Selected aspects of English linguistic studies: Magic words - how language affects reality 2510-f2ENG2W-ELN-MW
MAIN CONTENT MODULES
1. Performatives and Speech Acts
Core idea: Following Austin and Searle, many utterances do things rather than merely describe facts – e.g. “I promise,” “I name this ship,” “I hereby resign,” etc. The speech act framework analyzes how saying something can bring about changes in the world.
2. Indirect Acts, Politeness and “Social Currency”; Negotiation, Bribery, and Game-Theoretic Communication.
Language as exchange: In negotiations or strategic games, words trade one thing for another. This also goes for politeness; for example, Chaudhry & Loewenstein’s Responsibility Exchange Theory shows that "thanks" and "sorries" carry value: by apologizing or thanking, speakers trade credit and blame, and calibrate appearing competent vs. warm.
3. Language, Status and Group Identity
Accent and attitude: The way we speak signals who we are. Studies show listeners judge competence or status by accent/dialect: non-native or regional accents can trigger bias, while “standard” accents often seem more authoritative.
4. Language and Cognition
Inner speech and thinking: Building on philosophers of language and mind like Vygotsky and Clark, we explore how language augments thought. Following the research by Loftus, we will also see how the choice of expression influences memory and recall.
5. Language and Cumulative Culture
Cultural transmission: Language is the vehicle that preserves and builds knowledge across generations. Unlike other primates, humans accumulate innovations (“cultural ratchet”) precisely because we communicate them.
6. Language in the Age of AI
Large Language Models (LLMs): We examine how AI (e.g. ChatGPT, Bard) is using language to alter reality. LLMs can draft essays, answer questions, and even generate legal contracts or medical advice. This changes tasks in education, law, and many jobs.
Total student workload
Learning outcomes - knowledge
Learning outcomes - skills
Learning outcomes - social competencies
Observation/demonstration teaching methods
- display
Expository teaching methods
Exploratory teaching methods
- seminar
- brainstorming
- laboratory
Online teaching methods
- exchange and discussion methods
- content-presentation-oriented methods
- methods developing reflexive thinking
Course coordinators
Assessment criteria
The students participating in the course will be assessed on the basis of a project produced at the end of the course (in the form of a video blog post), home assignments, as well as their performance in class, including in particular input into discussions and group work, but also potentially scores on quizzes.
The project will be evaluated in accordance with the following criteria:
1) project (30-40%)
2) home assignments (30-40%)
3) class participation potentially includding quizz scores (30-40%)
Grading criteria:
fail – 0-59%
satisfactory – 60-69 %
satisfactory plus – 70-75 %
good – 76-85 %
good plus – 86-90%
very good – 91-100
NOTE:
- students must complete all tasks and assignments to obtain course credit.
- attendance requirements are as stipulated by the general regulations for seminars.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: