Menu B uses a lot of verbs to build up noun phrases "Smoked" this could reflect the target audience, which is upper class people; they have more knowledge of particular foods as they can afford a more expensive cuisine and have been educated more of foods from all over the world.
The text also has many prepositions "on a " this helps build up a descriptive image of the food. This could link with the context, that the menu is more for the "food experience" and having a sit-down meal, compared to text A which is more of a fast menu.
In menu B there is a lot of French words used, "melange" this reflects the target audience, which is upper class people, as they are educated more in areas such as different languages, therefore, they will have experienced these types of words before and will know what they mean. Also, the menu uses asterisks, the pragmatical meaning behind this links with the target audience because they are more upper class and can afford more expensive dining then they will have come across these before and will understand what they mean.
In contrast, menu A uses ellipsis "pot tea" the writer of the menu has deliberately eliminated the word "of" to make it a quicker read for customers. This links in with the context of menu A, that it has to be read quickly because the customers are constantly travelling and will not particularly have time for a sit-down meal, this links with the idea that the menu only uses the key nouns in the menu "steak + kidney" this makes it easier to read and save a lot of time for the target audience.
The graphology of menu A uses capitalisation, "INC POT TEA" again, this helps the customer read the menu quickly as the idea of the menu is for it to be simplistic as the target audience is always on the move and has little time to read a lot in the menu.
Sunday, 12 October 2014
Thursday, 2 October 2014
Thoughts and ideas about Sophie homework
When Sophie was aged 2 years and 4 months she used the pronoun "me" incorrectly. This supports Ursula Bellugi's research on the development of pronouns in child language acquisition, She said stage two in the research is when the child uses the pronouns "I" and "me" but interchanges them, therefore the child does not completely understand the appropriate context in which to use these pronouns but the have some sense of understanding because she uses these pronouns when she is referring to herself.
Sophie shows that at the age of 2 years and 4 months she is in stage one of negation. She uses the word "no" at the front of the phrase. This shows that she has limited understanding of making a phrase negative. When adults who have developed language states a negative phrase; they add an auxilary and then "not" to show negation. However, this is very difficult for Sophie's level of understanding of language, therefore, she just uses "no" at the beginning to indicate she doesn't want something.
Sophie uses deletion of unstressed syllables "nother" this shows that her pronunciation is basic and is harder to develop as she hasn't pronounced the syllable correctly. This supports halliday's research on the heuristic stage. This stage involves the child asking questions to gain information about it's environment.
When Sophie was 3 years 5 months she uses time expressions. "Tomorrow" this shows that Sophie understands the concept of time and context in which to use these expressions. This supports Piaget's theory that language improves with understanding, this is supported by the cognitive approach which believes pragmatics and context is vital when acquiring language, thus understanding of words and phrases helps you to create more complex sentences.
Sunday, 28 September 2014
Initial coursework ideas
My initial coursework idea is to investigate the language used by policemen to exert their power compared with how criminals use language towards authority.
I have initial theories that I expect to find in my investigation, for example, instrumental and influential power. I expect to see the policemen using more instrumental power as they will use this power to enforce law. Also, I will be looking for power in discourse and power behind discourse. Lastly I will investigate to see if the police force use personal power in the language they use.
The frameworks I expect to investigate are semantics and pragmatics, within these areas I expect to hear law terminology that the police and high authority figures of the law will understand. Also, I will investigate the grammar the policemen.
My methodology will involve watching police programmes from youtube and other sources and investigate the language they use to exert their power. I will look at the language used by different levels of authority within the police force. Also, whilst watching these programmes/ clips, I will note down the transcript of the language used by the policemen which will help me annotate the language used after.
However, ethical issues within my investigation are not applicable as the television programmes have already been given permission from the policemen and criminals to been shown on television.
I have initial theories that I expect to find in my investigation, for example, instrumental and influential power. I expect to see the policemen using more instrumental power as they will use this power to enforce law. Also, I will be looking for power in discourse and power behind discourse. Lastly I will investigate to see if the police force use personal power in the language they use.
The frameworks I expect to investigate are semantics and pragmatics, within these areas I expect to hear law terminology that the police and high authority figures of the law will understand. Also, I will investigate the grammar the policemen.
My methodology will involve watching police programmes from youtube and other sources and investigate the language they use to exert their power. I will look at the language used by different levels of authority within the police force. Also, whilst watching these programmes/ clips, I will note down the transcript of the language used by the policemen which will help me annotate the language used after.
However, ethical issues within my investigation are not applicable as the television programmes have already been given permission from the policemen and criminals to been shown on television.
Sunday, 14 September 2014
How a baby might develop language
Katherine Nelson(1973) identified four categories that the first 50 words learnt by a child within the first year of their life could be grouped into . These categories are naming, actions/events,describing/ modifying and personal/ social words. The first 50 words learnt by a child are content words and not function words; content words have open word classes and function words have closed word classes.
A baby may develop naming words such as; "book" and "socks" because they are mainly everyday objects that the baby is associated with on a daily basis in a household, thus the semantics of the words are important for the child as they do come across these objects in everyday life. Also, within the first year of a child's life, their language is not very developed. The phonology of these words learnt is simplistic and each words only has one or two syllables.This suggests that these words are easier to learn for the child.
Moreover, the action words learnt in the first year of a baby's life are crucial, for example; "poo" and "cuddle" these type of action words help the baby communicate with their parents to aware them on what it needs as it isn't independant at a young age.
The social words learnt are all words that help the child communicate in a basic conversation; "yes" or "no" these also help the child to communicate with it's parents to understand what it needs or wants. Also, the social words developed immediately help with their social skills for when they grow older; " bye-bye" and "hiya" this helps the child later in life in social situations. This could also be seen as politenes, "ta" and "please"; as society is a very polite, the child needs to learn how to adress people in a formal manner to help them converse with different people as they grow older.
I think a baby might develop describing and modifying words to help it understand what their preferences are; "hot"and "nice" this helps the child decide what they like and don't like, and may help their parents to understand too. Again, these words do not have many syllables, therefore, the phonology is simplistic for the child to pronounce and learn.
A baby may develop naming words such as; "book" and "socks" because they are mainly everyday objects that the baby is associated with on a daily basis in a household, thus the semantics of the words are important for the child as they do come across these objects in everyday life. Also, within the first year of a child's life, their language is not very developed. The phonology of these words learnt is simplistic and each words only has one or two syllables.This suggests that these words are easier to learn for the child.
Moreover, the action words learnt in the first year of a baby's life are crucial, for example; "poo" and "cuddle" these type of action words help the baby communicate with their parents to aware them on what it needs as it isn't independant at a young age.
The social words learnt are all words that help the child communicate in a basic conversation; "yes" or "no" these also help the child to communicate with it's parents to understand what it needs or wants. Also, the social words developed immediately help with their social skills for when they grow older; " bye-bye" and "hiya" this helps the child later in life in social situations. This could also be seen as politenes, "ta" and "please"; as society is a very polite, the child needs to learn how to adress people in a formal manner to help them converse with different people as they grow older.
I think a baby might develop describing and modifying words to help it understand what their preferences are; "hot"and "nice" this helps the child decide what they like and don't like, and may help their parents to understand too. Again, these words do not have many syllables, therefore, the phonology is simplistic for the child to pronounce and learn.
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