Tuesday, 6 October 2015

COURSEWORK

Lakoff 1975: Women use; hedges + fillers; tag questions; apologetic requests, indirect requests, speak less; use fewer expletives, more intensifiers. She argued that these features of speech make women seem more inferior, weak and needy and prevents women from being taken seriously.

My Hypothesis:

  • Women’s rights speeches written by females shortly before a significant change in a women’s right movement will contain less of Lackoff’s deficit features than those written/delivered at a period of no change.


I will collect *famous feminist speeches, throughout a period of time in which women were fighting for equality i.e. the suffragette movement in the late 19th and early 20th century. I will carry out a longitudinal study, comparing and contrasting speeches throughout the movement, how the language in those towards the end differs from those at the beginning. I thought that I would compare speeches at different times as Lackoff argued that women cannot be taken seriously when using this ‘deficit’ language, so perhaps I will find that speeches toward the *end will contain more ‘masculine’ language. 

I will create a corpus of data and then possibly use systematic sampling to choose a random sample; i.e. giving each speech a number and then generating numbers on a computer. However, if there are not many significant speeches then I would have to re-evaluate how I would go about choosing the data I am studying.

I am aiming to quantify the amount of deficit features in each speech in order to create graphs to easily compare data. However, I think that it could become subjective as some of Lackoff’s deficit features could be arguable in certain situations, i.e. emotional evaluations rather than intellectual. 

Although it is ‘dangerous’ to have a strong opinion before acting the ‘neutral researcher’ in a study, I think that many of these types of speeches will not contain many of Lackoff’s features, because the aim of them is to appear strong and intelligent. However I was thinking that this in itself almost is on par with her ideas, i.e. to use masculine language to be taken seriously.

I may change my mind with the theorist that I choose to use because I think that there would be lots of interesting things to explore regarding language gender theories and women rights speeches.

In respect to my media text, I was thinking something along the lines of why women may have changed the way they speak. Why there is such a difference in the language of men and women. So if women’s language is deficit- I was thinking of exploring why. I was speaking with some people who are interested in feminism etc. and they suggested that when/if women had their power taken away from them by men in the past then they had to adapt their language in order to make ‘things’ run smoothly. For example if a ‘woman’ was not acting like a ‘woman’ they may not have gotten married? So lots of different aspects came together to create the “female”. But I’m not sure if this even makes sense. So I was hoping to talk about something interesting and slipping in some knowledge of language & gender theory as an addition or to back up my points. I think it would be purely an opinion article.  

(*Speeches which would be regarded as important, those which are well known and were said/written by well-known activists.)

(*when there was a final push and things started to change/governments noticed.)
  

SYNTHETIC PHONETICS


Synthetic phonetics is a way of teaching children to read and write by associating letters with their phonetics; linking ‘symbols with sounds’. The idea being that children will be able to ‘sound out’ new words they come across which they don’t understand. In a government data file uploaded in 2013 they described phonics as “…the most effective way of teaching young children to read.” They suggest that this method allows children to read much more complex texts because once they have mastered phonics they can sound out any word.

The disadvantages of phonics: studies have found that those who learn to read phonetically read at a slower speed to those who learnt with different methods. Some found that those who were taught phonetically were not so good at deciding if a word was real or not, (perhaps since they can sound out any word they may not have found patterns.) Research has also found that older people who were taught phonetically were worse at reading unfamiliar words which do not follow regular letter-sounds.