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El. knyga: Role of Corpus Linguistics in the Ethnography of a Closed Community: Survival Communication

(Mary Immaculate College, University of Limerick, Ireland)
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The Role of Corpus Linguistics in the Ethnography of a Closed Community analyses the interactions of immigrants within an Irish reception centre for asylum seekers to highlight the instinctive resourcefulness of people who are faced with the challenge of communicating when there is no common language or culture.  Based on three years of ethnographical observation and using an illuminating and innovative blending of applied methodologies, chiefly corpus linguistics, ethnography and conversation analysis, this book:

  • Draws upon a corpus of 98,000 words;
  • Examines the use of English in the interactions of residents with one another and those with English speaking staff of the centre;
  • Challenges constructs such as speech community, communicative competence and interlanguage.

This book is essential reading for academics and upper-level undergraduates or graduates working in the areas of Corpus Linguistics and Applied Linguistics, and those interested in research methodologies. It will also prove to be of significant interest to people interested in migration studies and to providers of English language education to immigrants.

List of illustrations
xiii
Acknowledgements xv
1 Introduction
1(7)
1.1 Introduction
1(1)
1.2 Background
2(2)
1.3
Chapter overview
4(4)
2 Frameworks
8(17)
2.1 Introduction
8(1)
2.2 Community
8(6)
2.2.1 The Speech Community
9(5)
2.3 Language
14(7)
2.3.1 Language as an abstract system and language in use
14(3)
2.3.2 Englishes
17(4)
2.4 Communicative competence
21(3)
2.5 Conclusion
24(1)
3 Methodologies
25(11)
3.1 Introduction
25(1)
3.2 The primary research frameworks
25(5)
3.2.1 Ethnography
25(2)
3.2.2 Corpus linguistics
27(2)
3.2.3 Conversation analysis
29(1)
3.3 Secondary frameworks: the ethnography of communication and the CCSARP
30(3)
3.3.1 The ethnography of communication
30(1)
3.3.2 The CCSARP framework
31(2)
3.4 Conclusion
33(3)
4 Contexts
36(30)
4.1 Introduction
37(1)
4.2 Ethnographies
38(26)
4.2.1 Eastern European Residents
39(9)
4.2.2 North African residents
48(6)
4.2.3 West African residents
54(7)
4.2.4 East and central African residents
61(3)
4.3 Conclusion
64(2)
5 Situations
66(16)
5.1 Introduction
66(1)
5.2 Speech situation one: mealtimes in the canteen
66(4)
Interaction in the queue in the canteen
68(1)
Approaching the counter in the canteen
69(1)
Approaching a table
69(1)
5.3 Speech situation two: coming to classes
70(6)
Greetings
71(1)
Asking for help
71(1)
Interaction in the classroom
71(5)
5.4 Speech situation three: the education office
76(1)
Registering
76(1)
Requesting a reference
76(1)
Requesting funding
76(1)
Ethnographic interviews
77(1)
Visits to the education office
77(1)
5.5 Speech situation four: the reception desk
77(3)
Signing-in
78(1)
Greetings at the reception desk
78(1)
Requesting at the reception desk
78(2)
Thanking at the reception desk
80(1)
5.6 Conclusion
80(2)
6 Words
82(12)
6.1 Introduction
82(1)
6.2 Vocabulary size and coverage
82(1)
6.3 Nine broad categories of basic spoken vocabulary
83(7)
6.3.1 Modals
84(1)
6.3.2 Delexical verbs
85(1)
6.3.3 Interactive words
85(1)
6.3.4 Discourse markers
86(1)
6.3.5 General deictics
86(1)
6.3.6 Basic nouns
86(1)
6.3.7 Basic adjectives
87(1)
6.3.8 Basic adverbs
87(1)
6.3.9 Basic verbs for actions and events
88(2)
6.4 Word frequency
90(3)
6.4.1 Word frequency list of the CORE
91(1)
6.4.2 Word frequency in transacting, negotiating and casual interactions
91(2)
6.5 Conclusion
93(1)
7 Grammars
94(19)
7.1 Introduction
94(1)
7.2 Referring to past time: Past Simple, Past Progressive, used to and would
95(7)
7.2.1 The Past Simple
95(2)
7.2.2 The Past Progressive
97(1)
7.2.3 Used to and would
97(1)
7.2.4 Non-standard forms used for past reference
98(4)
7.3 Referring to present time: the Present Simple and the Present Continuous
102(4)
7.3.1 The Present Simple
102(1)
7.3.2 The Present Continuous
103(1)
7.3.3 Non-standard reference to present time
103(3)
7.4 Reference to future time
106(3)
7.4.1 Non-standard reference to future time
108(1)
7.5 Chunks
109(3)
7.6 Conclusion
112(1)
8 Transactions
113(18)
8.1 Introduction
113(1)
8.2 The Reception Corpus
113(3)
8.3 Analysis of the speech act of requesting
116(12)
8.3.1 Request perspective
116(2)
8.3.2 Request structure
118(5)
8.3.3 Levels of directness
123(5)
8.3.4 Internal modification
128(1)
8.4 Conclusion
128(3)
9 Negotiations
131(44)
9.1 Introduction
131(1)
9.2 Discourse markers
132(2)
9.2.1 Function of discourse markers
134(1)
9.3 Response tokens
134(4)
9.3.1 Identification of response tokens
135(1)
9.3.2 Function of response tokens
136(1)
9.3.3 Turn-taking and response tokens
137(1)
9.4 Yeah
138(3)
9.4.1 Yeah and intonation
139(2)
9.5 Okay
141(1)
9.6 Analysis of the funding' interactions
142(31)
9.6.1 Two Ukrainian females, Anyeta and Katya (acting initially as translator for Anyeta)
142(8)
9.6.2 Joyce and Natasha
150(5)
9.6.3 Darya
155(7)
9.6.4 Dragana
162(11)
9.7 Conclusion
173(2)
10 Interactions
175(26)
10.1 Introduction
175(1)
10.2 The adjacency pair
176(4)
10.3 Overlaps and interruptions
180(5)
10.4 Repair
185(3)
10.5 Topics
188(6)
10.5.1 Topic management
189(3)
10.5.2 Markers used to for topic changing and accepting
192(2)
10.6 Facilitative and supportive minimal responses
194(4)
10.7 Disjointed talk-in-interaction and non-standard English
198(2)
10.8 Conclusion
200(1)
11 Conclusions
201(5)
Appendix I The first 200 lexical items used by Said 206(2)
Appendix II Said's final 238 words 208(2)
Appendix III Translation from Galician and Spanish of telephone conversation (attestedfield note) between Said and Kieran 210(2)
Appendix IV Requests 212(8)
Appendix V Transcription symbols 220(1)
Bibliography 221(14)
Index 235
Kieran Harrington is Vertretung Professor of Applied Linguistics and English Language Education at The Institute of English and American Studies, TU Dortmund University.
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