Language as Discourse: a a Perspectives for Forcomploe toot nt siesee pope ian Language Teaching Michael McCarthy and Ronald Carter LONGMAN LONDON AND NEW YORK,Ege ‘ies CMDS, Eh ae yaapa Ping New ok omen nap Line 4 ‘25 morta mom cetets mee Revafettpecaltin Pocker thee Pr ate tet ppei skp ms Sees te cpa 4 sa bn eign Renin Nien Siareisacmre nasi Tria eines amas) phate soe) Se i ra Ue Contents Genes eis preface Isolucion Aeknonledgemens 1 Dividing the word of escouse 10 Indscion Speech and ns 172 Framewors for cssibing spoken ad writen odes 13 ping ad ehnng Frameworks 14 Mooolgue and dao 15 Tet ypolaes 16 Genes 19 Goncusion Render seis [Nes on aces Fare reading Neve 2. Observing and exploiting patterns 20 inrotucson| 2} Common cre pater of aus relations 22 Teaching suggestions 23 Embedded pavers 4 Opeinas and closings 15 The developing dconse 2 Themae developnent 23 Concusion Resder sca ‘Notes on aes Punher readin 2 Linking the levels: grammar, less and discourse 50 Inweducton 511 Grammar and drove mangement 6Ons 212 Tense amet and vice 33 Modal 344 Panurn ofyosbalry 45 Nauranes Reader vcs Noe on atin Furter reading 4 Literatur, culture and language as discourse 4 Insedueton 41 Cometetonal anh pragmatics ad le 42 Aashsignonanes 43 Repeinn and rhe 44 Stotone across eres 45 Testandideolon {6 Teachinglirare i sea 113 Discourse and cultura anaes ington forth language ener 48 Texchingte cucu pines 49 Leamingabourlangvge some questions for discourse snlss umber eae Designing he dacaurse bus 5.0 laveducion| 1 The nron of dacouse competence’ 52 Anahasandlsiicaon 553 Anas orte precusroftls 2354 Pating wasnt the rer concent 5:5 Anabsteand materi eleation 56 Refining nd raising he sabes Reader cos [Nes onactes| Fonkerseading igapis Inder 95 im 104 re Bh 125 0 14 1 136 139 ws 168 10 im (2 2 13 180 18 1 198 a 205 a 210 28 General Editor's Preface ‘This & an uncomfortable hoo, I ds set onder, and i Challenges ortedves. At the sme ine ges comfort 10 thse ‘ncened th the fare of ts cine a wet ut what Serme mans fr fdamental change, How wis ached? "We cull bei wih he Sok ening In her al Caper, he ues ave tt si. The moat ne stars of gue “mu th ene oe en seal free "What hs ve lance, bow owns Wht sled such a change? "Taking Arts base const, understanding of gang, wha oes mean or he authors adepscourse-based view I may bp to abe «pune perpectier Real how inthe anraton oF Tnreronst aiming fein cesge from a lndseape a8 com oncnesrkesand brskwork sume recone et sil cer Firms ich theron hws nspctan, soe back in unde {hte snd indicat tes of eur Postinpresonst pile rpms ths cacy In senses th gue. We can tla fue or corn te phono sd evenganmta fr 25 (ries oe we ea sek fo dncer the ents wich So Speak eg Fm he dem ofthe fesor Isa mater of perspec. Wha do Ar ean om thing the nde ofthe tet 35. our Staring point Tver then focus on dae consent forms AL once NE te Cmpelled to tecopave that sich 2 hndicape is mo an ‘Siceblae af gate strles uta coherent ety purpose ‘Seorracted by Henfuble pripns in response to parca ‘Sipe of me and lice and subj oxte. resting conte Cihtircan be recur and reconstructed, A Landscape moreoe (thick ip shed. tha porkular stencl moment and sochl ‘fhumsttace and ot an aventionycomerated eject take fom “Stee anonymous iaveons 3 ta then, ownership, aeence ed pure Nonetelesy such texts are composed He ings they make spine and apeopinte coves, bere fom he Teuogrmmar or the hoody. Tere 0 lesepe witout frm tnd eu componen fates. Agi, Ee sing, a mate of perpectve. What hess