By Martin Montgomery
An creation to Language and Society explores how our methods of seeing and fascinating with the area could be formed through the types, platforms and styles of language. This moment version contains new fabric on gender, sign in, the speech group, language and subcultures, and language and illustration.
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Extra info for An Introduction to Language and Society
And for commenting on a particular state of affairs (‘dirty’, ‘allgone’). g. g. ‘up’ as meaning ‘lift me up’). g. ‘hi’ as a greeting), others can serve a variety of purposes: for example, ‘dada’ can be used as a call, a greeting or a comment (as meaning ‘there’s a man in the photograph’); ‘biscuit’ can be used as a request (I want a biscuit now’), or as a comment (‘that’s a biscuit on the table’), or even as a kind of acknowledgement, as in the following interchange: ADULT: here’s your biscuit CHILD: biscuit ((takes biscuit)) There is, then, more to the child’s first words than might at first appear.
G. ‘up’ as meaning ‘lift me up’). g. ‘hi’ as a greeting), others can serve a variety of purposes: for example, ‘dada’ can be used as a call, a greeting or a comment (as meaning ‘there’s a man in the photograph’); ‘biscuit’ can be used as a request (I want a biscuit now’), or as a comment (‘that’s a biscuit on the table’), or even as a kind of acknowledgement, as in the following interchange: ADULT: here’s your biscuit CHILD: biscuit ((takes biscuit)) There is, then, more to the child’s first words than might at first appear.
The successive repetitions of ‘cut it’, for example, at ll. 22 and 24, seem clearly oriented to gaining some kind of response, though the precise nature of the response required—whether actions or words—remains unclear. (The child is still at the ‘early’ stage of Table 1 on p. ) 2 → cut it 3 MOTHER: cut what love? ) that (4) 5 mummy 6 MOTHER: um? 7 →CHILD: cut it 8 fatter mum 9 MOTHER: what d’you want? 10 to make it fatter? 11 CHILD: um 12 MOTHER: well its not got very much plasticine 13 here have you?