task as it makes them aware of the importance of these considerations.
(9) As a post-listening activity, I ask learners to search through tapescripts looking for language that shows the appropriacy of the text.
Besides, I use video with the sound off to raise awareness of paralinguistics clues.
Finally, to help with appropriate production, I often give them the following practice:
Pronunciation is central to appropriacy and so I try to drill good models with differing intonations and stresses.
Very little language is context specific so I give my learners practice using structures / functions / lexis in lots of different situations.
(10) In spoken practice activities I sometimes add on an aspect of different degrees of appropriacy. For example, I give students roles such as "teacher" or "older stranger" or "best friend", which means they will have to use different language depending on who they are talking to.
For a variety of reasons I often ask students to write spoken language. One task I use is to ask groups to write the same dialogue but assign a different degree of appropriacy to each group. The groups then perform their dialogues for the class and the listeners have to guess how appropriate they are being.
Being appropriate, of which politeness is an important but not the only aspect, is central to use of any language. Gaining an understanding of this feature of language use, both as a receiver and producer of language, is fundamental to success. However, as I have tried to show, acquiring this understanding is demanding because this aspect of language is extremely complex, partly because it is so culture and context specific. As teachers the best we can do is to expose learners to a wide variety of language and contexts within which that language can be used.
选项
答案
degrees of appropriacy
解析
细节题。为训练学生得体的运用语言,可以在口语练习中加入得体程度的训练。原文是“In spoken practice activities I sometimes add on an aspect of different degrees of appropriacy.”
转载请注明原文地址:https://kaotiyun.com/show/PxaO777K
0
专业英语八级
相关试题推荐
Inaccordancewiththemissionithassetitselftofurtherthedevelopmentofsport,theInternationalOlympicCommitteestrive
IntroductiontoEnglishSynonymsEnglishhasthelargestvocabularyandthemostsynonymsofalllanguagesintheworld.This
ThetradeandinvestmentrelationshipbetweentheEuropeanUnionandtheUnitedStatesisthemostimportantintheworld.Despi
Inthe20thcentury,undertheinfluenceofFreud’stheoryofpsycho-analysis,aoumberofwritersadoptedthe______methodof
Intheeighteenthcentury,Japan’sfeudaloverlords,fromtheshoguntothehumblestsamurai,foundthemselvesunderfinancials
Historicaldevelopmentsofthepasthalfcenturyandtheinventionofmodemtelecommunicationandtransportationtechnologiesha
中华民族历来尊重人的尊严和价值。还在遥远的古代,我们的先人就已提出“民为贵”的意想,认为“天生万物,唯人为贵”,一切社会的发展和步,都取决于人的发展和进步,取决于人的尊严的维护和价值的发挥。中国共产党领导人民进行革命、建设和改革,就是要确保全中国人民获得广
WhichofthefollowingwriterswasNOTassociatedwithmodernism?
TherenownedAmericanlinguistN.Chomskyinthelate1950’sproposedthedistinctionbetween______.
Youshouldnotfearspidersthankstotheirpoison.Ofallthespidersin【M1】______NorthAmerica,onlyonekindisreallyda
随机试题
A.智力不全,精神呆滞,数岁不语,肌肤苍白B.筋骨痿软,四岁仍不会走,发育迟缓喜卧,面色无华C.头项软弱不能抬举,足软弛缓,不能行走站立,肌肉松弛,活动无力D.智力迟钝,面色苍白,四肢不温,舌伸口外,肢体软弱E.全身冰冷,昏昏多睡,僵卧少动,皮肤板
电复律治疗后的患者,护士给予的护理措施中应险外
()是公路水运工程材料与制品检测领域的代码。
执行投资决策和投资计划的过程是()。
2012年4月1日,A与B签订了房屋买卖合同,双方约定:A将一栋房屋出售给B,房价120万元。B支付房屋价款后,A于2012年4月10日向B交付了房屋,但双方没有办理产权转移登记。B接收房屋作了装修,于2012年4月20日将该房屋出租给C,租期为两年,双方
下列和弦外音,出现在强拍或强位上的是()。
学习中为提高学习效果和效率,用以调节学习行为和认知活动方法的是()
某小学老师每天下午都会带着同学们去附近散步,看见花,就告诉他们如何区分雄蕊和雌蕊;看见蜜蜂,就告诉他们蜜蜂是如何帮助花朵授粉的。该老师采用的教学方法是()。
下列关于Access内置函数的分类中,错误的是()。
Wearetoldthatthemassmediaarethegreatestorgansforenlightenmentthattheworldhasyetseen;thatinBritain,forinst
最新回复
(
0
)