Tuesday, October 27, 2009
Wednesday, October 21, 2009
sim sfax project versus tmpo project:
Tuesday, October 20, 2009
اختراق الشبكات المحلية وأنظمة تشغيل شركة مايكروسوفت WinXP - 2000 - NT
الأدوات المطلوبة:
قرص مرن فارغ.
قرص مدمج لأي من أنظمة التشغيل المذكورة أعلاه يكون ذاتي الإقلاع
Bootable OS WinXp - 2000 - NT /CD
الطريقة تنفذ عن طريق برنامج باس ويير كت وهذه نبذة عنه مع الشركة:
Program’s Profile:
Name: passware Kit
Ver: 5.1 build 47 (I use this version)
Status: shareware.
Company: passware CO
Website address : http://www.lostpassword.com/
للحصول على البرنامج مع الكراك , قم بالبحث في موقع جوجل .
قد يواجه بعضكم مشاكل في الحصول على البرنامج , وبالتالي لن يستطيع تطبيق الدرس .
وقد أخذت ذلك بعين الاعتبار, وقمت بتجهيز الملفات اللازمة في عملية الاختراق وهي تغنيك عن البرنامج.
يمكن للجميع تحميل الملفات (حجمها 52 كيلو بايت ) من على الرابط التالي:
http://www.geocities.com/sevenmseven/Files.zip
وبعد انتهاء التحميل , وفك ضغط الملف ستجد أمامك مجلد يحوي ثلاث ملفات , وما عليك سوى نسخ هذه الملفات على قرص مرن لتبدأ العمل مباشرة وتجاوز الخطوات المذكورة في الشرح المتعلقة بالبرنامج .
بعد الانتهاء من النسخ أعد تشغيل الجهاز واجعل الإقلاع من القرص المدمج واتبع الخطوات بعدها كما في الشرح.
ملاحظة: يمكن أن تطبق الدرس على جهازك الشخصي إذا كنت تعمل على وندوز
2000 - XP - NT .
كما نعلم جميعا فإن أنظمة التشغيل أعلاه تحوي حساب لمدير النظام يأتي مدمج مع تنصيب النظام.
Built-in administrator account.
وتتم عملية الاختراق من خلال تغيير كلمة المرور الخاصة بحساب مدير النظام المدمج.
قبل أن أبدأ بالشرح أود أن أشير إلى نقطة يعرفها جميعكم وهي أن اسم المستخدم وكلمة السر معروفة للجميع وقامت مايكروسوفت بتعيينها افتراضيا عند الانتهاء من عملية التنصيب مباشرة وهي:
1 - User name: administrator.
2- Password:
كلمة المرور هي فراغ أي لا تكتب شي واضغط زر انتر وستدخل مباشرة.
ويقوم كثير من مدراء الشبكات بتعيين كلمة مرور أخرى ويتركون الحساب لأنهم يستخدمون حساب مدير آخر, أو أنهم يستخدمون الحساب نفسه وفي كلا الحالتين ستكون الشبكة معرضة للاختراق.
الشركة قدمت البرنامج على أنه يعمل على استعادة كلمات السر المفقودة لكثير من البرامج ومنها أنظمة تشغيل ما يكروسوفت, وبرامج المكتب ( أوفيس ) وبرنامج ضغط الملفات
Password recovery for XP + 2000 + NT + office applications + Zip files + etc
ويمكن للهاكر أن يستخدمه في اختراق أي شبكة محلية, ولذلك هذه المشاركة قد تفيد كل من يعمل في شركة تحوي شبكة محلية, يعني الموظفين بشكل رئيسي, على أن يتنبهوا لهذه الطريقة إن كانوا مسئولين على الشبكة.
Disclaimer: I won’t be held responsible for any misuse to the information that has been mentioned in this article.
يمكن للجميع معرفة كل البرامج التي يمكن كسر كلمات المرور لها من خلال الدخول على البرنامج من شريط ابدأ. .
بعد انتهاء عملية تنصيب البرنامج, أدخل إلى البرنامج ومنها اختر الخيار
Windows XP - 2000 - NT key
بعدها ستفتح أمامك النافذة الخاصة بالخيار الذي اخترته وستجد ما يلي:
Windows XP/2000/NT Key resets Windows XP/2000/NT security settings if Administrator password, secure boot password or key disk is lost.
