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ALEVEL English Lang AQA > 🫂• Language & Social Groups: Studies > Flashcards

🫂• Language & Social Groups: Studies Flashcards

1
Q

List All 4(?) Key Themes That Each Study Relates To

A
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2
Q

School Girls & Social Cliques

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Emma Moore

2010

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3
Q

School Girls & Social Cliques

What was the focus/ methodology for this study?

A
  • Analysed 39, 12-13/ 14-15 yeard old (as study lasted 2 years) girls from both upper-working or lower-middle class from Bolton, Greater Manchester
  • Recorded 50 hours of girls speaking
  • Measured frequency of girls’ non-standard lang usage in relation to their identites/ social groups - Language feature: if girls used non-standard ‘were’ or standard ‘was’
  • Linguistic Ethnography approach
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4
Q

School Girls & Social Cliques

What were the key findings for this study?

A
  • POPULAR GIRLS: anti-school attitude, took part in rebellious activities e.g. drinking alcohol and smoking - LANGUAGE: mixed usage, 3 girls who used ‘were’ most frequently were from highest class, resistance identity these girls were rebelling, perhaps due to hormones, to converge to ‘cool’ standard/ language use to fit in - covert prestige
  • EDEN VALLEY GIRLS: also engaged in school life but unlike geeks had trendy teen style and liked activites e.g. dancing/ shopping - LANGUAGE: used standard ‘was’, may be due to many being higher class and many living further away from school with high class neighbours so wouldnt hear non-standard ‘were’ very often
  • GEEKS: actively participated in school activities and valued education - LANGUAGE: used standard ‘was’, due to them caring for school reputation so may have wanted to converge to higher standard to reflect well on school
  • TOWNIES: similar to populars but without rebellious behaviour - LANGUAGE: non-standard ‘were’ used frequently, all had at least 1 parent born in Bolton + were friends with working class boys from Bolton where non-standard very common
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5
Q

School Girls & Social Cliques

What core theme(s) does this study relate to?

A
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6
Q

Jocks & Burnouts

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Eckert

1989

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7
Q

Jocks & Burnouts

What was the focus/ methodology for this study?

A

WAITING FOR CONDENSED STUDY

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8
Q

Jocks & Burnouts

What were the key findings for this study?

A

WAITING FOR CONDENSED STUDY

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9
Q

Jocks & Burnouts

What core theme(s) does this study relate to?

A

WAITING FOR CONDENSED STUDY

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10
Q

Teen Language Study

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Martinez

2011

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11
Q

Teen Language Study

What was the focus/ methodology for this study?

A
  • Comparison between teenage language and adult language
  • Completed via informal face-face conversations extracted from Diachronic Corpus of Present-day Spoken English (DCPSE) - ‘data-bank’ of almost 40,000 words collected from 1960s onwards
  • Allowing for identifcation of typical lang features of teenagers
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12
Q

Teen Language Study

What were the key findings for this study?

A
  • QUOTATIVES: using ‘like’ as a quotative - telling stories very common in teen speech, therefore wide range of quotative markers, used in multi-modal range, showing solidificaiton of feature
  • VOCATIVES: expletives commonly used as vocative, commonly placed after pronoun ‘you’. e.g.= bastard, cunt, dick, dickhead, tosser, idiot, wanker, cow & plonker
  • BOYS: higher use than girls, favour: dick, dickhead & chiefer
  • –> GIRLS: favour: cow, bitch & whore
  • VAUGE LANGUAGE: increased frequency of vauge terms: most common include variations of ‘thing’ e.g. thingamajig or thingymabob - teens express vaugeness very differently to adults

LANGUAGE OF BRITISH TEENS CAN BE CHARACTERISED BY FREQ OF DISSTINCTIVE LEXO-GRAMMATICAL (multiple lang levels) FEATURES WHICH MAKE IT DIFFERENT TO ADULT LANGUAGE
Language can also be asociated with ‘Teen Culture’ and seeking covert prestige amongst teenagers the same age

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13
Q

Teen Language Study

What core theme(s) does this study relate to?

A
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14
Q

Teeside Study

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Snell

2015

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15
Q

Teeside Study

What was the focus/ methodology for this study?

A
  • Focused on use of non-standard, regional dialect feature of the singular ‘us’ (when ‘us’ is used in replacement of the first-person singular pronoun ‘me’ when reffering only to ones’ self)
  • Analysed how children of differing classes in Teeside in North of England speak + semantics/ meanings behind their speech
  • For 7 months Snell made weekly visits to 2 schools as classroom helper, one school was lower-working class and the other lower-middle class
  • Recorded 50 hours of speech produced by 4 year old children aged 8-9 Yrs as they interacted with eachother - recorded speech of 10 children from each school, monitoring frequency of use of singular ‘us’
  • LINGUISTIC ETHNOGRAPY APPROACH in order to achieve in-depth participant observation and immersion into school dynamics - removing possibility of demand characteristics by children skew data
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16
Q

Teeside Study

What were the key findings for this study?

