Topic Development, Syntax, and Social Class.
A conclusion of 20 years' research into social class differences in speech is that working class speakers make greater use of pronouns as compared to nouns and use fewer subordinate constructions than do middle-class speakers. These syntactic findings have been linked, in the work of Basil Bernstein...
| Publicado en: | Discourse Processes Vol. 12; no. 3; pp. 267 - 287 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul-Sep89
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=7567525&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 7567525 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0163853X 7LQ jtl: Discourse Processes issn: 0163853X maglogo: N pubinfo: dt: Jul-Sep89 vid: 12 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 7567525 10.1080/01638538909544731 ppf: 267 ppct: 20 formats: tig: atl: Topic Development, Syntax, and Social Class. aug: au: Hemphill, Lowry su: Speech Lecturers Rhetoric Lectures & lecturing sug: subj: Speech Lecturers Rhetoric Lectures & lecturing ab: A conclusion of 20 years' research into social class differences in speech is that working class speakers make greater use of pronouns as compared to nouns and use fewer subordinate constructions than do middle-class speakers. These syntactic findings have been linked, in the work of Basil Bernstein and others, to hypothesized differences in class-based language orientations or "codes." The present study uses data from adolescent discussion groups to argue that social class differences in syntax result instead from differences in the conversational styles of working-class and middle-class speakers. Contrasting styles of topic development are documented: a working-class approach which makes use of anaphoric reference and ellipses across speaker turns, and a middle-class approach which identifies topics with full NP's in each new speaker's turn. These approaches to topic development are first tied to differences in the group's turn-taking styles and are then related to observed patterns of pronominal reference and subordination in the two groups. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1989 holdings: @attributes: islocal: N |
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