0:22 [Music]
0:26 either and these are both class on
0:28 disgust analysis we will be talking
0:33 about feel anger and so the first thing
0:37 we're gonna do is define filter mode
0:40 there are different definitions of field
0:43 one of which is the following against
0:47 states that field is the aboutness of
0:50 the text for the topic on the other hand
0:54 holiday defines field as the job
0:57 languages doing in a specific context of
1:02 situation the other variable tenor is
1:05 typically defined as who is talking to
1:08 whom that is the beginning of our
1:13 definition however we need to delve into
1:18 Tanner there is go deeper into what we
1:21 mean by who's talking to whom and what
1:25 we will say is that conversation and
1:28 interaction requires at least two
1:34 components self so I who's talking to
1:37 whom what we mean is the self is talking
1:39 to the other and what we're interested
1:44 in here is the ways in which the self
1:47 constructs the other or the ways in
1:52 which self other negotiate their social
1:57 via interaction were both note what we
2:00 will say here is that mode consists of
2:03 two different categories on the one hand
2:06 we will be talking about a channel which
2:10 holiday states is illiterate spoken or
2:12 written and we will now add the
2:16 multimodal and on the other hand we will
2:19 be talking about media what is media
2:24 media has to do with the degree of
2:29 spoken s written s spoken is written s
2:34 we mean the degree of lexical density
2:37 grammatical complexity or intricacy
2:40 these are all categories that we will
2:44 account for in due time in order to the
2:48 stand what feel thinner and all mean I
2:52 think that we need to resort to a text
2:56 that is the product of some sort of
3:00 interaction with a stage called
3:03 production and stage the world called
3:05 recession both production and reception
3:09 are taken into account by the speakers
3:12 and writers of different texts when they
3:16 perform language in discos related
3:22 context all speakers and writers tacit
3:23 knowledge of the ways in which we
3:28 interact what we know implicitly is that
3:30 we are always talking to some other
3:33 place so the other is always there
3:38 that is clearly stated in the use of
3:41 language such as that
3:45 beneath where the I am the you the stuff
3:49 and the other are of utmost importance
3:53 in the conception of language
3:55 interaction and discourse
3:58 okay let's be more concrete there's bit
4:01 more specific about what we mean by a
4:04 production and reception of text there
4:09 is think of a text that is produced
4:12 sphere of social interaction bodies
4:15 which is a social sphere the soldiers
4:18 fear of interaction is some sort of
4:22 routine routinized context of
4:28 interaction to which we are habit rated
4:32 so the concept of habitus will keep into
4:35 that picture how does mean we are used
4:43 to it interaction the taxi question the
4:46 social sphere in question will consist
4:49 of two participants teacher a student
4:52 and the action that the student will
4:56 perform is to ask for an extension on
5:00 the submission of her paper so let us
5:05 think of the following context the
5:08 student dares call her Jane has
5:12 discovered that she has kind of run out
5:16 of time and she cannot submit the
5:19 be able to submit the paper in due time
5:23 that is you will not be able to meet her
5:27 that life so she decides to write an
5:31 email to her teacher asking for an
5:37 extension asking for an extension is the
5:40 kind of job that language will be doing
5:45 in this context of interaction there is
5:48 basically what we mean by field so the
5:51 technical category the systemic
5:53 functional linguistics technique the
5:57 Catalan field has to do with the job again
5:59 again
6:00 that language is doing a specific
6:04 context of interaction let's go back
6:07 till now it is an interaction that takes
6:13 place in habitus or the situation to
6:16 which we are habituated a situation that
6:19 is routinized very often students need
6:23 to ask for extensions so this will be my
6:27 field is not the aboutness of the text
6:32 we can say important societies let us
6:35 say that it is the abundance of the text
6:40 where a bonus means where topic means
6:43 what we are doing is an action it's
6:47 something we are performing and we can
6:50 sing close the term performance more
6:53 specifically we can think of social
6:56 interaction as some sort of performance
6:59 to which we are released
7:03 okay I've got Jane's demon ears and I
7:06 read from the text verbatim because I
7:07 don't wanna interfere
7:11 word in the mail goes reads the phone
7:16 way hi John I just noticed that we won't