ague sat we wan to comprehend Te lnicpe then language teeing ast bein with texts ansik Gone iors Prof recogni through them the forms of lescograramar and phonology uvhow ther sordigsand tose soundgs function i ther Prior patering 0 represent and eet the ential observer ecu and idelogll meanings of the landepe “Vi would ths ew be uncorforble? Pray, Benue ales shes of teching and learing I ne bes with forms there fo ground fr-mchpersipatn by the fare no ground for ‘em otc ssremen of thr pase sence nthe TReaning ‘mang proces oo oppor for considered ehoce. The Foems sei the comenent proper he tatoo or the tach, tral andinhentcatble objets for spay and empty acquni> thon, Tolman on teas meso ies aturingqueston one thet anetbe ater by reference elt the autho the textbook Gerke techn, Quesbine which would not be appropriate “Tvessed forms ane How ae sorts constuced” Why are ‘ese wordings and soundings eonen? How can sch vex be ‘ase? To wht cent are noc texts unitary and wh een {eneruaP Where dies parla ex stand om he contro of ‘Selene 1 wating? How docs tex pay ite under eameat Hw i tx repesnaive of a poreaarauoshp nd nan-cultrl poston’ These ae inter all questions which thin widen te scope of the cul andar the rate ofthe ole tnd he professional competency of the Tanguage tether. ‘There lester ucomfitablnes.Furtbermarc, begins th sexe fmt mere a mater of topography. Texts He andsespes te ‘pen tinction, hele speance fot oa a mer of ‘onour, Overs ec hem dough dlerent eps, rom diferent erpecves Wha day cle the astro ext has oe related To cally epposte queens of ow tous are vay iserpeted "There sso spt othe wndersandng of tex what wa of ‘ecing ae there! How isthe emer posoned to adopt this rather than at perpestne! How are exe bet understood, om am vats of te inrlandsape, so speak top down, or brat tp fn the component fener Asia Greens fl, te weather lle the drugheman has partelar deves to char he topgriohy tht fis conan ayes than the ndbeape he wees 1 ‘Sptue Ace dlerent ets epee la dierent wae? What pat (Boot ear and soil backround ofthe Lame playin aes finupetaon® Ae much ae 2 vedving off perigee Tinguge sich conte suesns are atthe het ofthis Tats on othe ped Linnie and Langage Sty Se. Tes Ite gurstony whit ley ena asseameat of more than itngssge Thy a> to the heat of tesching and learing. They Genel Ens Pfr compel combining inthe teacher and the leamer of the rls of al snd erp, negating eassicaon with ming the ‘meting aig inthe sata wors they re a Si Tinguge larg to become lnguage eduction, In that ens his Tusk mes sncofoable et challenging ein forthe cuca ‘Seige or wht dos fn flr lngeageedueston see fe ‘king lene complet of textual subjecerater Lan foe edteston become nergy. Whi taka remsn in {he spon of anguage, amma ls, phonology and Uicomse, Uhundertndng of the somealam landscape now fees inshie ‘Rom copie pscolgy sc! sche from tac oily and ined sae, fn camereatoal snus and etnogaph and fom sutra Bsry Te widens the scope of language kares ‘Santon hit alo pears more uncomforabl, of lngagethes ‘Sten. Character now ere is Be lstence om 2 ‘cin an a ommuniy of tacers of foreign and scond Tamgager and teachers of the sodher Tange "Fob eflcie apat of change, bomever, cn eed tbe turned inv paca aston. Thr resto, and it sens thei justia, sur inthe acai of the elsroom. Here, 38 {Mewbere we hae ination, ut now in lation t he como of the Imgseape inl Thee area of redrevig of the lanuaee ‘Suction cuticlm sand oa the fs iste sthos! cata Spyro to the slecton fests caching sharp