Class notes

English Language Diversity Theories

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Course
Unit 3 ENGA3 - Language Explorations

Institution
AQA

This resource provides an extensive list of theories for all diversity categories under the AQA English Language course. Please note that Child Language Development theories are not included as they do not come under diversity or Paper 2 for the exam.

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Uploaded on June 20, 2023
Number of pages 9
Written in 2022/2023
Type Class notes
Professor(s) Molly bradbury
Contains All classes

theories
language diversity
english language
a level
aqa
paper 2
english

Study Level
A/AS Level
Examinator
AQA
Subject
English
Unit
Unit 3 ENGA3 - Language Explorations

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GENDER:
Spender- male as norm/ women are an extension of men/ husband and wife/ women/ Mr and Mrs

Eakins and Eakins- observed 7 university lectures/ found men take longer turns than women/ men=
10-17/ women= 3-10

Howe- Men are active participants in the conversation/ women are active listeners

Hyde- Gender Similarities Hypothesis

Lakoff- deficit model/ women’s speech is weaker than men’s/ women use questions, euphemistic
politeness, repetition, and uptalk

Tannen- report v rapport/ women seek solidarity/ men seek superiority/ advice v feelings/ intimacy v
independence/ compromise v conflict/ status v support

Coates- men are competitive/ women are cooperative/ men control the topic of conversation

Zimmerman- men interrupted 96-100% of mixed-sex conversations

Stanley- 220 terms to describe promiscuous female/ 20 to describe promiscuous male/ negative
connotations associated with female (weak/petty/slut)/ unmarried woman is a spinster/ unmarried
man is a bachelor/ rude woman is called a bitch/ rude man is called tough

Jespersen- women’s speech is littered with non-fluency features such as repetition, fillers, recasting

Fishman- women do the conversational shitwork

, OCCUPATION:
Tracy and Eisenburg- criticism roleplay/ men showed concern when in both a subordinate and
superior position/ woman only showed concern in a higher role

Michael Nelson- wanted to see if a business English existed/ looked at the BNC and found BE lacked
social, family and personal lexis/ BNC is emotive and informal/ BE is formal and neutral/ BNC- forest,
home, shed/ BE- office, department, boardroom/ BE is more positive- greater, new, best/ BNC is
negative- bloody, dead, nice

Kim and Elder- Korean and American air staff/ miscommunications occurred due to vagueness,
idiomatic expressions and intonation/ aviation lexis is highly restricted and specialised/ e.g., delta,
knots, heading/ descend and climb instead of ascend as they are too similar and cause confusion

Koester- phatic talk is very important in the workplace/ build’s solidarity/ helps build interpersonal
relationships/ some view it as unprofessional and harmful to productivity

Herbert and Straight- compliments came from authority to subordinate not the other way round as
it could be seen as condescending and harmful to workplace relationships

Hornyak- small talk initiated by individual with most status first

Plain English Campaign- argues for lack of jargon and restricted occupational lexis to make official
bodies easter to understand/ awards a crystal mark to companies that do so

Drew and Heritage- inferential frameworks/ asymmetrical relationships in the workplace/ idea that
an individual is restricted to the language they use/ individuals need a required level of knowledge in
order to stay in that occupational group

Howard Giles- groups everyday lexis and occupational jargon together/ doesn’t want to exclude or
alienate individuals not part of the group/ convergence/ divergence/ CAT

Grice’s Maxims- important to occupational lexis/ manner/ relation/ quality/ quantity

John Swales- discourse community has 4 strands/ possess a required level of knowledge/ common
goals/ communicate internally using various genres/ use specialised and restricted lexis

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