7:19 be able to submit the paper tomorrow
7:24 because very busy lately and I will
7:26 submit it next week thanks in advance
7:30 best Jane but it does the end of the
7:35 mail so the question here is the following
7:36 following
7:39 again realistic about field what has
7:44 Jane has she asked for an extension has
7:49 she asked for favor of her teacher what
7:54 is she imposing some sort of action
7:59 performance so the question here is who
8:04 will decide when to submit the paper
8:08 whether we should meet that plans so the
8:12 question here is who's gonna decide when
8:18 tables should be submitted so again the
8:21 question that we need to answer is is
8:24 she asking a favor of the teacher or is
8:25 she telling the teacher
8:29 in forming a teacher what she will do
8:32 what one must conclude from the mail
8:36 that we have just read is that Jane is
8:39 definitely not asking for an extension
8:44 on the contrary she's telling her
8:48 teacher what she would do without her
8:54 teacher having the possibility of any
8:57 sort of decision in the decision-making
9:00 process the teachers make regarding
9:03 schedules and submissions and tests and
9:09 the like so field has to do with doings
9:12 what we do with language and what we do
9:16 with language has to fit the frame what
9:19 do we mean by frame when it's framing
9:23 framing is a cutter lake off the
9:29 smartest uses to talk about the context
9:31 of interaction and the kind of actions
9:34 are expected in the different spheres of
9:38 social life so what the action that the
9:40 suit is performing doesn't fit the frame
9:46 but it the frame is the set of expected
9:51 actions so you're not expected to impose
9:54 on your teacher to impose your will on
9:56 your teacher what you're expected to do
10:02 is what has been routinized again
10:05 but it if you want an extension you
10:07 should ask for an exception
10:10 you should not impose your will on your
10:13 teacher like telling your teacher that
10:18 you have decided to submit the paper on
10:21 a certain date because you haven't had
10:24 the time to do it
10:29 so far so asking for an extension on the
10:32 submission of your paper will be one
10:35 social action - which will penetrate in
10:37 fact we have talked about that in our
10:40 class on genre we have taught all
10:44 different kinds of contexts the seasons
10:47 of context that make up a specific
10:50 culture then we can think of other
10:54 actions think of requesting suggesting a
10:59 certain inviting offering we will deal
11:01 with these actions when we talk about
11:05 speech acts for time being I think we
11:09 said enough about tilt the rest whatever
11:13 what is there you can tell us to do with
11:16 constructing and negotiating social
11:19 relationships but we negotiate those
11:22 relationships we need of course this
11:26 language tenor is originally or
11:29 initially I suppose
11:32 the expression whose critical will be
11:35 our point of departure given that if we
11:38 remain there we're not saying much
11:41 brutally by who's talking to whom what
11:44 we're thinking is who are the social
11:48 interactions how do they construct their
11:52 social interaction which is their level
11:56 of intimacy who gets to decide what in
11:59 which context and more importantly how
12:04 we construct ourselves the self are
12:08 others the other interaction this is
12:11 what Tanner is all about and we will
12:13 connect Tanner with interpersonal
12:16 meaning so let us go back to the email
12:20 that Jane has written to the teacher
12:25 John so again the mail goes hi John I
12:29 will stress the eye for some specific
12:33 purpose I have noticed won't be able to
12:36 submit the paper I've been busy
12:41 I submitted next week so on the one hand
12:46 we want to notice the text is I mean
12:48 centered it's available
12:52 mimimi right I got problems I can submit
12:55 it etcetera etcetera etcetera so this is
12:58 suppression in the text of the pattern
13:00 not only in the text but it's
13:03 suppression of the other from the
13:05 context of
13:09 tax this food is not considering the
13:14 fact that knowledge by means of her
13:17 actions is not acknowledging the fact
13:20 that it is the teachers prerogative to
13:28 decide who will submit what well so in
13:32 more colloquial informal times who gets
13:35 to call the shots here who gets to
13:37 decide when directors are going to be
13:41 submitted and decisions are made again
13:46 this warrants routinize what is
13:50 culturally stick elated that is what
13:53 fits the frame in vehicles terms we're
13:55 talking about frame we're talking about
14:00 expected unexpected actions so the
