Although the unique circumstances of every life result in each of us having an individual way of speaking, a personal dialect or idiolect, we generally tend to sound like others with whom we share similar educational backgrounds and/or occupations.

Among those who leave the educational system at an early age, there is a general pattern of using certain forms that are relatively infrequent in the speech of those who go on to complete college. Expressions such as those contained in Them boys throwed somethin’ or It wasn’t us what done it are generally associated with speakers who have spent less time in education. Those who spend more time in the educational system tend to have more features in their spoken language that derive from a lot of time spent with the written language, so that threw is more likely than throwed and who occurs more often than what in references to people. The observation that some teacher “talks like a book” is possibly a reflection of an extreme form of this influence from the written language after years in the educational system.

As adults, the outcome of our time in the educational system is usually reflected in our occupation and socio-economic status. The way bank executives, as opposed to window cleaners, talk to each other usually provides linguistic evidence for the significance of these social variables. In the 1960s, sociolinguist William Labov combined elements from place of occupation and socio-economic status by looking at pronunciation differences among salespeople in three New York City department stores (see Labov, 2006). They were Saks Fifth Avenue (with expensive items, upper-middle-class status), Macy’s (medium-priced, middle-class status) and Klein’s (with cheaper items, working-class status). Labov went into each of these stores and asked salespeople specific questions, such as Where are the women’s shoes?, in order to elicit answers with the expression fourth floor. This expression contains two opportunities for the pronunciation (or not) of postvocalic /r/, that is, the /r/ sound after a vowel. Strictly speaking, it is /r/ after a vowel and before a consonant or the end of a word.

In the department stores, there was a regular pattern in the answers. The higher the socio-economic status of the store, the more /r/ sounds were produced, and the lower the status, the fewer /r/ sounds were produced by those who worked there. So, the frequency of occurrence of this linguistic variable (r) could mark the speech samples as upper middle class versus middle class versus working class. Other studies confirmed this regular pattern in the speech of New Yorkers.

In a British study conducted in Reading, about 40 miles west of London, Trudgill (1974) found that the social value associated with the same variable (r) was quite different. Middle-class speakers in Reading pronounced fewer /r/ sounds than workingclass speakers. In this particular city, upper-middle-class speakers didn’t seem to pronounce postvocalic /r/ at all. They said things like Oh, that’s mahvellous, dahling!. The results of these two studies are shown in Table 19.1 (from Romaine, 2000).

اخر الاخبار

اخبار العتبة العباسية المقدسة

مكتب المتولي الشرعي للشؤون النسوية يناقش استعداداته لإقامة مهرجان روح النبوة الثامن وحفل تخرج الطالبات العاشر

الهيأة العليا لإحياء التراث تشارك بمؤتمر دولي عن السيد الميلاني (قدس سره) في إيران

وفد متحف الكفيل يطّلع على النفائس والوثائق التاريخية في متاحف العتبة الرضوية المقدسة

قسم الشؤون الطبية يواصل تنظيم ورش تدريبية لرفع كفاءة المنتسبين في الإسعافات الأولية

المزيد

الآخبار الصحية

خصوصا مع تقدم السن.. 6 سلوكيات يومية قد تدمّر صحتك

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روسيا تبدأ أولى التجارب السريرية للقاح واعد ضد السرطان

كنز غذائي على طبقك.. ماذا تفعل السبانخ بجسمك؟

المزيد

الآخبار التكنلوجية

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ألتمان: الذكاء الاصطناعي سيتجاوز البشر في 2026 !

المزيد

مواضيع ذات صلة

Conceptual Metaphor Theory

What is metaphor?

Can the distinction be maintained between Conventional and non-conventional language use?

Literal and figurative language as complex concepts

Literal versus figurative language

Metaphor and metonymy

Categorisation and idealised cognitive models Summary

The structure of ICMs

Addressing the problems with prototype theory

Radial categories as a further source of typicality effects

Sources of typicality effects

The theory of idealised cognitive models