theories paper 2 Flashcards
(119 cards)
1
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Identity: Goffman performance of identity - key idea
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Goffman arguues in every situation we play a role that is dependant on our social position our purpose and the others present. Our linguistic repetoire helps us act out this roles
2
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Identity:Goffman performance of identity - Impression management
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individuals use their linguistic repertoire to control how others percieve them
3
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Identity:Goffman performance of identity- front stage
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public settings ehere individuals perform roles aligned with social norms and expectations
4
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Identity:Goffman performance of identity - back stage
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private settings where individuals let down their guard and use a more relaxed or personal language style
5
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Identity:Goffman performance of identity - participation framework
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Participants can be speakers, listerners or overhearers. Individuals adjust their language accordingly
6
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Identity:Goffman performance of identity - participation framework example
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Car mechanics trying to take advantage of an elderly person may speak quietly to eachother about a plan but loudly using technical language to create worry to elderly person. Then politely to ask for payment
7
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Identity:Goffman performance of identity - no true self
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Goffman believes that identity is not a stable internal ‘true self’ but rather a series of performances shaped by social contexts. People draw on their linguistic repetoire in order to construct these performances, meaning their language use is fluid and adaptable rather than fixed
8
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Identity:Goffman performance of identity - does ‘no true self’ contradict back stage
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even in private individuals utilise their linguistic repertoire based on who is present, the context and social norms so back stage is less about authenticity and more about relaxation to the social rules
9
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Identity:CAT Giles - context of theory
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The theory developed in the 1970s and is a framework to understand how individuals adjust their communication during interactions and explore how and why people modify their language, tone and non verbal behaviours to either align with or distance themselves from who they are speaking too.
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Identity:CAT Giles real life application - Intergenerational communication
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younger people may converge by using simpler language with older generations while older people may diverge to maintain authority or wisdom.
11
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Identity:CAT Giles real life application - intercultural communication
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speakers may adapt language to bridge cultural differences or resist assimilation into dominant cultural norms
12
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Identity:CAT Giles real life application - workplace dynamics
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employees may converge with supervisors by using formal titles or Jargon or diverge by maintaining casual speech to emphasise team identity
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Identity:CAT Giles criticism - overemphasis on adjustments
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critics argue that not call communication involves deliberate accomodation
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Identity:CAT Giles criticism - complexity of motivations
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accomidation behaviours may result from subconcious influences making motivations difficult to analyse
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Identity:CAT Giles criticism - cultural bias
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the theories focus on western contexts may not fully capture communication styles in non-western cultures
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Identity:CAT Giles - over-accomidation definition
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where adjustments are excessive or innapropriate leading to misunderstanding or negative perceptions
17
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Identity:CAT Giles - over-accomidation example
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speaking loudly when with death people - unecissary
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Identity:CAT Giles - convergance - negative consequence
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over- accomidation may seem incencire or patronising
19
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Identity:CAT Giles - divergance - definition
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deliberatly maintaining or exaggerating differences in communication to highlight social, cultural or personal identity
20
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Identity:CAT Giles - divergance- purpose
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to assert individuality, signal group membership or resist assimilation
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Identity:CAT Giles - divergance - example
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using regional accents or slang to resist assimilation
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Identity:CAT Giles - divergance- negative consequence
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may create conflict or social distance
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Identity:CAT Giles - convergance- positive consequence
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builds rapport and reduces social distance
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Identity:CAT Giles - convergance- definition
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adapting speech patterns, vocabulary and tone or gestures to become more similar to the other person or group
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Identity:CAT Giles - convergance - purpose
to gain approval, foster understanding or create a sense of belonging.
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Identity:CAT Giles - convergance - example
a student adapting formal language when speaking to a teacher
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Identity:CAT Giles - divergance- positive consequence
reinforces identity boundaries
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Identity (age) : cheshires study - general idea
Jenny Cheshire looked at 11 non--standard forms used by children against their adherence to the law on the playground at a school in reading.
