A-Level AQA English Language Paper 2 - Language Diversity and Change
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Course
Paper 2
Institution
AQA
Book
A/AS Level English Language for AQA Student Book
Central Theme: Language Diversity and Change
Main Branches and Key Points:
Language Diversity
Dialect
Regional Dialects: Variations based on geographical regions (e.g., Scouse, Geordie, Cockney).
Social Dialects: Variations based on social groups, including accent, idiolect, and sociolect....
AQA A-Level English Language CLA Theorists Flashcards
A-Level AQA English Language Paper 1 - CLA + CDS Theorists (handwritten(
Language diversity: Language and accent and dialect
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AQA
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Paper 2
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Deficit
ROBIN LAKOFF O’BAR
Language
Genderlect
Language
Mainly her own views and opinion= no supporting evidence Study on
1975 Language and a Woman’s Place TRUDGILL Disagreed
Caused debate, manners were used rather than explicit language Norwich Theory of being fe
Different Features make woman’s language weak: Studied how speech varied pronunciation of the words 3 Pairs
Hedges with the suffix ‘-ing’ 1 = occup
Avoiding Taboo Lexis Saw whether there was a difference in non-standard 2 = simila
Empty Adjectives forms, class + gender correlation questions
Tag Questions Overt + Covert Prestige 3 = powe
Super-Polite Form Overt= expresses power + status, women demonstrate
Hyper-Correct Grammar + Punctuation ‘social power’
Apologising More Covert= used by men ‘laddish’, non-standard, taboo
Indirect Requests language
Speaking Less Frequently
Speaking in Italics
Gender
BEATTIE
Recorded 10 hours of tutorial discussion and some 557 interruptions
(compared with 55 recorded by Z + W)
Beattie found that women and men interrupted with more or less
ZIMME
CAMERON equal frequency - men interrupted more, but by a margin so slight as “Doing G
Sex Vs. Gender not to be statistically significant. - How a pe
CRITICISMS
Verbal Hygiene you might simply have one very voluble man in the study which has a
Sex Vs. Ge
How girls are expected to interact in society disproportionate effect on the total Sex establ
Expected to speak in a ‘clean + proper’ way also questions the meaning of interruptions and why they have to Research
reflect dominance
Challenges that there are differences in male + female speech Men are 9
Myth of Mars and Venus HOWEVE
More factors such as; gender, age, class and ethnicity are were igno
important
There are more similarities than there are differences
, SINCLAIR + COULTHARD
Created the IRF model
Initiation - teacher asks a question ‘ What is the
DREW + HERITAGE IRF model?’
Institutional talk Response - student responds ‘ Its a model FRENCH + RAVEN
Jargon = efficient displaying the structure of questions asked in a There are 5 bases of power which a person may have:
Goal orientation - Participants in workplace conversation often classroom’ Coercive- the power to force someone to do
focuses on specific tasks and goals Feedback - teacher provides feedback, can be something. Should they refuse, there would be some
Turn taking rules/restrictions - Some occupational contexts have positive or negative form of punishment
special turn taking rules eg. meetings and courtroom hearings Expert- knowledge and information which marks
Professional lexis - Some occupational contexts may require specialist them as someone with power
lexis for better understanding or effective communication Legitimate- genuine power because of position
Allowable contributions - Participants in workplace conversation may Reward- the ability to reward a subordinate for
be restricted as to what the are allowed to talk about complying
Power Asymmetry - Workplace interactions are often asymmetrical Referent- a good rapport or a mutual respect with
one speaker has more power or specialist knowledge than the other someone makes them want to comply
e.g. manager/employee doctor/patient
Structure - Some workplace interactions have specific structures e.g.
interviews and meetings
GRICE’S MAXIMS:
Grice stated that there was a 'cooperative principle' in which there are
Occupation
four maxims (rules) which conversation must have in order to be
HO
Wh
successful
pow
QUALITY - what is said must be truthful and accurate
QUANTITY - what is said must be the right length, not too long or short
RELEVANCE - what is said must be relevant
MANNER - what is said should be clear, and not ambiguous SWALES
Coined the term 'discourse communities' to describe groups RO
of people with a common goal/purpose who need language Ro
(as a form of communication) ne
Ch
e.g
eq
mo
SPOLSKY CRYSTAL Yo
Using jargon shows you are a part of a discourse community - Use of jargon is part of identity at work ne
however, not knowing it makes you feel like you don't belong 'M
HORNYAK
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