boundais of te, bere, or example, the erry, the conesaonal ad the Fnfratona A secon reagent tht of the rasing of the (Caching of steed poe, ems of th Language ering nd dacure sna be xml pars othe cul conte nd chssrom produc. In stemng the amporanee or sane, of comcoungeraking av a may of dewopiag the Kame ‘meelnguisi nowledge te tors Ink this to the vale of ere {harenss moe general, Bah for lngusge and Kearmg. Final fre theo tare tany ther sala inex), the, book ‘hate te dvopment of terpesonal end interacnal lt ‘hing and pr speech tor wih the iment and veruelning “phism many cura‘ on the wamsesonal suing that bth Planes of dacouse Deed. equal wegen im a commanisine cul, Ato all what soci about Mike McCarty’ and Rn Carri the etraotinay snes of hi dstaon Jw sh patel acon can be achive. Each Chapter fa a Touhy and very wide referenced ineral bot acme ‘by imate Rear Activin, cach glosed wih suggestive Notes Tod inked wo shmaateé Further Readings. Thus all a he necesryGon tors Pe spparau is poided but in away in which the ules of teacher and Teter ae sy interchanged. Tass for teacher can equal be {ate fr feamers and thi nil im Heping ni he ww taken hee ofthe lndsape of nage and how canbe perceived Like tres and reades, speaker and hese teehers td leaner eopervelyenpge in o-costrutoo ofthe landscape af es and Topeher are cnbled by the process of ths bok to combine sources i eporig thei spneance in puricua ime and space. Profesor Chistopher N Cadtin ‘Macquarie Uber, Sey (General Editor Introduet This ook fcwses ona descoin ofthe dssoure properies of language and nthe evnce of such description for TnpSape teaching Inthe book we challenge some prevaigasumgons One sn sturgim that we chalenge tht English langue tacts trendy Anow song abou he tmguae, Hs fim sal hat sch teachers ate sumounded by an ary. of wellrewatched and thoroughly eed gamma snd disionanes which rronde exes tener, an that lesming ave st the language ee ote Somting to census tno mich of her wleble me, Fed es "so fen sl, dcr main concer shoul! be with fw Yo each be [Enews moe efecely. We challenge this main sear at rctodeogy i all. Another ssunpion that we challenge tht (her are dnoninitis beteen frst and second linge learn We peter to underine the cantner and comaectns and age hac or dicoure-baned approach io Langage lana ad each topes bath LT and 12 Since the ch 1970s there has heen & said eapension of eserpve work onthe coun proerics af Lnguae In their ‘ann yeah ofthe Sines of core stabs, pragma a {ex guns fs eplored ho langage wes seh of lingunge The ha feauendy lnved caning langage ratiraly occuring cates, both spon and write, ah hit Sometines ined te sy of complet texte, Sich an oeon ‘ons fh dominant pad for the desrition fo ‘ramp, gamma belay and the sound sytem of Exh, hich hae tended 10 concentrate gp decntetaized unis of Tanguge. Ths, ganar is stb i elaion vo sentences which sree ade yp Dy the ast or en from wacepesnatne ome The pracice ws, of couse, for iaseaive and biel paper I has cru uence language teaching in thatthe emphasis in many langage course books is on single Sentences or minimal ums af Ipguge end on pratsing ors of lunguage within sich + rarewerk. ‘One ofthe main ins oft bok ist amine what ais fom languge siya th vel cone have tert the langageSi Inrwien tescher and salent Ginen hat mont rel ngage we nae he ‘oducton s0d secon of competed stretches of spohen #08 Wines langage, ne ast tha thie ind af devcipion Sof ‘Conidecile pot he ndcd, weg ater and ser hat te fictions of ngage