This application creates Windows Key driver disk. Reboot locked system using Windows XP/2000/NT setup disks or CD-ROM and load Windows Key driver. When Windows Key driver is loaded, it will show you the list of Windows installations that could be processed.
Please see Frequently Asked Questions (FAQ) if you need more help on using the software.
Please insert a blank floppy disk into drive A: and click Next when ready.
ضع القرص المرن في محرك الأقراص المرنة واضغط على كلمة
Next
وستظهر الشاشة التالية :
Please fill fields below:
User name:
Company:
Password: (optional)
Click Next when ready.
اضغط بعدها على كلمة Next. (يمكن ألا تكتب أي شي في الفراغات أعلاه وتركها كما هي )
سيبدأ بعدها البرنامج بنسخ الملفين اللذين سنستخدمهم في تغيير كلمة المرور.
وعندما ينتهي ستظهر هذه الشاشة :
Reboot locked system using Windows XP/2000/NT setup disks or CD-ROM and load Windows Key driver. When Windows Key driver is loaded, it will show you the list of Windows installations that could be processed.
Please see Frequently Asked Questions (FAQ) if you need more help on using the software.
If you need to create another Windows Key driver disk insert a blank floppy disk into drive A: and click Next when ready.
أغلق بعدها البرنامج نهائيا .
بعد ذلك أعد تشغيل الجهاز وأدخل على إعدادات برنامج الإدخال والإخراج
Bois ( basic input output system )
واجعل خيار الإقلاع الأول من القرص المدمج ..
ضع بعدها قرص النظام حتى يتم الإقلاع منه
عند الدخول على أول شاشة زرقاء في برنامج الإعداد قم بالضغط على زر F6
ستجد تعليمات في أسفل الشاشة كما يلي
Press F6 if you want to install a third party SCSI or RAID driver .
اترك بعدها برنامج الإعداد يعمل بشكل طبيعي.
سيتوقف برنامج الإعداد عند الشاشة التالية:
Windows setup
Setup could not determine the type of one or more mass storage devices installed in your system , or you have chosen to manually specify an adapter. Currently, setup will load support for the following mass storage devices(s):
<>
* To specify additional SCSI adapter, CD-ROM drivers , or special disk controllers for the use with windows XP (2000),including these for which you have a device support disk from a mass storage device manufacturer , Press S
* If you do not have any device support disks from a mass storage device manufacturer , or do not want to specify additional mass storage devices for use with windows XP (2000),press ENTER
عندما تجد هذه الشاشة قم بالضغط على حرف S , وستصل إلى الشاشة التالية :
Windows setup
Please insert the disk labeled
Manufacturer-supplied hardware support disk into driver a:
v Press ENTER when ready
أدخل القرص المرن الذي قمنا بإنشائه واضغط على إنتر .
ستظهر بعدها هذه الشاشة :
Windows setup
You have chosen to configure a SCSI adapter for use with windows ( 2000 - Xp) , using a device support disk provided by an adapter manufacturer
Select the SCSI adapter you want from the following list, or press ESC to return to the previous screen.
Windows XP - 2000 - NT key
اضغط انتر بعدها وستجد الشاشة التالية:
* To specify additional SCSI adapter, CD-ROM drivers, or special disk controllers for the use with windows XP (2000), including these for which you have a device support disk from a mass storage device manufacturer, Press S
* If you do not have any device support disks from a mass storage device manufacturer , or do not want to specify additional mass storage devices for use with windows XP (2000),press ENTER
هنا يسأل برنامج الإعداد إن كنت تريد تحديد درايفر أخر أو لا. اضغط انتر لتجاهل ذلك.
سيستمر برنامج الإعداد بعدها بالعمل حتى يبدأ بتشغيل وندوز وستلاحظ الملاحظات أسفل الشاشة كما يلي :
Setup is starting windows 2000
بعد ذلك يبدأ عمل برنامج باس ويير حيث سيقوم البرنامج بالتعرف على القرص الصلب الذي يحوي نظام التشغيل وستلاحظ ما يلي:
شاشة سوداء تحوي في الأعلى إسم البرنامج والشركة واسم مالك البرنامج مع الرخصة وفي الأسفل قراءة للقرص الصلب الذي يحوي مجلد نظام التشغيل كما يلي :
C:\windows )if it is XP ( OR
C:\winnt ) if it is 2000 - NT(
ويمكن أن يقرأ أكثر من مسار إذا كنت تعمل على نظامي تشغيل.
