World Englishes in Composition & Applied Linguistics (Chapters Presentation) - Essay Example

Chapters Presentation: Chapter 2: Intelligibility, Comprehensibility, Interpretability Ahmed Alrashdi ENGL 754/854: World Englishes in Composition & Applied Linguistics Dr. Gloria Park October 23, 2012 Chapter 2: Intelligibility, Comprehensibility, Interpretability Main Ideas, Concepts and Arguments The chapter expounded and differentiated the three components of language such as intelligibility, comprehensibility and interpretability in a more detailed and extensive manner through the use of definitions of terms, presentation of examples, and citations from authoritative sources of secondary information.

The theoretical framework necessitating establishing disparities between these concepts include the supposed problem of variation. Despite recognizing that a form of English was evidently being used, the cultural background, orientation, demographic profile, and context within which messages were sent are received and perceived differently by the recipients. As revealed, “it is at least highly unlikely that any two speakers pronounce the same word the same way, or even that the same speaker ever pronounces the same word the same way again” (Nelson, 2011, p. 29). Using definitions and examples, the terms were differentiated as follows: Intelligibility “comprises those features of phonetics and phonology that we need in order, first, to recognize the language we are hearing, and then to apprehend the phrases and words that will provide comprehension and apprehension of intentions” (Nelson, 2011, p. 32); Here are various examples: 1.

Intelligible: there are countries that opt to use different vocabularies to refer the same thing but could be easily understood; therefore, are intelligible: “In England you live in a block of flats, take the underground and go on holiday. In the United States, you live in an apartment house, take the subway and go on vacation” (Dimitrova, n.d.) 2. Unintelligible: “Ulster Scots: "Ey boy, whers tha wife the day ?" "ah. shi'll b back air at home wi tha waynes !" English Translation: "Hey mate, wheres your wife today ?

" "Aha, she'll be back there at home with the children."” (Ulster Scots, 2012) Lesson: To be mutually intelligible, “even though native speakers of English vary in their use of the language, their various languages are similar enough in pronunciation, vocabulary, and grammar to permit mutual intelligibility. . . . Hence, speaking the 'same language' does not depend on two speakers speaking identical languages, but only very similar languages" (Adrian Akmajian, Richard Demers, Ann Farmer, and Robert Harnish, Linguistics: An Introduction to Language and Communication.

MIT Press, 2001; cited in Nordquist, 2012, par. 3). Comprehensibility “involves the capacity to assign meanings (readings, componential understanding, and other terms may be used) to what we hear and read, and, conversely, to choose the elements that will most nearly express our intentions” (Nelson, 2011, p. 34); Examples of situations explaining comprehensibility: 1. Generational gaps through the experience noted in the movie Lethal Weapon 3, where the response of Murtaugh’s son Nick on his statement “Hey, Nick.

… Be good” noting “word” to mean “casual affirmation” (Nelson, 2011, p. 36) was misunderstood due to “generational divide, so they do not know what Nick “means by that,” though they of course recognize the word as such” (Nelson, 2011, p. 36). 2. Use of familiar vocabularies particular to a culture, where ““the capsicum” in Australia meant “bell pepper” or “green pepper” (Nelson, 2011, p. 36). Interpretability “refers to the recognition by the hearer/reader of the intent of purpose of an utterance, i.e., the perlocutionary effect the speaker/writer is aiming at” (Y.

Kachru and Smith, 2008, p. 63; cited in (Nelson, 2011, p. 37). Example: The excerpts from the poem by William Stafford would have been completely misinterpreted if the title and the context were not provided. The verses were initially perceived to be about love; when in fact, from the title, “Choosing a Dog”, it was evident that these statements were referring to something else (Nelson, 2011, pp. 37-38). Lesson: As disclosed, the context of the statements, messages being relayed or literary discourse must be clearly provided to successfully achieve interpretability.

Discussion Questions and Activities 1. What literary work, composition, or form (short story, poem, novel) is most susceptible to being unintelligible, incomprehensible, or being misinterpreted, and why? 2. From one’s personal experiences working and interrelating with people from various cultures, which cultural orientation seems to contribute most to unintelligible English from a world Englishes perspective? 3. What other factors contribute to greater variations in vocabularies of terms (examples rain in the Scots language) that complicate the three components of language? 4. Given these excerpts, provide an effective interpretation of its meaning: “The whiskey on your breath Could make a small boy dizzy; But I hung on like death: Such waltzing was not easy" (Roethke, 2011, lines 1-4).

References Ulster Scots. (2012). Retrieved from Urban Dictonary: http://www.urbandictionary.com/define.php?term=language%20of%20scots Dimitrova, S. (n.d.). British and American Pronunciation. Retrieved from http://www.personal.rdg.ac.uk/~llsroach/phon2/sd10.pdf Nelson, C. (2011). Intelligibility, Comprehensibility, Interpretability. In C. Nelson, Intelligibility in World Englishes (pp. 28-47). New York: Taylor & Francis. Nordquist, R. (2012). Mutual Intelligibility . Retrieved from About.com Grammar and Composition: http://grammar.about.com/od/mo/g/Mutual-Intelligibility.

htm Roethke, T. (2011). My Papa’s Waltz. Retrieved from Poetry Foundation: http://www.poetryfoundation.org/poem/172103