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Identity (age) : cheshires study - examples of non-stanfard forms
1) multiple negation (double negatives - using more than one negative in a sentence)
2) non-standard use of what e.g is this book what we are learning about. and aint being used as a copular verb 'you aint the teacher'
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Identity (age) : cheshires study - research findings pt1
Research found that all children that approved of criminal activities within their peer group were more likely to use non standard forms. It also found that more boys than girls approved. This means we can deduce that non standard variations are a conscious choice of language as there is a clear presitge around standard and non standard forms
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Identity (age) : cheshires study - research findings pt2
It was also found that people who abide by the law gain their prestige in a overt way from behaving. The covert prestige of using the non-standard forms fits in with the breaking of laws - those children rebel against the rules in the same way they rebel against social norms
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Identity (age) : Eckerts study - general ideas of study
Penelope Eckert researched the vowel sounds in Detroit (the /e/ and the /(triangle shape)/ sounds so that the word 'flesh' would sound like 'flush' and also negative concord (the same as multiple negation)
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Identity (age) : Eckerts study - Jocks
The Jocks are school centered and engaged in school activities
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Identity (age) : Eckerts study - burnouts
The burnouts were the opposite of this - concentrating on gaining a job in the local workforce they engaged in activities and in the neighberhood area
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Identity (age) : Eckerts study - research findings
Eckert found tha tthe Jocks used significantly more of the standard form. Their vowels were conservative and their grammatical constructions were practically all standard (no negative concord). The burnouts were focused on the local surroundings and so used the dertroit vowels more serverly. They also used more negative concord by a significant amount.
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Identity (age) : Eckerts study - further research findings
Only one Jock girl used negative concord. Considerably more Jock boys used negative concord. There was practically no difference between the Burnout girl and Burnout boys use of negative concord.
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Identity (age) : Eckerts study - theory of age
Eckert also believed that there are 3 main types of age
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Identity (age) : Eckerts study - theory of age - Chronological
the physical time someone has been alive
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Identity (age) : Eckerts study - theory of age - biological
the maturity of the body
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Identity (age) : Eckerts study - theory of age - social
the way someone has developed in society
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Identity (age) : Stenstroms study -general idea
Anna-Brita stenstrom (2014) states that there are many features that make up the teen speak including: slang, conversational overlap , shortening of words and taboo + expletives
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Identity (age) : Stenstroms study - overlaps
Teens frequently speak over eachother. Adults may view this as rude but for teens they are a sign of engagement or competition for coversational dominance. This contributes to group bonding
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Identity (age) : Stenstroms study - overlaps - girls
girls are more likely to use overlaps as a supportive conversational tool
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Identity (age) : Stenstroms study - overlaps- boys
boys are more likely to signal competition in the conversation or to challenge the current speakers point
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Identity (age) : Stenstroms study - teasing and banter
Playful mockert serves to strengthen social ties, establish group heirachies or test boundries. Teasing maintains closeness and behaviour it creates group vs out and group distinctions.
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Identity (age) : Stenstroms study - teasing and banter - girls
tends to be less aggressive and more collaberate often aimed at strenghining social bonds
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Identity (age) : Stenstroms study - teasing and banter - boys
more likely to engage in competitive, aggressive teasing
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Identity (age) : Stenstroms study - slang + non standard grammer
Akin to Eckerts study a way of establishing identity, group belonging and assert creativity. Both boys and girls use non standard grammer but the frequency and specific constuction varies
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Identity (age) : Stenstroms study - slang + non standard grammer - boys
were slightly more inclined to use forms associated with toughness and rebelion
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Identity (age) : Stenstroms study - slang + non standard grammer - girls
non standard grammer is reflected of their membership in the peer group
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Identity (age) : Stenstroms study - word shorterning
a sign of efficency is fast paced conversation and informality in these relaxed talks e.g probs instead of probably
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Accent and dialect: Accent bias Britain - what is accent bias?
Judging people based on the way they speak. Accents in the UK sre strongly linked to class, ethnicity and region. Bias can effect perceptions of intelligence, trustworthiness and capability. Particularly relivant in job interviews, education and the legal sector
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Accent and dialect: Accent bias Britain - project aims
The project t aims to investigate if accent bias still effects hiring in professional careers. It also aims to understand the roots and outcomes of this bias and provide evidence + tools to raise awareness and reduce discrimination.