14:02 teacher in question here in this
14:04 interaction in particular is being
14:07 construed against someone who has no say
14:13 in a decision-making process of this
14:16 kind of this specific interaction we
14:22 will borrow that term a category from
14:25 pilaris theory more specifically the
14:29 category face to elaborate a little on
14:32 what we mean by the construction self
14:37 and other verify the student the teacher
14:39 where he
14:45 should do something again about setting
14:48 deadlines that soon as are expected to
14:52 meet if the student gets to tell the
14:55 teacher the student is performing what
15:02 we would call a face with the face act
15:06 in order to understand what the face
15:09 that an act is all about we first need
15:14 to define face we will define face and
15:18 the public self-image so we all have a
15:24 public self-image we will say face to
15:28 face the positive phase is our need to
15:33 be liked and to be respected not abused
15:40 our negative phase is a right to be
15:43 dependent to do as we please
15:48 we will have a whole class on theory and
15:52 plans theory we're simply here borrowing
15:56 the term the Catholic faith in order to
15:58 account for what we mean by the inter
16:02 person meaning so when the student is
16:04 calling the shots
16:06 deciding what she would do rather than
16:11 allowing the teacher to do so I'm so
16:13 doing fit in the frame the music or
16:18 actions she's performing in faith what
16:21 she's doing is threatening to teachers face
16:22 face
16:26 more specifically the teachers positive
16:28 effects probably the negative effects as
16:31 well because she is imposing on her
16:33 teacher so there are two threatening
16:37 actions if features allow students to
16:43 decide what they can do they are not
16:44 fulfilling their role
16:48 one of the roles as teachers that is
16:50 scaling in classes and skipping
16:55 assignments as a consequence their
17:06 positive phase will be there is also
17:11 effect on the teachers negative phase
17:15 because teachers been imposed upon by
17:19 his student and there is another fifth
17:22 frame there for the suppression the
17:25 teacher has illustrated in the mail we
17:28 have just read again doesn't fit the
17:31 frame is a part of our
17:35 culturally determined social routinized
17:38 actions to which we are habitually and
17:42 is considered to be socially wrong now
17:45 when I say is socially wrong I'm talking
17:49 about social expectations this is what
17:59 with what we do with language and how
18:02 language as an impact on the
18:03 construction of the self and the
18:07 construction of the other so so far we
18:11 have stated that their actions field and
18:14 these actions will contribute to the
18:18 construction of self other
18:22 next we will discuss mode okay we're
18:24 both mode what we will stay here is the
18:28 mode is a battery that will kick into
18:30 the picture will fit the frame in the
18:35 following way mode is binary that is it
18:39 can be divided can be dealt with in the
18:42 following way we need on the one hand to
18:46 talk about channel we'll talk about
18:49 media number one waist channel will
18:53 holiday device channel as either written
18:56 or spoken but he was talking about
19:01 channel back in the seventies and
19:06 We Need to Talk multi mobile channels
19:08 and in fact there has been a lot of
19:12 advances in research in multi more
19:16 language we can think of them as worth
19:21 but human who even has we can book
19:25 called reading images that if the
19:29 language of four houses the fashion
19:31 linguistics can be used to interpret
19:34 normally written and spoken means of
19:37 communication but also images other
19:41 language an amusing term language in a
19:47 metaphorical sense language is spoken
19:55 language structure spelling orthography
19:59 soundwaves for logical phenomena we're
20:04 not talking about images when we use the
20:07 term language images belong to a whole
20:12 other domain of semiotic construction
20:14 meaning in its own right we're not
20:17 saying it's inferior when a superior
20:19 well as they need it's different okay
20:24 let's go back to change email Jane wrote
20:29 an email however she decided to go away
20:33 she could talk to the teacher in person
20:36 face to face interaction where you will have
20:36 have
20:39 feedback if you write an email you may
20:41 forgive me not have the immediate feedback
20:42 feedback
20:44 definitely there is no face-to-face
20:48 interaction she could have written or
20:52 sent a whatsapp message she would have
20:55 texted teacher she put a koala teacher
20:58 on the phone she filled up the number of
21:02 X so basically channel again it's a
