Hello everyone? Welcome to Big Data and Language. Today we will start the second week of the Big Data and Language course. Well, we've learned before, do you remember what have you learned? In week one we talked about the background of big data and also how big data is related to language, and when we analyze the data, what's the benefit? What about the intuitions? How can we use our intuitions? What's the relationship between data and intuitions? So this week, we'll talk about and analyze, examine more about the data, especially the text data. How can we divide the text data? Well, there are many different ways that we can divide or we can categorize the text data but there is one way that we can divide the text data into two different categories. The first one is spoken data and then the other one is written data. So when we speak such as like interview or conversation, then that could be the spoken data. In contrast, when we write like such as emails or research papers, they will be categorized as written data. So what will be the different linguistic features in each data? Spoken data and written data. So let's start with those spoken data first. The first feature of spoken data is discourse markers. The discourse markers are important features of spoken language with many different functions. They usually perform several functions at the same time. So I will list all the different functions in a minute, and the general function is to show that the listener, how to interpret what the speaker is saying. So examples are, for example, well, oh, like, of course, yeah, all right. So those things are the example of discourse markers. Okay. So what are the functions of discourse markers? The first one is appealing to the listener for understanding. So for example, if you're listening, keep listening and listening what the speaker says and you said yeah, so that one is showing that listener is understand, I am understanding what you are saying, like you mean speaker and I mean listener. So listener understands what the speaker says, then we use the discourse marker in order to show the listener is understanding. The second function is try creating solidarity with the listener. So when you say like respond while you are listening or while you're speaking, then you can create the solidarity that we are actually in certain relationship and we are in the same conversation. The third one is checking that the listener is following, and also the other function is that showing how the speaker feels about what they're about to say or about what they have already said. So one of my students will give the really great example later in their research. The next one is making information that is new to the discourse or making the start of the new topic. So when you start the new topic, you might want to include the discourse marker in order to show that you move to the old topic to the new topic. The next function could be to mark grammatical structure by being placed at the beginning or end of clause or at the start of a reported speech. So if you include the discourse markers, then you actually show that you start the new clause or new sentences so the listeners are ready to listen to the new clauses or new sentences. Also, definitely is showing the the beginning or end of the turn. Let me give you an example. There is a conversation between well, three people. So I will show like how they used discourse markers in their conversation. Okay. The A said, "So, I've decided I'm going to go to the bank and ask for a car loan", okay? So "so" means I want to start the conversation. So "so" could be the discourse marker. Because of the word "so", B and C other listeners, they notice that A actually starts the new conversation. Let's move to the B saying, "That sounds like a good idea" and C, "Well, you need a car", right? So "well" means I want to jump into this conversation and I also understand what you're saying, so well and showing his or her opinion that what he or she wants to say, and B said, "Right", so B agrees with what he said, so B agrees with C so that showing the word "right" means B is understanding what C says and also B agrees with C, okay? A said, "Anyway", right? So A also want to jump into the conversation, "Anyway, I was wondering if either of you would teach me how to drive". So, so, well, right, anyway, these are the examples of discourse markers in the conversation. Okay. Now let's move to the other, the second feature of spoken data. The spoken language we sometimes use general extenders. Let me give an example for extend, you might understand what that means. Extender like expanding something. So when you say something, you're finishing your sentences or your clauses or your now phrases with and stuff, or and things, or something and all that. Those extenders you might want to use in your conversation. Yeah. You probably already have those experiences. Why do we use it, the general extenders? Think about that. The general extenders indicate that the previous word is part of a set, so they extend the meaning of that word without having to specify all the members of the set. A conversation you might not want to elaborate or listed all the elements of the certain set, instead you might just want to say "and stuff" or "and things". For example, "I like Korean food such as Bulgogi, Bibimbap, those kind of things." "Those kinds of things," that one is general extender. Sometimes people use these little words to be purposely vague. For example me, I don't want to list all the Korean food but I just want to say general or I show that not only Bulgogi or Bibimbap, I like other Korean food as well. Or sometimes we use this general extender if you're not sure about that, for example, "I might take classes such as like HSS011 or HSS3O2 or those kind of stuff." That means you've not decided your mind and you want to vague it, so that's why you make it vague, that's why you say it like a general extender. The most important function of general extenders seem to be to create solidarity between speakers. Once you expand your category, so as the speaker, you invite the listener into the conversation. You give the room that the listener actually agrees or they have the similar ideas with you. Let me give you an example. This is another conversation among three people. A said," And what's he going to be doing in there?" The B said," I think they are training him as a training manager." A said, "Frying chips?" C said, "You mean he's frying chips. Basically." B said, "He says 'I'm going to do everything, fry chips and wait tables and stuff.'" So "and stuff " this one is an example of general extenders. C said, "There's no way he will be able to do that". So "and stuff" that one is the example. Okay, let's move to the third feature of spoken data. This is hedges. The hedges are the words that downtone the meaning of the following word. For example, "Here, it's a bit cold." So "a bit" actually downtone. They downtone the meaning of cold. Also add a note intention of vagueness, so that one is the function. You do not really want to say like, "This place is really cold." Instead, you might want to say, if you say that, "Oh, this room is a bit cold," then you actually downtone the meaning of the following word. Also, there is another example you might want to say. If someone asks you, "What do you think like how old she is or how old Dr. Park is?" Then you might want to say, because you're not sure, right? You might want to say, "Maybe she is about like twenties," which I hope, but for example, the word about is actually showing that you're not really sure, but it's your guess so it downtone the meaning of your guess of the certain word. We've talked about three features so far. The first one was the discourse markers and the second one is general extenders and third one is hedges. So let's move to the fourth feature of spoken data. The fourth feature as intensifiers. This one is a little bit opposite way of hedges. Intensifiers such as very or really. These are the examples of intensifiers and that occur before the adjectives, before an adjective or an adverb that boost that strengthen the meaning of the certain word. For example, "Dr. Park's class is really good." So not only just good, like really good. The least speaker actually wants to emphasize that. "How was the movie last night?" Then the person might want to say that, "Oh, that movie was really amazing," like very amazing. So really and very, that boost the meaning of the certain word this time is amazing. Young people often choose these intensifiers more than the older people and the intensifiers tend to fall in and out of fashion in spoken language. You might notice that and you might find that in the conversation we use a lot of really or very. Let me give you an example, so do you know the American drama, Sitcom Friends? This one is one of the scenes that Chandler and Monica, they speak together in one conversation. Chandler says like, "All of a sudden, the phone starts to ring. Now I don't know what to do. Everybody starts looking at me." Monica said, "And they weren't looking at you before?" Chandler said, "Finally, I figured I'd better answer it, and it turns out it's my mother, which is very, very weird because she never calls me." So very, very weird. Chandler said very twice, which he wants to boost the meaning of weird. The weird is an adjective.These are the four features that we've learned today. Next time we will not only these four features. There are more features we can find in the spoken data. Let's examine more features of spoken data. Thank you for your attention.