ae oem bet undentood in a dicourse Chuconment abd tat eplonng ngage in coment fers 10 oe some commonly eld wadersandng shout the forms and ‘Siasogy of ge, ln the cise of grammar, in parol, he Theis on tat and cacose ea lp us no nd nae asec of wage which have peoouy gone unnoticed and unupht. One oonesed aunt bu that the Beer ext arash tee? ‘ine, ee beer equpped ll ether things Belg equal hi er ‘tens ave ly toe in eng the lanes appeepias Pardovcly, ta. our lex, sone srsom of cornice Iinpung ease naiietateton othe sta process af ‘Sntnunicton. For this reso in thn book we nono te ony amples of ra language use in 2 vatey of nal occuring Contes and we deote aot of spe to exploring the cena of Tenguage to the constucion of eating im such coaents. One Paras spect of langage use ne ere nome deta the way Inwhih eninge ae oot say bl tht te vary acter © the cones, purpose tod since forthe communicaion apd that ‘he sue fms of ngage can have dflerent meanings in dire ‘intents We plae rest sts onthe ntepasonal, varanasi egisle pets of lnguage i cass comenonal eonceras ‘rit more Meson, camet-bsed nd sobe elatns beeen Torms and meanings, We cinder th implistone for Language teshing of sack a appro, Tn aur emphasis on hnguage saieny we donot peeege any porislar tet and act up no flere of alae All natal ecuring et ar of equ vale, We agus forthe value of iteray {tai anguge deepen ba argc athe ae ine Oat ceva ‘Spats of iteay decoume may e ot bs illumined ad 0g ig cansiertion of what are conven tested snonliterary tes The feu we pane ote erin fom non-iery 0 Inerary tet ap emule es eaten To othe relate elie areas of Lngoge stay nd teaching he role of pC of ‘ure and cual presmpasios ip langage deren and feeching andthe ratonhip berveenlinguope snd teao Once in ar punent iv thatthe rlvant foes athe inerace of tear, oly, cue snd langage techig can be bes lcted ty concentrating onthe dssoarse propery of guage 2 vay Invasion i cof tex, Our exp on she clean fr Ieamers of increased {fsnng stow guage pe of the sume process of tarsi 3 uly af es and corse with a ncesed competence in SS the langage commana. The seu to ths book debBeraly chosen. The bok snot suney The field of discourse amas now oes a ouner of Boe ‘nroducons wich ay tthe ai sues review work the Geld ‘St cue aptestans (og aw and Yale 1983, Stubbs 185; Chuttend 185, Coot 198%, McCars TOML; Hatch 1992). We therefore uae ho ci to complete coverage ofall the potenially ‘sar ape of eure and teal cranzaton. Fr cumple, ‘Schnell iy about dacuare-based specs of phonology ad ‘Boon, We hws Seto ny obont dacouse as 8 comme ‘ocet auch we do eglare some cans fr the producion Tha imerpretn of et # seo-cogmne process We ould ave ‘oe ey abou theoe of easing. We do noc cover deta es of discourse despion coer inher boks, Thowgh we do for nget needy ne abo coi tha mre space could be Towed ty meliodeloy Owe purpose. vere, wo er eecenen We ds maces in gute provocatine way The boo, ['"Boctmes polemical and propremmanc. We hope io ope" oP Gutters ss nd leo ne een aes sh ‘Tn pices ths mca that we have argue apis the grin of 0 “uot enusge teaching othodoses. so ding we ca yon ‘Sie oar agunen sufi pree and epi rdf allow mascots engege wah them ad can aly that we welcome gue responses to the pans adopted inthe book Michael McCarey Notinghon Ronald CanerAcknowledgements We wish to acknowledge the follosing people for Mn providing (it aod alwing 9 be used in ths book: Mark ihop, Lames Nasi Beth Sims and-Faye Wadsworth, omer ster ofthe Unies of Notinghams