Deictic Expression (Deixis) Definition and Examples

A deictic expression  or deixis  is a word or phrase (such as this, that, these, those, now, then, here) that points to the time, place, or situation in which a speaker is speaking. Deixis is expressed in English by way of personal pronouns, demonstratives, adverbs, and tense.  The terms etymology comes from the Greek, meaning pointing or show, and its pronounced DIKE-tik.   It sounds more complicated than it really is, for sure.  For example, if you would ask a visiting exchange student, Have you been in this country long? the words  this country  and  you  are the deictic expressions, as they refer to the country where the conversation happens and the person being addressed in the conversation, respectively. Types of Deictic Expressions Deictic expressions can be one of several types, referring to who, where, and when. Author Barry Blake explained in his book All About Language: Pronouns make up a system of  personal deixis. All languages have a pronoun for the speaker (the  first person) and one for the addressee (the  second person). [Unlike English, some] languages lack a   third person  singular pronoun, so the absence of a form for I or you is interpreted as referring to a third person....Words like  this  and  that  and  here  and  there  belong to a system of  spatial deixis. The  here/there  distinction is also found in pairs of verbs such as  come/go  and  bring/take....There is also  temporal deixis  found in words like  now, then, yesterday,  and  tomorrow, and in phrases such as  last month  and  next year. (Oxford University Press, 2008) Common Frame of Reference Needed Without a common frame of reference between the speakers, the deixis on its own would be too vague to be understood, as illustrated in this example from Edward Finegan in Language: Its Structure and Use. Consider the following sentence addressed to a waiter by a restaurant customer while pointing to items on a menu:  I want this dish, this dish, and this dish.  To interpret this  utterance, the waiter must have information about who  I  refers  to, about the time at which the utterance is produced, and about what the three  noun phrases  this dish  refer to. (5th ed. Thomson, 2008) When people are together in conversation, its easy to use deictics as a shorthand because of the common context between those present—though those present dont actually have to be in the same location at the same time, just understand the context. In the case of movies and literature, the viewer or reader has enough context to understand the deictic expressions that the characters use in their dialogue.   Take this famous line from 1942s Casablanca uttered by Humphrey Bogart, playing character Rick Blaine, and note the deictic parts (in italics):  Dont  you  sometimes wonder if its worth all  this? I mean what  youre fighting for. If you someone walks in the room and hears only this one line out of context, its difficult to understand; background is needed for the pronouns. Those viewers whove been watching the movie from the start, though, understand that Blaine is speaking with Victor Laszlo, the leader of a resistance movement and famous Jew who escaped the Nazis—as well as Ilsas husband, the woman Blaine is falling for in the flick. Entrenched viewers can follow along without further details because they have the context for the sentence spoken.

Industrialized Society in Romantic Poetry William Blakes...

When industrial revolution emerged from the ashes of the previous century, a new movement also emerged simultaneously. This movement as defined by one of its creators William Wordsworth was, in the preface of their collaborated work Lyrical Ballads with Samuel Coleridge, â€Å"the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity.(Wordsworth 1) Although the definition matched with the psychological and literary situation of the era, a couple romantic authors existed outside of the definition. William Blake was different and defined as pre-romantic author by scholar. (Meibauer 184) Unlike the other romantic authors, Blake did not used the theme of nature regularly. (Mcgann 738) In his†¦show more content†¦The first poem also used biblical mythology to create a hope for poor. According to angel, if Tom had been a good boy: â€Å"Hed have God for his father never want joy.†(20) But considering the environment that t hese boy lived, this line had duality. Because god would never allowed little children to suffer in bad conditions, and the church was also encouraging people about hard working and redemption that comes with it. Blake criticised the church here, and this criticism was transferred through little children. The other poem, which also had same title, was conducted both similar and different ways. The first poem’s narrator was a child labourer, but he could keep his innocence despite all negative conditions that created by an industrialized society. But second poem composed with two speaker, the first one was an adult who questioned the child â€Å"Where are thy father and mother? Say!—â€Å"(3) And the actual speaker who was a little child, also a chimney sweeper. Unlike the speaker of the first poem, the speaker of the second poem was more serious and had adult like tone. The 7th line â€Å"They clothed me in the clothes of death,† (7) used a serious word like â€Å"death† which seemed inappropriate for a child. The imagery that used by both poems were created in a similar fashion. William Blake used the colours black and white to create a distinction between negative and positive events. As generally accepted the colour white symbolizes purity and the colour black symbolizes

