Gender theorists
- Created by: meganbarnett7
- Created on: 04-02-16 09:59
View mindmap
- Gender in conversation
- Penelope Eckert
- She researched language in a Detroit high school between:
- Jocks
- Participated in school life enthusiastically
- more concerned with speaking in a socially prestigious way
- Participated in school life enthusiastically
- Burnouts
- actively rebellious and refused to take part in school activities
- exaggerated pronounciation
- actively rebellious and refused to take part in school activities
- Jocks
- She researched language in a Detroit high school between:
- Peter Trudgill
- studied speech in Norwich to see why people's ways of speaking varied.
- he found that the final consonant in words like walking, running have a nasal of ng. in Norwich, however, the pronunciation waikin', talkin' is frequently heard.
- studied speech in Norwich to see why people's ways of speaking varied.
- Fischer
- males use a higher percentage of non-standard forms than females
- Bing and bergvall
- men and women that do not fit into strict male-female dichotomy are marginalised through language
- e.g aggressive women are called "aggresswive *******" or "ball breakers" whereas nurturing men are called "sissies" or "****
- men and women that do not fit into strict male-female dichotomy are marginalised through language
- Jenny Cheshire
- studied both genders of people in reading and studied relationship between grammar variables and adherence to peer group culture
- girls
- didn't have positive attitudes to such group activities as carrying weapons, fighting, preffered job, dress and hairstyle and use of swearing
- boys
- boys conformed more than girls did
- girls
- studied both genders of people in reading and studied relationship between grammar variables and adherence to peer group culture
- Pamela Fishman
- studied American couples in the home
- Out of 75 topics introduced, 45 were from women and 30 from men.
- Out of 45 topics introduced by women only 17 led to developed conversation
- All of mens introduced topics led to fully developed conversation
- Women use short sentences to show interest. Men use short sentences to show lack of interest.
- Out of 75 topics introduced, 45 were from women and 30 from men.
- studied American couples in the home
- Victoria Defrancisco
- recorded a sample of married couples.
- men deliberately do not co-operate in conversations in order to "silence" women
- women introuduced topics to men but were less successful in getting their topics accepted
- men use a range of non-cooperative strategies such as no response, interruption, inadequate or delayed response and silence
- recorded a sample of married couples.
- Joan Swann
- men are "allowed" to talk more and they do with complicity of women
- some teachers encourage boys to answer are more likely to accept responses from girls rather than boys
- teachers often maintain eye contact with boys longer than girls
- men are "allowed" to talk more and they do with complicity of women
- Labov and fashnel
- distinguished control of social acts (directives) into two groups, softened commands
- goodwin
- examined play between single sex groups
- boys use more imperatives and girls uses more softened imperatives.
- girls sometimes use imperatives if trying to establish leadership or express disagreement
- boys use more imperatives and girls uses more softened imperatives.
- examined play between single sex groups
- Sadker and Sadker
- if boys call out an answer in class at school they are less likely to be told off than girls
- Zimmerman and west
- a dominance approach. womens speech results from male supremacy and patriarcy
- men are more likely to interrupt than women
- Zimmerman and West conclude that, since men interrupt more often, then they are dominating or attempting to do so.
- a dominance approach. womens speech results from male supremacy and patriarcy
- Labov
- looked at change in language and how different social factors effected language change, ranging from age to social class to gender.
- He found language change was either conscious of unconscious, unconscious being when people change their language without noticing, and conscious being when people realise they are changing the way they speak, and actively encourage it.
- looked at change in language and how different social factors effected language change, ranging from age to social class to gender.
- Penelope Eckert
Comments
No comments have yet been made