World War I New words

Throughout World War I, there were many words that came from the time that was spent on the trenches, which then were coined when they returned because of the huge impact that the war had on the world.

Many of the slang terms that we use in society still today were first used within the World War I time. This means that these common coinages and neologisms were frequently used within the society of World War I and throughout the many years that have happened so this has meant that it has stayed within the English Language.

As stated in one article by Sarah Sloat, however, words were not necessarily created but they were popularised and helped them to become more familiar in society as they exchanged the words between different social classes and made language more widely available with all social classes using “slang” words and low frequency. It seemed to bridge the gap with the language used by different types of people.

New words/phrases

Lousy

World War I Definition: Infested with lice

Modern day Definition: Very poor or bad

This word seems to have gone through pejoration diachronically. It has also undergone a broadening effect as the word now has more meanings. This is due to the word becoming more slang based as someone with negative connotations. Before studying into this, I have only seen the word used through the modern day definition, which identifies lexis that was created in the trenches that has lost its popularity now.

 

Snapshot

World War I Definition: A quickly aimed and taken rifle shot

Modern day Definition: An informal picture often taken with a handheld device.

A brief look or summary

A record of the contents of a storage location or data file

A shot taken quickly in football with little backlift

This word has broadened and has now got many more meaning than what it previously had. It seems to show how technology has got more important within society and pictures have now got this informal word to address that it is not the original picture that you may have got. It has many more denotations to what it would have had during the war.

 

Bloke

World War I Definition: A gentleman

Modern day Definition: A slang term for ‘man’

This word, I believe has been in pejoration as the word is now used in slang terms and is not represented with the high status ‘gentleman’ figure that it did within the war. This means that it is a more common term and I believe that it has lost the connotations that it once had within the war.

 

Blotto

World War I Definition: To get extremely drunk

I believe that this word has lost its place in the English Language in modern day language. I believe that it has become outdated in our language and because of the other words that we have to describe this, it is not common.

 

Camouflage

Definition before the War: General Concealment

World War I Definition: The act of deceiving your opponent

This has remained with the same definition from the war although through the change and broadening of the definition was used from World War I to the current definition that we use now.

 

Hush Hush

 
World War I Definition: Highly secret and confidential

This was a phrase that was coined in World War I to keep things quiet as they don’t want the plans to be heard and known by the enemy. This meant that it was kept secret and through this new word it told the action of the phrase.

 

 

Bibliography

http://www.telegraph.co.uk/news/newstopics/howaboutthat/9700432/The-trench-talk-that-is-now-entrenched-in-the-English-language.html

http://www.worldwar1.com/heritage/wordswar.htm

http://dictionary.reference.com/slideshows/first-world-war-words#cootie

 

 

Paragraph of analysis

Presuppositions

Presuppositions are made on consumers as an assumption using background beliefs, where the truth is taken for granted. Through this, the company assumes the consumer has previous knowledge of the topic. This may be through the structure of the sentence to deliver in a way that will create a relationship seen in the theory, Synthetic Personalisation.
 
These assumptions are evident within text C when the advert uses “You’ll soon discover why Grenada, with all its rich variety, is truly the spice of life”. The company deliberately put constraints onto the consumer by using the epistemic modal auxiliary verb with the contraction, “You’ll” meaning “you will”. The company seems to emphasise that the consumer will go with the company. The adverb, “soon” reinforces the assumption the company has put on the consumer, boldly directing this information with the epistemic modal verb “will” emphasising certainty onto the consumer. Due to this direct phrase, it seems to be used as a cloaked imperative, addressing the command they feel the consumer should abide by in a more deliberately relaxed way although it assumes that the audience will understand it. This assumption makes the consumer feel as though they should go on the holiday with the company deliberately having the consumer on his mind with someone that seems to want to “discover” the wonders of the country. Through this assumption, it seems to make the consumer feel as though the relationship is built onto the consumer through the theory, Synthetic Personalisation.

We are also able to see this through the rhetorical question used in text D as they assume the consumer has previously been on a safari. “Where will you be heading on your next safari?” Through the interrogative, it seems to imply the consumer who is reading the advert has previously been on a safari and wants to go on another one again. The company seems to build the consumer as a family or individual who has experienced the diversity a safari has to offer. The adjective, “next” has connotations of an event that has previously happened. In addition, the epistemic modal auxiliary verb “will” seems to assume the consumer’s holiday will be this one, creating certainty to the advert. This seems to build the companies opinion onto them. However, “will” could be used to address the uncertainty they will go on a safari. This is less directive as it avoids a face threatening act although still influences the decision of the consumer, putting constraints onto them.

How do children learn to read?

The method of the 1940’s, 1950’s and 1960’s was the “look and say” approach. This is where the child would memorise the words that they were reading so that they would be say them next time that they would see that word. It identifies how they can remember but are they really reading with this method?

