Study Questions and Exercises
- Usage: Identify several conventions
of Standard English. Are some more important than others? If so, draw up
a hierarchy of errors in Standard English. What are
the consequences of not speaking or writing Standard English? Is Standard English better than other forms of English, such as
African American English or Latino English? Defend your answer by referring
to specific details of phonology, morphology, lexicon, syntax, or semantics.
- DARE: Look up a word
or expression in the Dictionary of American Regional English. Summarize
and analyze its pronunciation, meaning, and use.
- Shibboleths: Working individually,
fill in the blanks in the sentences below. In your groups, share your responses
and make a list of possible reasons for the differences.
- I need to fill out this form. May I borrow a pencil or
____?
- Our church has scheduled a _____, where each family brings
a homemade dish.
- To begin, _______ your computer by _______ the button.
- While you are at the grocery, pick up a two-liter bottle
of whatever ____ you like best.
- More Shibboleths: Reflecting
on your work with the Dictionary of American Regional English and
The Origins and Development of the English Language, as well as
your own experience hearing and using words, make a list of words that
serve as shibboleths--terms that reveal information about a person's native
region or social class. In particular, consider lexical differences in
British and American dialects and orthography. Also, note any expressions
that are peculiar to your family's speech or even your own speech. How
do you think these lexical aspects of a dialect spread?
- Sociolinguistic Phenomena: Translate
the Gettysburg Address
into one of the following:
- slang
- political or military jargon
- euphemistic language
- informal register
- Language between the Sexes:
Reflecting on the article you read by Deborah Tannen, as well as your own
experience, discuss the differences between male and female communication.
Whenever possible, refer to specific concepts and categories, such as slang,
register, lexicon, and grammar. How can understanding these differences
facilitate communication?
Bibliography
- Bullard, Winona, et al. "Slang." All American:
Literature, History, and Culture. 1999. http://www.uncp.edu/home/canada/work/allam/1914-/language/slang.htm
(11/10/99).
- Burney, James, et al. "Dialect." All American:
Literature, History, and Culture. 1999. http://www.uncp.edu/home/canada/work/allam/1914-/language/dialect.htm
(11/10/99).
- Caudle, Paula, et al. "Jargon." All American:
Literature, History, and Culture. 1999. http://www.uncp.edu/home/canada/work/allam/1914-/language/jargon.htm
(11/10/99).
- Crystal, David. "Using English." The Cambridge
Encyclopedia of the English Language. Cambridge: Cambridge University
Press, 1995. 284-393.
- Hunt, Ellen, et al. "Register." All American:
Literature, History, and Culture. 1999. http://www.uncp.edu/home/canada/work/allam/1914-/language/register.htm
(11/10/99).
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Terms
- sociolinguistics
- usage
- Standard English
- solecism
- overcorrection
- dialect
- African American English
- lingua franca
- pidgin
- creole
- register
- slang
- jargon
- taboo
- euphemism
- marked
- unmarked
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