DOCSLIB.ORG

Oregonian Perceptions of American Regional Speech Laura Hartley George Fox University, [email protected]

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Oregonian Perceptions of American Regional Speech Laura Hartley George Fox University, Lhartley@Georgefox.Edu Digital Commons @ George Fox University Faculty Publications - Department of World Department of World Languages, Sociology & Languages, Sociology & Cultural Studies Cultural Studies 1996 Oregonian Perceptions of American Regional Speech Laura Hartley George Fox University, [email protected] Follow this and additional works at: http://digitalcommons.georgefox.edu/lang_fac Part of the Other Linguistics Commons Recommended Citation Hartley, Laura, "Oregonian Perceptions of American Regional Speech" (1996). Faculty Publications - Department of World Languages, Sociology & Cultural Studies. Paper 13. http://digitalcommons.georgefox.edu/lang_fac/13 This Article is brought to you for free and open access by the Department of World Languages, Sociology & Cultural Studies at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications - Department of World Languages, Sociology & Cultural Studies by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. OREGONIAN PERCEPTIONS OF AMERICAN REGIONAL SPEECH By Laura C. Hartley A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS Department of Linguistics 1996 ABSTRACT OREGIONAN PERCEPTIONS OF AMERICAN REGIONAL SPEECH By Laura C. Hartley Although much is known about the varieties of American speech from a linguistic standpoint, less work has been done which examines folklinguistic attitudes and beliefs about those varieties. "Perceptual dialectology" studies have been done in several areas of the United States; however, no research to date has examined the perceptions of west-coast residents. In this study, the attitudes of Oregon residents towards American speech are examined through the use of hand-drawn maps and ratings of "degree of difference," "correctness," and "pleasantness." The results of the ratings data are analyzed primarily using Chi-Square Tests of Independence, Multi-Dimensional Scaling, and K-Means Cluster Analysis. Results of the study indicate that overall, residents of Oregon exhibit a good deal of linguistic security. They tend to agree, in general, with the perceptual dialectology of respondents from other geographical areas, although there are a few noticeable differences in their ratings. ACKNOWLEDMENTS I am very fortunate to be able to study under and work with Dr. Dennis Preston. His enthusiasm, interest and support in this project have been invaluable, particularly as we have explored together new ways of analyzing perceptual dialectology data. I am very aware of the fact that not all graduate students are able to work with an advisor who is both a mentor and a friend. Much thanks goes to Dr. A. Sue Harris and Lynn Landweer and the students of the Sociolinguistic Survey class at the University of Oregon Summer 1995 session for their help in this project: Troy Bailey, Rich Berger, Donna Berger, Naomi Dobbins, Deb Duncan, Marijane Elliott, Tina Fiddelka, Aric Haley, Janna Hopkins, and Michele Miles. Grateful acknowledgment is made to the following authors and publishers for the rights to reprint figures from copyrighted material: University of Michigan Press for Figure 8.1 (reproduced as Figure 1, p. 3) from American Regional Dialects, by Craig M. Carver, 1989; Walt Wolfram for Figure 4-15 (reproduced as Figure 2, p. 4) from Dialects and American English, 1991. Finally, I would like to thank my husband, Ben Hartley, for his support and encouragement throughout the duration of this project and my graduate school career. His confidence in me is a continual source of strength as I work to fulfill the vocation to which I have been called. i ii TABLE OF CONTENTS LIST OF TABLES ....................................................................................... vi LIST OF FIGURES .................................................................................... vii CHAPTER 1 INTRODUCTION ........................................................................................ 1 1.1 Language Attitudes Research .......................................................... 1 1.2 The Linguistic Situation in the United States ................................. 