- PARTICIPANTS IN A FORMAL DISCUSSION USE LANGUAGE THAT IS HOW TO
- PARTICIPANTS IN A FORMAL DISCUSSION USE LANGUAGE THAT IS CODE
Whereas most work on natural language generation has focused on a generic way of generating language, in this paper we explore personal preferences as a type of heuristic that has not been properly addressed. In those cases, we need some heuristics to decide which alternatives are more appropriate in a given situation. This problem presents an important challenge when we have enough knowledge to allow more than one alternative. Lexicalization is the part of this process which involves the choice of appropriate vocabulary or expressions to transform the conceptual content of a referring expression into the corresponding text in natural language.
PARTICIPANTS IN A FORMAL DISCUSSION USE LANGUAGE THAT IS HOW TO
Referring expression generation is the part of natural language generation that decides how to refer to the entities appearing in an automatically generated text. The participants confirmed that after the activity they were better prepared to understand the role of register and the connections between individual linguistic features and registers. Our research shows that it is feasible to (a) carry out MA of learner language and (b) relate the analysis to the notions of register and language variation in university EFL. This research illustrates practical ways in which MA of learner and native languages can be used in the context of university language learning. In this context, a group of learners ( N = 47) completed an awareness-raising activity based on a MA of their own spoken language and the language of native speakers fulfilling the same tasks. Our research explores the introduction of learner register awareness by using MA of learner language in the field of university Foreign Language Teaching (FLT). This paper discusses the use of multidimensional analysis (MA) of learner language to promote the awareness of linguistic concepts such as register and variation. The use of register in English may, however, be a useful paradigm. Teachers of other languages will need to take into account different factors in register and to adopt suitable methods. As performance improves, all three methods can be continued. After a time students can attempt role-play situations, using language suitable for the imagined relationship. Both written texts-especially for vocabulary- and recorded dialogue can be used. Once the idea of register is established, the teacher can offer imaginary conversations in which the student is asked to identify the relationship between the speakers and any other information about them that can be deduced.
Teaching register needs an advanced level of competence, with ability to distinguish shades of meaning and some intonational skill. As well as choice of words, there are such matters as varying intonation, more laconic speech with intimates and the deliberate use of slang or grammatical deviation to lighten a formal situation. English is less distinctive but not less complex in this respect. Even a slight acquaintance with other languages can help the teacher to develop the student's conception of register.
PARTICIPANTS IN A FORMAL DISCUSSION USE LANGUAGE THAT IS CODE
The features of register may be more apparent in other languages for example, the familiar tu in French and its equivalent elsewhere, and the elaborate honorific code of Japanese.
Foreign students of English tend to be too formal and anxious about their speech, though they sometimes commit solecisms by ignorantly being too familiar. He fails to become fully integrated into a conversation or more formal discussion if he responds in a manner noticeably different from the other participants. The user of a foreign language is at a disadvantage if he cannot choose the usage appropriate to his immediate social situation.
Understanding of register in linguistic communication has been given more attention in recent years.
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