occupation

• Hornyak (Theory)

  Shift from work to professional talk is initiated by the highest ranking person in the room.
• who stated in the workplace we Share a set of common goals.

  John Swales (2011): Discourse Communities
• Drew & John Heritage (1992): Institutional Talk


  workplace is very goal orientated, this will come across in the special lexis used
• Koester (2004): Phatic Talk


  phatic talk-Workers need to establish interpersonal relationships and have interactions that are not just about work-related procedures.
• 
  

  Hornyak(1994) stated the shift from work to personal talk is initiated by the highest ranking person in the room
• Herbert and straight-


  compliments at work tend to flow from higher ranking to lower ranking
• Critiques of drew and heritage Insituational talk

  The theory, by emphasising structure and order, may overlook spontaneity or subversion in institutional interactions, and its focus on text might lead to a neglect of non-verbal cues and socio-cultural contexts.
• What did koester say

  Phatic talk is important for getting jobs done Being sociable and engaging in personal chat is an important aspect of effective working
• Who. Says members of a community share inferential framework,s

  Drew and heritage
• Define 'community of practice'.

  A community of practice is group of people who share common interests or problems and come together to fulfill individual and group goals.
• 


  Roberts and Sarangi challenged the previous theories by arguing that our workplace roles are negotiated by conversation and so are not fixed. Gavruseva Gavruseva built on this research and argued that we have many different ‘discourse identities’. In other words, you will probably talk to your boss, your friends and your customers all differently.
• Myers-Scotton Myers-Scotton states that we code-switch our language to one which will benefit us the most. This will often include moving up and down the registers (the language used in relation to formality) and the increased politeness markers (ways of ameliorating things, like fronting an imperative with ‘please’ like ‘please move those boxes’.
• Herring Herring believes that both technology and gender can have an influence on our work-based language. His research detailed that in emails, men used harsher and less euphemised methods of expression (‘it’s clear to see that Melissa has broken the rules’) whereas women used more emotion-based responses seeking a more personal touch (‘I find it interesting that you feel Polly is an asset to the team’).
• Thornborrow argues that the workplace is built with asymmetrical power. This means that different people have different amounts of power. In a school, the following (or similar) power structure exists: Headteacher → Deputy headteacher → Assistant headteachers → heads of departments → teachers → support staff → students.
• Holmes and Stubbe argue that those in higher-power position can downplay or assert authority to alter their status
• French and Raven proposed a model of five ‘bases of power’. In this model, there are five distinct types of power used in the workplace. These are as follows: 


  expert,coersive,legitimate,referent,reward
• reward

  • A power with the ability to offer some form of reward in exchange for compliance (or to withhold the reward for a lack of compliance).
  • For example, a teacher may give a student a sweet for correctly answering questions.
• referent

  • A power based on rapport with people – you may do something because you like that person.
  • For example, a teacher may cover another teacher’s lesson because there is a sense of friendship/loyalty between them. To take that the other way, a teacher may agree to cover a lesson to gain referent power.
• genuine power that someone has.

  • For example, a teacher has a legitimate power of a student because the student is a subordinate of the teacher.


  legitimate power
• coercive power

  • A power with the ability to force (or coerce) someone into doing something.
  • For example, a headteacher can coerce a teacher into marking in a certain way or to make a student behave.
• expert power

  • A power formed from superior knowledge.
  • For example, you listen to your teacher because they have the knowledge which you need.