Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-mlc7c Total loading time: 0 Render date: 2024-11-09T05:28:30.707Z Has data issue: false hasContentIssue false

8 - Relational language

Published online by Cambridge University Press:  23 December 2009

Anne O'Keeffe
Affiliation:
University of Limerick
Michael McCarthy
Affiliation:
University of Nottingham
Ronald Carter
Affiliation:
University of Nottingham
Get access

Summary

Introduction

In chapters 2 and 3 we took a systematic look at the core words and chunks in English and this showed us that many of the most frequent items in the spoken corpora had pragmatic functions in the organisation and management of conversation and in the speaker-listener relationship, particularly in terms of maintaining good relations. These high frequency words and chunks illustrate the pervasiveness of interactive meaning-making in everyday conversation. They also point to the degree to which speakers constantly engage with each other on the interactive plane. Many of the items that we identified in chapters 2 and 3 fell into the broad functional categories shown in table 1 (overleaf).

In order to understand these features better, we introduce the notion of relational versus transactional language. When we talk about relational language, we are referring to language which serves to create and maintain good relations between the speaker and hearer, as opposed to transactional language, which refers to the exchange of information between speakers (i.e. the propositional content of the conversation). However, we are not saying that all language can be strictly divided into either relational or transactional types. Relational episodes can be found in what are ostensibly transactional interactions and vice versa. Iacobucci (1990), who looks at customer calls to a phone company concerning billing queries, provides interesting insights into the importance of ‘apparently relational-oriented talk’ (p. 97) integrated with the transactional tasks.

Type
Chapter
Information
From Corpus to Classroom
Language Use and Language Teaching
, pp. 159 - 183
Publisher: Cambridge University Press
Print publication year: 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×