language in the 1700's

 

Shakepspeare- Romeo and Juliet

Shakespeare- Romeo and Juliet

“ Two households, both alike in dignity

In fair Verona, where we lay our scene

From ancient grudge break to new mutiny

Where civil blood makes civil hands unclean.

From forth the fatal loins of these two foes

A pair of star-cross’d lovers take their life

Whose misadventured piteous overthrows

Do with their death bury their parents’ strife.”

My translation

Two families who are both similar in their views

This story happens in Verona

An old grudge has made a rebellion form between the two families

Where ordinary peoples genes are making ordinary people do bad things

The fatal body of two people

Two people in love kill themselves

An accidental death removes power

Because of their death, the parents end their anger.

Actual Translation

In the beautiful city of Verona, where our story takes place, a long-standing hatred between two families erupts into new violence, and citizens stain their hands with the blood of their fellow citizens. Two unlucky children of these enemy families become lovers and commit suicide. Their unfortunate deaths put an end to their parents' feud.

 

This is an extract from William Shakespeare’s ‘Romeo and Juliet’. This declarative is present at the beginning of the story, therefore giving the audience an overview of the entire story. Even though the text is not written in what we say is standard English in the present day, you can still work out what Shakespeare was trying to say due to the use of high frequency lexis’ such as ‘households, lovers and death’.

Many of the terms used from Shakespeare is still used today but are spelt differently. This includes the adjective ‘star-cross’d’ with the omission of the grapheme ‘e’ and so we see this spelling as ungrammatically correct. This term is an archetype as it is being used to explain two original people but are being expressed in literature. They are in love but cannot be in a relationship due to society and their parents not being excepting of it. When a letter is being missed in ‘star-cross’d’ , the noun ‘misadventured’ has added on the grapheme ‘d’ at the end. Although the meaning has stayed the same, the graphology of the word has shifted.

Amelioration has occurred with the word ‘loins’ as Shakespeare used it to refer to the genitalia of Romeo and Juliet’s parents . Although we still use the term in the phrase “the fruit of one’s loins” referring to children, the meaning of the word has changed. Because the noun ‘loins’ follows on from the negative term ‘fatal’ makes me believe that Romeo and Juliet may be seen as mistakes from their parents. Creating an upsetting view of their lives even before we realise they take their own lives.

holiday h/w - George transcript

Young readers should be corrected whenever they make a mistake

Positive Reinforcement is a vital aspect for a child to learn when they have used language grammatically correct. When George struggles to pronounce the low frequency lexis ‘sandbags’, his Mother uses the strategy of telling George to pronounce the individual phonemes which make up the compound word. By it being a compound word, George struggles with the unstressed sound of the grapheme‘d’ so when pronounced grammatically correct, his Mother enforces praise with ‘well done’ and therefore positive reinforcement.  Because George has identified that his Mother praises him when he does something correctly, later on in the transcript, George seeks positive reinforcement with the cloaked imperative ‘but he isn’t letting them get inside is he’. Although this question implies George already knows the answer, he is seeking reassurance from his Mother and gets it when she replies with ‘no’ which shows she agrees with him.

To allow a young reader to know when they have made a mistake, their face needs should be encountered for is you want to make a positive difference. When George misses out to pluralise the concrete noun ‘house’, his Mother picks up on him miscuing the ending so goes with the strategy of spelling out the phonemes he missed as she found this technique worked previous.  She follows on from this with a bold on record utterance ‘watch the endings’. Although this can be seen as a harsher more forward way to correct an early reader, by helping George via breaking up the phonemes first, mitigates the utterance. His Mother follows on with allowing George know he made another mistake with ‘nooo’ . The over-expanded use of the grapheme ‘o’, mitigates this negative reinforcement as she is caring for Georges face needs by not wanting him to feel of a lower status. This supports Goodman’s ‘Top Down’ approach with the Mother not giving George the answer but instead, allows him to self-correct.

