The Handbook of Language and Gender
Abstract
The Handbook of Language and Gender is a collection of articles written by leading specialists in the field that examines the dynamic ways in which women and men develop and manage gendered identities through their talk. Provides a comprehensive, up-to-date, and stimulating picture of the field for students and researchers in a wide range of disciplines. Features data and case studies from interactions in different social contexts and from a range of different communities.
... The objective of this work is to provide a thorough linguistic analysis of emojis, uncovering binary gender-based patterns and focusing specifically on their use in Mexican Spanish as observed in a large WhatsApp message corpus. The foundational principles are based on Robin Lakoff's (1973) seminal work on gender differences in language, which has since developed into a substantial body of gender studies in oral and face-to-face communication (Hannah and Murachver 1999;Holmes and Meyerhoff 2008). As our lifestyles change and we increasingly shift from oral to written communication via mobile devices, the widespread incorporation of emojis in our messages warrants an investigation into gender differences in their usage. ...
... 4.2. There is well established body of evidence on gender differences in spoken language Holmes and Meyerhoff (2008) and these sociolinguistic variations are mirrored in CMC. It is widely claimed that female interlocutors tend to use emojis more frequently than males (Herring and Dainas 2017;Chen et al. 2018;Prada et al. 2018). ...
... These emojis are classified as sentiment expresses or affective emojis, as per . Considering that women exhibit greater emotionality and expressiveness in offline communication than men (Holmes and Meyerhoff 2008), it is reasonable to anticipate differences in emoji selection for conveying sentiment. Four of the top ten emojis chosen by females featured hearts or incorporated a heart, while only two such 'hearty' emojis were selected by males. ...
The surge of emojis in computer-mediated communication (CMC) since 2011 presents a significant analytical challenge across various disciplines, such as linguistics, neurophysiology, psychology, computer science, and marketing. Departing from earlier works that exclusively utilized Natural Language Processing (NLP) techniques or engaged in the analysis of experimental or selectively curated social media texts, this study embraces a broader linguistic scope. By integrating NLP extraction and linguistic analysis of emojis within a specific language, in a one-to-one CMC corpus, this paper delivers an extensive examination of emoji usage in Mexican Spanish WhatsApp messages, uncovering underlying cultural nuances, gender differences, and a variety of pragmatic functions. The corpus contains 1,487,503 messages from a gender-balanced group of male and female participants finding that females used emojis in 17% of messages, whereas males used them in 11%. Comparing emoji usage trends revealed that while most commonly used emojis usually reflect global patterns, some culture-specific deviations exist. Out of 1049 distinct emojis, 34 were deemed significant in predicting gender-based usage, taking into account a minimum occurrence (0.8% of messages). Variables like message length, emoji positioning, and sentiment were also analyzed. This study also examines emoji Mexicanisms and employs a semiotic approach to emojis under the framework of Peirce’s theory. Additionally, a structured codebook that categorizing emoji functions is provided. Employing a mixed-methods approach, this study elucidated gender-based variations in emoji usage patterns across various functions, including discourse management, substitution, and reiteration.
... This range of contradictory findings likely relates to differences in cultural backgrounds and settings. Because gender identities are culturally conditioned and performed rather than biologically fixed (Meyerhoff, 2014), ideal gender pairings from one language learning context and cultural setting should not be expected to translate exactly, if at all, to another. The intersection of gender, context, culture, and language performance in oral test settings has been shown to be too complex for consistent biases to arise in different settings (O'Loughlin, 2002). ...
... There is, as Cameron (2003) explained, "no universal essence of masculinity or femininity" (p. 188) and gender norms differ substantially across cultural and social groups (Meyerhoff, 2014). While L1 cultural norms do not translate directly into L2 learning and use (Itakura, 2001), a learner's culturally informed expectations about gender likely mediate the ways that learners engage in L2 learning and use. ...
... A further distinction may have been experience with formal education; Ross-Feldman's participants were enrolled in an adult education program, with few having education in their home countries beyond secondary education, while Azkarai's participants were college students in their home countries. It is possible that their additional education may have influenced the patterns of their interaction and the effect of gender on those interactions, as it has been shown to do in L1 interactions (Meyerhoff, 2014). Again, more research conducted among learners with different backgrounds might help unravel the relationships among cultural background, educational setting, and gender effects in interaction and feedback. ...
Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.
... According to Budd and Raber [11] , the core of discourse analysis lies in the study of the form and function of language use. In this study, analyzing language structures that go beyond a single sentence, such as the overall narrative style and the specific language features, helps show how social practice can reflect and shape ideologies and power dynamics [12] , revealing the stancetaking of junior high school English teachers in the mainland of China. This approach is useful for displaying the specifics that conventional qualitative or quantitative methods are unable to fully capture, thus providing a more thorough understanding. ...
... The expression "even worse" expresses the relative difficulty of the Chinese teacher's job, and "extremely envy" strongly shows this teacher's envy for the relatively easy work of junior high school English teachers when it comes to homework grading, indirectly highlighting the relative advantages of English teachers. In (12), the junior high school Chinese teacher's comment directly describes the reality in two declarative sentences. The word "numerous" accurately and vividly highlights the heavy workload of Chinese teachers. ...
The study employs discourse analysis as an analytical methodology, integrating stancetaking and positioning theories as theoretical frameworks, analyzing a post published by an in-service teacher and its related comments on RED, to explore the stancetaking of junior high school English teachers on social platforms in the mainland of China. This paper is expected to provide effective suggestions for enhancing the positive influence of front-line teachers on social media and facilitating the development of their teaching profession amidst the backdrop of educational informatization.
... The study of gender and ethnic stereotypes is an important topic across many disciplines. Language analysis is a standard tool used to discover, understand, and demonstrate such stereotypes (Hamilton and Trolier, 1986;Basow, 1992;Wetherell and Potter, 1992;Holmes and Meyerhoff, 2008;Coates, 2015). Previous literature broadly establishes that language both reflects and perpetuates cultural stereotypes. ...
... The study of gender and ethnic stereotypes is a large focus in linguistics and sociology, and is too extensive to be surveyed here Hamilton and Trolier (1986); Basow (1992); Wetherell and Potter (1992); Holmes and Meyerhoff (2008); Coates (2015). Our main innovation is the use of word embeddings which provides a new lens to measure and quantify biases. ...
