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Multicultural London English

Ghetto speak?

Attitudes to some varieties of English can often be quite hostile, especially when regional, racial and cultural prejudices are part of the mix. A case in point is the development of what some linguists call Multicultural London English (or MLE), but what some journalists refer to as ‘Jafaican’.

Have a look at the article 'Word on the street in London' from the London Evening Standard to see what you make of the changing varieties of London English.

Passives and genre

Some grammatical features are used much more often in some types of text, or genre, than in others. For instance, imperative clauses (like Chop the carrots finely; Beat the mixture until smooth) are common in instructional genres such as recipes – for obvious reasons.

Prepared speech

Using corpora to investigate prepared speeches

One very simple approach to using corpora in English lessons is to pull apart a speech using the programme Wordle, which can be found here. Wordle creates simple but beautiful images made up of words in a text that you can input.

Questions in spoken language

Spoken language is usually seen as being more interactive than written language. As speakers, we address each other directly (Hey guys), indicate our attention to each other (Mmm), and respond to each others’ comments (Really?, You didn’t!). These are all examples of interactive features.

Another interactive feature associated with spoken language is question–answer sequences. In this investigation we will explore this feature, using data from ICE-GB (our corpus, or database of real language).

Rastamouse vibrations

A children’s show on television has caused delight to most and upset to some. Rastamouse is a tam-wearing, skateboard-riding mouse who likes to solve crimes and – in his words – make a bad ting good. He also speaks in Jamaican patois.

Tag questions and gender

Teacher notes

Goals

The conversational styles of men and women are a key area of study in the two major English Language A-level specifications. Students are encouraged to analyse examples of conversation, informed by their study of some of the major research into deficit, dominance, difference and social constructionist models.

Tag questions and gender: Project

Introduction

The following is an outline of a number of questions that could be asked while putting together an investigation into tag questions.

Read the extract by Robin Lakoff in Language and gender: an advanced resource book (J.Sunderland, Routledge, 2006) which is reproduced in the handout at the bottom of this page.

Texting styles

Recent research into texting suggests that different people use different styles. The style you use is influenced by factors such as your age, the social group you spend most of your time with, and whether you’re male or female – but also by your personal relationship with the person you’re texting and what you’re texting about.

Vocabulary and semantic change

Words change meaning over time. Some terms that used to have one meaning fifty years ago have developed very different meanings now. Often, slang terms are among those quickest to change, and we can see this in examples such as sick, wicked and gay, all of which have undergone fairly substantial shifts in meaning over relatively short periods of time.

Word formation processes

New words are being generated at a rapid speed and there has been a huge upsurge in the number of new words being considered for inclusion in dictionaries. A fairly limited number of word formation processes are responsible for these new words. In our suggested mini-project, students look at a range of examples, and try to work out the key patterns of word formation that are responsible. This makes a good starting point for a detailed investigation of new words.

Project aims

A framework for language analysis

This page includes a handout on which you will find a framework for language analysis, developed over time through our Teaching English Grammar in Context course.

Starting to analyse a text can be a rather intimidating task. Where to start? What to include/not include? And how to do this systematically, rather than simply pulling out grammatical features at random and trying to write some kind of cohesive analysis?

Active and passive

Consider the two sentences below. What is the difference between them?

The council workers cleared the path.
The path was cleared by the council workers.

The same event is taking place in both sentences, but the sentences have been expressed in different ways.

In the first example the focus is on what the council workers did (they cleared the path), whereas in the second example, the focus is on what happened to the path (it was cleared by the council workers).

Active and passive: Creating cohesion

When does a writer or speaker choose to use a passive rather than an active? There can be various reasons. We’ll look here at the effects of using passives in different contexts.

Consider sentence (1). Would it be more natural to follow it with (2) or (3)? Why?

Active and passive: Style and use

In some genres of writing – science reports, for example – the passive voice is encouraged. However, many advocates of ‘plain English’ argue that the passive voice can be confusing to readers, and obscures meaning.

The examples below are from articles on the natural sciences, taken from the ICE-GB corpus. They illustrate the use of the passive voice (verb phrases in the passive are highlighted):

Adjective phrases

An adjective phrase is a phrase whose Head word is an adjective. As with other phrases adjective phrases can consist of only one word (the Head) or of more than one word.

Note that the National Curriculum stipulates that phrases should have at least two words, though it concedes in the Glossary entry for noun phrases that "Some grammarians recognise one-word phrases."

Here are some examples of adjective phrases in sentences. The phrases are marked in square brackets and the Head is highlighted.

Adjectives

A very simple definition of adjectives that has sometimes been used is that they are ‘descriptive’ words. But this isn’t really very helpful. Lots of word classes can be ‘descriptive’: a noun like funeral is fairly descriptive, as is the verb leap. We might also say that the adverb quickly describes the verb ran in a sentence like He quickly ran.

Adjectives: Avoiding adjective overuse

Many writers of fiction use adjectives as a quick way of telling us what a character is like: how they appear, how they feel, how we should view them. Look at the following examples of how adjectives are used to provide a basic description:

Adverb phrases

An adverb phrase is a phrase with an adverb as the Head word. The Head adverb can occur alone or with modifiers, i.e. other words which expand the phrase, for example:

Adverbial

Subjects, Direct Objects and Indirect Objects are typically noun phrases (and sometimes clauses) which identify participants in the situation described by the main verb – they answer ‘who’ or ‘what’ questions.

Adverbials are rather different. Consider the highlighted phrases in the examples below:

Adverbial: Used as linking device

Adverbials typically modify verbs or clauses, but they can also be useful as linking devices to connect clauses to the content of the preceding text. Here are some examples of Adverbials that have this function. Remember that Adverbials can appear in different shapes: as adverbs (or adverb phrases), as prepositional phrases, as (shortened) clauses, or as set phrases.

Listing

Adverbs

Adverbs are words that typically modify a verb, an adjective, another adverb or an entire sentence:

‘I keep hoping they'll come back,’ Tanya said despairingly. _{[W2F-006 #244]}

In this case the adverb modifies the verb said.

It’s a very fast road all the way. _{[S1A-021 #195]}

In this case the adverb modifies the adjective fast.

Adverbs: Avoiding adverb overuse

Adverbs are quite a varied class of words, which work in several different ways in sentences. Think of examples like obviously, afterwards, extremely, gently. These show that adverbs can express many different kinds of meaning.

This makes adverbs a useful word class. However, many experienced writers advise us to avoid overusing adverbs, and instead find other ways of describing actions and events.

Clause types: advanced

In the National Curriculum no terminological distinction is made between the grammatical patterns of the clause types, and the way that these clause types are used. In linguistic studies different terminology is used for the former and latter. What follows is not statutory in the NC, but some readers may appreciate some more background on terminology.

In linguistics the terms declarative, interrogative, imperative and exclamative are used to talk about grammatical patterns.

Clause types: statements, questions, commands and exclamations

The National Curriculum recognises four clause types (also called ‘sentence types’ ). They are usually used to ‘do different things’. These are statements, questions, commands and exclamations.

Each clause type has its own typical pattern (i.e. word order).

In statements, the Subject comes in its typical position before the verb. Here are some examples:

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