اكتب رقم واحد ليبدأ البرنامج بتوليد إسم مستخدم جديد يمكن لك استخدامه.
ملاحظة: قد يكون الإسم
Administrator
أو أي إسم أخر لذا قم بتدوين الإسم في ورقة خارجية.
بعدها سيقوم بتعيين كلمة مرور افتراضية هي 12345
اضغط على الحرف Y للموافقة .
بذلك تكون حصلت على إسم المستخدم وكلمة المرور لتدخل إلى النظام أو الشبكة بصلاحيات مطلقة كمدير ..
سيقوم البرنامج تلقائيا بإعادة تشغيل الجهاز وعندها تكون الشبكة قد وقعت تحت يديك أو أي جهاز يحوي نظام تشغيل محمي بكلمة مرور عند بداية تسجيل الدخول. قم بالدخول بواسطة المعطيات الجديدة وستلاحظ عند نجاح تسجيل الدخول ظهور رسالة تفيد بأن كلمة المرور ستنتهي خلال 24 ساعة ويعطيك خيار تغيير كلمة المرور , وقم بذلك إذا أحببت .
لسد الثغرة: قم بتعطيل حساب مدير النظام المدمج حتى لا يتمكن أحد من استخدامه, وأنشأ حساب مدير أخر للعمل عليه.
وهناك نظرية أمنية يجب أن يعرفها الجميع وهي أن كل جهاز تصل إليه يديك مهما بلغت وسائل الحماية عليه يمكن اختراقه وهو ما يعرف ب
PC physical access
وبالعربي الفصيح " قول على الجهاز يا رحمن يا رحيم "
ولأي استفسار عن استخدامات البرنامج يمكن لأي منكم مراسلتي على إيميلي أخر المشاركة.
قبل أن أنهي أود أن أشير إلى حل لمشكلة يعاني منها الكثيرين عند تنصيب وندوز XP وهي الرسالة التي تفيد بأن برنامج الإعداد غير قادر على نسخ ملف معين ويطلب منك تجاوز النسخ أو إعادة المحاولة. وتحدث هذه المشكلة في الأقراص المنسوخة للنظام الغير أصلية ولتجاوز هذه المشكلة قم بتنصيب وندوز 2000 أولا ثم قم بعمل ترقية لنظام xp من النسخة الغير أصلية لديك.
Install Win 2000 first then upgrade the system to XP.
حيث أن ما يزيد عن 85% تقريبا من ملفات 2000 هي نفسها ملفات XP, وسيعمل النظام بشكل ممتاز ومن دون مشاكل.
Monday, October 19, 2009
SECOND LANGUAGE ACQUISITION LECTURES
| wassim ben ammar |
Syllabus
| Week | Date | Lecture topic / lecturer | Reading for the week |
|---|---|---|---|
| 1 | 3 March | Introduction and early SLA research | Gass, S. & Selinker, L. (2001). Chapter 1. The study of second language acquisition. Chapter 2. Looking at interlanguage data. |
| 2 | 10 March | The role of the first language | Gass, S. & Selinker, L. (2001). Chapter 3. The role of the native language: an historical overview. |
| 3 | 17 March | First and child second language acquisition | Gass, S. & Selinker, L. (2001). Chapter 4. Child language acquistion: First and second |
| 4 | 24 March | The effect of previously known languages lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 5. Recent perspectives on the role of previously known languages. |
| No class | 31 March | Semester Break | ******* |
| 5 | 7 April | Functional approaches to SLA lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 6. SLA and Linguistics. |
| 6 | 14 April | Universal grammar in SLA lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 7. Universal grammarProfessor Ellis lecture, 5-6pm |
| 7 | 21 April | Cognitive models of SLA lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 8. Looking at interlanguage processes |
| 8 | 28 April | Sociolinguistic approaches to SLA lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 9. Interlanguage in context. |
| 9 | 5 May | Input & output lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 10. Input, interaction, and output. |
| 10 | 12 May | Instructed second language learning lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 11. Instructed second language learning. |
| 11 | 19 May | Personality and emotional factors in SLA lecture slides& notes | Gass, S. & Selinker, L. (2001)., Chapter 12. Nonlanguage influences |
| 12 | 26 May | The lexicon lecture slides& notes | Gass, S. & Selinker, L. (2001). Chapter 12. The lexicon |
| 13 | 2 June | SLA as a many-headed beast lecture slides & notes | Gass, S. & Selinker, L. (2001). Chapter 14. An integrated view of SLA |
Friday, October 16, 2009
Wednesday, October 14, 2009
Friday, October 9, 2009
Second Language Acquisition
Monday, October 5, 2009
Sunday, October 4, 2009
what is Sociolinguistics?
Sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used. Sociolinguistics differs from sociology of languagein that the focus of sociolinguistics is the effect of the society on the language, while the latter's focus is on the language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics.
It also studies how language varieties differ between groups separated by certain social variables, e.g.,ethnicity, religion, status, gender, level of education, age, etc., and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place (dialect), language usage varies among social classes, and it is these sociolects that sociolinguistics studies.
Sociolinguistics is that branch of one,which deals with the study of impact of society on its language in terms of ethnicity,religion,status,gender,education,age etc.
The social aspects of language were in the modern sense first studied by Indian and Japanese linguists in the 1930s, and also by Gauchat in Switzerland in the early 1900s, but none received much attention in the West until much later. The study of the social motivation of language change, on the other hand, has its foundation in the wave model of the late 19th century. The first attested use of the term sociolinguistics was by Thomas Callan Hodson in the title of a 1939 paper.[1] Sociolinguistics in the West first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK.
For example, a sociolinguist might determine through study of social attitudes that a particular vernacularwould not be considered appropriate language use in a business or professional setting. Sociolinguists might also study the grammar, phonetics, vocabulary, and other aspects of this sociolect much asdialectologists would study the same for a regional dialect.
The study of language variation is concerned with social constraints determining language in its contextualenvironment. Code-switching is the term given to the use of different varieties of language in different social situations.
William Labov is often regarded as the founder of the study of sociolinguistics. He is especially noted for introducing the quantitative study of language variation and change,[2] making the sociology of language into a scientific discipline.
[edit]Sociolinguistic variables
Studies in the field of sociolinguistics typically take a sample population and interview them, assessing the realisation of certain sociolinguistic variables. Labov specifies the ideal sociolinguistic variable to
- be high in frequency,
- have a certain immunity from conscious suppression,
- be an integral part of larger structures, and
- be easily quantified on a linear scale.
Phonetic variables tend to meet these criteria and are often used, as are grammatical variables and, more rarely, lexical variables. Examples for phonetic variables are: the frequency of the glottal stop, the height or backness of a vowel or the realisation of word-endings. An example of a grammatical variable is the frequency of negative concord (known colloquially as a double negative).
[edit]Traditional sociolinguistic interview
Sociolinguistic interviews are an integral part of collecting data for sociolinguistic studies. There is an interviewer, who is conducting the study, and a subject, or informant, who is the interviewee. In order to get a grasp on a specific linguistic form and how it is used in the dialect of the subject, a variety of methods are used to elicit certain registers of speech. There are five different styles, ranging from formal to casual. The most formal style would be elicited by having the subject read a list of minimal pairs (MP). Minimal pairs are pairs of words that differ in only one phoneme, such as cat and bat. Having the subject read a word list (WL) will elicit a formal register, but generally not as formal as MP. The reading passage (RP) style is next down on the formal register, and the interview style (IS) is when an interviewer can finally get into eliciting a more casual speech from the subject. During the IS the interviewer can converse with the subject and try to draw out of him an even more casual sort of speech by asking him to recall childhood memories or maybe a near death experience, in which case the subject will get deeply involved with the story since strong emotions are often attached to these memories. Of course, the most sought after type of speech is the casual style (CS). This type of speech is difficult if not impossible to elicit because of the Observer's Paradox. The closest one might come to CS in an interview is when the subject is interrupted by a close friend or family member, or perhaps must answer the phone. CS is used in a completely unmonitored environment where the subject feels most comfortable and will use their natural vernacular without overtly thinking about it.
[edit]Fundamental Concepts in Sociolinguistics
While the study of sociolinguistics is very broad, there are a few fundamental concepts on which many sociolinguistic inquiries depend.
[edit]Speech Community
Speech community is a concept in sociolinguistics that describes a more or less discrete group of people who use language in a unique and mutually accepted way among themselves.