Vygotsky believes that the help of others via scaffolding will improve a child’s understanding of something they do not already know, but will, with the help of an adult. George’s Mother uses scaffolding when she breaks up the compound word ‘sandbags’ into the separate concrete nouns ‘sand’ and ‘bags’. By George copying his Mother without being asked to, implies he wants to learn how to annunciate it clearly, as well as his Mother wanting him to with her praising him after with positive reinforcement of ‘well done’ . However, at the end of the transcript, George’s Mother immediately corrects his word-guessing error of ‘made’ with the correct word ‘may’.  The reason behind this may to preserve the flow of the utterance with the sentence George reading out, being relatively long. It could also be to keep George’s attention as he has been given lots of new information throughout the transcript and so may not remember anymore.

All in all, I believe a young reader should be corrected when they have made a mistake. This is because it allows them to identify a mistake in the future and hopefully self-correct, and the use of praise via positive reinforcement is important to allow the child know when they have pronounced everything correctly.

work in absence- 28th/29th

Reading words and saying them allowed seems to be an easy task many people undertake every day, But we do not understand the complexity of the cognitive processes which occur for one to read and speak words. The ‘children of the code project’ say that it is artificial for people to read an alphabetical orthography as the complex cognitive interaction, when the brain and environment work together, is unnatural. In history, children were not made to learn how to read until the King of Sweden made every child in his Kingdom learn. The defective orthography to read and take in information is a technical cognitive process supporting how the codes are confusing. Inconsistency of phonemes such as the morpheme ‘O’ is a challenge which takes time to understand as you cannot see how a morpheme is needed to be pronounced by the orthography. Turning this orthography to phonography is a particular language itself, coordinating different parts of the brain at once: from the temporal lobe- memory- , the Wernicke and Broca- for spoken language- and the occipital lobe for reading the orthography.

The power of writing allows an individual to appreciate the words in which we speak. When you start writing, only then you can refer back to what you have written unlike speech when you say what you think without reflecting on what you just said as you can think about your thoughts. The power of writing is underrated with people not understanding how writing allows you to really think about the words.  When you speak, you do not think about the spelling of the word and you will only be able to learn the spelling once you put pen to paper. Even on the computer, you are able to auto-correct the spelling of words without taking the role of the cognitive process to fully learn the correct spelling. This could be why people do not appreciate the power of writing as much as they did when reading and writing was first brought about. John Searle concludes the power of writing by saying ‘you would not be able to think as well as you can think if you didn’t have the word written down’.

https://www.youtube.com/watch?v=f0n1LHCqbNs – what’s so difficult>?

http://www.childrenofthecode.org/Tour/c5/power.htm -The power of writing

work in absence 22nd

What are the most popular children’s authors for early years, infants and juniors?

Popular children authors include:

1. ‘We’re going on a bear hunt’ by Michael Rosen and Helen Oxenbury
2. ‘Room on the Broom’ by Julia Donaldson and Axel Scheffler
3. ‘Dear Zoo’ by Rod Campbell
4. ‘ The tiger who came for tea’ by Judith Kerr
5. ‘Hairy Maclary from Donaldson’s Dairy’ by Lynley Dodd
6. ‘ The tale of Peter Rabbit’ by Beatrix Potter
7. ‘The cat in the hat’ by Dr. Seuss

Books play a big part in a child life, considerably more in the early stages where books tend to be used to send a child to sleep. All these Books categorised as being the most popular children books contain some element of an animal, implying that young children enjoy and are drawn to books containing creatures.  It triggers their imagination with many of the characters the animals play not being a true representation of the animal. I believe this has made these books a success as it takes a child’s into a fantasy world. Many of the fictional characters in these books have a toy out; greater expanding the publicity as well as the popularity of the books. ‘The cat in the hat’ by Dr. Seuss is an example of when a character has been transformed into a toy, as well as a film, giving evidence of how the film is so popular. By it being a film, created a bigger audience for ‘The cat in the hat’, from children to families. These stories also have a rhyming style to them, making the stories flow and be more exciting to read. This will increase the attention a young child will have towards the story as an infant will get easily distracted and get bored of reading simple sentences which sound the same.

When I was younger a book I loved was ‘Hairy Maclary from Donaldson’s Dairy’ By Lynley Dodd because I liked how every different type of dog bread is unique and is being described with a rhythm behind it. I also liked how every time a new dog is being described, it is added to a list of the previous dogs which makes the book not only interesting, but a challenged as you take it upon yourself to remember the order of when the dogs get introduced. I think I remember this book because my parents also read this book when they were younger and it has been a book read by many people in my family. I think the title of the book also makes it catchy and easy to remember as it comes across as a bit of a tongue twister, making you repeat it to get it right and therefore it moves into your long-term memory.