Word embeddings use vectors to represent words such that the geometry between vectors captures semantic relationship between the words. In this paper, we develop a framework to demonstrate how the temporal dynamics of the embedding can be leveraged to quantify changes in stereotypes and attitudes toward women and ethnic minorities in the 20th and 21st centuries in the United States. We integrate word embeddings trained on 100 years of text data with the U.S. Census to show that changes in the embedding track closely with demographic and occupation shifts over time. The embedding captures global social shifts -- e.g., the women's movement in the 1960s and Asian immigration into the U.S -- and also illuminates how specific adjectives and occupations became more closely associated with certain populations over time. Our framework for temporal analysis of word embedding opens up a powerful new intersection between machine learning and quantitative social science.
... Books and other resources tend to be chosen to reflect their interests and activities. Other sociolinguists like Holmes (2003) critiqued this argument and asserted that recent trends towards more uses of collaborative talk in the classroom may be seen as a feminization of classroom discourse. ...
... The notions of what counts as "competitive" or "collaborative" talk have now been challenged, but it is clear that other factors are important in being collaborative or competitive like; children"s motivation to learn, the ways in which they take part in classroom talk and literacy activities, are shaped by their sense of gender (or social class, or ethnic) identity and finally, the ways in which they feel positioned within classroom discourse (Crawford, 1995;Coates, 2004;Holmes & Meyerhoff, 2003). ...
Sociolinguistic considerations about language learning and teaching
... One of the blood that comes out of a woman's vagina is menstrual blood (Gudmundsdottir et al., 2011), where menstrual blood is a natural process experienced by women and cannot be engineered. Humans can change gender from male to female and vice versa (Meyerhoff, 2003). Still, they will not be able to manipulate the existence of menstruation because menstruation is a decree of Allah SWT given explicitly to women. ...
... External factors are factors that come from outside the student. These external factors are divided into two, namely social factors and non-social factors (Juliastuti, 2011;Meyerhoff, 2003;Simon Michel, 2013). Included in these social factors is the family environment, namely how the role of parents provides understanding about menstruation to their daughters. ...
This research was conducted to determine the factors that influence female students' understanding of menstruation material, how they learn menstrual material, and the extent to which class VII female students understand menstruation material at SMP Syubbanul Wathon 2 Bandongan. This research was conducted at Syubbanul Wathon 2 Bandongan Middle School with a focus on female students' understanding of menstruation material. This research was conducted using qualitative research methods with a descriptive approach and various data analysis, collection and validity techniques to support optimal results. In this research, learning about menstruation material for class VII female students uses several learning stages: learning planning, menstrual learning material, learning methods, learning media, learning evaluation and assessment. The level of understanding of class VII students' material on menstruation at Syubbanul Wathon 2 Middle School is quite good. This can be seen from their interviews and written test results, although some students don't understand it and some of the material is difficult for them. Keywords: Understanding Menstruation Material, Fiqh, Syubbanul Wathon
... But actually, the difference was not only located in the difference in votes, but also in the use or selection of words (lexical), sentences (grammatical) and in their delivery (pragmatic) (Kuntjara,| 720 Rani Santika 1 *, Siti Hapsah Pahira 2 , Sherina Prahitaningtyas 3 2003) . As research conducted by (Holmes & Meyerhoff, 2008) that Indian languages, in South America, some words used by men are longer in sound, than those used by women. ...
... For example, women in the Middle East who are just out of their homes must also equip themselves with various ethical formalities from the Adamites (Anshori et al., 1997) . Thus, the difference in language between male and female speech is a dimension that better reflects the overall social hierarchy (Holmes & Meyerhoff, 2008). ...
Language is the main means of human communication. While the main problem of language is always related to the actors, in this case men and women. Language and gender have a very close relationship. This linkage raises another product in communication. Language diversity based on gender arises because language as a social phenomenon is closely related to social attitudes. Socially, men and women are different because society determines different social roles for them, and society expects different behavior patterns. The purpose of this study is to analyze issues related to language and gender differences that trigger male power over women. This phenomenon is included as an object of research in sociolinguistic studies. The method used in this study is a quantitative method with data collection techniques using literature studies. The results of the study show that the language differences are none other than people's perceptions of male and female (gender) stereotypes in various sectors which are then reflected in their language. This is the background why women use more standard forms than men.
... Sociolinguistics and dialectology have been studying the relationships between language and speech at the phonological, lexical and morphosyntactic levels and social identity for decades (Picard, 1997;Gefen and Ridings, 2005;Holmes and Meyerhoff, 2004;Macaulay, 2006;Tagliamonte, 2006). Recent studies have focused on exploring demographic language variations in personal email communication, blog posts, and public discussions (Boneva et al., 2001;Mohammad and Yang, 2011;Bamman et al., 2012). ...
... This multidisciplinary field of study explores these aspects within a broader context. Additionally, Holmes and Meyerhoff (2003) analyze the evolution of this field since the 1970s, noting a departure from essentialist and dichotomous views of gender. Instead, there has been a shift towards a more nuanced, contextualized, and performative model that challenges broad assertions about gender. ...
... The study suggests that linguistic choices are not fixed principles but adapt to situational demands and societal roles (Menard-Warwick, 2009). From the perspective of Emma Watson's speech, women in leadership positions may utilize a mix of linguistic strategies to assert their authority while maintaining relational harmony (Holmes & Meyerhoff, 2003). Emma's linguistic strategies can be viewed as a performance that challenges traditional gender roles, using linguistic elements associated with femininity to construct a powerful and persuasive public persona. ...
For nearly five decades, Robin Lakoff’s women’s language features have been well examined. These features such as hedges, intensifiers, and rising intonation have traditionally positioned women as powerless language users due to their less-assertive nature. However, few have highlighted how these features can serve as rhetorical strategies that can effectively utilized to argue confidently without appearing overly assertive, in line with social expectations. This study examines women’s language features used by Emma Watson at the HeForShe Campaign 2014. By using a descriptive qualitative method, we collected data from Emma’s speech to identify the features of the women’s language that she used to address gender equality issues. The study found six of Lakoff’s (1975) women’s language features, with lexical hedges being the most frequently used to represent politeness and caution in speaking as well as expressing respect for the interlocutor. Notably, tag questions, precise color terms, hypercorrect grammar, and avoiding strong swear words were not found, likely due to their irrelevance to the feminism-focused topic in the campaign. Instead of highlighting the perceived weaknesses of women’s language, this study emphasizes that women’s language can be a means to empower women’s voices. Emma effectively and persuasively delivered her campaign by using her mastery of language, storytelling techniques, and rhetoric to engage the audience. Overall, Emma strategically utilized women’s language to demonstrate her linguistic capability and even persuade the audience effectively rather than showing the weakness of women’s language as commonly perceived by previous studies.
