englang 3/4

• Sounds in connected speech

  assimilation, elision, insertion, vowel reduction

  
  

  Way sounds are 'meshed/blended/combined' in our speech.

  
  

  Improves fluency.

  In written mode, can mimic spoken -> establish a more conversational tone -> link to purpose/register

  
  

  e.g. G'day mate, How ya doin
• Elision


  Omission of a sound

  
  

  e.g. 'and' as 'n' or 'Wednesday' as "wensday'

  
  

  Aiding fluency, reflecting the mode
• Insertion


  Addition of a sound where it doesn't originally belong

  
  

  e.g. 'especially' as 'ex-specially'

  
  

  Fairly uncommon, stereotypically link to low ses/education or poor lang profiency or reflects identity (ethnicity)
• Vowel Reduction


  Converting vowel sound to schwa sound

  
  

  e.g. 'butter' as 'butt- UH'

  
  

  Feature of aussie accent -> link to reflection of setting or Aus identity or -> decrease register, aid/hinder social purpose
• Assimilation


  When a sound changes to become like neighbouring sound, blending the two.

  
  

  e.g. 'dogs' as 'dogz'

  
  

  Subconscious process. Reflect mode
• Schwa sound


  Type of "uh" sound

  
  

  e.g. 'you' as 'ya
• Prosodic features


  stress, pitch, intonation, volume, tempo

  
  

  different ways things can be said
• Intonation


  Rise and fall of pitch in speech

  
  

  Rise for holding floor, signal uncertainty, ask question

  e.g. "How are you doing?/" passes floor by asking question

  
  

  Fall for passing floor, signal end of point, signal sense of certainty

  e.g. "You may continue.\"
• Pitch


  How high or low a sound is

  
  

  High can signal excitement, surprise, intense emotion, youth, nervous, playful, polite, emphasis

  e.g. OMG

  
  

  Low can signal authority, emotional depth, end of utterance, confidence, masculinity, relaxation, maturity

  e.g. Silence.
• Stress


  Emphasis placed on words or syllables. Draws attention to specific part of text.

  
  

  E.g. REAding vs reaDING

  
  

  Why does speaker/writer want attention there? What is their point/signal?
• Tempo


  Speed of an utterance

  
  

  e.g. vs . excitement vs astonishment

  
  

  Fast tempo can: add extra irrelevant info without deviating too far from topic, signal excitement/nervousness

  
  

  Slow tempo can: be used similar to emphasis/for dramatic effect, signal certainty/calmness/confidence/composure
• Volume


  How loud or soft an utterance is.

  
  

  e.g. thanks vs THANKS

  
  

  Soft volume: can be used to make dramatic effect/add suspense, show sincerity/care

  
  

  Loud volume: can be used to express emotion (anger/frustration/surprise), or interrupt + take floor
• Vocal Effects


  Cough, laughter, breath

  
  

  Things that aren't strictly 'speech' but nonetheless sounds that may contribute to text

  
  

  Cough rare, others good analysis
• Cough


  Type of vocal effect that can be used purposely as to be playful, joking, or make a point.

  
  

  e.g. coughing to subtly signal for someone to shut up
• Laughter


  Good reflection of rapport being built + often declining of register. Consider link to register, purpose, tenor. sometimes nervousness

  
  

  e.g. laughing at someone's joke
• Breath


  Can be used to signal topic change, build suspense, express sad/difficulty/frustration

  
  

  e.g. This is what I wish to saybreath

  
  

  analyse if used for STYLISTIC effect
• Phonological Patterning


  Alliteration, Consonance, Assonance, Onomatopoeia, Rhyme

  
  

  Deliberate repetition of sounds for stylistic effect

  
  

  Common in planned scripted texts vs spontaneous discourse
• Alliteration


  Repetition of initial sound at the start of consecutive or close words.

  
  

  e.g. Peter Parker put a pickle packet in his pocket.

  
  

  Often used in marketing - slogans -> catchy -> memorable.

  Can give text rhythm -> more engaging

  Draw listener's attention to particular section -> ask "why is the writer/speaker doing this?" -> relate to big pic.
• Consonance


  Repetition of consonant sounds, not necessarily at beginning of word.

  
  

  e.g. Hickory dickory dock, the mouse ran up the clock.

  
  

  Lesser effect than alliteration.

