contexts (Bakhtin, 1981); in some s

contexts (Bakhtin, 1981); in some settings, certain of these resources are fixed – as in most teacherstudent
classroom interactions – whereas in other settings there are fewer conventionalized practices
and so the interactions are more genuinely dialogic – it is less of a struggle to improvise, make
changes. Volosinov's (1973) conception of language as moving between the centrifugal and the
centripetal is helpful in understanding this potential: Institutional pressures frequently work to make
language use standardized and conventional (usually according to the conventions of dominant
groups) while in other contexts language use pulls away from this central force and responds more
immediately to constructions in situation. Whereas it used to be thought that written language tended
more towards the former – towards centripetal force – while spoken tended more to the latter – to
centrifugal and improvisatory features – recent research suggests that it is not the medium that
determines these tendencies but the context. Oral language may operate in either centripetal or
centrifugal ways, being dialogic or unidirectional depending on context.

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contexts (Bakhtin, 1981); in some settings, certain of these resources are fixed – as in most teacherstudentclassroom interactions – whereas in other settings there are fewer conventionalized practicesand so the interactions are more genuinely dialogic – it is less of a struggle to improvise, makechanges. Volosinov's (1973) conception of language as moving between the centrifugal and thecentripetal is helpful in understanding this potential: Institutional pressures frequently work to makelanguage use standardized and conventional (usually according to the conventions of dominantgroups) while in other contexts language use pulls away from this central force and responds moreimmediately to constructions in situation. Whereas it used to be thought that written language tendedmore towards the former – towards centripetal force – while spoken tended more to the latter – tocentrifugal and improvisatory features – recent research suggests that it is not the medium thatdetermines these tendencies but the context. Oral language may operate in either centripetal orcentrifugal ways, being dialogic or unidirectional depending on context.

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konteks (Bakhtin, 1981); dalam beberapa tetapan, sesetengah sumber-sumber ini tetap - seperti dalam kebanyakan teacherstudent
interaksi bilik darjah - sedangkan di tempat lain terdapat amalan conventionalized kurang
dan sebagainya interaksi lebih benar dialogik - ia adalah kurang daripada perjuangan untuk menambah baik, membuat
perubahan. (1973) konsep Volosinov terhadap bahasa sebagai bergerak antara empar dan
memusat membantu dalam pemahaman potensi ini: tekanan institusi kerap bekerja untuk membuat
penggunaan bahasa standard dan konvensional (biasanya mengikut konvensyen dominan
kumpulan) manakala dalam konteks yang lain penggunaan bahasa menarik dari ini kuasa pusat dan bertindak balas lebih
segera untuk pembinaan dalam keadaan. Sedangkan ia digunakan untuk berfikir bahawa bahasa bertulis cenderung
lebih ke arah bekas - ke arah daya memusat - sementara dituturkan cenderung lebih kepada kedua - untuk
ciri-empar dan improvisatory - kajian terbaru menunjukkan ia tidak medium yang
menentukan kecenderungan ini tetapi konteks. Bahasa lisan boleh beroperasi sama ada memusat atau
cara empar, yang dialogik atau satu arah bergantung kepada konteks.

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