A Web of Worries Essay Every language has a web, woven together with words and expressions that are changing constantly. However, as language changes, artificial rules are imposed, creating what is known as a cobweb of worries. Linguists have discovered that certain styles are of speech are appropriate for certain situations. For example, while someone might speak in a colloquial way around friends and acquaintances, they will switch to more formal speak when in polite company, such as talking to a teacher or during a job interview. Essentially, there is no right or wrong way of speaking. Up until the 1700s, the English language was fairly fluid. In the 1700s, linguists such as Jonathan Swift were concerned with ‘ascertaining’ and ‘fixing’ the English language and the creation of Doctor Samuel Johnson’s A Dictionary of the English Language saw the standardisation of English. Standard English or Received Pronunciation is based on south-east midlands dialects, (London, Oxford and Cambridge) where most of the upper class lived. As the upper class had great influence, most people saw Standard English as the speech of educated people. In Victorian etiquette books, not only was proper conduct taught but proper language too. These rules are artificial, unlike actual rules of the English language. For example, the English language follows the subject-verb-object linguistic pattern, for example I (subject) ate (verb) an apple (object). Descriptivist linguists believe it is important that actual rules and artificial rules are separated, as this kind of prescriptivism makes people insecure of their own speech, as so-called bad English is often linked to crime, poor education and lack of intelligence. Examples of rules that have changed ov... ... middle of paper ... ...and their language would often influence each other’s. Ts are also eroding in Estuary English and Glasgow English. An example of constants breaking down in other languages are in certain Chinese dialects. Radio can also influence language, as there are many callers and hosts with a variety of different accents and dialects. Radio hosts also argue that variety is the spice of life and that accents are a mark of individuality. Over time, sounds in language turn into different ones and these new sounds compete with old ones, for example ‘butter’ and ‘bu’er’, showing that this view is an out dated one. Overall, the cobweb of worries shows inexperience in language and a lack of understanding of how it changes of develops. The descriptivist view stresses that we need to work towards a better understanding of language rather than trying to control it with artificial rules.
This chapter focused mainly on misconceptions and attempting to clarify those misconceptions about accents. In the opinion of linguists, accent is a difficult word to define. This is due to the fact that language has variation therefore when it comes to a person having an accent or not, there is no true technical distinction because every person has different phonological aspects to their way of speaking. However, when forced to define this word, it is described as “a way of speaking” (Lippi-Green, 2012, p.44). Although Lippi- Green identified the difficulty linguists have in distinguishing between accent, dialect, and another language entirely, they were able to construct a loose way of distinguishing. Lippi- Green states that an accent can be determined by difference in phonological features alone, dialect can be determined by difference in syntax, lexicon, and semantics alone, and when all of these aspects are different from the original language it is considered another language entirely (Lippi-Green, 2012).
The English language has been in constant transition throughout its history, but the most significant transformation in modern English can be credited to William Shakespeare. With Shakespeare’s invention of commonly used expressions, his creation of new words, and his use of iambic pentameter, he was able to affect the language in a way that no person since has. Shakespeare’s influence on modern English is not only visible in everyday speech, but also in the fact that his work has survived over four hundred years and it continues to be performed and read worldwide.
Another difficulty cultures deal with is language and the way people speak. In some cases, people struggle to belong by making changes in the way they speak the English language just to be assimilated. They attempt to use words and letters, as well as body language that fit in the norm; all in an attempt to denounce their original intonation and style of pronunciation. One ...
Orwell also felt the use of foreign phrases was irrelevant by saying: “There is no real need for any of the hundreds of foreign phrases now current in the English language.” The use of foreign phrases and scientific jargon causes the wr...
Language also changes easy whenever speakers come into contact with each other. No two individuals speak identically: people from different geographical places clearly speak differently, but even within the same small community there are variations according to a speaker’s age, gender, social and educational background. Through our interactions with these different
This essay is about a child’s development and learning, focusing primarily on language development. It will describe the main stages of developmental "milestones" and the key concepts involved for children to develop their language skills, discussing language acquisition and social learning theory. The essay will also look into the key theorists involved in language development, primarily Vygotsky and Chomsky, and how these theories have had an impact on the way society views language and their implementation within schools. The essay will describe the factors affecting language development, both biological and environmental. While also discussing key arguments among theorists, one being the nature vs nurture debate, and how these play a part in the teaching in schools.
In Johnson’s preface to A Dictionary of the English Language, Johnson argues the importance of preserving language. Other dialects had a produced their own dictionaries, such as the French and Italians. Various writers of the eighteenth century were alarmed at the fact that there was no standard for the English language, since there was no standard it could easily become extinct. Johnson explored many points, such as how and why languages change as well as how many words are formed.
Primary schools that introduce language learning at an earlier phase may do so for a number of purposes, but it is because of the benefits of learning a language at a younger age that this paper has chosen Modern Foreign Languages (MFL) as its target scheme of work. For the purpose of this assignment the focus language will be French (but the strategies to be discussed will apply to any MFL). The ideas within the scheme of work will be critically discussed as part of university experience, school practice and relevant research.
The English language has evolved remarkably. The Great Vowel Shift between 1400 and 1700 shows a great discontinuity in pronunciation alone. Different attitudes towards language reached a height during the 17th and 18th Centuries with Prescriptivists such as Defoe, Swift and Louth. Prescriptivists believe that there is an approach which sets out rules for what is regarded as correct in language. Some prescriptivist rules for English include not splitting infinitives, resulting in sentences such as 'to go boldly where no man has gone before', rather than 'to boldly go'.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Language Development in Children Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children.
In a sociolinguist perspective “the idea of a spoken standardized language is a hypothetical construct” (Lippi-Green, 2012, pp. 57). They are the form of Britain English and American English that are used in textbooks and on broadcasting. Giles and Coupland observe that “A standard variety is the one that is most often associated with high socioeconomic status, power and media usage in a particular community” (1991, p. 38). Both native speakers and learners of English, where English is taught as a second or foreign language (hereafter ESL/EFL), speak dialect of English in everyday conversation (Kachru, 2006, pp. 10-11; Owens 2012, p.
Have you ever wondered who taught you to talk the way you do? People learn to talk and express themselves everyday of their lives. Starting from the day you were born you used language or some form of it to communicate with those around you. As a baby you usually show your displeasure with your new surroundings by crying, and if you don’t the doctor will make sure you do. Everyday we express our point of view to others in some form of language. Whether it is through verbal communication, written discourse or through body language, you can tell if a person is upset, angry, or happy. We as human beings don’t realize how much language has to do with our lives. How can you determine if one of your friends is angry with you? Is there a different tone to their voice? Do they have a stern look on their face? Of course they do, your friend feels the need to express their anger to you by these different forms of language. Where do we learn to use these different forms of language? How are our uses of these languages shaped? The three main contributing factors to how we express ourselves through language come from our schooling, our friends, and most of all from our families.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
The rules for spelling were set down for the first time. The key is the new consistency used by teachers, printers and eventually by the general populace. The sign of maturity for English was the agreement on one set of rules replacing the free-for-all spelling that had existed. Out of the variety of local dialects there emerged toward the end of the fourteenth century a written language that in course of the fifteenth century won general recognition and has since become the recognized standard in speech and writing. The part of England that contributed most to the formation of this standard was the East Midlands type of English that became its basis, particularly the dialect of the metropolis, London.