  Can add subtle sense of rhythm to speech/writing.
• Assonance


  Repetition of vowel sounds

  
  

  e.g. The rain in Spain stays mainly in the plain

  
  

  Similar effect to consonance and alliteration, gives text subtle rhythm -> more engaging + easy to read/listen
• Onomatopoeia


  Words that imitate sounds they're describing

  
  

  e.g. boom, woof, meow

  
  

  Often used when telling stories & trying to paint a vivid pic in reader/listener's mind -> function
• Rhyme


  Repetition of words with same ending phonemes

  
  

  e.g. Killing me slow, out the window

  
  

  Similar to alliteration, often used in marketing: slogans more memorable. Or draw attention to specific section of text. Then ask "why?"
• Accents found in Australian English

  Broad, General, Cultivated

  
  

  They exist on a spectrum: broad<-general->cultivated
• Broad Australian accent + its features

  Usually associated with informality and being laidback, friendly as well as irresponsible and too relaxed.

  
  

  e.g. "We're gonna chuck a few snags on the barbie, care to join us?"

  
  

  Features: elongates vowel sounds, diphthongs, elision, assimilation
• Cultivated Australian Accent


  Usually associated with formality, professionality, reliable and educated, as well as downside, cold, arrogant, unfriendly

  
  

  Corresponds more with British English
• General Australian Accent


  Used by most of the population

  
  

  In between Broad and Cultivated
• Elongated vowel sounds


  Lengthening specific vowel sound in a word

  
  

  e.g. yeah mate vs yeaaa mate

  
  

  Tendency to use as 'planning tool' to give us time to construct our following utterances while also continue holding the floor. This is common in spontaneous spoken discourse.

  
  

  Also used stylistically: emphasis/highlight point
• Diphthong


  Changing single vowel sound into two

  
  

  e.g. 'mate' -> 'moite'. 'a' --> 'o' + 'i'

  
  

  Feature of broad aus acc. Link to --> reflection of speaker's identity OR using lang. feature that may hold covert prestige within context
• Word Classes


  nouns, verbs, adjectives, adverbs, prepositions, pronouns, conjunctions, determiners, interjections

  
  

  types of words used in sentence
• Nouns


  words that refer to things, people, places, qualities

  
  

  e.g. table, Tyler, Thailand, talent
• Concrete nouns


  Nouns that can be perceived thru 5 senses

  
  

  e.g. dog, sky
• Abstract nouns


  Nouns that can't be perceived through 5 senses

  
  

  e.g. love

  
  

  what connotations does this have? why have writer/speaker chosen to use?

  look for strong or agreeing connotations that support function

  
  

  e.g. abstract nouns with strong positive connotations of dedication and concentration like "determination" and "discipline" may be used in a text to motivate or praise a particular group of people and attend to their positive face needs
• Proper nouns


  Capitalised names of people/places

  
  

  e.g. Chloe, Sarah, Malaysia, Australia
• Verbs


  Words that describe actions

  
  

  e.g. run, jump, skip
• Auxiliary Verbs


  Verbs that modify main verb

  
  

  e.g. I 'have been' running. 'running' is main, 'have been' helps
• Modal Auxiliary Verbs


  Auxiliary verbs that express ALORPPP: ability, likelihood, obligation, responsibility, permission, possibility/certainty, probability.

  
  

  e.g.

  I 'can' go running = ability

  I 'must' go running = obligation

  I 'may' go running = possibility

  
  

  Can establish authoritative tone --> register more formal. Common in T&Cs doc or when rules/guidelines are given.
• Adjectives


  Words that describe/modify nouns

  
  

  e.g. She has beautiful eyes. 'beautiful' describes 'eyes'

  
  

  Often used to support vivid storytelling or advertising. Depending on connotation, can use to make perception of something more positive/negative.
• Adverbs


  Describe/modify verbs or adjectives. -ly

  
  

  e.g. She slowly sighed. adds

  
  

  Often used to support vivid storytelling or advertising.

  Depending on connotation, can use to make perception of something more positive/negative.
• Prepositions


  Represent relo/position of nouns in time/space

  
  

  e.g. My cat is behind the chair

  
  

  Storytelling, advertising, describing physical space
• Pronouns


  Replaces noun. Can play role in establishing cohesion. Common: she, he, I, you, we, they

  
  

  e.g. 'Sarah is my sister. Sarah is 10 years old. Sarah likes music. VS Sarah is my sister. She is 10 years old. She likes music'

  
  

  Can personalise text for reader/listener, feel being addressed directly or part of team --> reduce social distance --> big pic purpose + function + register

  
  

  identify person pronoun (first, second, third) & if singular/plural