This term-paper will deal with language acquisition in G. B. Shaw's play "Pygmalion" and the question whether Eliza's acquisition of higher, conventional English is comparable to second-language acquisition. This means classifying Eliza's Cockney, the London lower-class sociolect of the English language, as a different and independent form of the 'Standard English', which she is taught by Henry Higgins. Following this classification, light can be shed upon the resemblances with second-language acquisition.
Phonetician Henry Higgins and Colonel Pickering, are both experts concerning languages and agree to a bet, which is essential for this paper. This bet includes Higgins to teach Eliza the higher English language combined with the appropriate manners. Higgins supposes that transforming Eliza's speech, behaviour and appearance will make her a convincing duchess in the higher society of London. Although Pygmalion's preface is called “A Professor of Phonetics” and alludes to Higgins’ profession, the play does not explicitly concentrate on the process of Eliza's linguistic and social transformation but demonstrates the outcome of her process. Nevertheless, the paper will focus on the limited amount of information concerning Eliza's sociolect and her language acquisition in order to see whether it is comparable to second-language acquisition.
Additionally, it should be mentioned that the paper will deal with the issue of language and acquisition of language from a modern point of view. The term sociolect for example “emerged in the 1960s” (Ammon 2004, 200) and was not known in Shaw's lifetime.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Sociolinguistics
- 2.1 Language and Sociolinguistics
- 2.2 Sociolects in Pygmalion
- 3. Language Acquisition
- 3.1 Introduction to Language Acquisition
- 3.2 Eliza's Language and Manners
- 3.3 Language Acquisition in Pygmalion
- 3.4 Elements of Second-Language Acquisition
- 4. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper examines language acquisition in George Bernard Shaw's Pygmalion, specifically investigating whether Eliza Doolittle's acquisition of Received Pronunciation (RP) resembles second-language acquisition. It classifies Eliza's Cockney dialect as distinct from RP, then explores the parallels between her linguistic transformation and the process of second-language learning. The paper uses a modern sociolinguistic perspective to analyze the play.
- The nature of sociolects and their reflection of social class.
- The process of language acquisition, particularly comparing first and second language learning.
- Analysis of Eliza Doolittle's Cockney dialect as a sociolect.
- Comparison of Eliza's language acquisition to second-language acquisition models.
- The role of language in shaping social identity and class in the context of Pygmalion.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This introductory chapter sets the stage for the analysis of Eliza Doolittle's language acquisition in George Bernard Shaw's Pygmalion. It establishes the central research question: whether Eliza's learning of RP can be compared to second-language acquisition. The chapter introduces the key players, Henry Higgins and Colonel Pickering, and their bet, which drives the narrative of Eliza's linguistic transformation. It also acknowledges the limitations of the play's focus on the outcome rather than the process of language acquisition and briefly mentions the modern sociolinguistic perspective adopted in the paper. The chapter lays the groundwork for a detailed examination of Eliza's Cockney dialect and its transformation into RP.
2. Sociolinguistics: This chapter provides the necessary theoretical framework for understanding Eliza's language. It begins by defining key terms such as language, dialect, and accent, clarifying the distinction between dialect and accent and establishing the concept of sociolects—language varieties linked to specific social groups. It then delves into the sociolinguistic context of Pygmalion, analyzing Eliza's Cockney dialect as a sociolect that reflects her working-class background and the strong class divisions in early 20th-century England. This chapter sets the context for understanding Eliza's linguistic features as socially determined markers of identity.
3. Language Acquisition: This chapter explores the theoretical underpinnings of language acquisition, focusing on the process of acquiring a language for communication. It introduces Krashen's Monitor Theory, differentiating between subconscious language acquisition and conscious language learning. The chapter then applies these theories to Eliza's case, comparing her conscious effort to learn RP to the process of second-language acquisition. This chapter lays the foundation for the detailed analysis of Eliza's linguistic development and its comparison to established theoretical models.
Schlüsselwörter (Keywords)
Sociolinguistics, language acquisition, second-language acquisition, sociolect, dialect, accent, Received Pronunciation (RP), Cockney, Pygmalion, George Bernard Shaw, social class, linguistic variation, identity.
Pygmalion: A Sociolinguistic Analysis of Language Acquisition - FAQ
What is the main topic of this paper?
This paper analyzes Eliza Doolittle's language acquisition in George Bernard Shaw's Pygmalion, focusing on whether her learning of Received Pronunciation (RP) mirrors second-language acquisition processes. It uses a sociolinguistic lens to examine her linguistic transformation.
What are the key themes explored in the paper?
The paper explores sociolects and their connection to social class, comparing first and second language learning processes, analyzing Eliza's Cockney dialect, comparing her language acquisition to second-language acquisition models, and examining the role of language in shaping social identity and class within the play's context.
What is the structure of the paper?
The paper is structured into four chapters: an introduction setting the research question and context; a chapter on sociolinguistics providing the theoretical framework; a chapter on language acquisition exploring relevant theories and applying them to Eliza's case; and a conclusion. It also includes a table of contents, objectives and key themes, chapter summaries, and keywords.
How does the paper analyze Eliza Doolittle's language?
The paper analyzes Eliza's Cockney dialect as a sociolect reflecting her working-class background. It then compares her transformation to RP to established models of second-language acquisition, examining her conscious effort to learn RP in light of theories like Krashen's Monitor Theory.
What theoretical frameworks are used in the analysis?
The analysis draws on sociolinguistics to understand the relationship between language and social class. It utilizes theories of language acquisition, particularly those related to second-language acquisition, to interpret Eliza's linguistic development. Krashen's Monitor Model is specifically mentioned.
What is the significance of Received Pronunciation (RP) in this analysis?
RP serves as the target language in Eliza's linguistic transformation. The paper compares her acquisition of RP to the processes involved in second-language acquisition, exploring the similarities and differences.
What is the role of social class in the paper's analysis?
Social class is a central theme, as Eliza's Cockney dialect is intrinsically linked to her working-class origins. The analysis explores how her language acquisition impacts her social identity and mobility within the context of the play's depiction of early 20th-century English class divisions.
What are the limitations acknowledged in the paper?
The paper acknowledges that Pygmalion focuses more on the outcome of Eliza's language acquisition than on the detailed process itself. This limitation is considered in the analysis.
What are the key takeaways from the paper?
The paper offers a detailed sociolinguistic analysis of language acquisition within the context of a fictional narrative, providing valuable insights into the interplay between language, social class, and identity. It explores the applicability of second-language acquisition theories to a unique case study.
- Quote paper
- Markus Emerson (Author), 2010, Language Acquisition in G.B. Shaw's Play "Pygmalion", Munich, GRIN Verlag, https://www.grin.com/document/311237