The Department of Education believe, now, that the best way to teach children is through phonics as it is seen as being the most effective and has introduced a phonics test for six-year olds. However, not all words are able to use the phonics with- David Crystal estimates that 20% of our words are unable to use this strategy. However, the phonics test does not take into account the ability of the children that can read without sounding the words out and ruins the experience of reading that you should be able to have.

The Department of Education did a study into what teachers thought of phonics. 445 teachers completed this survey and the results showed significant facts the department should listen to. Only 7% of the teachers who answered the study believed that phonics were a good thing for children and is the first requirement that a child needs to be able to learn to read. However, more than two thirds of all the teachers who answered believed that although it was an important part, other strategies were vital for children to be able to read. Many believed that through reading using phonics, it meant that the children were unable to grasp the meaning of the texts and this meant that it was pointless them trying to read.

Through the phonics test, many able readers are achieving lower scores than children that do not have the same ability as them. This means that many of them are being side tracked and upset that they cannot achieve even though they can read properly. This is because they cannot grasp the nonsense words that have been given to them by the test. Overall, this seems to show how a teacher’s judgement is not seen as right and it is overruled by a test that is not a real representation of a child’s reading ability as it does not show that they understand what is on the page in front of them.

Surely, this is creating culture where young people cannot understand reading until a later age of their lives and are reading for no meaning. A child needs many aspects for them to be able to read properly and fluently not just phonics.

Different synthetic phonic teachings

Jolly Phonics
Jolly phonics is a way in which children can learn how to read. It is 42 actions that go with the synthetic phonics. This is so that the child can understand the sounds of the letters that the words can make. With the sounds taught in an order which is not alphabetical, it allows them to learn the words quicker. It allows a child to learn five key skills
·         Letter sounds
·         Letter formation
·         Blending
·         Identifying sounds in words
·         Tricky words

Oxford Reading Tree

Oxford Reading Tree has reading for pleasure at its centre. It teaches a systematic way of teaching of the phonics for children. The new curriculum supports the use of this teaching with the use of the test that they will have at the age of six after a year of learning the phonics.

 

Reading Development

·         Understanding sounds with text

Individual letters are pointless and do not mean anything on their own in any form. This means a child must learn how to use phonemes in order to be able to read. A child has to learn how phonemes (sounds), which there are around 44 and letters (26) work together in order to produce a word on the page. For a child to learn language, they must become aware therefore of phonemes and how they are used within speech. The application of phonics and phonemes are the beginning skills needed to be able to read.

·         Development of reading ability

For a child to be able to learn a word, they often need practice. The pace that a word is spoken is often a sign that a child has learnt the word and is fluent in saying it. An average child needs between four to fourteen exposures of one word to be able to fluently say the word that is on the page in front of them. However, this can differ on every child and the ability that they have.

Spelling also constitutes the fluency development in reading of a child. Through a child spelling the word, it allows them to understand the sounds that the letters can make. It shows them that words are made up of syllables that are units within a word. It allows them to see that words are made up of ‘chunks’ (syllables) rather than individual letters.

·         Meaning from text

The end goal of a child being able to read is that they understand what is being placed on the page with the child being able to relate what is on the page with what they already know about.

Through looking at, and creating a meaning of the texts, the child is likely to be able to draw conclusions on what they have read. This is developed through the skills of a highly trained teacher, which gives them the opportunity to see if they understand the reading that they are doing. This component happens in the curriculum each year of the child’s learning.

Bibliography

http://www.readingrockets.org/article/how-do-children-learn-read

http://www.bbc.co.uk/news/education-19812961

Phonic Boom, By John Hodgson, NATE, Teaching English, Issue 4, Page 23

http://jollylearning.co.uk/overview-about-jolly-phonics/

https://global.oup.com/education/content/primary/series/oxford-reading-tree/;jsessionid=8996FB449AA4C0D25AFA693CE3F35EDE?region=uk

 

 

 

 

 

Phonological Development

The Hardest Phonemes

Source: http://www.eps.n-cook.k12.il.us/epsweb/rosenberg/site/articulation.html 26/10/14

Source: http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/ 26/10/14

Throughout phonological development, language is acquired but to learn how it is done, they must make virtuous errors in their phonological speech. It means that they will make mistakes but they must be completed so that they can learn how to use language 'correctly.'

When a child is at age two and a half, they can pronounce all of their vowels and two thirds of their consonants, which then by four they will only have problems with a few consonants. At the age of 6/7, they will finally be confident in using all vowels and consonants.

The first word that a baby will say is at between 9-15 months. This can range from different babies depending on their parents if they notice them say a word and how the parents interpret it.

During development, children may replace a 'r' for a 'w' which leaves it open. This can go for quite a long time until they can understand how to pronounce this properly.