Speech communities can be members of a profession with a specialized jargon, distinct social groups like high school students or hip hop fans, or even tight-knit groups like families and friends. Members of speech communities will often develop slang or jargon to serve the group's special purposes and priorities.
[edit]High prestige and low prestige varieties
Crucial to sociolinguistic analysis is the concept of prestige; certain speech habits are assigned a positive or a negative value which is then applied to the speaker. This can operate on many levels. It can be realised on the level of the individual sound/phoneme, as Labov discovered in investigating pronunciation of the post-vocalic /r/ in the North-Eastern USA, or on the macro scale of language choice, as realised in the various diglossias that exist throughout the world, where Swiss-German/High German is perhaps most well known. An important implication of sociolinguistic theory is that speakers 'choose' a variety when making a speech act, whether consciously or subconsciously.
[edit]Social network
Understanding language in society means that one also has to understand the social networks in which language is embedded. A social network is another way of describing a particular speech community in terms of relations between individual members in a community. A network could be loose or tight depending on how members interact with each other.[3] For instance, an office or factory may be considered a tight community because all members interact with each other. A large course with 100+ students be a looser community because students may only interact with the instructor and maybe 1-2 other students. A multiplex community is one in which members have multiple relationships with each other.[3] For instance, in some neighborhoods, members may live on the same street, work for the same employer and even intermarry.
The looseness or tightness of a social network may affect speech patterns adopted by a speaker. For instance, Dubois and Hovarth (1998:254) found that speakers in one Cajun Louisiana community were more likely to pronounce English "th" [θ] as [t] (or [ð] as [d]) if they participated in a relatively dense social network (i.e. had strong local ties and interacted with many other speakers in the community), and less likely if their networks were looser (i.e. fewer local ties).[4]
A social network may apply to the macro level of a country or a city, but also to the inter-personal level of neighborhoods or a single family. Recently, social networks have been formed by the Internet, through chat rooms, MySpace groups, organizations, and online dating services.
[edit]Internal vs. external language
In Chomskian linguistics, a distinction is drawn between I-language (internal language) and E-language (external language). In this context, internal language applies to the study of syntax and semantics in language on the abstract level; as mentally represented knowledge in a native speaker. External language applies to language in social contexts, i.e. behavioral habits shared by a community. Internal language analyses operate on the assumption that all native speakers of a language are quite homogeneous in how they process and perceive language.[citation needed] External language fields, such as sociolinguistics, attempt to explain why this is in fact not the case. Many sociolinguists reject the distinction between I- and E-language on the grounds that it is based on a mentalist view of language. On this view, grammar is first and foremost an interactional (social) phenomenon (e.g. Elinor Ochs, Emanuel Schegloff, Sandra Thompson).
[edit]Differences according to class
Sociolinguistics as a field distinct from dialectology was pioneered through the study of language variation in urban areas. Whereas dialectology studies the geographic distribution of language variation, sociolinguistics focuses on other sources of variation, among them class. Class and occupation are among the most important linguistic markers found in society. One of the fundamental findings of sociolinguistics, which has been hard to disprove, is that class and language variety are related. Members of the working class tend to speak less standard language, while the lower, middle, and upper middle class will in turn speak closer to the standard. However, the upper class, even members of the upper middle class, may often speak 'less' standard than the middle class. This is because not only class, but class aspirations, are important.
[edit]Class aspiration
Studies, such as those by William Labov in the 1960s, have shown that social aspirations influence speech patterns. This is also true of class aspirations. In the process of wishing to be associated with a certain class (usually the upper class and upper middle class) people who are moving in that direction socio-economically will adjust their speech patterns to sound like them. However, not being native upper class speakers, they often hypercorrect, which involves overcorrecting their speech to the point of introducing new errors. The same is true for individuals moving down in socio-economic status.
[edit]Social language codes
Basil Bernstein, a well-known British socio-linguist, devised in his book, 'Elaborated and restricted codes: their social origins and some consequences,' a social code system which he used to classify the various speech patterns for different social classes. He claimed that members of the middle class have ways of organizing their speech which are fundamentally very different from the ways adopted by the working class.