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Accent and dialect: Accent bias Britain - research methods
There was a national study: 2 large scale surveys measuring public attitudes towards UK accents. There were experimental studies: simulated job interviews in legal sector using actors with different accents. And there were bias intervention: tested if simple awareness raising techniques reduced bias in hiring decisions
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Accent and dialect: Accent bias Britain - accents studied
RP, estuary english, MLE, general Northern English, Urban West Yorkshire English
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Accent and dialect: Accent bias Britain - key findings
Biases against certain accents especially working class and ethnic minority are still common. RP is percieved most positivly. Northern and ethnic minority accents are rated less favouribly even with identicle qualifications, employees are often unaware they are bias - unconcious bias
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Accent and dialect: Accent bias Britain - solutions + actions
Awareness, training, inclusive hiring practices, policy
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Accent and dialect: Accent bias Britain - impact of bias
Can limit career progression, reinforces social inequality and affects social mobility. Also affects how people perform their identity
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Accent and dialect: David Crystal - who is he?
He is a british linguist and author. Advocates for linguistic diversity and challenger perceptions of language norms
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Accent and dialect: David Crystal - accent and identity
accents are deeply tied to indivudual and group identity and people use their accent to signal where they are from and who they are.
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Accent and dialect: David Crystal - accent and identity quote
everybody wants to say who they are and where they are from and the easiest and cheapest and more universal way is through their accent
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Accent and dialect: David Crystal - regional accent variation
Britain has extreamly dense accent variation. This variation is rooted in long standing regional identities
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Accent and dialect: David Crystal - regional accent variation quote
There is an accent shift on average every 25 miles in England
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Accent and dialect: David Crystal - accent variation and change
accents change in response to societal and cultural shifts. Factors include urbinisation, immigration and globalisation. Mixed or hybrid accents are increasingly common in younger generations
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Accent and dialect: David Crystal - accent evolution and change quote
over the last 50 years or so we have seen an increasing diversitification across the country
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Accent and dialect: David Crystal -accent and social attitudes
People often hold biases and make assumptions based on accents. These include false links between accent and intelligence. Crystal emphasises that these stereotypes have no linguistic bias against them
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Accent and dialect: David Crystal - accent adaptation
crystal highlights that people adjust their speech based on who they are speaking to and this is often uncouncious and helps build connection with others
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Accent and dialect: David Crystal - new accent formations
Urban centers are producing new accent blends e.g cardiff-hindi or MLE
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Accent and dialect: David Crystal - celebrating accent diversity
Crystal is strongly against accent discrimination and he believes that all accents are equally valid and reflect cultural richness and encourages people to be proud of their own way of speaking
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Accent and dialect: David Crystal - celebrating accent diversity quote
There is no such thing as an ugly accent just like there is no such thing as an ugly flower
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Accent and dialect: Labov's NYC study - About William Labov
He is an American linguist who is known for examining how language varies with social factors. The NYC study is one of the earliest examples of sociolinguistic feildwork
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Accent and dialect: Labov's NYC study - research aims
Investigated the link between rhoticicity (pronounciation of post-vocalic /r/) and social class
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Accent and dialect: Labov's NYC study - research aims - hypothesis
'if any 2 subgroups in NYC speakers are ranked in a scale of social stratification, then they will be marked in the same order based on their differential use of /r/' Labov 1966
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Accent and dialect: Labov's NYC study - research aims - goal
to test whether the use of rhotic /r/ reflects social stratification in NYC
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Accent and dialect: Labov's NYC study - phonological focus
Variable studies: post-vocalic /r/ in words like car. Rhotic= /r/ is pronounced. Non rhotic = /r/ is gropped. Chose 'fourth floor' as test phrase
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Accent and dialect: Labov's NYC study - independant variable
story (proxy for class), sex, age, occupation and race
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Accent and dialect: Labov's NYC study - dependant variable
use of rhotic /r/
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Accent and dialect: Labov's NYC study - methodology
covert participant observation - Labov posed as a customer and asked for directions to trigger phrase 'fourth floor'. Asked employees to repeat twice. 1 utterance = casual speech. 2 utterance = more careful speech
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Accent and dialect: Labov's NYC study - department stores
Saks 5th avenue - high end upper middle class.
Macys - middle class
S.Klein - working class
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Accent and dialect: Labov's NYC study - how many total participants
264
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Accent and dialect: Labov's NYC study - key findings
clear correlation between rhoticity and social class.