• It is harder for a child to say a consonant at the end of the word than at the beginning.
• Replace hard consonants with easier ones. “R” replaced with “W” “T” replaced with “D” “P” replaced with “B”
• Replace consonant blends with a single consonant. Phoneme,"th" is often changed to "d".
• Reduplicate sounds. For example, a child might say "manana" for "banana" because "m" is similar to "n".
• Shorten words of several syllables such as syllables that are unstressed

Bibliography

http://www.playingwithwords365.com/2011/09/phonological-processes-and-phonological-delay/

http://revisionworld.com/a2-level-level-revision/english-language/child-language-acquisition/phonological-development

http://psychology.jrank.org/pages/369/Language-Development.html

http://www.eps.n-cook.k12.il.us/epsweb/rosenberg/site/articulation.html

http://www.allinfo.org.uk/levelup/enb6aq.htm

Chart

Been researching and found a very interesting chart from 0-6/7 years on how language is developed.

Summary of the Transcript on Zachy (2;4) drawing a banana

During the speech, a supportive and questioning tone. This means that Zachy speaks to the parent because of the tone that the Mother has, which is of encouragement. On the first turn taken by H (Mother), they use "Darling" after saying "What?" We understand through this that she is trying to use a politeness strategy to mitigate what she is saying. This ensures that the child feels more able to answer to H as he feels comfortable that she is not being judged by his language.

Throughout the speech, H uses many open questions including "what else have we had?" This identifies how she is encouraging her son to speak and continue to speak to make longer turns. We can see that it encourages him to continue to speak on a recent topic that he has been completing previously in the day. This means that we can notice the skills of encouraging the child to continue talking as she asks questions in order to continue the speech development. Also, she uses the 1st person "plural" to show that she is encouraging him about group work and collaboration. It enables him to know that not everything is centred around the singular first person with "I".

Additionally, H uses echoing and repetition to repeat what Zachy has just said. For example: Zachy says "a banana and 3 things in the banana" and H replies with "a banana and what? 3 things?" This identifies that she is encouraging Zachy that the speech that he is saying is correct and questioning whether he knows what he is talking about. This develops his speech by allowing him to see that he is speaking correctly in areas of his speech. It will also allow him to see where he can develop in his speech and expand what he is saying.

Within H's speech, she uses praise to allow Zachy to see where he has used his language in a correct way or starts to read. H says "you are a star little man." This highlights that he has used language correctly. The use of the noun "star" has positive connotations and shows to Zachy the positivity that is used.

Non-standard Pronunciations
7 uses of non-standard pronunciations

Homework: Magazine extract and paragraphs of commentary

DO YOU APPRECIATE EVERYONE'S LANGUAGE?
 

But do you appreciate how a range of different cultures and sex speak? "Yo man!" is this socially correct for the workplace or is "sir" to formal? We have so many ways to speak and communicate with others but is anyway seen as wrong?

Should a relaxed environment mean a diverse range of speech or should we use Standard English. Picture: (SOURCE)https://personnel.ky.gov/Pages/Mediation-Information.aspx



The workplace has changed over such a short time period. With a life based around social networking and technology, do you actually know how to speak in a work situation and how to appreciate how people speak? There are many sub-cultures that you need to learn the different speech and how it varies but we all speak the same language and this is interesting that we have diverse speech.

Does this even matter?

We know that women can sometimes use weaker adjectives, sometimes, than men as Robin Lakoff says and men are more dominant and "macho" in all men speak. Does this even matter? We all accommodate our language for each other to understand. This should be appreciated within the workplace we all have our own variety of language.

 

However, language that we use though should have some structure in a workplace. Isn't a "Standard English" needed so that we can communicate and understand what is going on? The language we use is important and because of the diversity that we now have in language, it means that we could get the "wrong end of the stick."

 

Tips for you in the workplace

• Speak in a 'standard' form.
• Make sure that you understand everything that is being said to you.
• Understand that everyone's speech is 'normal' and should be taken as it is.

Commentary

Within my media article, I have used the structure so that it can be seen by the reader as being a magazine article. I used a image with a caption. This means that it shows the reader of a person in a workplace what the perfect environment for working should be and mean that they can identify that verbal communication and diversity that there will be in their speech. The picture allows them to put themselves in the situation. They can see that this is a magazine article with the image as it shows the main focus of the article and means that the reader is able to be focused on it.

 

 

Also, I used a pull quote of "Does this even matter?" which is then used in the following paragraph of text. This emphasises to the reader the main subject of the text. Due to the use of the interrogative, it emphasised the opinion of the reader needed to be taken into account. It allows the reader to think about what they are reading and therefore take in the articles subject on using diverse language.

 

The article is written using the second person pronoun "you" and the third person pronoun "we." This makes the magazine article feel inclusive and allow the reader to feel involved in the article. This has created a 'Synthetic Personalisation' with the reader and allows the article creates a bond with the reader to make them want to continue reading the article. By creating the false relationship, it means that they understand the information to a better extent and feel as they are wanted. This makes the reader understand the topic and abide by the information they are being told as the writer is persuading them to be able to speak "properly" but appreciate diverse language that we have.

Additionally, I have used bullet points to create a less formal tone which a magazine will have. This will make the reader feel as if they can take the "tips" and do as the magazine instruct them to do with the use of imperatives "Speak...." which emphasises the persuasion that the article is trying to do in a work situation.