21:06 system it's systemic that is there is a
21:09 number of things that we can do I will
21:12 pick one perfect many because we think
21:18 that is the best choice in terms of
21:22 interpersonal meaning that is the best
21:26 way in which can handle this situation
21:28 is by means of the face-to-face
21:32 interaction or an email so our mind and
21:34 to ten different possibilities whenever
21:38 we're thinking of performance a kind of
21:41 interaction I will pick one out of many
21:43 because we'll think again
21:48 that is the best interpersonal tenor
21:51 interpersonal choice for a specific
21:55 field that is for the performance of a
21:58 specific action specific context of
22:02 production and reception of text again
22:06 in some sphere of social life so notice
22:09 how the three components
22:14 tenor and field interact all the time at
22:19 the same time in specific context for a
22:23 sheriff or spheres of life they interact
22:27 at the same time all the time in the
22:31 construction production
22:33 test in interaction now what about the
22:37 other category that is related to mobile
22:41 namely media media has to do with the
22:44 degree of brittleness or spoken Escala
22:47 text more informally we can talk about
22:50 degrees of formality and infer Monday
22:54 now mode has to do with the way in which
22:58 the grammar that we select will fit the
23:04 frame so we can have more or less grana
23:06 intellectual to systemic functional
23:09 linguistics evenings provides us with
23:13 the following example a student is
23:15 writing is telling his speech with the
23:20 forward I have turned in my paper late
23:24 because my kids were sick let's take the
23:27 sentence others compare it to this other
23:32 sentence the reason for the late
23:35 submission of the paper was the
23:39 thickness of methods when I asked my
23:44 students in class which sentence is or
23:48 evokes spoken language they unanimously
23:52 say the freshmen the former and they
23:55 also need any must be claimed the latter
23:58 the same status
24:02 it is the sentence that is typically
24:04 typically used in written language
24:10 typically evokes witness that they will
24:14 find in written contexts now what I do
24:18 is following I write both sentences on
24:21 the board so what I ask them is how can
24:24 we know how do we tell the former the
24:28 first text is spoken and the second is
24:32 written when I have just written both
24:35 sentences on the board so the conclusion
24:38 that we need to reach is fully written
24:42 and spoken this are not related to the
24:45 fact that we are either writing or
24:48 speaking that's got to the width channel
24:54 that is I have resorted to the writing
24:59 of the sentences that is the graphic
25:03 graphic channel inspect that students
25:05 are able to tell the difference between
25:09 spoken or written language so messes be
25:13 confronted with two sentences one of
25:16 which they claim to involve spoken
25:19 language the other written language the
25:22 question that we need to answer is how
25:25 come they can tell that the sentence is
25:30 written or spoken when in fact they see
25:34 both sentences by means or the visual
25:36 channel that is their win I have written
25:40 them the answer to that question lies in
25:44 the fact that this is the grammar of writing
25:46 writing
25:51 all speaking in fact hardly wrote the
25:54 book there is called writing science to
25:57 make reference to the way in which
26:00 scientists write in academic contexts
26:06 that is it's a mode mode median there is
26:09 a way of writing in science there is a
26:12 way of writing obituaries there is a way
26:18 of writing articles essays for a minute
26:20 that time stories etcetera etcetera
26:24 I mean different genres subgenres text
26:25 types in different contexts of
26:29 interaction will require different ways
26:33 of writing and more specifically we
26:35 would say that they will require
26:40 different media where the media for
26:42 instance we're going to evolve degrees
26:46 of normalization that's what we call
26:49 we're a magical metaphor so let's go
26:54 back to Suzanne penises sentences I have
26:57 turned in my Escalade because my kids
27:02 were sick and the second step is number
27:12 Nestle was the sickness of my kids if we
27:15 analyse centers one sentence to who will
27:19 say that the first will evoke spoken
27:24 language given a number of criteria the
27:28 first criterion we will discuss is
27:32 grammatical complexity number one is
27:35 more grammatically complex because of
27:39 consists of two clauses I have turned in
27:44 my essay late close one because my kids
27:48 were stick close to in the second
