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Social Class, the Nominal Group and Verbal Strategies

P R Hawkins
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A01=P R Hawkins
Anaphoric Pronouns
Author_P R Hawkins
Behavioural Science
Category=CFB
Category=CFG
Category=CFK
Category=DS
Category=JNAM
Communication Index
Education
eq_bestseller
eq_biography-true-stories
eq_dictionaries-language-reference
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Exophoric Pronouns
Exophoric Reference
Follow
High IQ
High IQ Child
IQ Child
IQ Difference
Low IQ Child
Middle Class Children
Middle Class Speakers
Middle Class Speech
Nominal Group
Prep
Role Play Speech
Significant Class Difference
Social Class
Social Control Situation
Tag Clauses
Total Heads
Total Speech
Verbal
Vice Versa
Working Class Children
Working Class Girls
Working Class Speakers

Product details

  • ISBN 9781032322575
  • Weight: 335g
  • Dimensions: 156 x 234mm
  • Publication Date: 01 Aug 2024
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

First published in 1977, Social Class, the Nominal Group and Verbal Strategies reports on the results of a grammatical analysis of the speech of a large sample (about 300) of five-year-old middle- and working-class children. The author is concerned in particular to answer the questions: What is the relationship, within certain restricted contexts, between the use of particular grammatical structures and factors such as social class, IQ and sex? How are any differences in the type or frequency of structures to be interpreted? The central part of the book presents the results of a set of correlations: the correlations of linguistic categories on the one hand, with sociological or ‘background’ categories on the other. The author then sets this study and its results in the perspective of related research and comments on some aspects of the ‘deficit-difference’ controversy. Finally, he presents his own conclusions in a detailed discussion. He argues that, instead of trying to ascertain the purely linguistic competence of children from different backgrounds, we must rather compare the different verbal strategies they use in a particular situation or context. The book will be of interest to students of language, linguistics, pedagogy and education.

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