... Por ello, el análisis crítico del discurso (ACD) permite realizar una necesaria acción social (Fairclough, 1995). A partir de su aplicación, se pretende revelar qué ideologías, creencias y sistemas de poder se esconden en las narrativas de las personas y, más concretamente, cómo se observan al examinar la elección de comparaciones o metáforas cognitivas, por ejemplo (Eckert y McConnell-Ginet, 2013;Ehrlich et al., 2014). ...
Este trabajo cualitativo analiza las narrativas de cinco mujeres latinas radicadas en el estado de Oregón (Estados Unidos) en relación con sus interacciones sociales en el sector servicios y los espacios públicos de las comunidades en las que viven. El objetivo es conocer sus experiencias y observar si existe una conciencia crítica sociolingüística que reafirme una agencia en el país de destino. Usando como marco teórico el análisis crítico del discurso y la raciolingüística, se obtuvieron tres ejes temáticos comunes: la ausencia del español en los lugares públicos, la mirada blanca en los intercambios lingüísticos, y el multilingüismo en la vida pública. Estas narrativas muestran cómo la conciencia crítica desencadena la resiliencia y la agencia que les ha permitido enfrentarse a dificultades racistas y discriminaciones lingüísticas en Estados Unidos.
... Gender identity is predominant in every social structure. Ehrlich et al. (2014) and Holmes & Meyerhoff (2003) mention the terms of gender as a visible difference between men and women which created in the context of a person's behavior. Understanding the concept of gender must be distinguished between the word gender and sex. ...
Mostly telling about Iris Chase, The Blind Assassin projected a series of complex circumstances that happened in her family and marriage lives. Realizing that this novel also contains gender issues, therefore this study focused on gender differences by the characters portrayed in The Blind Assassin, a historical fiction novel by Margaret Atwood. Due to a number of considerations, the content of the novel tickled this curiosity about how gender differences occur in the novel, to which this will lead to the prime discussion of this analysis. The data were collected by adapting Miles and Huberman’s qualitative research model. Through analyzing the content and meaning of the text, this research applied McKee’s textual analysis (2003) in order to describe and reveal the messages contained in the novel. Based on the results of existing data analysis, it was found that gender differences occur in some parts of the novel. Furthermore, the major difference was noticed on the gender inequality between men and women. It was strengthened by the data that the men characters were significantly dominant rather than the women characters in the novel.
... It then activates gender preconceptions, influencing their cognition and behavior. According to Holmes et al. (2003), Naturalized gender inequalities are reproduced through gender stereotypes connected to gender ideology. They serve to maintain hegemonic male supremacy and female subjugation in this way. ...
The gender status in ELT (English Language Teaching) textbooks for Eleventh Grade Students is examined in this study. The study goals are as follows: to determine what gender position is equal in the textbook Pathway to English and to identify what male and female roles are appropriate for their gender position in the textbook. Content analysis was employed as the study approach. The data from this study were studied in six areas of gender, and they are: Female or male graphical depiction or illustration, female and male characters who play professional/occupational roles, proper nouns, pronouns, common nouns, and titles are all stated as female or male. Female and male role models: The number of role models, female/male activities are any actions performed by a female or a man. The pattern of mentioning female/male names refers to female and male characters in the same sentence. The data shows that the numerical representation of females in this book is less than males in all aspects.
... In Chapters 3 and 4, we approach gender, sexuality, and identity as a subject on its own. There are of course whole courses and books and multi-volume encyclopedias devoted to this subject, so it will be necessarily selective and set a baseline understanding for what I mean when I'm talking about these concepts in therestofthebook.Thefinalintroductorychapters(Chapters5and6) contain a discussion and history of the subfield of linguistics called language,gender,andsexuality.It'sawide-rangingfieldatthispoint (see, for example, Hall and Barrett [in press] and Ehrlich et al. [2014]), and this chapter will help to situate the field and explain why some things have been studied and some not. ...
... Gender roles are learned and can be affected by factors such as education or economics. Moreover, Holmes and Meyerhoff (2003) indicate that "gender is not viewed as a stable, pre discursive construct residing in individuals; rather it emerges in discourse and in other semiotic practices. In other words, individuals do not simply act out a pre-existing gender; they are always actively involved in the 'doing' of gender" (p. ...
This study was carried out to investigate the contribution of gender in voice quality in the production of English as a foreign language according to the opinions of first and second semester students, at the Department of English, Faculty of Arts in Misurata University. The problem of this study was centralized in a number of voice quality aspects including: loudness, pitch, sharpness, nasality, harshness, creakiness, whisper, and speed. A questionnaire with ten statements was floated to 82 students to find out the effect of gender variation on voice quality in learning the target language i.e. English. The collected data was analyzed quantitatively. Moreover, the participants’ perceptions were categorized based on their gender. The study concluded that students’ perceptions were mostly positive regarding that matter. According to the study results, it can be observed that how both male and female participants showed a high tendency of agreeing to most of the points assigned to the questionnaire, which proves that students generally believe that male and female speakers of English as a foreign language differ in voice quality when producing the language in an EFL context.
... Some languages mark the sex of the speaker. In many cultures, there are ways of talking or particular subject areas or forms of expression that are associated with gender stereotypes [102][103][104][105]. For this reason, both subtle and not so subtle features of the way robots speak and the things they say may influence the attribution of sex and/or gender to robots. ...
Research in Human–Robot Interaction (HRI) suggests that people attribute gender to (some) robots. In this paper we outline a program of research on the gendering of robots and on the ethical issues raised by such gendering. Understanding which robots are gendered, when, and why, will require careful research in HRI, drawing on anthropology and social psychology, informed by state-of-the-art research in gender studies and critical theory. Design features of robots that might influence the attribution of gender include: appearance; tone of voice; speech repertoire; range and style of movement; behaviour; and, intended function. Robots may be gendered differently depending on: the age, class, sex, ethnicity, and sexuality of the person doing the attributing; local cultural histories; social cues from the designers, the physical and institutional environment, and other users; and the role of the robot. An adequate account of the gender of robots will also need to pay attention to the limits of a sex/gender distinction, which has historically been maintained by reference to a “sex” located in a biological body, when it comes to theorising the gender of robots. We argue that, on some accounts of what it is to be sexed, robots might “have” sex: they might be male and female in just the same way as (most) human beings are. Addressing the ethical issues raised by the gendering of robots will require further progress in “robot media ethics”, as well as an account of the responsibilities of both designers and users in a broader social context.
... Based on an intensive and comprehensive study shows that 'The order of the males' factors affecting listening difficulties': Speaker, Content, and Listener (Potential for Men's Islamic Boarding School), and females': Listener, Speaker, and Content (Potential for Women's Islamic Boarding School) which is the same as the one proposed by van Duzer's [20] (Potential for Women's Islamic Boarding School), and Mixed-sexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) [40]. ...
