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The London school of linguistics

The London school of linguistics. M embers : Camila González. Bárbara Mercado. Paulina Ramírez . Historical context . recognized around the whole Europe and used over the time by other linguistic groups. Rise of the England view of linguistic in secret (XIII Century).

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The London school of linguistics

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  1. The London school of linguistics Members: Camila González. Bárbara Mercado. Paulina Ramírez.

  2. Historicalcontext. • recognized around the whole Europe and used over the time by other linguistic groups. • Rise of the England view of linguistic in secret (XIII Century). • becomes important to a nation with an offical language.

  3. Representats. Henry Sweet(1845-1912) • Englishphilologist, phonetician and grammarian. • He wasspecialistin theGermanic languages, particularyOldEnglish and OldNorse. • Theirstudieswerebased in detailed understanding of the workings of the vocal organs.

  4. John Rupert Firth (1890-1960) All branches of linguistics are concerned with ‘meaning’, even phonetics . • Workedin thephonetics department of UniversityCollegeLondon.

  5. Daniel Jones (18812-1967) • He wasinvolved in thedevelopment of the internationalPhoneticAlphabetfrom 1907. • He invented the system of cardinal reference-points, which made precise and consistent transcription possible in the case of vowels. Is studied as a part of social process and Social activity. • Every utterance must be considered and understood within its context of situation.

  6. Theory of meaning

  7. CONTEXT OF SITUATION • Construct that is applied especially to repetitive events in the social process, consisting of various levels of analysis. • LEVELS: Phonetic, phonological, grammatical and lexical.

  8. FIRTHIAN PSICOLOGICAL ANALISIS • Firth, recognizes a number of systems of prosodiesoperating at variouspoint in structure. • Oneresult of thisisthatutterances are represented as having a phonologicalhierachicalstructure

  9. LONDON SCHOOLS • Grammaticalconsiderations. • American Descriptivist

  10. BronislawMalinowski

  11. SYSTEMIC GRAMMAR • SG, Seems to be more successful than Transformational grammar (Chomsky). • It aims taxonomy for sentences (means of descriptively classifying particular sentences). • It provides a battery of descriptive terms which enable the linguist giving characteristics of sentences.

  12. HALLIDAY’S WORK

  13. HallidaySystemicfunctionalGrammar

  14. RANKSHALLIDAY • Itrefersto a scale of sizes of grammaticalunitroughlyspeaking: Thelowest-ranking unitistheMorpheme, thehighesy-ranking isthesentence. • Anygrammaticalsystemwilloperate at a specificrank.

  15. DELICACYHALLIDAY • Halliday identifies seven functions that language has for children in their early years • The first four functions help the child to satisfy physical, emotional and social needs age has for children in their early years

  16. Instrumental: This is when the child uses language to express their needs (e.g.'Want juice') • Regulatory: This is where language is used to tell others what to do (e.g. 'Go away') • Interactional: Here language is used to make contact with others and form relationships (e.g. 'Love you, mummy') • Personal: This is the use of language to express feelings, opinions, and individual identity (e.g. 'Me good girl')

  17. CAMBIAR EJEMPLOOS!! • Heuristic: This is when language is used to gain knowledge about the environment (e.g. 'What the tractor doing?') • Imaginative: Here language is used to tell stories and jokes, and to create an imaginary environment. • Representational: The use of language to convey facts and information.

  18. THANKS FOR YOUR ATTENTION

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