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23/02/2015 The course is about the use of English. There is a dierence between the dierent phonetics of the word ‘use’!t can be said "#u$% &' here it is a (erb or "#us% &' it’s a noun.)o ‘use’ has two dierent pronunciations.

 The co**unicati(e co*petence how to use a language properl+ according todierent situations.,nother aspect is how to write in English because +ou ha(e to write properl+according to the conte-t and also *ae reference to the recei(er pa+ attentionto the ob#ect the *essage and so on.ooing at the conte-t helps to acuire this co*petence.!)46)E 7has two pronunciations8 The accent shifts and changes the *eaning noun "9d:s;rs% (erb "d:s9;rs%.or e-a*ple a set of ideas or ideologies reali$ed through the written languageand also with i*ages or s+*bols. The use of English is i*portant to understand co**unicati(e co*petence ofthe language we need to be appropriate also in the conte-t.se of English and discourse ha(e in co**on that the+ both refer to theconte-t of use.‘olorless green ideas sleep furiousl+’ is a sentence that is gra**aticall+perfect but has no *eaning.

!t shows that ?ra**ar has nothing to do with *eaning. The non&count usage of the ter* discourse *eans language in the conte-t inits use and abo(e the le(el of the sentence.!t is an abstract reference. The count usage of the ter* discourse refers to (arious s+ste*s of nowledgeand beliefs and social practices.@ particular discourses as the+ are *anifested in particular conte-ts.Aow is ideolog+ lined to language useB

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& =an+ references to the inetic *ode 7inetic action clicing a lin thatbring +ou to another page/thing8 so for e-a*ple the poet wanders andthe clouds foat. ,lso there are Outtering daodils and the+ dance in thebree$e.

& 6eference to colors 7gold green of trees (ales and hills blue of the lae.

& There are rhetorical Dgures used to capture the attention of the reader. ,simily in the Drst (erse a personifcation of daodils that crowd arealso hosts and the+ dance. , hyperbole ‘golden daodils that are host’@ e-aggeration. There are also silent elements that create *o(e*entdancing Outtering and wandering 7capture the attention8.

02/03/2015Meta-unction and discourseiscourse is language in its conte-t of use.

iscourse studies and *ulti*odal anal+sis18 ,n+ social practice can be re&conte-tuali$ed in speciDc discourse

conte-ts.28 iscourses can be reali$ed linguisticall+ but also b+ other *odes of

co**unication. )o 6 7reconte-tuali$ation8 is a lin between ==7*ulti*odalit+8 and 7discourse8.

38 The other lin is the tri-metaunctional approach which is applied to*ulti*odalit+ and to discourse.

)E.

 The tri&*etafunctional approach has 3 conte-tual co*ponents& The Delds of conte-t 7content8 @ RM& The tenor of conte-t 7participants8 @ IM

& =ode of conte-t 7channel8 @ TM

6= @ 6epresentational =etafunction!= @ !*personal =etafunction T= @ Te-tual =etafunction

Multimodal complexity The conte-tual co*ponents of the 3&*etafunctional approach arecharacteri$ed b+ three interrelated s+ste*s),!EPE R !P>46=,T!4P S,E R >6,=!P?

C,?E 1J a (ideoga*e is a reconte-tuali$ation of a Dl*.E-. ‘=obsters’

>oregrounding through s+ntactic/*orphological repetitions!*pressed R oppressed R depressed R *ostl+ pressed

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)+ntactical repetitions F! wonder what +ou would sa+ if...G with so*e(ariations.

>oregrounding feeling R soundsF! too insults and wore it lie an incandescent dress and transfor*ed its

burning feeling into the Dre of lo(e for others.G  it’s a se*antic repetition.

>oregrounding the spoen *ode of the languageAo*ophones & Dl*/phil* R ha(e to/hafta>oreign accents non&standard pronunciation.

>oregrounding the spoen *ode and colorsor*al features are& nusual te-t design and use of colours& o&deplo+*ent of words and nu*bers& Hlan pages Oip boo notes.

>ra*ing de(ices such as o(erlapping and separation or segregation.