Rona Gimener. of the Unersiy of leas Lacy Crutenden, fone of the ‘Unneaiy of Buminghar Per Osan, ofthe Unversity of Ursa Colleagues inthe lnwmatinal Cevtente Canerence ICO) Sry teches and consort o9-oatos wha worked in te {amaze nthe National Cram (INC) projet (198992) a0 imserce teacher edueston prot funded 0) the Bash Dep Inca of Eveaton snd Scene nd he lal eduction autores of gland and Wales Dat vem from he project are fete 10 35, LINC da ‘We wish alo to thank Matis Hewings for permission w use some terol from a pees publed co-authored arale Hewins Ind McCay 19H. Our sens edt, Clos Candin, has ome oi been an unig serce of aie, encouragement ah percerave support M Mecarty Rarer The publabere ate gael wo the flloving for pemison 10 reproduce copyright teria Borat Depments Pl for an ewrct ory an adheriiement ‘espe SA or an exit roman alvertsemca: BBC Magazines tnd the or, Pare Waller fr eras fom horoscope for iy Ties mapisine, 24-36c August 981, Brosh Medial Jara Publahing Groop or cert rom the anil Respizaton ‘ess and Home cnionment of cic groups’ by IW Nel, § (Ginn and Re] Ron fromm Brio Medial Jul Vol 256, 21.5388, Soeas of FredancePootomiphers fram csract iom a0 veriscment fom Pra Phtphy sagen, Ape 1992, © sy Adsemetymns rhe Baca of Fredance Postopapters Camel Li 0 3 Serre cat fs Tir ser nwrpaper, 22.382, comet © Toe Cate Lat te aor age! exces em a rie 7a Cates fo Obra sapcne 10893, Emp Wome's Gel resect hore fom Mae! apr, 30 Seed Noveer oa Grepece La fr exc om Cramp News mp, Spring 1990, Guan News Serie Leese Minced fre am ro om Mae tones The Gaon poop, 181285, © The Gari: TSR Group UE Lad or oem or Opening by Brn Pana By The Oso La oan dated xe om Teck"tom The Oke pevspger, B12, © copie The Seer Landon 1985 The Rover poap Li fore dng on ere, Sates eal (190) La for sv exc oR Jot wt fr Shin’ by Slat phe fom Da Fite ig) 9h next om ie are 'Sam Ds 107 om DBEE str 281730, me rom he aoe naan of the Cente tom ash Minor 91290, an erat forthe ail Seen Che axe $07 Dui Mor 27.790 8 28 “Eines act fam he atde Workers Sun Peni tom Da SRS SSpmers 22.698, Uniery of Simi fo Me a The Cardin nape, 1898 pera RCE Cll COMLILD Foglsh Coune Sue’ Bok Sune & Dav Wills © Wim Cains Son 8 Co 3d 195Fespec secon SEE aan eo) ante Ruholw SE os) aig it aan Siem tanratinner Lining Spken Ents Moinecr tone Hwan owas ang Gave Lanmiage tnto Jeanne and Jane 1 Dividing the world of discourse 1.0. Introduction [As we sed inthe imodustin this Boo, our main concern ‘ith he iplictons for language teaching ofa view of Iaage TTHCn enero account the ft tha linge pater evs 208 rehes of text Thee pater of anuage extend yond the ‘ond camer and sentences which ne ben the wana ener UWrmech language teaching. ‘The sew of language we ak ithe ane Teh ces re anscpite,om complete spoken and ten Tens and on Ge soi ad ctl contents n which sah Langage Gpettcs a dcourebasd sien of language. Wt conrasts eteay wih tke approach to language which has, unl recent, Cras oth matiertongue and second ot Toei Tansee teaching Tondo prepare the ground frou discourse‘ oan ee examine ere ino roproumaive examples of these mone ‘ont approaches example 1 en for a Book of Engh ngage tot apes for stern font schol sens of nginh cramle 12h anc fran a book of pacoee Engh Tabguag et pies fo lens of Enginh a8 Sond o ori Tangoge nee the fous om casino papers sy e howzh opi of language teaching praie e poit OU at sich ‘ic at of guage outcomes fr which students wl have be preyed ding the eure of thet apguage ese In ese eae Tie howe