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Diversity Flashcards

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Proverbs and Idioms flashcards
1
Q

What are influences on the way we speak?

A

-Regional dialects / accents

-National varieties

-Personal and social varieties, including:
>Age
>Gender
>Occupation
>Sexuality

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2
Q

What is “identity”?

A

It is something that is created by individual characteristics, thus creating a personal identity. A range of factors helps us to create identity and the consensus is that we begin to think about identity in our teenage years.

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3
Q

Joanna Thornborrow (2004)

A

Stated ways of establishing identity and shaping other people’s views of who we are through use of language.

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4
Q

William Labov’s study in Martha’s Vineyard (US)

A

Where the very wealthy people go on holiday. It’s a small island.

Labov was interested in diphthongs /au/ and /ai/. Interviewing 69 people from different social groups, including age, occupation and ethnicity, Labov asked them specific questions that would encourage the participants to use word containing these vowels.

Certain groups shared a tendency to pronounce diphthongs like /eu/ and /ei/. This was found in a group of local fishermen. Done in order to distance themselves from the tourists.

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5
Q

Dialect

A

A way of speaking that is influenced by geography. It will include lexical variations and grammatical deviations from Standard English.

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6
Q

Cockney Rhyming slang

A

Possibly influenced by media ( e.g. Brad Pitt = ‘fit’ ) David Crystal

Possibly done for humour ( e.g. apples and pears = ‘stairs’ )

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7
Q

Social mobility

A

A phrase that is used to describe a person’s move from one social class to another - this may occur from changing jobs, getting married or a change in socioeconomic situation

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8
Q

Why would foreigners in England code switch?

A

To swear, hide what they are saying

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9
Q

Why is speaking Pakistani in England similar to the Martha Vineyard study?

A

Choosing language to show that they belong to a certain place

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10
Q

What did the independent article say from a 13 year old boy

A

Ethnicity is not the main factor of lexical variation. Just ‘cool’ people speaking a way and people copying

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11
Q

Examples of grammatical variation

A

Sorry I were late

You was late yesterday

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12
Q

Jenny Cheshire and viv edwards study on “I like them shoes”

A

97.7% of schools found the use of “them” as a demonstrative.

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13
Q

What accent is dropping the s in “we’ve only got two mile to go” Perseus the in

A

Yorkshire

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14
Q

What percentage of the UK speaks in RP?

A

Only 2%

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15
Q

What does RP make people think about the person speaking with RP?

A

Powerful, educated, smart

After WW2, Labour was elected, so less RP - negative connotations.

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16
Q

Does the Queen speak with RP?

A

No

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17
Q

What actually is Received Pronounciation (features)

A

Used with standard English avoiding slang + dialect. Doesn’t reveal where the person is from.

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18
Q

Who speaks RP (people)

A

Prince Charles (traditional)

Will + Harry (modern)

Joanna Lumley

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19
Q

What are the differences between North n South

A

Bath vs bath
Film vs fil-M

20
Q

What is dialect levelling

A

The process by which language forms of different parts of the country converge and become more similar pr over time.

Caused by: geological mobility, more people living in cities, immigration, ‘the breakdown of tight knit working class communities

21
Q

Attitudes to dialect

A

Stereotypes. Regional accents. (Job interview? You need to speak well)

Children with working class accents and dialects may be evaluated by some teachers as having less educational potential than middle class children.

22
Q

1975 Giles’s study

A

Same speaker using RP vs Brummie. Teenagers rated the RP speaker higher in terms of intelligence, even though they are saying the same thing

23
Q

Ethnocentricity

A

Can be defined as when people perceive their culture to be the most important and superior to others. They may also use the values of their culture as a basis for judging others. Neuliep and Stepen-Hansen were interested in the link between ethnocentrism and the perception of a speaker with w non native accent

24
Q

Chou and Dodd (1976)

A

Reached conclusions which suggest that teachers make judgements on a student’s ability and their personality on the way they speak

25
Q

What is Geordie accent described as?

A

Soothing, friendly, unchallenging, honest, relaxed

A study be a company called Sitel surveyed people and found that Geordie puts you in a fun mood

26
Q

Attitudes towards Scouse, Scottish, Brummie?