C,?E 23&2I 3/3/2015e-. F=4H)TE6)G is a Dl* and a (ideoga*e!t is an e-a*ple of re*ediation of the e(ents 7no(el and (ideoga*e8>il* faces of the charactersSideoga*e e(il scene dar setting there are onl+ so*e ele*ents of the stor+,nother ele*ent is the group the+ are indi(idual stereot+ped indi(iduals thate*bod+ a role.>il* stereot+pical group of gangstersSideoga*e *ore e(il or sinisterC,?E) 13&135&13I

Aashtag a word or a phrase used after a hash*ar to *ae reference toe+words or speciDc contents.

Cage 133 collouial discourseH18 representational i*personal and te-tual discourse

>ra*ing blan spaces between two units of *eaning.4(erall *essage created b+ the interaction between two units of *eaning

0Y/03/2015!dentit+ 7Drst chapter of the boo8

!n group R out group‘’an pre#udice e(er be a good thingB’’ R Caul Hloo*Aow to rese*ioti$e reconte-tuali$e and re*ediate contents.

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 The Dnger of Cope+e is pointing.‘’C4CEZE is on air’’  refers to the radio T+pograph+ tells us the target of the producer and of the recei(ers.

!P>46=,T!4P S,E

ele*ents& PE< 7that change8 R 4 7shared D-ed general info8& !E, R 6E,

 !diolect 7gra**ar errors ‘’ in *usles8

1J/03/15Cages 25 2I 2J concepts of salience and e-a*plesCage 21 use of rhetorical de(icesCages Y 10 11 deDnition of discourseCages 51 52 53 5 sub#ecti(e *odalit+ 7! thin we tend to..8

>ra*ing de(ices segregation 7deDnes a cluster a unit of *eaning it’s theborder8 separation o(erlapping 7posters8.

23/03/15Cage 51)ub#ecti(e 7e-plicit wa+ of e-pressing one point of (iew that can be of theauthor or of the speaer8 R ob#ecti(e *odalit+onscious e-planation 7! thin *a+be etc8=an+ e-a*ples creates contrast b+ creating his own point of (iew.

=odalit+ 7deDnition of the a*bridge dictionar+8 =odalit+ is about a speaer’sor a writer’s attitude towards the world. , speaer or writer can e-presscertaint+ possibilit+ willingness obligation necessit+ and abilit+ b+ using*odal words and e-pressions.

=odal (erbs

4ften the sa*e *odal (erb is used to e-press dierent *eanings.

*eaning

which

(erbB e-a*ple

reall+ certain

will=+ birthda+ will be on a =onda+this +ear.

won’t ! won’t ha(e a part+.

shall! shall ha(e plent+ to tell +ouwhen ! see +ou.

shan’t ! shan’t as +ou to co*e again.

*ust The caes *ust be read+ soon. The+’(e been in the o(en for anhour.

can’t  Zou can’t be hungr+. Zou had ahuge lunch.

(er+ liel+ should The tra]c isn’t hea(+.

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*eaningwhich(erbB

e-a*ple

to be there in an hour.

possible

*a+ )he *a+ be a friend of 6ichard’s.

*ight )he *ight be a friend of6ichard’s.

could )he could be a friend of 6ichard’s.

strongobligation

*ust Zou *ust arri(e at I to pic up theticets.

ha(e to! ha(e to go up to the hospitaltwice a wee.

need to

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*eaningwhich(erbB

e-a*ple

general truth

can Too *uch e-ercise can be bad for+ou.

*a+ , list of (erbs *a+ be found at thebac of the boo.

)ee also

He able to He going to for* an ould are Aa(e got to and ha(e to

=a+ =ight =ust Peed 4ught to )hall )hould

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E-ercise E page 13K18 ,Z4TSisual *ode ,renareuenc+ ad(erbs 7*ost of al*ost uite e(en8 Testi*onial fa*ous people Serdi 6o*an E*pire ,ida ,rena Europe opera.Powada+s is a cohesi(e de(ice because it lins one sentence with the other>oreign word Serdi and ,ida8

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21/0/2015Cage 131&132E-ercise ,inguistic features co*parati(es contrast s+ntactical pattern *odals. Totall+ unacceptable 7*odal and *oral urge8

)ub#ecti(e and ob#ecti(e *odalit+ page 51

ow *odalit+ possibilit+ certaint+ (er+ low