2 1.3 Language Attitudes and Folk Linguistics ....................................... 5 1.4 Perceptual Dialectology Studies in the U.S. ................................... 6 CHAPTER 2 METHODOLOGY ..................................................................................... 11 2.1 Data Collection .............................................................................. 11 2.2 Research Tools .............................................................................. 11 2.3 Quantitative and Qualitative Analysis .......................................... 13 CHAPTER 3 RESULTS ................................................................................................... 16 3.1 Hand-Drawn Maps ........................................................................ 16 3.2 Degree of Difference ..................................................................... 27 3.3 Correctness .................................................................................... 35 3.4 Pleasantness ................................................................................... 43 CHAPTER 4 DISCUSSION ............................................................................................. 53 4.1 Perceptions of Western States ....................................................... 53 4.2 Perceptions of Midwestern States ................................................. 59 4.3 Perceptions of Northeastern States ................................................ 63 4.4 Perceptions of New York City, New York and New Jersey ......... 65 4.5 Perceptions of Southern States ...................................................... 67 4.6 Effects of Gender, Age, and Visit Status ...................................... 70 4.7 Comments on Research Methodology .......................................... 75 iii 4.8 Conclusion ..................................................................................... 77 APPENDIX A RESEARCH TOOLS .................................................................................. 80 APPENDIX B STATE NAME ABBREVIATIONS USED .............................................. 86 APPENDIX C SAMPLE HAND-DRAWN MAPS ............................................................ 87 APPENDIX D LABELS USED ON HAND-DRAWN MAPS .......................................... 92 APPENDIX E RATINGS (RAW NUMBERS) .................................................................. 98 APPENDIX F SELECT TRANSCRIPTS OF TAPED INTERVIEWS .......................... 103 LIST OF REFERENCES .......................................................................... 114 iv LIST OF TABLES Table 1. Frequency of Identification of Dialect Regions .......................... 16 Table 2. Degree of Difference Ratings for Illinois by Age Group ........... 27 Table 3. Degree of Difference Ratings for Indiana by Age Group ........... 28 Table 4. Degree of Difference Ratings for Arizona by Visit .................... 29 Table 5. Degree of Difference Ratings for Kentucky by Visit.................. 29 Table 6. Degree of Difference Ratings for Massachusetts by Visit .......... 29 Table 7. Chi-Square Results for Degree of Difference Ratings ................ 31 Table 8. Correctness Ratings for North Carolina by Age Group .............. 35 Table 9. Correctness Ratings for South Carolina by Age Group .............. 35 Table 10. Correctness Ratings for South Dakota by Age Group .............. 36 Table 11. Correctness Ratings for Tennessee by Age Group ................... 36 Table 12. Correctness Ratings for Texas by Age Group........................... 36 Table 13. Correctness Ratings for Virginia by Age Group ....................... 37 Table 14. Correctness Ratings for Maine by Visit .................................... 37 Table 15. Correctness Ratings for Nebraska by Visit ............................... 38 Table 16. Chi-Square Results for Correctness Ratings ............................. 39 Table 17. Pleasantness Ratings for Alabama by Gender .......................... 43 Table 18. Pleasantness Ratings for Kansas by Gender ............................. 43 Table 19. Pleasantness Ratings for Louisiana by Gender ......................... 44 Table 20. Pleasantness Ratings for South Dakota by Gender ................... 44 Table 21. Pleasantness Ratings for Texas by Gender ............................... 45 Table 22. Pleasantness Ratings for Minnesota by Age Group .................. 