27:52 example the reason for the legs
27:54 submission of the head state was the
27:55 sickness of my kids
27:59 we have only one sentence so two
28:05 sentences versus one status this is a
28:08 quantitative criteria in the first
28:12 sentence I tried the male's relate this
28:16 sentence proper the clause has the
28:18 structures of the predicate that is the
28:23 message is conveyed by means of a clause
28:28 in the nominal lines version of the
28:32 sentence in question the message I have
28:36 turned in yesterday late is conveyed by
28:39 means of what we will call
28:42 that is the latest submission of attacks
28:46 a notice that this is a group now group
28:52 a cross the second clause in the spoken
28:58 version my kids were sick its realized
29:04 in the nominal X version as well so we
29:07 will go for the sickness my kids
29:10 so we're saying here it is that we're
29:13 changing the type of graph from the
29:18 cross based program the graph there is a
29:23 causal manner in spoken language we move
29:30 on to a nominal now group grounded or
29:33 based grammar in written language
29:36 therefore what we're saying here is that
29:40 there are two grammars the grammar of
29:43 spoken English based on closest with
29:46 there such as the predicate a grammar of
29:51 written language based on now groups
29:55 that will convey a message again the
29:59 sickness of my kicks and the submission
30:00 of the paper
30:03 therefore it is interesting to note that
30:08 the verb turning in the spoken version
30:12 has become another submission the
30:17 adjective sick has become no sickness
30:21 the connector because has become a now
30:25 reason and then we have now my paper kids
30:35 so conclusion all word batteries have
30:38 become nouns that is why the written
30:42 version is the nominal iced version and
30:45 the information has been condensed into
30:49 now groups again the sickness of my kids
30:53 and the late submission of the paper
30:59 this process is called nominalization
31:03 conversation also king of information
31:10 mr. the unpacking of the clause which
31:16 makes the language lexically there is
31:21 this accumulation or lexical or content
31:24 work turns compliment as content works
31:26 like the latest admission of the paper
31:30 the sickness of makes and now where is
31:34 that now in the now group the connectors
31:40 are the prepositions the sickness of my
31:46 kids the submission of the paper the
31:49 prepositions are used as connectors the
31:59 the paper is the sickness of my kids so
32:02 is is considered to be a relational
32:07 process in this case the verb evolution
32:10 process is a verb that is used as a
32:14 connector so the verbs are connectors
32:16 attacks think of traditional grammar in
32:18 traditional grammar the verb be is
32:21 called a linking verb linking to
32:23 something perfect
32:27 we're subject and predicate in this case
32:31 now groups that convey the messages that
32:34 in this spoken version is conveyed by
32:37 the cross so we have closed our grammar
32:41 never known a nice grab so let us recap
32:43 some of the things that we have just
32:46 said and then we'll go back to our email
32:50 written by Jane we will try to improve
32:53 on it we're gonna try to make the main
32:56 fifth frame so what I would like to say
32:59 about spoken language is that it is
33:03 grammatically complex by complex we mean
33:08 there are more clauses or I should say
33:12 there are process is a causal grammar on
33:17 the other hand written language is
33:21 grammatically simple complex there are
33:26 no classes complexity complexity will
33:28 take place
33:33 by means of constructing condensed no
33:36 groups where we pack all the information
33:42 in smaller units so where as spoken
33:47 language is grammatical complex written
33:50 language is lexically dance this what we
33:53 mean by condensation packing and
33:58 normalizing so let's go back to Jane so
34:01 happens that before sending the email
34:04 Jane has decided to share her letter
34:07 with her friend Rachel so Rachel it's
34:10 the email and she thinks probably they
34:14 can come up with an email will be more
34:17 suitable for a friend there is an email
34:20 will fit the frame and they come up with
34:23 the following in weight together baby
34:27 so that we do not interfere with what
34:31 people have actually said the mail reads
34:35 the following way dear mr. Thompson echo
34:38 this email would thank you well the
34:40 reason for writing to you is the
34:45 following due to personal matters of
34:48 most inconvenience for the normal
34:51 functioning of my life and routines I
34:55 will not be able to meet the required
