BSL
Glossary
user Guide
New Level 3
Accent
Accuracy
Affirmation
The combination of rhythm, emphasis and fluency you use when signing.
When using the standards, you should note 2 broad guidelines: a)
accuracy is more important in formal than in informal communication;
and b) at lower levels, errors in signing communication are acceptable
provided that they do not impair understanding.
Statements or questions in which the action is affirmed are in the positive
form, e.g. ‘we accept credit cards’ or ‘I hate school’.
Aspect
Aspect refers to time relations within events (for example, if something
happens while something else is happening, or if something happens
over an extended period of time, or repeatedly).
Buoys
Fingers on the non-dominant hand used to list what the signer is talking
about. They provide ‘landmarks’ for the general structure of the
utterance.
Colloquial(-ism)
Conversational language, often including slang. This may include
vocabulary and expressions acceptable among friends, colleagues or in a
close working group. Colloquialism may be inappropriate in formal
communications but are appropriate in some settings and can help to
build rapport.
Complex
‘Complex’ language as described in the standards is made up of complex
sentences, specialised signs and expressions. A ‘complex’ sentence is
one in which two or more ‘simple’ sentences are linked together.
‘Complex’ can also refer to the nature of a task, e.g. a ‘complex’
discussion may involve several speakers/signers or a sensitive
negotiation.
Compound
Compound are a combination of 2 free morphemes that make new sign
(or word) with a different but related meaning, e.g. Parents is a compound
of the 2 free morphemes Mother and Father.
Conditional
Expresses ‘if…’ – ‘then’ relationships between 2 sentences, e.g. ‘if you go
out in the rain without an umbrella (then) you will get wet’.
Convention
An expression, generally in a set form, which is used as a courtesy in
certain situations, e.g. to greet or take leave of someone, to interrupt, etc.
You can often learn conventions by heart without analysing their literal
meaning or changing their form.
Context
Refers either to the immediate language (sentence, narrative, etc) or to
the broader work or social situation in which the language is used. The
range of contexts referred to in this curriculum include leisure and
community, and either education, health or work. In either case, it can
affect the vocabulary or expressions you choose, or the way you
understand another person’s choice of language.
Enumerating
To identify numbers on fingers or groups by referencing. Listing things
on fingers, e.g. 1st BROTHER, 2nd SISTER, 3rd ME.
Fluency
The ability to sign the language with minimal or no hesitation and use of
reference sources.
Idiom
An expression which means something different from the combination of
individual signs, so that it cannot be ‘literally’ translated, e.g. ‘DRUNK’ –
wobbling while standing. ‘Idiom’ is also used more loosely to mean any
expression in the target language.
Imperative
Intonation or
prosody
Lexicon
The form of a signed sentence used to give an implicit or explicit order.
The visual, rhythmic quality of a sign language, marked by changes in
facial expression and the emphasis given to signs and parts of
phrases/sentences, including, e.g. irony. Inappropriate prosody can make
it difficult to understand what is meant, or can alter the meaning entirely,
e.g. questions, negation, etc.
The lexicon may be seen as the vocabulary of language.
Modification
Change in sign to give extra meaning, e.g. upset-really upset; a bit tiredexhausted/worn out; quite worried-very worried.
Modulation
Direction and distribution, e.g. look up there, look at me, look at this, she
gave them all a handout, she gave each one a video tape, he explained it
to her, she told him.
(Direction Verbs)
Duplication/repetition, e.g. he met there often, he went there occasionally,
he kept on going there, he went there a lot, she comes here from time to
time, she comes here regularly.
Negative
Statements or questions in which the action is denied are in the negative
form, e.g. ‘I never eat ice cream’, and ‘We don’t hate school’.
Non - Mannual
Feature (NMF)
Positive
Statements or questions in which the action is affirmed are in the positive
form, e.g. ‘We accept credit cards’ or ‘I hate school’.
Register
A set sign characteristics which may vary according to relationships
between language users, situations and the medium of communication.
‘Standard register’ is used