45 Table 23. Pleasantness Ratings for New Jersey by Age Group ................ 46 Table 24. Pleasantness Ratings for Rhode Island by Age Group ............. 46 Table 25. Pleasantness Ratings for Alaska by Visit .................................. 47 Table 26. Pleasantness Ratings for Kansas by Visit 47 Table 27. Chi-Square Results for Pleasantness Ratings ........................... 48 Table 28. Degree of Difference Ratings (Raw Numbers) ......................... 98 Table 29. Correcness Ratings (Raw Numbers) ......................................... 99 Table 30. Pleasantness Ratings (Raw Numbers) ..................................... 101 v LIST OF FIGURES Figure 1. Major American Dialect Regions based on Word Geography Data 3 Figure 2. Major American Dialect Regions based on Vowel Systems ...... 4 Figure 3. Results of Hand-Drawn Maps of a "South" ............................... 18 Figure
Load more

Recommended publications
  • New England Phonology*
    New England phonology* Naomi Nagy and Julie Roberts 1. Introduction The six states that make up New England (NE) are Vermont (VT), New Hampshire (NH), Maine (ME), Massachusetts (MA), Connecticut (CT), and Rhode Island (RI). Cases where speakers in these states exhibit differences from other American speakers and from each other will be discussed in this chapter. The major sources of phonological information regarding NE dialects are the Linguistic Atlas of New England (LANE) (Kurath 1939-43), and Kurath (1961), representing speech pat- terns from the fi rst half of the 20th century; and Labov, Ash and Boberg, (fc); Boberg (2001); Nagy, Roberts and Boberg (2000); Cassidy (1985) and Thomas (2001) describing more recent stages of the dialects. There is a split between eastern and western NE, and a north-south split within eastern NE. Eastern New England (ENE) comprises Maine (ME), New Hamp- shire (NH), eastern Massachusetts (MA), eastern Connecticut (CT) and Rhode Is- land (RI). Western New England (WNE) is made up of Vermont, and western MA and CT. The lines of division are illustrated in fi gure 1. Two major New England shibboleths are the “dropping” of post-vocalic r (as in [ka:] car and [ba:n] barn) and the low central vowel [a] in the BATH class, words like aunt and glass (Carver 1987: 21). It is not surprising that these two features are among the most famous dialect phenomena in the region, as both are characteristic of the “Boston accent,” and Boston, as we discuss below, is the major urban center of the area. However, neither pattern is found across all of New England, nor are they all there is to the well-known dialect group.
    [Show full text]
  • Downeast New England and South Boston Dialects
    Downeast New England and South Boston Dialects by Juraj Gašpar Geographical Location Geographical Location The Downeast dialect - coastal Maine - southern New Hampshire - working-class Boston north-shore - eastern Rhode Island The South Boston dialect - Boston The Downeast New England Dialect Signature sounds 1. In the lot and cloth lexical sets we hear [ɒ] or [ɑ]. [ɒ] is the older, more traditional vowel and is pronounced half-long [ɒˑ]. rotten, lost jobs, college, swan, waffle, knowledge, off, cough, froth, cross, soft, often, Australia, long, Communist 2. In the bath set we most commonly hear long [aː] bath, pass, card, chance, last, branch, demand, example, half-caste 3. In the nurse set we hear [ɜː], [ɝ] or [ɞ]. The non-rhotic versions are the older, more traditional sounds bird, curly, furniture, pernicious, certain, earth, herd, rehearsal, work, worst, sermon, turncoat 4. In the face set we hear [eː]. The vowel tends to be a single-stage vowel, monophthong rather than diphthong, close and tense in the vicinity of [e] tape, change, taper, april, gauge, weight, day, rain, great 5. In the thought set we hear a variety of sounds in the region, a not very lip-rounded [ɔ] and [ʌ], the best being [ɒə] with a slight offglide taught, odd, applaud, atom, gob, jaw, chalk, all, bald, hold, alter, fault, awful, naughty, broad, small 6. In the goat set we hear [o], a fairly pure single-stage vowel in the vicinity of [u] soap, road, hole, noble, bowl, soul, cult, role, sow, dough 7. In the price set we hear [ʌɪ], the prescriptive GenAm, and [eɪ] or [əɪ] – the most evocative of the traditional dialect mind, timely, bright-eyed, childlike, bicycle, tight, either, height, fight 8.