What approach is applied in teaching English in single-sex education (SSE) and Islamic boarding schools in particular? Some studies report that the language proficiency of Islamic Boarding School students remains unimproved. Although it is apparent that SSE makes teachers apply instructional strategies more readily and effectively than in mixed-sex groupings, the suitability of approaches or methods applied by English language teachers in Islamic Boarding Schools remains unanswered. The order of the male’s factors affecting listening difficulties: Speaker, Content, and Listener (Potential for Men’s Islamic Boarding Schools), and female; Listener, Speaker, and Content (Potential for Women’s Islamic Boarding Schools) (Potential for Women’s Islamic Boarding School), and mixedsexes or co-education (Speaker, Listener, and Content) (Potential for Public Schools) potentially answers the phenomenon. Pedagogically, the orders of sex-based factors affecting listening difficulties are potentially applied as an innovative approach to the pragmatics of pedagogy in SSE, particularly in Islamic religious schools in which socio-cultural and religious content are the priority. Lack of direct communicative interactions with different sexes and limited exposure to the real situation of language use might lead to difficulty in pragmatic understanding. A preliminary prospective solution is available. The santri or santriwati need not visit hotels or tourist objects to improve their auditory pragmatic understanding. As another alternative, the students may read “Pragmatics-based Listening for the TOEFL: Innovation in Independent Learning.” English teachers are suggested to try to apply a gender-based listening approach in English language teaching. Finally, a moral message, “Do not let Islamic boarding schools think alone!”.
... Language is a rich source for analysis and many studies have been conducted to infer the relationship between different social variables and the language they construct (Holmes and Meyerhoff, 2008;Eckert and McConnell-Ginet, 2013). One of the social variables that is studied in relation to language is gender. ...
... Murray [9]; the psychology of sex and gender was the key object of J. Bosson, J. Vandello and C. Buckner's research work [4]. Gender in its language representation in different types of institutional discourses was the subject-matter of J. Holmes and M. Meyerhoff investigation [6]. However, despite the significant interest of modern linguistics in gender research, the issue of language and textual representation of different types of gender identity in contemporary English literary discourse remains insufficiently developed what accounts for the actuality and relevance of our study. ...
У статті йдеться про текстову реалізацію ґендерної ідентичності персонажів у постмодерному романі Дж. Уінтерсон «Пристрасть». У запропонованій роботі поняття ґендеру потрактовуємо не як бінарну категорію у її традиційному розумінні, а як небінарний феномен, що передбачає андрогінність та інші ґендерні варіації. Відповідно, ґендерна ідентичність розуміється нами як сукупність ідей, певних поведінкових моделей, цінностей, які визначають усвідомлення особою власної ґендерної ідентичності. Ґендерна ідентичність художніх персонажів не обов’язково співвідносна із бінарною ґендерною моделлю або ґендерними стереотипами, а зумовлюється особистісними властивостями, які реалізуються на лінгвістичному і текстовому рівнях. Роман «Пристрасть» Дж. Уінтерсон є яскравим прикладом постмодерної британської літератури, який репрезентує на текстовому рівні ґендерну ідентичність двох головних персонажів-андрогінів Віланель і Анрі. У досліджуваному романі поняття анрогінності проінтерпретоване у фізіологічному або анатомічному та психо-емоційному аспектах. Оскільки роман належить до сучасного літературного тренду магічного реалізму із його міфологічними мотивами, у ньому втілюються ідеї, які суттєво трансформують архетипові образи жіночої ґендерної ідентичності. Місце дії роману створює сприятливі умови для розкриття пікарескного типу андрогінної жінки-бунтарки, наділеної монструозними, зооморфічними рисами. Ґендерний дуалізм, що є підґрунтям її андрогінності, розкриває її потенціал до самореалізації на повну. Що робить досліджуваний роман дійсно унікальним, так це те, що у ньому репрезентована дуальна природа андрогінності як феномену. Представивши Віланель як жінку із, здебільшого, маскулінними характеристиками, Дж. Уінтерсон створює її дзеркально протилежний образ чоловіка із превалюючими фемінінними рисами. Якщо жіночий андрогінний персонаж Віланель набуває маскулінних характеристик, втілених у зооморфізмі, монструозності та травесті як властивості бісексуальності, то чоловічій андрогінний персонаж Анрі представлений як звичайний солдат наполеонівської армії і наділений фемінінністю, яка виявляється у його зовнішності та психо-емоційних особливостях.
... To analyse the discourse used in the EU HRM Legal Corpus, as highlighted in the methodological approach of this research, this dissertation touches upon different features proposed by several aforementioned studies, but in particular, it takes into account aspects related to discourse in the workplace (Bhatia, 1993;Grant & Iedema, 2004;Danson, Green & McQuaid, 2005;Cotter & Marschall, 2006;Rodríguez, 2006;Mayr, 2008 andShena, Chandaa, D'Nettob & Mongaa, 2009;Koester, 2010;ten Thije & Maier, 2012;Kärreman, 2014;Jackson, 2014;Holmes, 2015). Furthermore, the analysis of the discourse of the EU HRM Legal Corpus will be based on some research related to the discourse on equality and diversity (Holmes & Meyerhoff, 2003;Hummert, Garstka, Ryan, & Bonnesen, 2004;Baker, 2005 andAhmed, 2007;Mautner, 2007;Harrington, Litosseliti, Sauntson & Sunderland, 2008;Goddard & Mean, 2009;Talbot, 2010;Özbilgin & Tatli, 2011;Tatli, 2011;De Graaff & van der Wal, 2011;Altan, Maillart, Proli, Lawlor & Stokenberga, 2014;Grue, 2014;Hord, 2016;Sardar, 2018). ...
A preliminary reading of the human resources management legal framework applicable to Civil Servants working for the EU Institutions (EU HRM Legal Framework) shows a language which is not cohesive and does not substantiate the principles of equality and diversity as underpinned by the European Union’s core values. This research examines the linguistic features of the EU HRM Legal Framework by exploring the features related to equality and diversity included in the applicable staff legal rules and provisions. The methodological approach of this research entails the creation and analysis of a unique corpus composed of all the applicable HR legal provisions in force in the EU Institutions, and the examination of the terminology related to equality and diversity in four different areas – gender, LGBTI, persons with a disability and elderly. An analysis of the Discourse of the EU HRM Legal Framework deepens the finding of the Corpus research, and the analysis of a questionnaire for HR and Legal Officers working for the different Institutions complements the data, with the aim of triangulating the research findings. The research concludes with highlights of the possible improvements to the language used in the EU HRM legal framework, to the extent necessary for fostering equality and diversity principles
... First, gender is related to 'doing.' Namely, instead of essentialized qualities determined by biological sex, gender is a socially constructed performance that takes place during routine interpersonal interactions (Eckert & McConnell-Ginet, 1992;Holmes & Meyerhoff, 2003;Lindsey, 1990;West & Zimmerman, 1987). Second, gender does not fall into a dichotomy, and the bipolar opposition between masculinity and femininity is invalid. ...