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Accent and dialect: Labov's NYC study - how many used rhotic /r/ in Saks
62%
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Accent and dialect: Labov's NYC study - how many used rhotic /r/ in Macys
51%
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Accent and dialect: Labov's NYC study - how many used rhotic /r/ in S.Klein
20%
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Accent and dialect: Labov's NYC study - speech style difference
1. All stores showed more rhotic in careful pronounciation
2. Macys employees showed biggest shift between 1 and 2 utterance - suggests linguistic insecurity
3. Saks employees showed little difference between casual and careful speech which indicates linguistic security
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Accent and dialect: Labov's NYC study - conclusion
The conclusions made where that rhotic /r/ is socially stratified in NYC. Speech shifts depending on social context and socioeconomic status. Presitge accents influence pronounciation even among working class speakers which demonstrated how language reflects social hieraches
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Class: Eckerts Jocks + Burnouts- who is Penelope Eckert?
a linguist who studies how language links to social identity
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Class: Eckerts Jocks + Burnouts- what is the Jocks and Burnouts study (1989)
Eckert studies a Detroit high school and looked at 2 groups - Jocks and burnouts
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Class: Eckerts Jocks + Burnouts- Jocks
middle class, school focused, into sports and respects authority
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Class: Eckerts Jocks + Burnouts- burnouts
working class, rebellious, disliked school and rejected authroity
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Class: Eckerts Jocks + Burnouts- key concept - communities of practice (COP)
a group of people who share interests or activity. People in cop usually share similar ways of speaking
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Class: Eckerts Jocks + Burnouts- main findings from study
language is shaped more by social practice than by class, gender or ethnicity. People sound more like their friends than people with similar demographics. Vowel variation was a key difference: linked to both social class and group identity
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Class: Eckerts Jocks + Burnouts- why is this study important
shows that language reflects identity and group membership. Challenges the idea that gender alone influences how we speak and highlights how teenagers use language to belong or stand out
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Class: Eckerts Jocks + Burnouts- methodology
Feildwork. She used ethnographic methods - observing and inverviewing students. She alalysed their speech patterns, behaviour and aspirations
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Class: Eckerts Jocks + Burnouts- key findings
Jocks and burnouts used language differently even though they were from the same school and area. Teenagers who engage in the same activities spoke more similarly. Burnouts used more regional dialect based vowels were are Jocks used more standard American English vowels.
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Class: Bernsteins elaborated and restricted code theory (1971) - purpose of theory
Bernstein wanted to explain why working class children tend to do worse in language based subjects than those of middle class
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Class: Bernsteins elaborated and restricted code theory (1971) - 2 types of language code - restricted code features
used by working class. Short simile sentances, informal conversational style, heavy use of slang and idionims and unfinished ideas, meaning often relies on shared context or prior understanding
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Class: Bernsteins elaborated and restricted code theory (1971) - 2 types of language code - restricted code function
suits tight-knit groups where people share experience and background. Not ideal for sharing complex or unfamiliar ideas without extra context
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Class: Bernsteins elaborated and restricted code theory (1971) - 2 types of language code - elaborated code features
used by middle class communities. Longer, more grammatically complex sentances, clear, detailed and specific language meaning is explicit and dosent require shared background knowledge
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Class: Bernsteins elaborated and restricted code theory (1971) - 2 types of language code - elaborated code function
suits formal settings and is easier for teachers and textbooks to use this sort of language
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Class: Bernsteins elaborated and restricted code theory (1971) - methodology
Showed a 3 picture sequence (boys playing football and breaking a window) to one working class 5 year old and one middle class one. He asked them to describe the picture. Working class - restircted code. middle class- elaborated code
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Class: Bernsteins elaborated and restricted code theory (1971) - conclusion
social class directly influences the type of language code that a child learns. Middle class children are more exposed to elaborated code - easier to succeed in school where as working class children are mostly exposed to restricted code which may make them struggle in school. Education system tends to favour elaborated code.
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Class: Bernsteins elaborated and restricted code theory (1971) - link to class and language
language is socially conditioned. Class influences how a child expresses ideas, interperates others and their confidence to suceed.
