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.
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
Objectives and Research Themes
This paper investigates the process of language acquisition as depicted in G. B. Shaw's play "Pygmalion," specifically analyzing whether Eliza Doolittle's transition from her native Cockney dialect to "Standard English" (RP) is linguistically comparable to modern second-language acquisition theories, particularly Stephen Krashen's Monitor Theory.
- The sociolinguistic distinction between sociolects and standard language varieties.
- Application of Krashen's Monitor Theory to Eliza's linguistic transformation.
- The role of conscious learning versus subconscious acquisition in the play.
- The intersection of language, social status, and behavioral "intercultural competences."
Excerpt from the Book
3.2 Eliza's Language and Manners:
Based on the theories about language and its acquisition, the paper will look upon Eliza's language in Pygmalion. Here is Shaw's attempt to reproduce Eliza's sociolect in the printed version of Pygmalion:
Ow, eez ye-ooa san, is e? Wal, fewd dan y' de-ooty bawmz a mather should, eed now bettern to spawl a pore gel's flahrzn than ran awy atbaht pyin. Will ye-oo py me f'them? (Shaw 2009, 14)
Already the second word shows the “almost invariably absent” /h/, which is a very common feature of Cockney (Hughes 1980, 39). Eliza here pronounces the word he's “eez” (e is) and skips the h. Also distinctive for Cockney is the vowel shift from [ei] to [ai], which can be seen in the quote as well. She says "py" [pai] instead of the usual pay [pei]. The lengthening of vowel sounds, for example in her pronunciation of “ye-ooa” (your) and “de-ooty” (duty), can also be attributed to Cockney.
Furthermore, Eliza's language lacks a certain grammatical proficiency as can be seen in her following sentence: “I got my feelings same as anyone else” (Shaw 2009, 40). It is common for the lower classes not to pay much attention to correct grammar. Another important aspect of Eliza's sociolect is her vocabulary and register of words. As Eliza grew up in the working class, she is used to a very different usage of words than the upper classes. Additionally, her loud sounds also indicate her ignorance of conventional manners. It is not common for people in higher classes to utter such emotional sounds in public. Higgins tells Eliza he does not want “Lisson Grove prudery” in his house, referring to her lower-class manners (Shaw 2009, 37).
Summary of Chapters
1. Introduction: Outlines the scope of the term-paper, specifically the linguistic transformation of Eliza Doolittle and the intent to compare it to second-language acquisition.
2. Sociolinguistics: Defines key sociolinguistic terms like dialect, accent, and sociolect, and explains the class-based divisions of language in early 20th-century London.
2.1 Language and Sociolinguistics:: Provides theoretical foundations for understanding language as a reflection of social identity and environment.
2.2 Sociolects in Pygmalion:: Analyzes Eliza's Cockney dialect as a mirror of her low social background and the broader social function of language in the play.
3. Language Acquisition: Sets the stage for applying theoretical models of language acquisition to the narrative of the play.
3.1 Introduction to Language Acquisition:: Introduces Krashen's "Monitor Theory" and the distinction between subconscious acquisition and conscious learning.
3.2 Eliza's Language and Manners:: Examines the specific characteristics of Eliza's Cockney speech and how her manners reflect her social status.
3.3 Language Acquisition in Pygmalion:: Details Henry Higgins' specific pedagogical methods, including the use of the phonograph and phonetic instruction.
3.4 Elements of Second-Language Acquisition:: Synthesizes the analysis, arguing that Eliza's journey parallels second-language acquisition while incorporating modern concepts like intercultural competence.
4. Conclusion: Summarizes the findings, noting that while not identical, significant parallels exist between Eliza's transformation and modern second-language acquisition.
Keywords
Pygmalion, G. B. Shaw, Eliza Doolittle, Henry Higgins, Sociolinguistics, Language Acquisition, Second-Language Acquisition, Cockney, RP, Received Pronunciation, Krashen, Monitor Theory, Sociolect, Intercultural Competence, Dialect.
Frequently Asked Questions
What is the core focus of this research paper?
This paper examines the linguistic transition of Eliza Doolittle in G. B. Shaw's "Pygmalion" to determine if her acquisition of high-society English can be framed within the context of second-language acquisition theories.
Which theoretical framework is primarily used?
The paper utilizes Stephen Krashen's "Monitor Theory," focusing on the distinction between subconscious acquisition and conscious language learning.
How is the term "sociolect" defined in this study?
A sociolect is defined as a variety of language determined by social environments or specific social groups, used here to categorize Eliza's working-class Cockney.
What is "RP" in the context of the play?
RP stands for "Received Pronunciation," which is identified as the "better English" or standard dialect that Henry Higgins attempts to teach Eliza.
What methodology does the author employ?
The author performs a qualitative textual analysis of "Pygmalion," applying sociolinguistic definitions and second-language acquisition frameworks to the dialogue and character development in the play.
What key aspects of Eliza's development are analyzed?
The paper analyzes her pronunciation, grammar, vocabulary, social manners, and overall identity transformation.
How does Henry Higgins facilitate Eliza's acquisition of RP?
Higgins uses explicit phonetic instruction, the phonograph to improve her auditory awareness, and strict behavioral guidance to help her adapt to high-society expectations.
Does the paper conclude that Eliza's experience is identical to learning a foreign language?
No, the paper clarifies that while important parallels exist, Eliza's experience is not entirely equal to modern second-language acquisition, as she struggles with natural communication beyond specific rehearsed topics.
- Arbeit zitieren
- Markus Emerson (Autor:in), 2010, Language Acquisition in G.B. Shaw's Play "Pygmalion", München, GRIN Verlag, https://www.hausarbeiten.de/document/311237
