This is an overview of the four different language and gender theories and applicable theorists, which are relevant to the OCR English Language A Level. It includes outlines of different theorists' arguments such as Robin Lakoff, Deborah Cameron, and Otto Jespersen.
English Language A-Level: Language and Gender Theorists and Their Theories
Overview of the models:
The Difference Model
The language of men and women is simply different. Neither is superior,
it’s just that the style of speech adopted by a female is in contrast to
that of a man.
The Dominance Model
Argues that the language of men is more dominant in society. That is to
say the language of men holds more power than that of women.
The Deficit Model
Argues that women’s language is lacking in some form. That is to say
that women cannot do certain things that men can because of a lack of
‘something’ in their language.
The Diversity Model
This is the idea that suggests sex and gender are different things.
Linguists who support this would argue that one’s biological sex has no
influence on language. Instead, it is society and socialisation that affects
our language.
Theorists:
Robin Lakoff
Deficit theory/model – 1975
Study consisted only of white American middle-class people and was
only a small sample.
Argues that women are socialised into behaving like ‘ladies’
(linguistically and in other ways too) and that this in turn keeps them in
their place because being ‘ladylike’ precludes being ‘powerful.’ She
suggests these are the main features of this language:
Feature Description
Hedging/hedge phrases Such as ‘sort of’, ‘kind of’ or ‘it seems like’.
Super polite forms Such as ‘would you mind’ or ‘I’d appreciate
it if.’
Hypercorrect grammar Such as always speaking clearly or avoiding
and pronunciation talking too fast.
Tag questions Such as ‘You like it, don’t you?’
Speaking in italics Putting emphasis on adverbs such as ‘very’
Empty adjectives Using adjectives to over-describe
something, making more emotional
, evaluations rather than intellectual ones.
Such as ‘adorable,’ or ‘divine.’
Apologising often Such as ‘I’m sorry, but I think that...’
Lack of humour They don’t tell jokes well or understand the
punch line of them.
Indirect speech Such as using indirect commands.
Avoiding coarse Such as swear words or sexual language.
language More likely to use euphemisms.
Use direct quotations Such as ‘she was like’ or ‘they said this.’
(men paraphrase more).
Have a special lexicon They have a wider vocabulary. Such as
knowing the names for different shades of
Blue, whereas men would just say ‘blue.’
Use of intonation Women use question intonation in
declarative sentences, expressing
uncertainty.
Use of ‘wh’ imperatives Such as ‘why don’t you open the door?’
Overuse qualifiers Such as ‘I think that...’
Use modal constructions Such as ‘can, would, should.’
Use more intensifiers Such as ‘I’m so glad...’
Politeness Principle – 1973
Argues that there are three rules which should be used in conversation
to ensure it is cooperative and successful:
Don’t Impose Also known as ‘negative politeness’,
this can be demonstrated through
hedging. It would include saying things
like: “could you maybe” or “might it be
possible to...?” Also, apologetic phrases
are common, such as “I’m sorry to
bother you.”
Give options This is about not taking complete
control and letting the person have a
choice. For example: “do you want to
go first?” or “What would you rather
do?” this could make the other person
feel that their opinion is valued in the
situation.
Make the receiver feel good This is about making sure that the
receiver feels appreciated for who they
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