A

Their gonna steal from you, their gonna thump you, they are dumb

27
Q

Wells (1982)

A

Created a list of words for the purpose of distinguishing separate sets of vowel pronounciations in different accents. (E.g. haus and hoos) house

28
Q

Milroy’s Belfast Study

A

H

29
Q

Snell (2010)

A

Investigated the use of “me” as a possessive rather than “my” in children of different social class in NE London. Found that working class children used “me”, not necessarily because they were working class, but to achieve a certain effect - could be comedic.

Northern/Jamaican use of “me” represents funny/friendly.

30
Q

Sebba (1993) MLE

A

Large group of immigrants were Jamaican. Reggae music was very popular, therefore Jamaica was a heavy influence on London language.

31
Q

Hewitt (1986) Interracial communication.

A

Creole and MLE were the two varieties spoken. White creoles speakers ere criticised by the Creole speakers (White Caribbeans) when they used the features from the Creole. “Creole couldn’t be spoken by white people”

32
Q

Rampton (1998) and language crossing (2004)

A

Rampton indicated that MLE spreads between diverse friendship groups rather than solely immigration.

Crossing occurs when one speaker uses small aspects of a language they cannot claim “ownership” of.

33
Q

Cheshire (2011) - MLE evolution

A

Wind rush generation after WW2. Forced to learn English from other immigrants in their community (so they learn English from second language speakers) which adapted some of their original language. MLE

(e.g. “man loves pasta” — “innit” — “peng ting”)

34
Q

Stoddart (1999) - Sheffield dialect 1990s

A

Investigated a group of non mobile, old, rural males.

‘Th’ replaced with ‘d’

‘Runnin-‘ ‘swimming-‘

‘Was’ instead of ‘were’

Comparison between older and younger speakers shows the development of a dialect.

35
Q

Dialect Levelling

A

A process of dialects or a specific dialect losing the marked features it once had - features of dialect are lost over time. Happens as a result of contact between two or more dialects.

36
Q

Kerswill (2003) dialect levelling

A

In Reading, Milton Keynes, dialects of southern speakers were showing more signs of a loss of marked features, whereas the northern speakers in Hull were much more sheltered from levelling. This could be a case of wanting to maintain identity or a rejection of southern influence.

Dialect features are
- ‘th’ fronting replacement, ‘teef’, ‘bovvered’
-Glottal stops

These two features have a stronger bond with youth culture than class, which I one of the reasons they are spreading rapidly across the countries

37
Q

Auer & Hinskens (1996)

A

Outlined the reasons for dialect levelling in recent decades; increasingly easy access to other dialects through the advancement of technology, urbanisation, mobility and industrialisation.

38
Q

Giles (1973) (Accommodation Theory)

A

Speakers adapt their speech during interaction so that they sound closer to the other speaker, with an aim of reducing social differences to increase ease of communication, likability.

39
Q

Upward convergence

A

Changing to RP to sound more educated and intelligent (e.g. for job interviews)

40
Q

Downward convergence

A

Moving further towards a regional accent to embrace roots (e.g. in comedy)

41
Q

Giles and Johnson (1987) Ethnolinguistic identity theory

A

Used a Matched guide experiment to investigate the honest opinions of individuals towards certain accents. He found that RP speakers were believed to be trustworthy, confident, well educated and capable based on their accents but he also found that RP speakers were also considered unfriendly, insincere and unsociable

42
Q

Macaulay (1977) Language, Social Class and Education: A Glasgow Study

A

Looked at connections between class and language variations. He did a cross comparison between an individuals’ social class and their use of certain phonetic varieties and pronunciations. He found that there was, in fact a correlation between social class and the pronunciation of vowels and glottalisation of ‘t’.

He then interviewed teachers and employers on their opinions on ‘working class’ Glaswegian varieties. He revealed that opinions towards this were closely linked to opinions about the speaker of the variety, rather than the accent itself. In other words, their opinion on Glaswegian was rooted in the stereotypes of working class individuals.

43
Q

Smith (1979) Attitudes to language in multicultural community in east London

A

Interviewed speakers about their opinions on the cockney accent. He found that cockney was identified as having low status, even by those who used it. The cockney speakers participating in the investigation had accepted the negative stereotypes of cockney speakers, diminishing the value of their own accent. This could be the result of the values held by the influential and powerful diffusing across society.

44
Q

Labov Study on NY

A

Higher social class means a more vocalised postvocalic /r/

45
Q

Trudgill (1974) The social differentiation of language in Norwich

A

Pronouncing ‘-ing’ as ‘-in’ and glottal stops were a more reliable indicator of social class rather than gender (this is a long time ago though)

English language (13 decks)

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