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The Language of Trainspotting

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The Language of Trainspotting Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Michaela Zikmundová The Language of Trainspotting Bachelor’s Diploma Thesis Supervisor: PhDr. Kateřina Tomková, Ph. D. 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature I would like to thank my supervisor PhDr. Kateřina Tomková, Ph.D. for her advice, motivation, and encouragement in moments of doubt while I was writing my thesis. I would also like to thank my friends and family for their unconditional support and help. TABLE OF CONTENTS INTRODUCTION .......................................................................................................... 1 1. THE MANY FACES OF ENGLISH ..................................................................... 3 1.1. Accent .................................................................................................................... 3 1.1.1. Received Pronunciation (RP) .......................................................................... 4 1.2. Dialect .................................................................................................................... 5 1.3. Standard English (SE) ............................................................................................ 5 1.3.1. The Origin of Standard English ....................................................................... 6 1.3.2. World Standard English .................................................................................. 7 2. LANGUAGES OF SCOTLAND ............................................................................ 7 2.1. Scottish Gaelic and its history ................................................................................ 8 2.1.1. Old Gaelic ........................................................................................................ 8 2.1.2. Middle Gaelic .................................................................................................. 9 2.1.3. Classic Gaelic .................................................................................................. 9 2.1.4. Present-day Gaelic ........................................................................................... 9 2.2. English and Scots ................................................................................................. 10 2.2.1. What makes a language a language ............................................................... 10 2.2.2. Historical overview of the English-Scots relationship .................................. 11 2.3. Features of Scottish English ................................................................................. 13 2.3.1. Pronunciation ................................................................................................. 13 2.3.2. Grammar and vocabulary .............................................................................. 14 2.4. Scots and its varieties ........................................................................................... 16 3. CURRENT STATE OF SCOTS ........................................................................... 19 3.1. Number of speakers .............................................................................................. 19 3.2. Current status ....................................................................................................... 20 3.3. Education .............................................................................................................. 20 3.4. Activism ............................................................................................................... 21 4. SCOTS IN SPEECH AND WRITING ................................................................ 22 3.1. Speech .................................................................................................................. 22 3.2. Writing ................................................................................................................. 23 5. ANALYSIS OF TRAINSPOTTING .................................................................... 24 4.1. Audio book ........................................................................................................... 24 4.2. Locality ................................................................................................................ 24 4.3. Class ..................................................................................................................... 24 4.4. Scots and English in Trainspotting ...................................................................... 25 4.5. Narrative ............................................................................................................... 25 4.6. Situation I ............................................................................................................. 26 4.7. Situation II ............................................................................................................ 27 4.8. Situation III .......................................................................................................... 29 4.9. Situation IV .......................................................................................................... 30 4.10. Situation V ......................................................................................................... 31 4.11. Situation VI ........................................................................................................ 32 4.12. Other instances ................................................................................................... 33 4.13. Research outcome .............................................................................................. 34 4.14. Glossary .............................................................................................................. 35 CONCLUSION ............................................................................................................. 38 BIBLIOGRAPHY ......................................................................................................... 40 ENGLISH RÉSUMÉ CZECH RÉSUMÉ LIST OF TABLES AND FIGURES Figure 1: A graph of written Scots language according to McClure p. 23 Table 1: Classification of Scottish words according to McArthur pp. 15-16 Table 2: Scots-English speech spectrum according to Aitken p. 22 Table 3: Glossary pp. 35-37 INTRODUCTION The focus of the thesis is on the use of the languages spoken in Scotland and their specific applications in a novel by Irvine Welsh, Trainspotting. Before getting to characterization of the languages themselves, the terms such as accent, dialect, and Standard English are defined for the clarity and overall understanding of the topic. Moreover, the historical context is presented to establish the evolution and mutual relationship of the languages. These chapters are written using the works of scholars such as Baugh and Cable’s (2002) A history of the English language, Crystal’s (1995) The Cambridge encyclopedia of the English language, McArthur’s (1992) The Oxford companion to the English language and many others. The language situation in Scotland is complicated and constantly evolving, which is reflected in the speech and writing of the Scots. There are three native languages in Scotland: English, Scottish Gaelic and Scots. However, Scots is by many considered a dialect, which was the opinion of the author as well at the very beginnings of the research. The present study’s author’s main motivation to pursue a research of the Scottish languages has been to find out what exactly is the language, variety of a language, or a form in which Irvine Welsh writes. This work is an endeavour to find out whether it is a dialect, a completely different language or simply a way to accurately depict the speech. The language of Trainspotting is to be observed, analysed and its noted changes throughout the book explained. The aim is to find a pattern in the changes, find out why they occur and analyse and translate the ambiguous and perhaps non-standard or colloquial words. 1 The thesis should help those interested in the issues of language use in Welsh’s books as well as motivate aspiring linguists to pursue a further research of the native tongues of Scotland in both their written and spoken forms. 2 1. THE MANY FACES OF ENGLISH English is a widespread and a popular language nowadays, according to Rogers (2000), there are more than 377 million of native speakers worldwide (p. 17). Whether it is to become a Global Language is, however, debatable. Crystal (2003) offers an answer to this question, as he states that ‘a language achieves a genuinely global status when it develops a special role that is recognized in every country.’ (p. 3) He then continues that a special role can be acquired in two different ways: either the language is made official in given country or it is ‘made a priority in a country’s language teaching’ (p. 4) With regard to Crystal’s definitions, it would be safe to say that for the time being, English is not there yet. However, English is still a language-teaching priority in more than 100 countries worldwide (Crystal, 2003, p. 5). The variety both non-native and native speakers are taught in school can be defined as Standard English (SE), while the accent taught to foreign speakers in Britain is usually RP (Trask, 2007, p. 3). Although as for SE, there is an on-going debate on what it even
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