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Contextualization in sociolinguistics refers to the use of language (both spoken language and body language) to signal relevant aspects of an interaction or communicative situation. This may include clues to who is talking, their relationship, where the conversation is occurring, and much more.
The influence of context parameters on language use or discourse is usually studied in terms of language variation, style or register (see Stylistics). The basic assumption here is that language users adapt the properties of their language use (such as intonation, lexical choice, syntax, and other aspects of formulation ) to the current ...
Contextualization (sociolinguistics), the use of language and discourse to signal relevant aspects of an interactional or communicative situation; Contextualism, a collection of views in philosophy which argue that actions or expressions can only be understood in context
Hans-Jörg Schmid’s "Entrenchment-and-Conventionalization" Model offers a comprehensive recent summary approach to usage-based thinking. [19] In great detail and with reference to many sub-disciplines and concepts in linguistics he shows how usage mediates between entrenchment, the establishment of linguistic habits in individuals via repetition and associations, and conventionalization, a ...
Situational code-switching is the tendency in a speech community to use different languages or language varieties in different social situations, or to switch linguistic structures in order to change an established social setting. Some languages are viewed as more suited for a particular social group, setting, or topic more so than others.
Contextualism, also known as epistemic contextualism, is a family of views in philosophy which emphasize the context in which an action, utterance, or expression occurs.. Proponents of contextualism argue that, in some important respect, the action, utterance, or expression can only be understood relative to that contex
CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than presented as isolated language fragments. Hence students make greater connections with the language and what they already know.
Current perspectives on what it means for learning to be contextualized include situated cognition – all learning is applied knowledge; social cognition – intrapersonal constructs; distributed cognition – constructs that are continually shaped by other people and things outside the individual