3.2.2

Social Class

Test yourself

Social Class - Peter Trudgill

Social class is often looked at in relation to language, and this is often to do with the way that people pronounce certain sounds, and so has a strong grounding in your work in accent.

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Peter Trudgill (1974)

  • Peter Trudgill's (1974) Norwich study looked at the pronunciation of the words ‘walking’ and ‘talking’. Trudgill was looking for the non-standard forms walkin’ and talkin’ (this is called ‘g-dropping’ or a ‘g-drop’).
  • He also looked at the use of the ‘-s’ in verbs, like ‘he goes to school’ and the non-standard ‘he go to school’.
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Research aim

  • The research’s aim was to see if there was a correlation between class, gender and the use of the non-standard forms.
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Research method

  • He asked participates to state how often they used standard and non-standard forms. He found that:
    • Women of all classes over-reported the number of standard forms they used which showed that they cared about the overt prestige.
    • Men over-reported their use of non-standard forms, showing the covert prestige they desire.
    • Women used more standard forms than men in a direct class-for-class comparison.
    • The higher the class, the more use of standard forms.
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Research conclusion

  • The research concludes that class is more of a determiner than gender.

Social Class - Petyt's Bradford Study

Social class is often looked at in relation to language, and this is often to do with the way that people pronounce certain sounds, and so has a strong grounding in your work in accent.

Illustrative background for __Petyt (1985)__Illustrative background for __Petyt (1985)__ ?? "content

Petyt (1985)

  • Petyt (1985) looked at aitch-dropping (losing the ‘h’ in words like ‘horse’ and ‘hold’) and the RP /ʌ / (‘u’) sound in words like good and the / ʊ / (‘uh’) sound in words like ‘put’ in the city of Bradford.
  • He found that:
    • The lower the social class, the more likely the speaker was to drop the aitch.
    • The socially aspirational speakers incorrectly used the sounds in words like cushion pronouncing it with the / ʊ / sound instead of the / ʌ / sound.

Jump to other topics

1Language Levels

1.1Assessment Objectives

1.1.1Assessment Objectives

1.2Lexis

1.2.1Introduction

1.2.2Common, Proper, Abstract & Concrete Nouns

1.2.3Collective Nouns

1.2.4Adjectives

1.2.5Main, Auxiliary & Copular Verbs

1.2.6Dynamic & Stative Verbs

1.2.7Transitive, Intransitive, Active & Passive Verbs

1.2.8Mood of Verbs

1.2.9Adverbs

1.2.10Personal, Possessive & Reflexive Pronouns

1.2.11Relative & Demonstrative Pronouns

1.2.12Determiners

1.2.13Conjunctions

1.2.14Synonyms, Antonyms & Phonological Features

1.2.15End of Topic Test - Lexis

1.3Grammar

1.3.1Morphology

1.3.2Clauses

1.3.3Phrases

1.3.4Present Tense

1.3.5Past Tense

1.3.6Future Tense

1.3.7End of Topic Test - Grammar

1.4Semantics & Pragmatics

1.4.1Semantics

1.4.2Pragmatics

1.5Discourse Structure, Graphology & Orthography

1.5.1Discourse Structure

1.5.2Graphology & Orthography

1.5.3End of Topic Test - Semantics, Graphology etc.

2Language, The Individual & Society

2.1Children’s Language Development

2.1.1The Exam

2.1.2Phonemes, Vocal Tract & Articulation

2.1.3Writing About Phonemes

2.1.4Phonological Simplification

2.1.5A Child's First Year & Consonant Acquisition

2.1.6Beginning Stages of Language

2.1.7Lexical Development

2.1.8Stages of Development

2.1.9End of Topic Test - Child Language Development

2.2Children's Language Development - Theories

2.2.1Behaviourism

2.2.2Interactionism

2.2.3Challenging Interactionism

2.2.4Nativism

2.2.5Nativism - Exam Answer

2.2.6Cognitivism

2.2.7Social Constructionism

2.2.8Writing About Spoken Acquisition

2.2.9End of Topic Test - Development Theories

2.3Literacy Development: Reading

2.3.1Introduction

2.3.2Phonics vs Whole Word

2.3.3Debates in Reading

2.3.4Modelling Reading Acquisition

2.3.5Other Reading Theories

2.3.6End of Topic Test - Reading

2.4Literacy Development: Writing

2.4.1Orthography

2.4.2Kroll's Theory

2.4.3Barclay's Theory

2.4.4Creativity vs Accuracy

2.4.5Other Writing Theories

2.4.6The Exam

2.4.7End of Topic Test - Writing

3Language Diversity & Change

3.1The Importance of Gendered Language

3.1.1Writing About Gender

3.1.2Dominance Theory

3.1.3Interruptions - Zimmerman & West

3.1.4Deficit Theory

3.1.5Difference Model

3.1.6Difference Model - Men

3.1.7Diversity Model

3.1.8End of Topic Test - Gendered Language

3.2Social Groups

3.2.1Writing About Social Groups

3.2.2Social Class

3.2.3Social Class 2

3.2.4Age

3.2.5Age - Teen Speak

3.2.6Milroy’s Belfast Study

3.2.7Labov’s Martha’s Vineyard Study

3.2.8End of Topic Test - Social Groups

3.3Occupational Groups

3.3.1Writing About Occupational Groups

3.3.2Jargon

3.3.3Conversations

3.3.4Hierarchy & Power

3.3.5End of Topic Test - Occupational Groups

3.4Accents & Dialects

3.4.1Writing About Accent & Dialect

3.4.2Introduction to Accents & Dialects

3.4.3Accents - Matched Guide Experiment

3.4.4Accents - Received Pronunciation & Brummie

3.4.5Dialects - Dialectal Variations

3.4.6Accent & Dialect Case Study - London

3.4.7End of Topic Test - Accents & Dialects

3.5Language Change

3.5.1Writing About Language Change

3.5.2Modelling Change

3.5.3Modelling Change 2

3.5.4Lexical Change

3.5.5Semantic Change

3.5.6End of Topic Test - Language Change

3.6History of English

3.6.1Old English

3.6.2Old English 2

3.6.3Middle English

3.6.4Middle English 2

3.6.5Early Modern English

3.6.6Late Modern English

3.6.7Present Day English

3.6.8Global English

3.6.9American English

3.6.10Modelling Global English

3.6.11End of Topic Test - History of English

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Writing About Social Groups

Social Class 2