This dissertation seeks to deepen understanding of language-mediated gender socialization of Chinese children by answering three questions. In the family setting, how do parent-child interactions convey gender norms and gender-related expectations? In the school setting, how do teacher-child interaction embody gender norms? What role is cartoon playing in socializing Chinese children with gender? I analyze linguistic data collected from two Chinese families, two Chinese kindergartens, and one household name Chinese cartoon. The results provide novel answers to the three questions. First, parent-child verbal interactions differ in terms of the child’s gender. While the father-son pair focus more on rules in the physical world and skill development, the mother-daughter pair care more about social relations, emotions, and joyful life experience. Second, though aware of gender-egalitarian principles, Chinese kindergarten teachers subconsciously treat boys and girls in inconsistent manners. Children of different gender receive diverse interaction frequency, speech length, and speech acts from their teacher. Third, through artistic creation, Chinese cartoon embraces overt gender stereotypes through its language and plots. Male characters produce statistically significantly more utterances and visit a wider range of out-home locations than female characters. Male characters are portrayed through lexemes that embody adventurous and heroic masculine gender norms, while female characters are primarily associated with lexemes that related to home-based and appearance-related feminine gender stereotypes. All three case studies associate gender socialization with contemporary Chinese zeitgeist. I thus advocate an approach to gender socialization that considers layers of factors in a target society, as it allows us to develop a more comprehensive understanding of gender in dynamic social practices.
El artículo describe la metodología de una investigación doctoral sobre la representación del género en la narrativa dirigida al público infantil en las escuelas peruanas. El objetivo de la autora fue desarrollar una herramienta de diagnóstico que permitiera evaluar la representación de género proyectada en los libros analizados. La herramienta, basada en el análisis de contenido, consta de 35 variables y mostró una reproducibilidad medio-alta. Entre otras conclusiones, la autora considera que el método elegido, en virtud de su rigurosidad, es de utilidad para el diagnóstico de la representación de género en libros de narrativa dirigida al público infantil.
This quantitative study utilized a descriptive research design that examined the suprasegmental skills, specifically pitch and stress, of the 41 Grade 12 students at a public school in Misamis Occidental. A researcher-made survey questionnaire was utilized, and the researchers adopted two reading materials from two different studies to measure the proficiency level in terms of pitch and stress of the respondents. The statistical tools used to treat the data were frequency and percentage distribution, mean, and independent t-test. The results revealed that the respondents were aged 17 to 20, almost evenly distributed between middle and late adolescence, comprising 51.22% males and 48.78% females, all belonging to the poor cluster, with 82.93% earning less than ₱9,520. Also, they are not competent when it comes to their proficiency level in terms of pitch and less competent in terms of stress. Lastly, there was no significant difference in the proficiency level in terms of pitch and stress when respondents are grouped according to age, gender, and SES (income). The researchers recommended incorporating targeted interventions, such as interactive pronunciation exercises and tailored instructional materials, to enhance suprasegmental proficiency in ESL/EFL classrooms. These interventions can contribute to more effective language learning experiences for Grade 12 HUMSS students, addressing the identified low proficiency levels in pitch and word stress.
This study is a corpus-based discourse analysis of professor-student conversations in order to identify the linguistic features, power dynamics, politeness strategies, and identity constructions in academic discourse. This research employs a mixed-methods approach combining quantitative corpus linguistic tools with qualitative discourse analysis, to study how language reproduces or shapes the hierarchical and mutually working professor-student relationships. The findings show that professors tend to employ complex language, academic terminology and more authoritative speech patterns, as they establish themselves as knowledgeable and guide the conversation, and that the students generally speak more simple language and deploy more deferential politeness strategies as learners. Students, however, varied in their agency, especially when graduate students showed more independence by asking the challenging questions and negotiating power dynamics. To create a collaborative learning environment, professors also hedged their authority with hedging questions and open-ended questions. The study's findings seek to further understanding of how language is used to build academic identities and retain professional boundaries in educational contexts. Finally, recommendations for how to be more inclusive and effective in communication through pedagogical strategies are made, as well as suggestions for future research involving comparative studies among other contexts and multimodal discourse analysis in order to better understand the academic interactions.
This study aims to find out the differences in the forms of linguistic behavior and linguistic functions between male and female language and in the film Your Place or Mine. This study combines Robin Lakoff's theory to analyze ten types of female language and Jenifer Coates' theory to analyze four types of male language. Then, Janet Holmes' theory to classify linguistic behavior. This research uses a qualitative descriptive method. Meanwhile, data were collected through observation and in - depth observation of the use of linguistic forms and behaviors by categorizing tag questions, lexical hedges, raising intonation, avoiding strong swear words, super polite forms, emphatic stress, hypercorrect grammar, intensifiers and empty adjectives, minimal response, command and directive, topic choice and swear words. It found 55 data divided into 13 categories of linguistic forms, namely 4 linguistic forms of female language and 9 linguistic forms of male language. Based on the differences in linguistic behavior and topics, women use tag questions more often than men. In addition, intonation is also different due to the difference in role status between men and women.
Arabic diglossia, whereby Standard Arabic (SA) exists alongside numerous vernaculars, often leads to diglossic style-shifting based on context or topic changes and is marked in the vernacular by shifting to standard linguistic features. While this phenomenon has been widely studied in the speech of educated adults, research on diglossic style-shifting by children and adolescents has been rather limited. This paper investigates how it operates amongst 3–17-year-olds from a Bedouin speech community of Palestinian refugees in Syria. It examines context effects on realizations of the variables (θ) and (ð), which overlap with local realizations and (q), which has a standard realization ([q]) that is independent of dialectal variation in the community. Participants were recorded during sociolinguistic interviews and a picture-naming task, the latter being expected to evoke a school setting and prompt the use of more standard realizations, signaling diglossic style-shifting in their speech. Style-shifting was influenced by age, context, and the linguistic variables under examination. While picture-naming prompted greater use of standard realizations of all variables, shifting to [q] also appeared during the interview in lexical borrowings from SA, revealing topic effects on diglossic style-shifting. Children aged 6–14 exhibited more style-shifting in picture-naming, likely reflecting the central role of school in their lives, while the speech of 15–17-year-olds contained more lexical borrowing with [q]. This likely reflects their larger linguistic repertoires and longer exposure to SA than their younger peers. These findings indicate that SA plays a key role in participants’ linguistic practices and reflect their awareness of how to employ it appropriately in their speech.