In contrast, children get taught to read books using the ‘Biff, Chip and Kipper’ books with 80% of primary schools including them within their teaching methods. They have two types of these books; the Phonetic stories which are entertaining that focuses on giving children practice in letters and sounds, and On the other hand, you have the First stories that are motivating stories, helping children with their everyday language and to develop their vocabulary. There are 6 levels within these books, challenging the child the further along they go. This allows the child to create a connection with the characters throughout the whole time they are developing their reading skills which, implies a child learns more effectively when they have a connection with the book and can maybe relate to it. However, this does not broaden a child’s mind on the different genres of books there are available. With the ‘Biff, Chip and Kipper’ books al being an adventure genre, children are unable to explore genres such as romance, action and thriller (although thriller and horror genres not being very suitable for young ages).

Imitation and reinforcement are the most crucial tools for CLA

English essay

Imitation and reinforcement are the most crucial tools for CLA

Towards the end of the transcript, Tom uses an interrogative in the utterance ‘is (.) is dat your talker’ by using Halliday’s representational function to request facts and information. He uses this representational function by using over extension by category with the concrete noun ‘talker’ due to Tom not knowing what the object is himself. Due to Tom repeating the irregular verb ‘is’ suggests that he is thinking about what to call the tape recorder, reinforcing Vygotsky’s CLA stage as Tom is trying to independently think for himself. However, the use of the interrogative implies Tom is hinting for help with what to call the tape recorder showing intelligence due to him understanding that by putting the stative verb ‘is’ at the beginning, initiates a question. This gives evidence for Tom being in the Zone of Proximal Development as he understands he needs scaffolding to be able to get the correct term. The phonetic spelling of the determiner ‘dat’ is an immature pronunciation of ‘that’ suggesting Tom has not yet got the full idea of how to pronounce the morpheme ‘th’. In contrast, later on in the transcript, Tom pronounces ‘three’ correctly. This could be because his Mother replies with ‘that’s’ modelling the morpheme pronunciation or it could be a type error. As well as this, Tom uses the determiner ’your’ to refer to his Mother but because she replies with the interrogative ‘my talker?’ indicates that Tom did not make it clear  he was addressing his mum. This could be because he was either not close to his mother or that there was other people in the room at this point in time.

The second part of the Mothers utterance is a declarative with ‘that’s a tape recorder’.  Although negative reinforcement is being displayed with the mum using the standard form of  ‘that’s’, it seems to be modelling which is being taken place, with the subject being the proper noun ‘tape recorder’ and the Mother focusing on correcting Toms accuracy rather than his grammar.  This supports Brown and Hanson’s theory as they say children rarely get corrected on their grammar but more on truthfulness and politeness.

Before this part in the transcript, Tom asks the interrogative ‘is these drawing Cartoon Network cup of tea mum’.  Tom uses the irregular verb from ‘to be’ with the verb ‘is’ at the start of his utterance, which shows how Tom uses this regularly to begin his questions.  The missing agreement inflection with the determiner ‘these’ and the verb ‘is’, as well as with the subject ‘ drawing’, with the missing morpheme ‘s’, gives evidence of Tom being in the Telegraphic stage. This is because there is enough information for the sentence to just make sense even with it being grammatically wrong.  Due to children at this stage getting mixed up with objects and words, suggests that Tom may be overgeneralizing the proper noun ‘Cartoon Network’ with the picture on the cup. However, there is evidence of Tom moving into the post-telegraphic stage with Tom’s utterance containing 8 morphemes. The average number of morphemes for his age is 3.5 to 4 suggesting Tom is gaining more sophistication within his sentences. Tom ends his interrogative with the vocative ‘mum’ showing he may be seeking reinforcement as he is specifying who he wants reassurance from.

