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| Student of language use meaning should shift their attention from the derivation of words used in a general cultural context and focus instead on how language was used in actual practice. 1- one must know about the culture you are studying (farmers, teachers, religion, etc..) 2- One must determine the situation or circumstances of the utterances (parole). |
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| The significance of an utterance (parole) as it emerges from a context of usage and the perceptions that it invites. |
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| Words alone do not carry meaning. Meaning is viewed as a "situated action." The use of language in context. |
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| Meaning is embedded in an activity such as when we cross a friend on the street, we nod our face or we give a sign with our hand to say hello. |
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| The activity is enmeshed with the language we use. |
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| If we discuss music, we are acting as musicians. If i talk about laws, i am acting as a lawyer. |
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Meaning develop through the interaction of symbols within contexts.
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| Mediation Model and Experiental Theory of Meaning |
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| Meanings are the product of interactions between a thinking human and stimuli from the environment. Language and experience are interwined (emtrecroise) |
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| 4 propositions relative to meaning |
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| 1- Language usage is experientially based. 2- Perceptual patterns emerge from contexts of experience. 3- Language usage contains inherent (propre a) frameworks for conceptualizing what we experience. 4- Meaning emerges from the interaction among symbols within their context of use. |
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| Situated Utterances (parole) |
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| how symbols evoke meanings |
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| Interpretive awareness of a referent (interlocuteur). Person refers to how our minds grasp or understand something. |
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| study of being, existence (example when we encounter the conscious state language such as up. The experience of up is positive associated with power, health, success, winner, progress etc..) (down is associated with passivity, tiredness, asleep etc..) |
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| Context theorem of meaning |
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| Words are successfully meaningful in their contexts insofar (dans la mesure ou) as they animate and are animated. (interinanimation) |
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| Symbols act to create meaning within an utterance (we manipulate meanings by the way our grammatical constructions place ideas in relationship to one another.These variations influence meaning. |
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| With grammar (relative placement) ex: duplication increase the size (Huuuge/tiiiny or Molly wrote and wrote and wrote until the end, word order alter meaning ex: front/back instead of back/front or up/down instead of down/up because it is in our culture. Anterior shifter such as the meaning/importance of a war (Academic War, Genocidal War, Just War, Rhetorical War, World War, Urban War), voice such as the subject engages in action (Bill hit the books last night) or passive voice (A lot of studying was going on last night at Bill's place.) |
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| Meanings are unstable, they change with time. |
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| in our mobile and diverse society, tradition and relationships are less stable than in previous times. |
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| The specific meaning of a word, its literal sense. Dictionaries provide us with an inventory of the traditional meanings of words. |
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| The words suggestion implied by usage, its associative sense. Connotation depends on context. |
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| Words animate meaning in one another. |
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| Imagery (or figure of speech or diction) sometimes called tropes. |
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| Alliteration (repetition of identical sounds in successive words. Start with the same letter) example: Dull Day , Oxymoron (contradictory terms) example: A faith unfaithful kept him falsefy true, Metaphor (application of a term or phrase to something to which it is not literally applicable) example: Life is a party or In bed with me, Antithesis (the balancing of two contrastive words, phrases, or clauses against each other) example: Hot/cold, pretty/ugly. Anaphora (repeating the same word to begin successive phrases or clauses) example: We shall, We shall, We shall .., Synecdoche (the use of a part to express the whole) example: All hands on deck. General Motors announce cutbacks. |
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| Not just a stylistic device, it is the cornerstone of meaning and thought. It creates the meaning. They are pattern of thought that we have adopted through their repeated use in our culture. |
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| Metaphoric statement uses metaphoric expression as more than a literary device. Example: "Jeff is a tiger in debate" "Tiger" refers to some mode of behavior and character. In this metaphor, "tiger" is called the focus while the rest of the sentence is called the frame (consists of the liberal portion of the utterance) Frame and focus interplay to create their unique meaning. If the frame is changed, this will cause some alteration in the frame-focus interplay and may result in separate metaphors. Example: "Bob's usual way of dealing with an issue is to snake around it." "Bob was a snake when i needed his support." Bob is the principal subject and the snake is the subsidary subject. |
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| A system of associated commonplaces |
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| The standard beliefs that are shared by members of the same speech community when they use a term literally. |
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| The degree to which the focus is essential for the meaning of the metaphor. |
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| The number of implications we can draw from the interplay between the principal subject and the subsidiary subject. |
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| It is when Metaphors generate new information. |
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