يطرح هذا البحث رؤية معرفية «إبستيمولوجية» جديدة حول علاقة اللغات بهويات الأفراد والمجتمعات البشرية. ترى هذه الرؤية أن استعمال الإنسان للغة في شكليها المكتوب والمنطوق هو أكثر ما يميزالكائن البشري عن غيره من الكائنات الحية. ومن ثم, فاللغة هي المحدد الأول لهوية الإنسان ككائن فريد على وجه الأرض. فمن منظورالبحث الأساسي يعتبر الإنسان إذن كائنا لغويا بالطبع. فهذا الجانب النظري حول تأكيد دور اللغة الحاسم في تحديد معالم هوية الإنسان لا نكاد نجد له ذكراً في العلوم الاجتماعية الغربية الحديثة كما يشير إلى ذلك الجزء الأول من هذا البحث. وتناسقاً مع مقولة الطرح النظري, فمعطيات الجانب الميداني من واقع الأفراد والمجتمعات تعزز مصداقية تلك العلاقة بين اللغة والهوية لدى الإنسان. إذ تفيد الملاحظات والمؤشرات الميدانية أن المجتمعات التي تسود فيها لغة وطنية واحدة تعرف هي وأفرادها هويتهما بتلك اللغة كما هو الحال في ألمانيا وفرنسا وإيطاليا. ويتأكد تأثيراللغات على تشكيل هويات الأفراد والمجتمعات حينما توجد أكثر من لغة وطنية في مجتمع واحد كما هو الوضع في العراق. فأكراد العراق يعبرون عن انتمائهم إلى الهوية الكردية في المقام الأول بسبب أن لغتهم الأولى هي الكردية وليست العربية اللغة الرسمية للمجتمع العراقي الكبير. يدرس البحث في جزئيه الثاني والثالث ظاهرة الازدواجية اللغوية بالمجتمع التونسي: استعمال اللغتين العربية (الوطنية) والفرنسية (الأجنبية). وبالرغم من الانتشارالواسع للفرنسية خاصة بين النخب والطبقات الاجتماعية العليا والوسطى, فإنه لا يكاد يوجد في المجتمع التونسي من يرغب في الانتساب إلى الهوية الفرنسية. وفي ذلك إشارة إلى أن اللغة الأصلية للناس هي المحددة لهويتهم. لكن انتشارالفرنسية يحدث ضررا في علاقة التونسيات والتونسيين باللغة العربية على مستويين: 1- بروز ظاهرة ما أسميه الازدواجية اللغوية الأمارة التي تجعل معظم التونسيين يستعملون اللغة الفرنسية بدل اللغة العربية مثلا في كتابة صكوكهم المصرفية ونطق الأرقام والقيام بإمضاءاتهم. كما أنه لا يكاد يلاحظ الباحث الاجتماعي عند الأغلبية منهم سلوكيات الغيرة والتحمس والدفاع عن اللغة العربية. 2- تقترن الازدواجية اللغوية الأمارة بمعالم تشويش وارتباك وحتى نكران للهوية العربية خاصة لدى عينات من النخب السياسية والثقافية والنسائية التونسية صاحبة التعليم المزدوج الذي تهيمن فيه اللغة الفرنسية وثقافتها، كما يشرح ذلك الجزءان الثاني والثالث. وفي المقابل نجد انتماء صلبا للهوية العربية لدى خريجي التعليم الزيتوني القديم والحديث حيث اللغة العربية هي السيدة كلغة تعليم وتدريس وثقافة. الكلمات المفاتيح: اللغة, هوية الإنسان, المجتمع التونسي, الازدواجية اللغوية الأمارة, هوية تونسية مضطربة. علاقة اللغة بالهوية بين التنظيروالواقع: المجتمع التونسي نموذجا.
Women are widely assumed to be more talkative than men. Challenging this assumption, Mehl et al. (2007) provided empirical evidence that men and women do not differ significantly in their daily word use, speaking about 16,000 words per day (WPD) each. However, concerns were raised that their sample was too small to yield generalizable estimates, and too age- and context-homogeneous to permit inferences beyond college students. This registered report replicated and extended the previous study of binary gender differences in daily word use to address these concerns. Across 2,197 participants (>5-fold the original sample size), pooled over 22 samples (631,030 ambient audio recordings), men spoke on average 11,950 WPD and women 13,349 WPD, with very large individual differences (<100 to >120,000 WPD). The estimated gender difference (1,073 WPD; d = 0.13; 95% CrI [316; 1,824]) was about twice as large as in the original study. Smaller differences emerged among adolescent (513 WPD), emerging adult (841 WPD), and older adult (-788 WPD) participants, but a substantially larger difference emerged for participants in early and middle adulthood (3,275 WPD; d = 0.32). Despite the considerable sample size(s), all estimates carried large statistical uncertainty and, except for the gender difference in early and middle adulthood, provide inconclusive evidence regarding whether the two genders ultimately speak a practically equivalent number of WPD, based on the preregistered ±1,000 WPD ROPE criterion. Experienced stress had no meaningful effect on the gender difference, and no clear pattern emerged whether the gender difference is accentuated for subjectively rated compared to objectively observed talkativeness.
This article explores parents' views on languages in inter-ethnic families, how the former influence language practices in the family, and how heritage languages are transmitted to their children. The data for the study were collected using in-depth interviews with five participants living with their partners drawn from different ethnicities. Using the Interpretive Phenomenological Analysis approach (Smith et al., 2009; Van Manen, 2016), ten themes emerged from the participants' interviews. These were grouped into three super-themes representing parents' perceptions and beliefs about languages and family language policies. The findings revealed that parents had positive attitudes towards their ethnic languages and the transmission of these to their children. However, such a positive attitude is not reflected in the language practices of the families and in the strategies used to transmit heritage language to their children.
Narratives are the principal means of encoding and conveying personal experiences. The current study aims to investigate the personal regret narratives of the Turkish university students regarding their personal experiences and to evaluate these narratives from a gender-based perspective. To this end, 116 Turkish university students have participated in this study and the selected personal regret narratives are analyzed within the frame of Labovian narrative categories: abstract, orientation, complicating actions, coda, evaluation and result or resolution. In addition to the existence of these categories, their organizational patterns are also compared with respect to the gender of the participants. The evaluation of the narratives demonstrated that all the narrative components are employed by the Turkish university students; however, female students seem to be more inclined to connect their experiences to daily events or other events in their life by applying coda more frequently than male students using language as independence symbol instead of employing it to develop intimacy as female students do. The results of this study might contribute to discourse analysis, sociolinguistics and social psychology as written regret narratives allow us to have a deeper understanding of how Turkish students organize their experiences which reflects social, discoursal and cognitive dimensions.