 The determiner ‘these’ has deictic reference as we do not know how close Tom is to the cup because young children are not normally allowed close to hot drinks. The noun phrase ‘cup of tea’ shows how Tom may know the liquid in the cup is hot even if he cannot see what is inside as he has learnt through language that people call a mug full of tea a ‘cup of tea’. The cup may not contain any tea so Tom may just associate mugs with the drink tea. Even though

this is an example of the symbolic stage which is normally found in 7 year olds plus, Tom is beginning to take in information through different forms such as language and because he has learnt this noun phrase, implies Tom has been around a cup of tea before. As a result, this may be a local topic. ‘Cartoon network’ is also a local topic for Tom due to it being a children’s channel, this implies that Tom will have some knowledge as to whether the picture is actually from this channel.  This proper noun also shows how Tom is in the iconic stage because he is remembering information through images.

Because Tom is not completely sure whether the picture is from Cartoon Network indicates Hallidays’ Heuristic function is being displayed, with Tom wanting to learn whether the picture on the cup is what he thinks it to be through a question. Halliday’s representational function is also present with Tom requesting information from his Mum, the information being whether the image displayed on the cup is from Cartoon Network.

All of this allows me to come to the conclusion that reinforcement is a crucial learning tool when it comes to a child understanding when they are right or wrong in terms of the language they use. Although many other learning tools are just as important such as the different stages in language and a child gaining different skills in how to learn language, if a child does not learn whether the language they have used is right or wrong, then they will not know whether they are using the correct grammatical terms.

My investigation

My investigation:

Dominance model-Zimmerman and West

I want to see whether Zimmerman and Wests Dominance model and how men are superior over woman can be challenged if the superior model is a woman stating her views on gender equality.

My research:

I am going to get women and men to listen and read the lyrics to Beyoncé song flawless and ask them about what they think about the message she is putting across and whether they agree

See if there is any difference between the opinions of men and women

Get them to listen to a cover of Beyoncé’s flawless (by a female) and see if their opinion changes as it isn’t Beyoncé singing it

If there is a difference I will be able to see that by Beyoncé being superior role model, affects people’s views on a topic.

If the results change, I will be able to see that the dominance model with the theory that men are superior over woman, influencing their language is incorrect in relation to women being able to be the superior role model and changing men and woman’s language and opinions.

How am I collecting my results :

I am going to have a set of questions I have previously created that I am going to ask my Participants and will have them written down in my phone. When I ask my participants I am going write down what they say into my phone underneath the question asked.

Variables:

My independent variables- the person singing the ‘Flawless’ song and the participants gender

My dependent variable- whether men and women’s language alter if the person singing about gender equality change from a superior women to a ‘normal’ women.

 

My Participants:

To make my investigation not about how opinions differ between the ages of females and males, I am going to use a male and female from the same age range.  

My brother and his girlfriend = in their teens

My mum and my uncle= in their 30s

My cousins = in their 20s

My Nan and grandad- in their 60s

 

 

Comparability:

I am going to be able to compare my results because I am going to be collecting data from females and males from the same age range. I will be able to compare the different opinions between the female and male from the same age group and the difference between the males and females as a whole. By comparing as a whole, I will get a wider range of results to see whether my hypothesis as well as Zimmerman and Wests theory is supported by my results. By comparing between the same age range I can also look to see whether my results differ between ages. If they do I will be able to tell whether Zimmerman and Wests theory relates more to a certain age group than others.

Ethics:

To make my research ethical, I will ask my participants if I am able to collect some date from them for my English coursework however I will not tell them what it is on and when I will collect the data. When I do collect my data, I will be collecting it on my phone so it does not make it obvious I am analyzing their language and will collect the results from the different singers singing the sonf on different days.

Deception- I am not lying to my participants due to my telling them it is for my English coursework

Consent- I have asked for their consent to collect some data

Withdraw- I am giving them the option to allow me to collect data from them allowing them the chance to withdraw. After I have collected my data I will also do a debrief and ask them if I am allowed to use my data for research.

Protection- To decrease the chance of any harm to my Participants, I am going to collect my results via a field experiment so my participants are in their own environment and will reduce psychological harm as they will not be put in any stress because I am going to relax my P’s via talking to them naturally for a while before I ask them about their opinion.

Confidentiality- After I have collected my data I will, debrief my P’s and ask them if I am allowed to use my data I have collected from them to do some closer analyzing .

Reliability:

My investigation is going to be reliable as I am going to be repeating my investigation in different age ranges which will give me a range of results that will reduce the effect of any anomalies. It is also going to be reliable because I am reducing the effect of observer paradox by telling my participants that I am collecting data but not when I am collecting it.