Same Word Different Languages
These are the main elements that we are gong to discuss in the second lecture
Patterns of Communication
The Competence of Incompetence
Units of Analysis
Categories of Talk
Language and Culture
Social Structure and Ideology
Routines and Rituals
Universals and Inequalities
The Ethnography of Communication AN INTRODUCTION, Third Edition, Muriel Saville-Troike
‘Every Student is Ready to Read’ This is the Slogo and the Logo that I’ve chosen for you, dear STUDENTS, for the second Semester
Ethnography is a field of study which is concerned primarily with the description and analysis of culture, and linguistics is a field concerned, among other things, with the description and analysis of language codes. In spite of long-standing awareness of the interrelationship of language and culture, the descriptive and analytic products of ethnographers and linguists traditionally failed to deal with this interrelationship. Even anthropological linguists and linguistic anthropologists until the 1960s typically gave little attention to the fact that the uses of language and speech in different societies have patterns of their own which are worthy of ethnographic description, comparable to – and intersecting with – patterns in social organization and other cultural domains. The realization of this omission led Dell Hymes to call for an approach which would deal with aspects of communication which were escaping both anthropology and linguistics.
With the publication of his essay “The ethnography of speaking” in 1962, Hymes launched a new synthesizing discipline which focuses on the patterning of communicative behavior as it constitutes one of the systems of culture, as it functions within the holistic context of culture, and as it relates to patterns in other component systems. The ethnography of communication, as the field has come to be known since the publication of a volume of the American Anthropologist with this title (Gumperz and Hymes 1964), has in its development drawn heavily upon (and mutually influenced) sociological concern with interactional analysis and role identity, the study of performance by anthropologically oriented folklorists, and the work of natural-language philosophers. In combining these various threads of interest and theoretical orientation, the ethnography of communication has become an emergent discipline, addressing a largely new order of information in the structuring of communicative behavior and its role in the conduct of social life.
As with any science, the ethnography of communication has two foci: particularistic and generalizing. On the one hand, it is directed at the description and understanding of communicative behavior in specific cultural settings, but it is also directed toward the formulation of concepts and theories upon which to build a global metatheory of human communication. Its basic approach does not involve a list of facts to be learned so much as questions to be asked, and means for finding out answers. In order to attain the goal of understanding both the particular and the general, a broad range of data from a large variety of communities is needed.
A major early contribution to the field included an outline of information to be collected in doing ethnographies of communication, by Dell Hymes, Joel Sherzer, Regna Darnell, and others (1967), and this served as a guide for the scope and organization of the first edition of this book in 1982. Other major contributors to the development of the field have included John Gumperz, Dan Slobin, Richard Bauman, Susan Philips, Susan Ervin-Tripp, Shirley Brice Heath, and Ben Blount. Hymes’s influence has been so pervasive that it is impossible to specifically credit each of the concepts and visions for which he was initially responsible, and which inform this book and the work of others in various ways.
Scope and Focus
The subject matter of the ethnography of communication is best illustrated by one of its most general questions: what does a speaker need to know to communicate appropriately within a particular speech community, and how does he or she learn to do so? Such knowledge, together with whatever skills are needed to make use of it, is communicative competence. The requisite knowledge includes not only rules for communication (both linguistic and sociolinguistic) and shared rules for interaction, but also the cultural rules and knowledge that are the basis for the context and content of communicative events and interaction processes. Each of these components will be further delineated in the chapters which follow.
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