    [Show full text]
  • The Use of Regional Accent in Audio Health Communications
    University of Otago The Use of Regional Accent in Audio Health Communications Rachel Leeson A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science Communication Centre for Science Communication, University of Otago, Dunedin, New Zealand 28 June 2019 Abstract Cancer is a large and complex family of diseases with a variety of causes and risk factors. The health communication strategy needed to combat cancer may also need to be a large and complex family of communications. Podcasts are an easily made, readily accessible form of audio communication. However, little research has been done about the use of podcasts for health communications. Drawing on the body of literature that supports the efficacy of tailored and targeted health communications, this project looks at the use of audio cancer prevention communications tailored with three regional accents, the American Midwestern accent, the Southern Texan accent, or the Tejano (Texan Mexican American) accent, focusing on a cancer prevention message in two cohorts, Americans (excluding Texans) and Texans. After listening to any of the three audio communications, both cohorts had a strong comprehension of the message and intended to exercise more. The American population reported liking the Southern-accented narrator less and viewing the message as less valid compared to the other narrators, but this did not impact either comprehension or intention to exercise. The Texan population had no significant difference in response to any of the three accents. However, in both the Texan and American population, there was a difference in the response to accents between men and women.
    [Show full text]
  • READ to Your Child!! Read in English OR in Your Home Language
    Grades K-2 PARENTS: READ to your child!! Read in English OR in your home language. Any type of reading improves a child’s ability to understand how to read! For example, you child learns that sounds are represented by letters and that the text runs in a direction. SPEAK with your child often! Point out interesting items on a daily walk or around your house. This builds your child’s observational skills, enabling him or her to be more focused when learning English. Again, do this in English or in your home language. Do not worry if your English is not as good as you want it to be! Your child will learn from you! Children have a unique ability to learn a second language like a native speaker; what you don’t know will not interfere with your child’s progress. BE EXCITED about learning! Do not act as if learning is a chore. Children are natural learners and are only discouraged when the tasks seem overwhelming or unrelated to what really matters. Make learning a central part of WHAT YOUR FAMILY LOVES TO DO: talk enthusiastically about what YOU are learning, ASK your child what they are learning and be happy! Grades 3-12 STUDENTS: WATCH movies or TV shows with SUBTITLES! Watch a favorite movie in English with subtitles in your first language, or switch it up: Watch the movie in your first language with English subtitles. Then, watch it in English with English subtitles and finally watch it without any subtitles. You will learn not only words, but how people use informal language.
    [Show full text]
  • Jody Fish BA Thesis
    Gende(r) in the Boston Accent A linguistic analysis of Boston (r) from a gender perspective Jody Fish English Studies – Linguistics BA Thesis 15 Credits Spring 2018 Supervisor: Soraya Tharani Gende(r) in the Boston Accent i Table of Contents Abstract ………………………………………………………………………………………...... ii 1 Introduction ……………………………………………………………………………………. 1 2 Background ……………………………………………………………………………………. 2 2.1 Historical background ……………………………………………………………………. 2 2.2 Theoretical background …………………………………………………………………... 3 2.3 Previous studies …………………………………………………………………………... 7 3 Design of the present study …………………………………….………………….…………. 10 3.1 Participants …………………………………………………………………………….... 10 3.2 Data elicitation ………………………………………………………………………….. 11 3.3 Method ………………………………………………………………………………….. 13 4 Results and discussion …...……………….………………………………………………....... 14 4.1 Casual speech vs careful speech ……………………………………………………....... 14 4.2 Gender differences ……………………………………………………………………… 16 4.3 Other social factors ……………………………………………………………………... 17 5 Concluding remarks …………………………………….……………………………………. 20 References …………………………………………………………………………………........ 22 Gende(r) in the Boston Accent ii Abstract The Boston accent is one of the most famous accents in the United States and is known for its non-rhoticity, which essentially means that Bostonians do not normally pronounce their r’s after vowels. While most Boston locals would tell you to ‘pahk the cah ova hea’ when you arrive in the city, not every Bostonian has the same level of non-rhoticity; this variation is due to a number of different factors, but arguably one of the most interesting factors, which this paper focuses on, is gender. This study looks into how Boston non-rhoticity differs between males and females, as well the theories that explain these potential differences. This is done by collecting and analyzing the speech of Boston locals, following two previous studies on the same topic. In addition to gender, types of speech and other social factors are also analyzed.
