Bukhora state pedagogical institute,faculty of foreign languages and literature,student of 11-xta -21-group fakhriddinova dilabza's slide show from tki

BUKHARA STATE PEDAGOGICAL INSTITUTE,FACULTY OF FOREIGN LANGUAGES AND LITERATURE,STUDENT OF 11-XTA -21-GROUP Foxirova Umida SLIDE SHOW FROM TKI.

Spoke INTERACTION:CONVEYING EMOTIONS USING APPROPRIATE INTONATION AND STRESS.

This unit sets out to introduce you to the ways in which language varies according to contextual factors such as setting, participants and purpose. In order to illustrate such variation, it focuses on address forms, and in particular on alternation and co-occurrence. More generally, it discusses the concept of community as used in linguistic contexts and compares the related concepts of speech community and discourse community, commenting on their relevance to language teaching.

Objectives By the end of this unit you should be able to: • explain why and how language varies; • give examples illustrating the importance of context in influencing language choice; • provide examples of alternation and co-occurrence other than those provided in the unit; • state the rules relating to the use of address forms in a situation with which you are familiar; • outline the definitional problems associated with the concept of a speech community; • explain how the concept of a discourse community differs from that of a speech community. Introduction

If using language boiled down to simply applying a set of precisely formulated rules, language teaching would be fairly straightforward — and monumentally boring. Fortunately, life is more complicated than that, and one of the challenges which faces us is that of trying to establish what the relevant ‘rules’ and considerations of language use might be. Consider the following utterances, for example:

Would you mind passing the salt, please. It isn’t necessary to spell out the contexts in which these occur or the rules which influence their form. The surgeon’s request for a scalpel in the operating theatre is the most efficient way of getting the job done, and it reflects a perfectly proper professional relationship with the theatre nurse. However, what’s professionally acceptable around the operating table is socially disastrous around the dinner table.

The richness of language means that there is always more than one way of saying something, and our choices are never random and the first TEXT (‘A Japanese woman...’) provides an example of very precise rules governing the choice of linguistic form. Language is rarely used to convey only propositional information; what we say and the way we say it provides clues to how we position ourselves relative to specific groups in society and to those we are addressing.

When people use language, they do more than just try to get another person to understand the speaker’s thoughts and feelings. At the same time, both people are using language in subtle ways to define their relationship to each other, to identify themselves as part of a social group, and to establish the kind of speech event they are in. (Fasold, 1990: 1)

Timbre is the overall natural quality and sound of your voice, whether it's closer to a high soprano or a low bass when you're speaking.

 For example, compare the sound of a two-year-old whining to that of a cop arresting a criminal. Each timbre holds a different pitch and adds to the overall tone of the message. Similarly, you can use your tone and voice pitch to change your communication with your audience.

During a speech, you can also use stress to draw attention to different parts of your message. Stressing involves putting more emphasis on a word or sentence to draw attention to it.

Thank you for your attention