34:58 that line in which case I kindly refer
35:02 to you in the hope that you consider the
35:06 possibility of granting me an extension
35:09 of the step deadline look forward to
35:10 hearing from you
35:15 best regards Jane I think that this
35:20 email is much more accurate much more smoothly
35:21 smoothly
35:25 and the first email let me tell you why
35:29 to begin with the email the writer of
35:33 the email goes I title it refer to you
35:38 that it if you are asking a favor of
35:42 someone probably you will want to use
35:46 standard strategy in order to mitigate
35:54 the effect when you ask for an extension
35:58 on that link you're imposing your will
36:00 that is what you want not for the
36:03 digital ones very important here will on
36:06 others again interpersonal meaning
36:11 however you can meet it and in fact
36:15 these terms these strategies are called
36:19 mitigating strategies mitigating devices
36:23 mitigating terms such as I kindly refer
36:25 to you are mitigating devices that
36:31 enable the speaker to soften or cushion
36:34 the effect of the imposition so we go on
36:37 in the hope that you consider the
36:41 possibility ranting probably we can be
36:45 critical of magazine it's two word well
36:46 that's probably the case so we can come
36:49 up with another person and yet another
36:57 so consider the possibility of granted
37:00 me an extension of yourself that land so
37:04 the reason the world is a bit more
37:09 dominant last however I as the person
37:12 who is requiring a favor you who is
37:16 asking for something not important
37:23 asking requesting you is construed as
37:26 someone who's gotta say
37:30 who's got a decision-making power in
37:34 these contexts of interaction so
37:37 interpersonal speaking the email is more eloquent
37:38 eloquent
37:42 is more appropriate it's more accurate
37:45 social speaking that's why we talk about
37:48 interpersonal medium or social meaning
37:52 also notice the religious in fact the
37:57 politeness here that is knowledge
38:01 otherwise there the other it's
38:04 translated into higher degree of
38:07 linguistic effort it's more wording
38:11 there is accounting of the reasons why
38:14 you have you're doing this and you're
38:17 doing that you're basically your body
38:19 here not quite
38:21 email is a person of length web sin is
38:28 you're not you know like being brief you
38:30 elaborating on the reasons you're
38:33 elaborating on the language basically
38:38 you're bothering yes so there's the fact
38:41 that you are asking you're requesting is
38:43 translated into the amount of language
38:45 that you're doing the game is not just
38:50 quantity its quality and the way it is
39:05 personalization which wouldn't be
39:07 accurate from the actual context of
39:10 interaction we're responsible obsessed
39:14 with doing in this case the requesting
39:40 or biased in the first line reveals an
39:44 action which was not present in the
39:47 first email what we should consider is
39:51 number one the fact that this is right
39:55 to write an email asking for an
39:58 extension due to personal matters so
40:00 that's probably the first consolation
40:04 the answer would be no you write an
40:08 email as an extension if for example you
40:11 have health related problems that is if
40:14 you've been sick so you will write
40:19 something like due to issues related
40:29 promise the paper so the first thing
40:31 that we need to consider is which are
40:34 the reasons why we are writing the email
40:37 these considerations became two
40:49 considerations so I provided you with
41:00 two sample emails for the factors and
41:04 other issues related to this interaction
41:07 and the ways in which the production was
41:10 linguistically constructed there's a lot
41:13 more that we can say but I think that we
41:18 have at least partially succeeded we
41:21 want to do here is help you understand
41:25 what we mean by a genre is a concept
41:28 that we are reviewing here but the focus
41:32 definitely isn't filter mode how
41:38 field 10 mode are realized in a specific
41:41 genre in a specific field and social
41:57 life so we hope that this context or situation
42:04 for the Arabs true what kind of job they
42:08 do what basically what we mean by filter
42:11 well this is the aim of this class and
42:14 how the three variants of the context of
42:17 situation establish some kind of
42:21 dialogue with context of culture namely
42:23 job that's all we have to stay in
42:27 today's class we hope ladies being off
42:28 used to you
42:31 if you have any questions please write
42:33 them below in comments if you have
42:36 questions in there comments criticisms
42:41 the gestures of any kind I will be only too