A
  • Children in working-class school had higher rates of using the non-standard singular ‘us’ - occuring in 16.9% of instances
  • Children in middle-class school had much lower raters of using the singular ‘us’ and used the standard ‘me’ more frequently - only used singular ‘us’ 3.8% of the

+Snell made the observation that when a person from Teeside uses singular ‘us’ it shows that they are from local community and that they understand the local vernacular/ dialect and how it is used - inferring it plays a valuable role in how people interact and a shared identiy in communities where the feature is spoken

17
Q

Teeside Study

What core theme(s) does this study relate to?

A
18
Q

Reading Study

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Cheshire

1982

19
Q

Reading Study

What was the focus/ methodology for this study?

A
  • Identified 11non-standard features and measured their frequency of use in boys and girls in a Reading playground
  • Differentiated between those who disapproved or approved of Minor Criminal Activities in Peer Groups (MCA)
  • Example of non-standard feature includes a double negative
20
Q

Reading Study

What were the key findings for this study?

A
  • Children who approved of MCA were more likely to use non-standard forms (out of this the boys were most likely)
  • Children who disapproved of MCA used non-standard forms less frequently
  • Men more suceptible to covert prestige, but social attitude is a more determining factor than gender
  • A more negative attitude to MCA seen as aspirational, therefore can expect those children to be less susceptible to covert prestige (fitting in) and more susceptible to overt prestige of standard forms of language

MCA may be asociated with ‘masucline’ culture in certain communities -and disasocaited with female steryotypes/ culture in others- hence why young boys seeking covert prestige of non-standard lang + approving of MCA

21
Q

Reading Study

What core theme(s) does this study relate to?

A
22
Q

Chav Enregisterment

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Cole & Tieken-Boon van Ostade

2022

23
Q

Chav Enregisterment

What was the focus/ methodology for this study?

A
  • Noted similar social personas: Chavs (England) & Haagse Harry (Netherlands) - both dressed similarlly, tracksuits, swearing, laziness etc…
  • To understand linguistic features enregistered to Chavs & HH

Methodology
* Noted how two societal personas speak and how they are portrayed in TV shows, books and on social media like TikTok
* Looked at TikTok hashtags such as #chav or similar in which the creators parodied chavs
* They compared the findings for chavs to how HH and his dialect is presented in media in the Netherlands

24
Q

Chav Enregisterment

What were the key findings for this study?

A

Chavs
* Not one single dialect enregistered with chavs but instead the working-class linguistic features from all across England.
* Chavs in Media: persistently mocked and shown in recurrently similar but negative ways. Often show to be lazy, ignorant, unintelligent & argumentative + high levels of drug/alcohol use - speech mocked, presented as having inability to speak coherently or correctly by any means - OVERALL, PREJUDICE AGAINST WORKING CLASS & THEIR DIALECTS

Opposite for HH
* Broad haags is enregistered with HH (Dialect spoken by him) - It is most commonly also spoken by working-class people from the Netherlands, and actually has positive connotations within the community
* Found that with HH in the Netherlands, there is NO such ingrained prejudice against working-class people and their dialects, dispite being enregistered to HH

OVERALL - Research shows HH and Chavs are simiar socical personas but their dialects are percived in very different ways. The way a dialect is judged in a society is strongly depended on the steryotypes & attitudes towards those who speak it (e.g. classes - working class).

25
Q

Chav Enregisterment

What core theme(s) does this study relate to?

A
Study also acts as Geographical Diffusion Evidence
26
Q

Belfast Study

Who were the linguist(s) responsible for this study?

(+ Date of Study)

A

Milroy

1975

27
Q

Belfast Study

What was the focus/ methodology for this study?

A

Investigated in 3 working class communities in Belfast:
Ballymacarrett
Hammer
Clonard
* Linguistic Ethnographical approach - acted as a ‘friend of a friend’
* Belfast has a non-standard and standard pronounciation of /th/ in ‘mother’ and /a/ in ‘hat’
* The non-standard form was used in the vernacular
* Milroy have each individual a Network Strength Score (NSS) from 1-5 based on that persons knowledge on others in that community 1 = broader, more opens social network & 5 = having a close-knit social network
* Then used this data in relation to persons use of standard or non-standard forms

28
Q

Belfast Study

What were the key findings for this study?

A

Ballymacarrett
* those with high NSS with close knit social relations tended to use the non-standard forms (and therfore the regional (vernacular) more
* whereas those with a low NSS with broader relations tended to speak more commonly with standard forms
* –>MEN typically = closed social networks - HIGH NSS
* –>WOMEN typically = open social networks - LOW NSS

Hammer & Conard
* Findings opposed Ballymacarrett, due to social pressures at time with 35% unemployment rates which impacted social relationships
* –>MEN from Hammer had low NSS due to need to work OUT of the social community
* –>WOMEN from Clonard (Catholics) also had to get out of community to find work but tended to stick together and build new relationships throughout Belfast (Only in Cathloic individuals) therfore had high NSS as they maintianted close-knit, dense communities

OVERALL - due to contrast in results to do with gender between areas, we can deduce that a social network/ groups’ influence is more controlling over a persons language than gender.

29
Q

Belfast Study

What core theme(s) does this study relate to?

A

ALEVEL English Lang AQA (15 decks)

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