Intercultural language teaching and learn - MyAssignmenthelp.com

Question: Discuss about the Intercultural language teaching and learn. Answer: Key concepts: This learning activity plan demonstrates ways and tools that can be implemented in the teaching and learning exercises of visual literacy to pre-school children of the age group between 3 to 5 years. The activity plan suggests the use of picture books to familiarize children with visual literacy. Visual Literacy through Picture Books Picture books are a great way to implement visual literacy among pre-school children. Kindergarten children are often excited and interested in colorful and picture books. Therefore, it can be beneficial to introduce picture books within the school curriculum for children within the age group of 3 to 5 years (Flood, Heath Lapp, 2015). The children could be made to read the picture books and then asked to describe what they see and understand. Graphic novels or comics offer chances for having interactions and conversations with children enabling them to describe the story that they perceive (Serafini, 2013). Looking at the characters and their facial expressions or body languages as depicted by the picture book can rise active involvement of the children within the storyline of the book. Non-fiction picture books can also be used to inculcate visual literacy among children of the considered age group. They can be taught about the various symbols and signs that we generally come acros s in everyday life. Picture books including maps and picture descriptions of countries can be used as well to promote visual literacy among children (Painter, Martin Unsworth, 2013). Picture books not only contribute to the development of visual literacy among children but also is a fun way to promote and develop their thinking abilities. How to introduce picture books in the curriculum? Story-reading and story-telling class can be added as a fun activity in the curriculum. How to involve participation of the children in the activity? Each child can be given a different picture book to read. Each of them can then be asked to tell the story that they have perceived by looking at the pictures depicted in the book. How to conclude the activity? The children can be encouraged to take a different picture book of their choice to home and go through them. Resources needed: Picture books, posters and color pencils to make the activity interesting. How the activity aligns with Australian curriculum and EYLF? The EYLF of Australia mentions that children should be engaged in learning through play (Leggett Ford, 2013). Therefore, introducing fun activities like story-telling and reading picture books in the curriculum will improve the thinking and responding abilities of the children and enhance their verbal skills while promoting visual literacy among them. Learning Activity Plan 2: Information and Communications Technology (ICT) in Classroom Age Group: 5 years to 8 years Key Concepts: The purpose of this learning activity is to demonstrate how Information and Communications Technology (ICT) can be used in classrooms to teach language and visual literacy to students of the junior years belonging to the age group of 5 to 8 years. The activity plan suggests showing films and documentaries to the children to increase their language and literacy learning scopes. The plan demonstrates the ways in which showing films to children can help them in language and literacy learning. Language and Literacy Learning through Watching Films and Documentaries Using instructional videos can help teachers to retain and propagate more information among students (Barr, 2016). Children learn better when both their audio and visual senses are engaged. In order to effectively teach children about language and to promote visual literacy among them, it is important that teachers involve both the audio and visual senses of the student. To achieve this purpose, students can be made to watch films and documentaries (Roessingh, 2014). Since the age group chosen is 5 to 8 years, it is necessary that the children are made to watch movies suitable and interesting for the considered age group. Engaging children into watching films will familiarize them with the media power and enable and improve their language and literacy learning skills. The teachers can make the children watch films with stories the children are familiar with or even new ones that might be interesting for them. The children can be asked to write down a description of the film they were made to watch. Furthermore, they can also be asked to enact a part of the film they liked the most. Such activities would enhance the oral language skills of the children and improve their visual literacy. How to introduce films in the curriculum? The teacher can introduce the concept and background of the film to the students and then make them watch. How to involve the children in the activity? The children could be asked to enact a part of the film watched or write down a description of the film. How