    [Show full text]
  • Karen Obilom Resume
    Karen Obilom SAG-AFTRA Hair: Brown Eyes: Brown Height: 5’6” Weight: 140 lbs. TELEVISION NCIS: LA Co-Star John P Kousakis Comedy Bang! Bang! Co-Star Stoney Sharp FILM Congo Cabaret Supporting Deondry & Quincy Gossfield Cultural Clash Lead Omodada Productions Hey Stacy Lead Outfest Festival: Outset Nutcracker Supporting Michael Aronson Bachelorette Party Supporting Rodrick Veal Princess Lead Bianca Emery 5AM Supporting Daryl Perle Unlikely Reunion Lead Ryan Gill NEW MEDIA Mr. Student Body President Recurring Verizon go90 A Movie For Women By Men Co Star Funny or Die American Quagmire Lead John Paul Black Boots Supporting Geno Brookes Spotlight Supporting Miller Walton Me You And Everyone We Know Lead Eloise Santa Maria THEATRE Reservoir Bitches Brown The Crucible Tituba Johanna Whitmore/Charles Hobby Midsummer Nights Dream Hippolyta/ Tituba Johanna Whitmore/Charles Hobby Our Town Mrs. Gibbs Whitmore & Hobby TRAINING AMDA Conservatory Anthony Meindl On-going Jordan Shappel Improv Workshops Katy Mushlin/ Tom Green Improv 1 Tom Christenson Improv 2 Katey Mushlin Dialects Deborah Ross-Sullivan Voice Projection 1 Giovanni Ortega Voice Projection 2 Deborah Ross-Sullivan Stage Combat: Mass Battles, Rapier & Dagger, Unarmed Dance & Movement Wendy Rosoff Movement Miming Michael Lee Cold Reading Trent Moore SKILLS Archery, Basketball, Bowling, Canoeing, Combat - Stage, Fishing, Football, Frisbee, Hula Hoop, Jump Rope, Roller Skating, Rollerblading, Running - General, Running - Long Distance, Running - Sprint, Segway, Soccer, Swimming - ability - general,
    [Show full text]
  • The Nature of Reduced Vowels
    MIT OpenCourseWare http://ocw.mit.edu 24.910 Topics in Linguistic Theory: Laboratory Phonology Spring 2007 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. Phonetics and phonology of accent variation Accents and Dialects Dialects of English can differ in all aspects of grammar •Lexicon – soda, coke, pop • Syntax – I might do vs. I might – The house needs painted (W. PA, E. Ohio, Scots) – The house needs painting • Phonology • Phonetics • ‘Accent’ refers to phonetics and phonology only. Accents of English Accents can differ in all aspects of phonology/phonetics • Phoneme inventory - differences in the number and arrangement of phonemes. • Phonological rules/phonotactics • Phonetic realization - differences in the detailed realization of phonemes. Differences in phoneme inventory • Contrast /ɑɔ/, e.g. Inland North, Atlantic States • Only /ɑ/, West, NE New England – Homophones: cot-caught, Don-dawn, hock-hawk Distinct [N=262] Close [N=70] Same [N=174] The Merger of /o/ and /oh/ Contrast in production of /o/ and /oh/ before /t/ in COT vs. CAUGHT. Figure by MIT OpenCourseWare. Adapted from the Linguistics Laboratory of the University of Pennsylvania. Differences in distribution of contrasts • All accents contrast /ɪ, ɛ/. • In some accents (e.g. South) this contrast is neutralized before nasals. pʰɪn ‘pin, pen’ hɪm ‘him, hem’ mɪni ‘many, mini’ lɪŋkθ ‘length’ Differences in distribution of contrasts Distinct [N=296] Close [N=69] Same [N=116] The PIN/PEN merger Contrast in speech production of /l/ and /e/ before nasals in PIN and PEN, HIM and HEM. Figure by MIT OpenCourseWare. Adapted from the Linguistics Laboratory of the University of Pennsylvania.
