01 Jul Need help
. Choose your example of language in use.
2. Describe the speech act in context.
3. Analyze your speech act using course concepts.
Speech act/Speech event
Speech act: an utterance considered as an action, particularly with regard to its intention, purpose, or effect.
Speech event: a type of communicative event in which speech is the main component.
Examples of complex speech events: meeting, conference, summit, wedding, funerals, elections, party, primaries, exam, etc.
greeting or small talk are speech events with less complex structure.
For our purposes, think about a speech event as falling into some “genre” of talk and potentially involving multiple speakers or “turns at talk.”
Choose your example of language in use: what counts as a speech act/event?
A single utterance.
A section of dialogue (between two or more speakers).
Choose your example of language in use.
What not to choose:
Utterances or dialogue from scripted performances (plays, tv shows, movies, etc.)
Literary or textual sources: novels, graphic novels newspaper articles, etc.
“Notable quotations”: memes, famous quotes, excerpts from well-known speeches, axioms and proverbs, etc.
Choose your example of language in use.
Grey areas:
Not all textual sources are bad: text conversations are fine, for example.
Not all filmed dialogue is bad: unscripted youtube videos, televised interviews or debates, unscripted dialogue from documentaries are all fine.
Speeches or other formal public events are ok BUT keep in mind the SPEAKING framework for analysis: should be analyzed as speech acts, not literary works.
Presenting an utterance.
Utterance:
a spoken word, statement, or vocal sound.
the action of saying or expressing something aloud.
an uninterrupted chain of spoken or written language/ a continuous piece of speech beginning and ending with a clear pause
As for me, I am sad only for
such a, such a demand, for one
who would claim something of
his own, who will say, “Well,
look, they took away my don-
key.” “Well how did they take
it away from you?” Well like
this and like this, one is sad in
his soul because they took it
[etc]
(Hill and Hill 1986: 86)
[with translation]
Neh, solamente nimo-
yolcocoa para ce, para ce
demanda, para ce crrecla-
maroz ce cosa ihuaxca,
quihtoz, ‘Pos xiquitta
onechcuilihqueh in noax-
noh.’ ’Pos ?quen
omitzcuilihqueh?’ Pos ih-
quin huan ihquin,
[etc.]
Presenting dialogue & translated speech.
[translated from Kuna]
CC: Yes you appear as always.
RC: Indeed.
CC: In truth.
You still appear.
In good health.
RC: Indeed
[five lines skipped]
CC: In truth evil spirits.
In truth I do not want.
I utter.
RC: Indeed.
CC: Powerful evil spirits, see.
Then I do not want them to enter.
RC: Indeed.
CC: In truth I am still in good health, say.
In truth still this way.
RC: Indeed
(Sherzer 1983: 75)
22 Mother: una uma na e ai?
Have you finished eating?
23 Son: ((nods))
24 Mother: alu ese la‘ia ma iga.
Then get away from here.
25 Son ‘o lea e sau avaku le mea lea.
I’ve come here to take this thing.
(Duranti 1994: 156)
What kinds of speech acts/events should you choose?
How do you know what linguistic behaviors are worthy of analysis?
Look for speech acts that exemplify ideas or genres we have encountered or will encounter in the course.
Examples?
What kinds of speech acts/events should you choose?
A language socialization interaction (dyadic or otherwise).
A literacy event.
A statement that reflects or comments upon a speaker’s, hearer’s or third party’s identity/ies.
A statement of or about language policy, language rights or immigrant language.
Bilingual speech/code-switching or code-mixing: a section of dialogue (or a single utterance) in which more than one language is spoken, linguistic competence is negotiated, one or both speakers’ language competence is raised on or the qualities or value of a language is commented on.
Statements that reflect on or exemplify a relationship between language and thought (difficult– not recommended).
How to describe the speech act/event.
Participant structures: who? What languages spoken or competencies possessed? What relationship between participants.
Social context: What kind of interaction or genre of talk is this (“friends talking,” “office hours,” “strangers on a bus making small talk about sports,” etc)?
What was said before (or after) that is required to make sense of this section of talk?
Think about context broadly: general speech environment or language ecology in which the act takes place (relevant features).
What do we know about what the actors are doing or trying to do in this interaction?
SPEAKING
Another framework for describing your speech act:
Hymes’s SPEAKING framework
Setting
Participants
Ends (”Social Business”)
Act sequence
Key (tone)
Instrumentality (language variety/ies, channel, etc.)
Norms
Genre
For the first part of the assignment (due Feb. 16th on Moodle)
JUST the transcript of the speech act (utterance or dialogue) you’re using.
Choose your speech act.
(If applicable:) Decide how what piece of a longer interaction you want to analyze– just give the transcript of that piece.
Include as much detail as you think is appropriate, include what you decide are relevant features (gesture, labelling of participants)– refer to Monaghan’s transcription conventions if useful.
Remember, you can go back later to edit you transcript, and add or subtract details. This is just a start.
Research Ethics.
Get permission from all participants to use for a class.
If you record, ask permission first, and specify what the recording is for.
Can make agreement with the participants to delete recordings after transcribing, store them securely, and preserve anonymity.
In transcript and paper, use pseudonyms for all participants but yourself.
A: If I went to a
more segregated schoo:l?
not like racially segregated,
but just like, g:roup segregated?
and more shit was defined?
cause at some schools there’s like,
<inhaling from marijuana pipe.
<sing song> {the jo::cks}
you know,
the sports players
and then there’s the
n-
you know, like,
academics
and then there’s the
s::toners
and the
you know
there’s just like
<inhaling from the marijuana pipe>
but here it’s like
you can be a jock,
a s:toner,
an academic,
all at the same time.
M: Right
A: You know,
and so how do you label yourself
you know…
(Bucholtz, 2011: 48)
EXAMPLE (Note: this example is about the maximum length that you will want to choose.)
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