to conclude the activity? The teacher can add his/her own views on the film before concluding the activity. Resources needed: DVD of the films, video player, projector, speakers, pen, paper. How the activity aligns with the Australian curriculum and EYLF? The EYLF states that children use ICT to investigate and discover new ideas and implement them in their learning process. The Australian curriculum aims at involving processes to enable the students to create their own texts representing their own ideas for language and literacy learning purpose (Peers Fleer, 2014). This can be achieved by including media sessions such as films in the curriculum. Learning Activity Plan 3: Introducing English as an Additional Language in the Curriculum Age Group: 5 years to 8 years Key Concepts: This learning activity focuses on how can language and literacy learning be promoted in the context of English as an Additional Language (EAL) in Australian classrooms for the age group of 5 to 8 years. The activity plan demonstrates the promotion of EAL among children while showing proper respect to their home language. The plan mentions that EAL can be promoted among students through reading, hearing, writing and speaking sessions. Promoting EAL in the Student Curriculum English as an Additional Language (EAL) can be introduced and promoted among Australian students by carrying out reading, writing, audio and visual exercises in English language (Arnot, 2015). The students can be given to watch or hear some material either in English or in their home language and then asked to write or speak about it in English. If the material provided to hear or watch is in English, the students must be asked to write a description of the subject or speak on it in English or in their home language. If the children are given materials in their home language, then they must be asked to write or speak about it in English (Leung, Davison Mohan, 2014). However, it must be taken care of that the teacher address the fact learning EAL is a sensitive issue and therefore must consider the extent to which the children are accustomed with EAL and train accordingly (Liddicoat Scarino, 2013). This activity can ensure effective training of the students in language and literacy learning in the context of EAL and also requires the assistance of ICT in its execution. How to introduce the activity in the curriculum? The teacher can provide a brief description about the importance and the purpose of the activity to the students before starting the activity. How to involve children in the activity? The students can be asked to describe verbally and non-verbally the materials provided to them for audio and visual purposes. How to conclude the activity? The teacher can offer his/her stance on the importance of EAL in the curriculum before concluding the activity. Resources needed: DVDs, cassettes, CDs, audio player, projector, video player, pen, paper, speakers. How does the activity align with the EYLF and Australian curriculum? EYLF states that children are good interactors and that they have a strong sense of identity. Australian curriculum gives much importance to promoting intercultural learning and language learning (Peers Fleer, 2014). Their courses offer diverse involvement in learning EAL while maintaining ones own sense of identity. In this context, this activity is appropriately related to the EYLF and Australian curriculum. References Arnot, M. (2015). School approaches to the education of EAL students: Language development, social integration and achievement. Bell Education Trust Limited. Barr, D. (2016). Students and ICT: An analysis of student reaction to the use of computer technology in language learning. IALLT Journal of Language Learning Technologies, 36(2). Flood, J., Heath, S. B., Lapp, D. (2015). Handbook of research on teaching literacy through the communicative and visual arts, volume II: A project of the International Reading Association. Routledge. Leggett, N., Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the'Early Years Learning Framework'. Australasian Journal of Early Childhood, 38(4), 42. Leung, C., Davison, C., Mohan, B. (2014). English as a second language in the mainstream: Teaching, learning and identity. Routledge. Liddicoat, A. J., Scarino, A. (2013). Intercultural language teaching and learning. John Wiley Sons. Painter, C., Martin, J., Unsworth, L. (2013). Reading visual narratives: Image analysis of children's picture books. Peers, C., Fleer, M. (2014). The theory of belonging: Defining concepts used within belonging, being and becomingThe Australian early years learning framework. Educational Philosophy and Theory, 46(8), 914-928. Roessingh, H. (2014). Teachers roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs/Le rle des enseignants dans la conception de tches pertinentes en apprentissage des langues. Canadian Journal of Learning and Technology/La revue canadienne de lapprentissage et de la technologie, 40(1). Serafini, F. (2013). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.