    [Show full text]
  • Philadelphia's Language: the Most Influential and Advanced Form Of
    Bernard Ollila Philadelphia’s Language: The Most Influential and Advanced form of English in America English spoken in America differs tremendously from English spoken in the language‟s motherland, Britain. The most significant difference between the language in England and the United States does not lay in the vocabulary or slang of the countries, though. Linguistically, what sets the two countries apart the most is the way the language sounds in either place. In their book, Do You Speak American?, Robert MacNeil and William Cran note that what makes American English so unique is the pronunciation of the letter r. However, the phonological revolution surrounding the letter r in the United States did not happen coincidentally, nor was it deliberate. It came as a result of immigration patterns during the original colonization of the United States. In American Voices, Walt Wolfram and Natalie Schilling-Estes note that the original British colonial settlers migrated in groups according to their places of origin in the British Isles. But, there was one territory in the colonies that was not as regionally correspondent in regards to its immigration patterns with Britain as the others, that territory being Philadelphia. In his study, Ethnicity and National Origin among British Settlers in the Philadelphia Region, Ned Landsman establishes that Philadelphia‟s populace was an amalgamation of sorts regarding the nationalities of its settlers. Unlike the way in which Boston‟s first settlers can be traced back to a specific group of separatists, as Ryan Fitzpatrick mentions in Beantown Babble, Philadelphia‟s original settlers were a mix-up of primarily Scots and Irish, with some people from other areas of Britain and Europe.
    [Show full text]
  • L2 Learners and the Intelligiblity of the Bostonian and Californian Accents
    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 3-2019 L2 LEARNERS AND THE INTELLIGIBLITY OF THE BOSTONIAN AND CALIFORNIAN ACCENTS Russell Paul Kapryn California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Applied Linguistics Commons, Discourse and Text Linguistics Commons, and the Phonetics and Phonology Commons Recommended Citation Kapryn, Russell Paul, "L2 LEARNERS AND THE INTELLIGIBLITY OF THE BOSTONIAN AND CALIFORNIAN ACCENTS" (2019). Electronic Theses, Projects, and Dissertations. 790. https://scholarworks.lib.csusb.edu/etd/790 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. L2 LEARNERS AND THE INTELLIGIBLITY OF THE BOSTONIAN AND CALIFORNIAN ACCENTS A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition: Applied Linguistics and Teaching English as a Second Language by Russell Paul Kapryn March 2019 L2 LEARNERS AND THE INTELLIGIBLITY OF THE BOSTONIAN AND CALIFORNIAN ACCENTS A Thesis Presented to the Faculty of California State University, San Bernardino by Russell Paul Kapryn March 2019 Approved by: Caroline Vickers, Committee Chair, English Parastou Feiz, Committee Member © 2019 Russell Paul Kapryn ABSTRACT This thesis investigates issues of intelligibility through the lens and focus of prosody when the Bostonian and Los Angeles-based accents are heard in casually occurring conversation by native and non-native speakers.
    [Show full text]
  • From the Onfinal Document..A * **************************************************1******************** U S
    DOCUMENT RESUME ED 255 036 FL 014 918 . AUTHOR Jacobson; Steven A.; McGary, Jane, Ed. TITLE Central Yup'ik and the Schools. A Handbook for 'Teachers. INSTITUTION Alaska State Dept. of Education, Juneau. Bilingual/Bicu mural Education Programs. SPONS AGENCY Office of Civi Rights (ED), Washington, DC-. PUB DATE . 84 GRANT G008200907 '1 "" NOTE. 53p.; For related documents, see FL 014 919-920. PUB TYPE Report% - Descriptive (141) -- Guides Classroom Use - Guides (For Teachers)(052) EDRS PRkCE MF01/PC03 'Plu4 Postage. DESCRIPTORS *Alaska,Natives; Bilingual Education; Cultural , Infiuences; Dialects; Enrollment Rate; *Eskimo Aleut Languages; Gr mmar; Information Sources; Instructional Materials; Language Attitudes; *Language Usa e; Linguistic Borrowing; *Minority Groups; Nativ Language Instruction; Nonverbal Communication, Oral Langualge; Phonology; Pronunciation; *Sociocultural Patterns IDENTIFIERS *YUpik; *Yupi 'Eskimos' ABSTRACT This is one ofa series of handbooks designed to assist classroom teachers, bilngual-bicultural education and special education program staff, counslors, and school administrators in instructional services for stuents from native Alaskan language groups. The unique sociocultur1 and linguiitic characteristics of Yup'ik speakers as they relateto'the school setting are addressed in this volume.' Educational resoures such ss recommended readings; a listing.:of school districts enrfling students from this group; and sources of information, materias, and instructional assistance ',are provided. A map shows the distrbution of Eskimo languages throughout the Arctic and a prefatory secton discusses the study of language in general-. Subsequent sections adress theie topics: the Aleut-Eskimo language family and the place ofYup'ik in it, dibiects languages, literacy and educatio in Central Yup'ik, the. Yup'i,k Writing system, bilingual educaton, a comparison of.