Fem nie, cen pot out at a) pnernmeats sound the Worse wish to se 2 eum 1 eh [inguage execs or endorse ter comintion (11) Nokes nad eatin ning om he word a be einige Aa? yatmasoeed og hea eo doe eer. We i few yond ates et Meda bt ee 10 ore Dade, —— seer in a 1) nara sap he den pth 12 ieSuoms edly on he Desh 1 pavtueg ea mine ks2 Langage er Disazne arte ftloing weds inate der mice woud tein ale epee be fy ea 16) 73 —— 6 Ine gace we the poste fi wed nbeny 9p ami SL Andrew rt bt Sly was —— Undies ond n cache nich ae sar esos See oe ia oe Gen wep than (Bond 1987, 932) (02), Litre_@8Setempen-1 Ober) $a ner mie mga tn bt ‘Sowa astwing ——— Tr ocroperte oe wi sot apt e vnaoe ohaie—e Ee @2 One 21 Nee aaa ei ie pees fanart pnt deans ander eo ensesen spe (oe and When 1981, 9.43) Both examples here aot» tt ce of engage ‘De empha fn cos conect weds win pve or emt The use oF {he lngunge ae ira tothe stem 6 de Tangage there {ceowdngy po ess oni se a conte. Tere na cat unpost fo the wring yond the chace of coeect words and there TP auch, other han the tai, ro ue sccunt of There ee dynamite dns te ange regued, The Clagett enampe 12 gathers leer ofthe ste aby {o se wesbelry appropri nded, most ofthe gaps fave be fied by seam winds Qrepntions and dees). The coment Gr agle o the tex the finctng of purulrFentures of ngage. the rlsmalip fen wordy he eaence of prune Tet ut af acoune The emphasis ona ia, decontexalized view ‘langage a petals of forms. Abe all he asumpion i {Eat mung eas wholly nite frm end tat hat writen and {fohen guage coruit. Thug ths ft chaper ne explore Ro Mla te velvnce to nguge teeing. both EPS. and Dining the mel f dure 3 Foglia « mother angu, of 2 dscoursecand view of tngwt. Ae beg wit te son betnen spoler and writen 1X LL Speech and writing “Te is od mos imei problem fo 8 ange teacher ene iruemny » cosssecton of he Urge Tanguge inthe form of ‘Goran tex or soen ater fr presentation Inert ow enormous and al-pensabe etenday language wwe is. The ‘Minuet af nguagegnodvond So on day, wheter sn writen wean frm, by ever 9 reaineh all umber of people (ie Rinne te poplcon of one mediumsied toma) 6 ost SONI impose eon fo esimae the number of words prfseed PRE? pepuion ina trety-foueout span, le alone esi © ‘Suns so'much langage And yet is cea of importance 1 ‘Mepune techs to kno as mich can be known aboot people’ ltnttdy ses of langage. Sane and mate are ecesiriy ‘Becive' wh they teach ag sly classi tl cones in ome Tor Te pds ow and nt selec and owt das ae Tose lesened de mare se kw about 98a angaze ARE ore main of linge teachers the most imoornt need 2 pees amework fr exbing what cam be obser of peo’ ‘ficioday se of lnguge,Kisnng bow lpguae works and how Sere ue i and indpesale sep tards deciding hat Teak tughn ands one of fe eomponets, ang with howled: like pncheley of eaing tn the salad cull cient of ‘tng nhc ed pt ewe tach nga. We cant ope {i fimecr base questo aout the Frm and content of Lagage eadhing sabes a mara iho sabecting hein ray ‘Shera, de eget langage, to cose sertin. This chapter wll Cherfre Took at how Gcouse anahsis as comrbuted te Feeling ne of diving op and asng the cern Pours of lnguage i ws. ‘One loa way of dais guage use which i efleted sede nthe langage tearing protean glen versus i. ‘Teacher ten find pense tga as eacher of spoken 3 teaches of wrtngs and the lla a equal have woken and Coen ingioge mag fs msiordrasion. The following (san met fom the content page of anal education fori {inpunge teaming sls (CC, 1986). TC peal of many sek Sphabucs