Acknowledging the importance of focusing on media’s communication for studying linguistic sexism, we propose a new method to analyze a corpus of texts via a machine learning approach built around an original training-set. We seek to establish a framework of the current use of talking about women in newspapers that expands beyond merely the objective forms of discrimination by also measuring the degree to which it implicitly conveys sexist messages through combination of words, expressions, and lexical aspects of language. As an illustrative example, we then apply such an approach to around 15,000 Italian newspapers’ headlines to investigate the impact of newspapers’ political orientations on the linguistic choices made by journalists in writing articles’ headlines.
In this article, we examine the course Women and Leadership Discourse as research in practice. As Craig and Tracy have argued (1995; 2021), practical theory examines data from everyday practices and is consequential to social life. The course centers on women's leadership, issues of leadership dynamics, and women's roles in organizations. As scholars and instructors, we move to transform research into embodied awareness, teaching students of all genders to be poised for career satisfaction because they understand how critical encounters in organizations work, and how to navigate them. In discussing course design, we describe the pedagogical ways which facilitate collaboration, engagement, and critical thinking while using a constructive learning framework. In addition, we offer an outline of course practices and assignments that combine research, action, interest, and awareness. This model framework is an understanding of leadership as discursive construction (Fairhurst, 2007), thus providing students with the tools to manage organizational life. Once the president said that, I started to stand up in my seat and was going to move toward the front of the stage, which is where I would appropriately be, seeing that this was my project. But before I could even do that-for sake of anonymity, we'll call him Bill-Bill had already bolted from his seat and was halfway up to the stage. And I, I wasn't even sure initially why he was doing that. And then it dawned on me: he's just going to go up there and blatantly take credit for my work. I'm pretty sure he didn't even know a single name of one of the other people involved in this project, but he very boldly stood up on stage. He gave a speech, like it had been planned. The photographers were there. The president shook his hand. It was just so insanely blatant. And I sat back down. I think I sat back down, I can't even remember, and I was fuming.
This research focuses on the use of politeness strategies based on gender differences in the movie Harry Potter and the Prisoner of Azkaban. This research aims to (1) determine the types of politeness strategies used by male and female characters in “Harry Potter and The Prisoner of Azkaban” movie, (2) discover the differences in politeness strategies used by male and female characters in the movies, and (3) determine the dominant politeness strategies used by male and female characters in the movie. This research used the qualitative method in collecting and analyzing data and the design of the research was a descriptive study. The data source of the research was from the movie of Harry Potter and The Prisoner of Azkaban with 20 male and 8 female characters. The data were collected by watching and transcribing the movie. Furthermore, the researcher analyzed with descriptive qualitative technique. The result of analyzing politeness strategies used based on gender differences showed that 239 utterances used politeness strategies, with males at 173 utterances and females at 66 utterances. The results of the study based on the movie are (1) in the usage of politeness strategies males use the bald on-record 85 (49%) of 173 utterances, positive politeness in 39 (23%) of 173 of utterances, negative politeness in 35 (20%) of 173 utterances, and off-record 14 of (8%) of 173. Whilst, females also use all politeness strategies, there consist of bald on-record 29 (44%) of 66 utterances, positive politeness 22 (33%) of 66 utterances, negative politeness 13 (20%) of 66 utterances, and off- record 2 (3%) of 66 utterances. (2) The differences in politeness strategies used by males and females are in the strategies of notice, exaggerate, hedge, and conventionally indirect. (3) Bald on-strategy is the dominant politeness strategy used, whether by females or males. Males use bald on-record in 85 of 173 utterances and males use 29 of 66 utterances.
Implicit Personalization (IP) is a phenomenon of language models inferring a user's background from the implicit cues in the input prompts and tailoring the response based on this inference. While previous work has touched upon various instances of this problem, there lacks a unified framework to study this behavior. This work systematically studies IP through a rigorous mathematical formulation, a multi-perspective moral reasoning framework, and a set of case studies. Our theoretical foundation for IP relies on a structural causal model and introduces a novel method, indirect intervention, to estimate the causal effect of a mediator variable that cannot be directly intervened upon. Beyond the technical approach, we also introduce a set of moral reasoning principles based on three schools of moral philosophy to study when IP may or may not be ethically appropriate. Equipped with both mathematical and ethical insights, we present three diverse case studies illustrating the varied nature of the IP problem and offer recommendations for future research. Our code and data are at https://github.com/jiarui-liu/IP.
This study aims to explore the transitivity process in elementary school students' opinion essays on environmental issues in the city. This study is a descriptive qualitative research that uses Fairclough's (1989, 2010) Critical Discourse Analysis (CDA) framework to analyze the data and Halliday's transitivity theory from Systemic Functional Linguistics (SFL) to analyze the students' opinion essays. The research findings show that the most dominant Transitivity Process is Material Process, where 29 clauses are found in female essays and 10 clauses in male essays, followed by Relational Attributive, Mental, and Existential Attributive Processes. Meanwhile, Behavioral and Verbal Processes did not appear in the writings. Female students produce more writing than male students. Then, based on Fairclough's theory, students use Material Process to narrate environmental issues in the form of physical objects and real actions; Existential Process to describe conditions and things that happen and exist in the city; Relational Attributive Process expresses more specific information about activities by explaining the characteristics of participants and circumstances; and Mental Process is used to describe how students feel and see environmental issues based on their perspectives and experiences as citizens.
This study delves into the trajectory of feminist language innovation as a response to male chauvinism, drawing from diverse sources such as literature, media, and historical records. It explores how language has been wielded as a tool for resistance throughout history, from movements like the French Revolution to modern-day activism. One notable example is the term "Ms.," which challenged traditional notions tying a woman's identity to her marital status. However, the term "feminist" remains contentious, with some finding it empowering while others view it negatively. Through an examination of feminist language innovation, this research argues that such innovations have the potential to challenge gendered language norms, replacing them with more inclusive and neutral terms. By consciously reshaping language, women can disrupt entrenched gender roles and stereotypes. Ultimately, this study concludes that feminist language innovation is a crucial instrument for fostering feminist praxis and resisting oppressive power dynamics.