    [Show full text]
  • Linguistic Diversity in America: Will We All Speak "General American?" PUB DATE [94] NOTE 18P
    DOCUMENT RESUME ED 374 658 FL 022 275 AUTHOR Tabbert, Russell TITLE Linguistic Diversity in America: Will We All Speak "General American?" PUB DATE [94] NOTE 18p. PUB TYPE Viewpoints (Opinion/Position Papers, Essays,etc.) (120) EDRS PRICE MF01/PC01 Plus Pistage. DESCRIPTORS Cultural Pluralism; Diachronic Linguistics; Geographic Distribution; *Language Attitudes; *Language Patterns; Language Research; *Language Variation; Maps; *North American English; *Regional Dialects; *Standard Spoken Usage; Stereotypes; Trend Analysis ABSTRACT Patterns of dialect shift and language standardization in the United States are examined and illustrated with regional dialect maps. In particular, the relationship between the disappearance of regional accents and negative attitudes about accents is discussed. It is concluded that there is along-term trend toward a more uniform accent among educated individuals, anational standard of pronunciation, in all regions of the country and thatthe standard regional dialects are in decline. Syntax and morphology are already virtually uniform, and vocabulary differences are largely restricted to terms for local phenomena. It is also predicted that the prominent dialect differences within the country will eventually correlate with social class and be perceived not as neutral but as deviant, supporting stereotypes. The only solution to this situation seen as feasible is a popular movement to counternegative stereotypes of regional accents and slow down the trend toward cultural homogeneity. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Linguistic Diversity in America: Will We All Speak "General American"? by Russell Tabbert Our country's motto E pluribus unum"out ofmany, one "nicely focuses a fundamental ambiguity in our national character.
    [Show full text]
  • 1.3 Linguistic Variations of a Dialect
    THE UZBEK STATE UNIVERSITY OF WORLD LANGUAGES THE FIRST ENGLISH LANGUAGE FACULTY THE DEPARTMENT OF ENGLISH PHONETICS AND PHONOLOGY Juraeva Nargiza Motivation teaching English vocabulary games to A2level students 5220100-Philology and teaching languages (The English language) for granting the bachelor’s degree QUALIFICATION PAPER “THE QUALIFICATION PAPER SCIENTIFIC ADVISORS: IS ADMITTED TO DEFENCE” Head of the Department of _______________Bakirova H English Phonetics and phonology “____” ____________2016 ____________M.Chutpulatov “____” ____________2016 Tashkent-2016 1 CONTENTS Introduction………………………………………………………….....3 Chapter I The theory of a dialect in Linguistics………………………………6 1.1 The brief history of the notion of a dialect…………………………………….6 1.2 Regional and Social varieties of American and British dialects…………...…12 1.3 Linguistic variations of a dialect……………………………………………...20 Chapter II Practical viewpoint on American and British dialects……………27 2.1Cockney as a London dialect…………………………………………………27 2.2 Grammatical characteristics of American and British dialects…………….…34 2.3 Lexical peculiarities of American and British dialects……………………….46 Chapter III Methodological points teaching dialects in EFL classes……..….56 3.1 Perspectives on teaching dialects in the classroom…………………………..56 3.2 Strategies and exercises teaching dialects in EFL classes……………………60 Conclusion………………………………………………………………………..71 Bibliography……………………………………………………………………..74 2 Introduction On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree
    [Show full text]