i the anurpins # kes about ding the word of accu4 Langage 4 Dine Language Skis and Lev! of Langue Proficiency ater comprehension Ona proticerey Reading comprehension Ween exresion| Under ‘Writen expression’ the Imes ix expected to produce king appropiate in expres’, # sateen which sugges Dat Fecogiion of appropriateness in wetag 1s part of Ingusic Conprtene. Simla, publsers fen dhide thar aes op lon the writen and spohen dd, and coursebook es ret ths Sachs don hay save practeal pupises In vocational omens bt tras complex quersom when Toked at fm 3 thsenpve viewpin, when we consider vel langage For me thing, we have to Singh between te mea tha wel communist the mesage Ge Cyst and Day 1959: (e-70) and rat we al bere cll he mod of logege wbich he fender of the message adops. Mesiom eles to the oneal {inson besos gui mess anand to the ees Siphon or gaphle means that ey sound ur by wing. ad ase pect dan forthe ssembh of ssbuses and materi [To votes sn fine dinction of what Casal and Day (196% 5) refer to a8 copier alow For stance, 4 message a) be nen bot intended te be devered as spech (eg 4 univer Tec, or sper, but destined to be Gapsmined to intended tovence in wing (ef + satsent a8 press conference). Meio {St ner healing alone the tegen of the extence Ctmplex medi, aleady poides ws with quite 2 vate) of atogonons forthe world of et ad dice Bat eum, 5 tre al su, teas to be ascompaniel by consdenion of at Tnkpendent lee! of choice, that of mode. Mode refers to eles that the sede aes 0 wth etre normally sociated wi secch wring all beaded the mes, reads ofthe Thelin which to be tema. For etal, 4 nies Iecue is sal, anemized tof audience sing the med of speech ut oy wel have many ofthe etre asst ih he Frode ofa waten acai arc ceil panned and ered lange, impernalgramatea ors, et). However, an adver [Rement raramined trough the edu of wing my med ‘ole 1 spuien conversnonal mage of guage ne (net aden thi reece elited and contracted Toes). Osher amples of inguin oe tn be ute metal with rege to mode ears of rong the dof donne S he etm duh ich ade We te made Ser ptttaty fem the ay ted ene Ings pels Sug awe sie in py ert mre asf commen nd ese cine ese et ‘tether or crf mcm and male wih sme “tung enol te oa wc they Were SRG chal thr ot, uy roe, wl cee Gem SoU Seri ei toa Art one te ou wl se nt ew me agen so ve ken seefece mode samp yesh rt Fw te rt SI Dakar moe The sac ce fo ey 09 Amo abu So, 2 it ow: I's ate D2 ly ered vay, Now, would ou ike w ehange rout ¢ rrvand oul be adjnted clockwise to reach the lowest peed ‘tite Da, you know, up 1 ct, bd emper Enel rem he came ome, and thes had F bur angen ta these questions may oot be Gflive oF glee bat even i 6 Your mse ae over Far from it The ie so-and-so wil ‘aia up ae He porns in space. Wel, ot sity im spice, but Space esearch 1 Path the ptice gone now; not a stone ress J) CIR ay ees and sk ning Wel ft was a gd defence ily informants cnssing of maine an no-aave peer of Engin) wee shed tag each ext for mode, wheter frelominaniy‘splen’or"wrses. Almost reyone ayred at ‘lees fad D raged ape language; 2 sable ruber lp ‘gh hat exons FC and I evoked speech rather tan wring? msc © and F were thought by sigucant majorities (0 eke tring whe ect B, Fond Jesse more of «Givin of onion rer ft be neta Sock patering f response icant, then th al smoune of language In exch exact and suet ha frople ive ae prt of thee genera Hogs comgeteace a vey fury sense of wha wes of language a sport to apc “te and what wien The pokeariten dae seems 0 be