The increase orientation towards Gender Equality in Language Education, especially the English Language Education, calls for research to find out teachers' perceptions and their media of teaching. Textbook plays an important role as a media used in English Language Teaching. There have been numerous researches of textbooks. However, less attention has been paid to the Gender Depiction within the textbooks. Biased Gender Depiction can contribute to discriminatory practices in English Language Education. This current study concerns with topic of Gender in EFL Classroom, especially in Indonesian Context. In order to find out a more informed view on gender depiction within these materials, it was seen to be crucial to combine the theoretical outcomes of CDA and SFL with English language teachers' potential interpretation of gender depiction within textbooks. Selected textual corpus were, first, analysed using the Fairclough's Three Stages of Theoretical Framework. The three stages were description, interpretation, and explanation. The description stage was analysed using Halliday's Transitivity System of Systemic Functional Linguistics. Second, participants of four were selected to be interviewed. A Likert-type questionnaire was given prior before the interviews were conducted. The comparative analysis of the results shows that while the majority of the clauses, known as types of processes, indicating the continuation of Gender Stereotyping, most teachers see gender in the lens of egalitarian view meaning that all people regardless of their gender are equal and deserve equal rights and opportunities.
This study aims to identify the women’s language features in Crazy Rich Asians movie. The women’s language features are identified using the theory of language and woman’s place proposed by Lakoff (2004). This is a qualitative study that used documentation and observation checklist method in collecting the data. In analyzing the data, this study applied the content analysis method. The result of the analysis was presented descriptively using the informal method. The analysis comes to the conclusion that the Crazy Rich Asian movie contains all women’s language features. There are ten women’s language features, namely lexical hedges, tag questions, rising intonation, empty adjectives, precise color terms, intensifiers, hypercorrect grammar, superpolite forms, avoidance of swearwords, and emphatic stress.
Despite attempts at gender equality in Western countries, male dominance persists. Gender-based violence (such as sexual harassment, abuse, rapes, homophobic attacks, revenge pornography, and gender-motivated murders) is in the spotlight as part of the larger phenomenon of sexism. Sexism combines a total of stereotypes that contribute (explicitly or implicitly) to the reproduction of discrimination based on gender, gender identity, and sexual orientation and are reflected in language use, attitudes, and practices that can lead individuals or groups to social exclusion. To detect and question sexism, we believe that the role of critical education is crucial. Thus, the aim of our study is to develop indicative critical language proposals following the multiliteracies model. This material is intended to enable students’ critical literacy to become aware of the (subtle) normative assumptions around gender and sexuality and critically reflect on the essentialist opposition between masculinity and femininity.
This paper deals with cyberbullying socio-pragmatically. It depends on pragmatic strategies such as (speech act theory) and how these strategies are influenced by gender as a social variable). It depends on British commenters reactions to the Oprah interview with Harry and Meghan after they left the life of the castle and became ordinary people because of arguments about the color of their baby's skin. Cyberbullying generally includes three components (bully, victim and bystander), this study deals with the language of cyberbullying, especially the pragmatic strategies of language that is used by the bullies, victims, whether the victim is (Harry, Meghan
Scholarship on gender and discourse has a long, interdisciplinary history. Anthropologists in the seventeenth and eighteenth centuries documented differences between women's and men's speech in non‐European cultures. However, gender differences within cultures have never been sufficient to constitute separate women's and men's languages. Around the early twentieth century, academics' attention also turned to the English language. Gender and language variation was an early research topic for linguists. One bold but inaccurate view was that a larger variability in articulateness among men than women was evidence of men's greater intelligence. Psychological studies dating from the 1930s and 1940s charted the emergence of sex differences in language use. A longstanding but still controversial claim is that of an innate female superiority in verbal ability (Weatherall 2002).
Dealing with various linguistic patterns this book offers a critical view to their function in promoting gender ideologies.
ABSTRAK Kemampuan berkomunikasi penutur dipengaruhi oleh pengalaman linguistiknya di tempat individu bersosial. Dengan demikian, masyarakat tutur sebagai lingkup yang lebih besar dari individu memengaruhi kompetensi linguistik penutur. Mengacu pada sumber data, penelitian ini bertujuan untuk mengidentifikasi faktor sosial terkait penggunaan pronomina persona tunggal oleh penutur bahasa Bali. Sebanyak 13 data diambil dalam film pendek Budaya Nyatuang Tresna menggunakan metode deskriptif kualitatif dalam rangka menghadirkan justifikasi penggunaan kata ganti yang digunakan oleh penutur remaja dan dewasa. Mengingat faktor sosial turut mewarnai kemampuan berbahasa penutur, temuan dalam artikel ini diklasifikasikan berdasarkan gender. Hasilnya menunjukkan kata ganti berupa “silabe terakhir dari nama penutur” bersifat femininitas dan “rage” menjadi umum digunakan oleh laki-laki, bahkan digunakan oleh perempuan di keadaan tertentu. Namun, pronomina “tiang” dapat digunakan oleh siapa pun, baik bahasa remaja atau dewasa, terlepas pada gender laki-laki atau perempuan. Lebih lanjut, penggunaannya mengacu pada bahasa formal dan kesan honorifik penutur kepada mitra tutur. Kata kunci: pronomina persona, Bahasa Bali, gender, sosiolinguistik, masyarakat tutur ABSTRACT Communicative competencies are influenced by the speaker’s linguistic experience in his/her social life. Therefore, a community speech, as a larger scope, can build the speaker’s communicative ability. This study aims to identify social factors related to Balinese speakers' use of first-person pronouns. Furthermore, this research found 13 data from the short film Budaya Nyatuang Tresna using a qualitative descriptive method to present justification for the use of pronouns used by speakers. Considering that social factors also affect the speakers' language skills, the findings are thus classified by the speaker’s gender. Eventually, pronouns in the form of ‘partial name' are categorized as feminine, and “rage” or ‘I’ is commonly used by men, even women in certain circumstances. However, the pronoun “tiang” or ‘I’ can be used by anyone, regardless of the male or female gender. However, its use refers to formal language and the speaker's honorific impression of his/her counterpart. Keywords : personal pronoun, Balinese language, gender, sociolinguistics, community speech
The social content sharing site, Reddit.com, has seen an increase in both popularity and criticism recently. Within this larger website, smaller communities exist which cater to specific interests and groups. One of these communities is TwoXChromosomes (or 2X), a “subreddit” for women to share information and experiences with other like-minded women. Through a voluntary online survey and four-week-long online ethnography, this research found that, like other online communities, 2X fulfills a specific need for the members and contributors. Among other things, 2X fulfills the need for a safe place (when many places on the Internet are not considered to be as welcoming to girls and women), and it provides information and camaraderie that community members feel they cannot find in their offline lives for any variety of reasons. Public relations and communication professionals working for nonprofits and other women-centered organization can use this information to find out what women are talking about, what areas they are asking for advice in, and use this information to inform their strategic communication efforts.
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