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Class: Bernsteins elaborated and restricted code theory (1971) - what did Harols Rosen say about this study?
he thought that Bernsteins explanations of his findings were reductive and assumed that all working class used language in the same way. He said Bernstein regarded environmenal, cultural and social differences experienced by each working class community
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ethnicity: Sharmas 2011 study - general idea
Sharma and her collegues recognised that gathering speech data by way of interview can be limiting so they asked their participants to record themselves in their day to day life talking to different people. They analysed the recordings listening our for specific features which has 'british' or 'Indian' variant, noting in which contexts they occured.
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ethnicity: Sharmas 2011 study - conclusions from study
Sharma was able to show how individual speakers altered the frequency of Indian and British frequency depending on who they are speaking too.
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ethnicity: Sharmas 2011 study - conclusion (Anwar (41 year old))
showed a great deal of variation in speech from almost 100% Indian when speaking to sri-lankan maid and 100% British when speaking to a cockney mechanic with various contexts in between. Anwar was a good example of a speaker who perhaps felt the nedd to be able to adapt socially and linguistically in order to fit into a society that was often hostile to immigrants.
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ethnicity: Sharmas 2011 study - features used in her study on Punjabi speaking Indians in West London - Face
Indian Variant - the vowel in words such as 'place', 'main' and 'cake' is pronounced as a monothong rather than a dipthong. British Variaint: The vowel in those words is pronounced as a dipthong
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ethnicity: Sharmas 2011 study -features used in her study on Punjabi speaking Indians in West London - Goat
Indian Variant - the vowel in words such as 'go', 'know' and 'boat' is pronounced as a monothong rather than a dipthong. British Variaint: The vowel in those words is pronounced as a dipthong
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ethnicity: Sharmas 2011 study - extra finding
Sharma found that younger speakers did not adjust their speech as much arguing that there may be less need to do so due to the social environment which they have grown up in
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ethnicity: Drummonds polish people in Manchester study - general idea
Rob Drummond is a sociolinguist conducted a study on Polish speakers in Manchester, UK. The study aimed to understand the linguistic practices and identity construction of Polish Immigrants in Manchester
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ethnicity: Drummonds polish people in Manchester study - language attitudes
Polish speakers in Manchester hold positive views on both languages. English is appriciated for its usefulness and global reach while polish holds deep emotional cultural values. The dual appreciation shows how both play an important role in their lives
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ethnicity: Drummonds polish people in Manchester study - overall insight
Drummonds study highlights the complex relationship between language, identity, and intergration among Polish migrants in the UK. It shows how language choice is not just about communication but also about belonging and personal identiy
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ethnicity: Drummonds polish people in Manchester study - multilingualism and code switching
Polish speakers in Manchester are typically multilinguial. They often switch between Polish and Ebglish within the same conversation - a practice known as code switiching. This reflects their flexibility and adaptation to different social settings. For example may say ' I went to Skelp to buy some Chelb'
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ethnicity: Drummonds polish people in Manchester study - identity construction
language is a key tool for shaping identity. Polish immigrants use both polish and english to express who they are- whether they see themselves as polish, english or a blend of both becomes a way to nogotiate and perform these identities in day to day life
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ethnicity: Drummonds polish people in Manchester study - language and integration
using english is often seen as a sign of intergration in british society, helping individuals function and feel accepted. at the same time maintaining the polish language is vital for preserving cultural roots and staying connected to their heritage and community.
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ethnicity: Sharma and Rampton 2015 - what was the focus of the study
looked in more depth at the ways in whcih indivuduals not only adjust their language bwtween contexts depending on who they are speaking to but also how the adjust their language in the same conversation depedning on the topic. This time instead of counting the number of indian and british variants they measured the number of variants within each segment of an itneraction
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ethnicity: Sharma and Rampton 2015 - what variations did they look at
they looked at 10 different speech features, most of which has 3 variants that could be described as indian english, standard british english or vernacular british english. They counted how mant of each variant occored in a segment of the conversation
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ethnicity: Sharma and Rampton 2015 - findings
peaks of indian variants occored at times when the speaker was expressing personal or political outrage or cultural insult. as with other aspects of language diversity there is a great degree of classover, peoples language identities are formed through intersecting aspects of their social backgrounds. The contexts they are communcating in and how they wish to come across to others at a given time
