Using English WordsSpringer Science & Business Media, 31. mar. 1996 - 226 sider Using English Words examines the impact that the life histories of people have on their vocabulary. Its starting point is the taken-for-granted fact that the vocabulary of English falls into two very different sections. Randolph Quirk mentions this striking incompatibility between the Anglo Saxon and the Latinate elements in English: "the familiar homely-sounding and typically very short words" that we learn very early in life and use for most everyday purposes; and "the more learned, foreign-sounding and characteristically rather long words" (1974, p. 138). It is mainly the second type of word that native speakers start learning relatively late in their use of English, usually in the adolescent years of education, and keep on learning. It is mainly the one type of word, rather than the other, that ESL/ EFL students have more difficulty with, depending on their language background. This book shows how discursive relations, outside education, 'position' people through their vocabularies. Some are prepared for easy entry into lifetime prospects of relative privilege and educational success, while others are denied entry. In writing this book, I share an aim with other writers who observe the many discontinuities that exist between discursive practices in communities outside schools, and the discursive demands that schools make (e. g. Hamilton et a1. [19931, Heath [1983], Luke [19941, Philips [1983], Romaine [1984], Scollon & Scollon [1981]). |
Indhold
The Place of Words in Discourse and in Education | 11 |
Words in Education | 14 |
The Sociology of Language | 16 |
Conclusion | 21 |
A Multidisciplinary Review Words Culture Education and Society | 23 |
Insights from Linguistics and from Studies of Literacy | 25 |
Insights from the Sociology of Language and Education | 35 |
Insights from Psychology and Cognitive Studies of Literacy | 41 |
Cultural Meaning Systems and the Lexical Bar | 140 |
High Status Cultural Capital Formality and Specialist GL Words | 142 |
High Status Linguistic Capital and Sociocultural Reproduction | 147 |
Conclusion | 148 |
Morphology and the Mental Lexicon | 150 |
Psycholinguistics and Discursive Psychology | 151 |
Seminal Studies of Morphology and the Mental Lexicon | 152 |
Reading and Writing | 154 |
Cultural Meaning Systems | 49 |
Insights from Language in Education | 52 |
Insights from Languages other than English | 55 |
Conclusion | 57 |
The Historical Development of the Lexical Bar | 59 |
The Renaissance Period | 64 |
Into the Early Modern Period | 72 |
The Nineteenth Century | 74 |
A Modern Lexical Bar for EnglishSpeaking Countries | 77 |
Conclusion | 79 |
Factors Reinforcing the Bar in the Present Day | 81 |
Morphological and Phonological Factors | 82 |
The Formality and PseudoPrestige of GL Words | 86 |
The Genuine Communicative Value of GL Words | 89 |
Conclusion | 95 |
The Research Studies | 97 |
Research Contexts | 105 |
Research Findings | 112 |
Active Vocabulary | 115 |
Conclusion | 123 |
Using Words in Educational Performance and for Sociocultural Reproduction | 124 |
Knowledge On Display | 125 |
Speaking and Listening | 158 |
Evidence from Languages other than English | 161 |
Semantic Factors in Word Processing | 164 |
The Role of Language Awareness | 166 |
Conclusion | 167 |
The Concrete Abstract Continuum | 171 |
Morphological Complexity | 173 |
The Role of Shape and Sound in Activating Words | 174 |
Semantic Transparency | 175 |
Patterns of Interference | 178 |
Word Learning | 180 |
The Lexical Bar | 182 |
Changing Practices Further Research Equity Matters and Other Lexical Bars | 184 |
Valuing Vocabulary Differences | 186 |
Words in English as a Second or Foreign Language | 188 |
Oral Language and Literacy | 189 |
Gender and Race | 194 |
Language Awareness Learning Other Languages and Vocabulary Growth | 196 |
Are There Lexical Bars in Other Languages? | 198 |
Conclusion | 200 |
222 | |
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Almindelige termer og sætninger
15 year old abstract academic culture academic meaning systems active vocabulary adolescent Anglo-Saxon bound stems boys Chapter class 15 classrooms cognitive communication comprehensive concept Corson cultural capital cultural meaning systems culture of literacy curriculum discursive practices discursive psychology evidence extralinguistic context factors formal education forms G-L vocabulary Greek high status imagery important interaction language awareness language experience language games language users Latinate words lexical bar lexical decision task lexico-semantic range linguistic capital London Macedonian Language mental lexicon morphemes morphologically complex motivation passive vocabulary percent phonological phonosemantic poorer working class prefixed processing psycholinguistic reading reinforce relations relevant role Romance languages rules second language semantemes semantic fields semantic transparency social sociocultural groups sociocultural positioning sociology of language speakers specialist G-L words specialist meaning systems specialist words speech stem studies suffixed suggests Taft teachers texts upper middle class verbal Wollongong word's words in English written Yorkshire
Henvisninger til denne bog
Linguistic Awareness in Multilinguals: English as a Third Language Ulrike Jessner Ingen forhåndsvisning - 2006 |
Sociolinguistics: The Essential Readings Christine Bratt Paulston,G. Richard Tucker Ingen forhåndsvisning - 2003 |