[edit]Restricted code
In Basil Bernstein's theory, the restricted code was an example of the speech patterns used by the working-class. He stated that this type of code allows strong bonds between group members, who tend to behave largely on the basis of distinctions such as 'male', 'female', 'older', and 'younger'. This social group also uses language in a way which brings unity between people, and members often do not need to be explicit about meaning, as their shared knowledge and common understanding often bring them together in a way which other social language groups do not experience. The difference with the restricted code is the emphasis on 'we' as a social group, which fosters greater solidarity than an emphasis on 'I'.
[edit]Elaborated code
Basil Bernstein also studied what he named the 'elaborated code' explaining that in this type of speech pattern the middle and upper classesuse this language style to gain access to education and career advancement. Bonds within this social group are not as well defined and people achieve their social identity largely on the basis of individual disposition and temperament. There is no obvious division of tasks according to sex or age and generally, within this social formation members negotiate and achieve their roles, rather than have them there ready-made in advance. Due to the lack of solidarity the elaborated social language code requires individual intentions and viewpoints to be made explicit as the 'I' has a greater emphasis with this social group than the working class.
[edit]Deviation from standard language varieties
The existence of differences in language between social classes can be illustrated by the following table:
| Bristolian Dialect (lower class) | ... | Standard English (higher class) |
| I ain't done nothing | ... | I haven't done anything |
| I done it yesterday | ... | I did it yesterday |
| It weren't me that done it | ... | I didn't do it |
Any native speaker of English would immediately be able to guess that speaker 1 was likely of a different social class than speaker 2, namely from a lower social class, probably from a working class perigee. The differences in grammar between the two examples of speech is referred to as differences between social class dialects orsociolects.
It is also notable that, at least in England and Australia, the closer to standard English a dialect gets, the less the lexicon varies by region, and vice-versa.
[edit]Covert prestige
It is generally assumed that non-standard language is low-prestige language. However, in certain groups, such as traditional working class neighborhoods, standard language may be considered undesirable in many contexts. This is because the working class dialect is a powerful in-group marker, and especially for non-mobile individuals, the use of non-standard varieties (even exaggeratedly so) expresses neighborhood pride and group and class solidarity. There will thus be a considerable difference in use of non-standard varieties when going to the pub or having a neighborhood barbecue (high), and going to the bank (lower) for the same individual.
[edit]Differences according to age groups
There are several different types of age-based variation one may see within a population. They are: vernacular of a subgroup with membership typically characterized by a specific age range, age-graded variation, and indications of linguistic change in progress.
One example of subgroup vernacular is the speech of street youth. Just as street youth dress differently from the "norm", they also often have their own "language". The reasons for this are the following: (1) To enhance their own cultural identity (2) To identify with each other, (3) To exclude others, and (4) To invoke feelings of fear or admiration from the outside world. Strictly speaking, this is not truly age-based, since it does not apply to all individuals of that age bracket within the community.
Age-graded variation is a stable variation which varies within a population based on age. That is, speakers of a particular age will use a specific linguistic form in successive generations. This is relatively rare. Chambers (1995) cites an example from southern Ontario, Canada where the pronunciation of the letter 'Z' varies. Most of the English-speaking world pronounces it 'zed'; however, in the United States, it is pronounced 'zee'. A linguistic survey found that in 1979 two-thirds of the 12 year olds in Toronto ended the recitation of the alphabet with the letter 'zee' where only 8% of the adults did so. Then in 1991, (when those 12 year olds were in their mid-20s) a survey showed only 39% of the 20-25 year olds used 'zee'. In fact, the survey showed that only 12% of those over 30 used the form 'zee'. This seems to be tied to an American children's song frequently used to teach the alphabet. In this song, the rhyme scheme matches the letter Z with V 'vee', prompting the use of the American pronunciation. As the individual grows older, this marked form 'zee' is dropped in favor of the standard form 'zed'.[5]
People tend to use linguistic forms that were prevalent when they reached adulthood. So, in the case of linguistic change in progress, one would expect to see variation over a broader range of ages. Bright (1997) provides an example taken from American English where there is an on-going merger of the vowel sounds in such pairs of words as 'caught' and 'cot'.[6] Examining the speech across several generations of a single family, one would find the grandparents' generation would never or rarely merge these two vowel sounds; their children's generation may on occasion, particularly in quick or informal speech; while their grandchildren's generation would merge these two vowels uniformly. This is the basis of the apparent-time hypothesis where age-based variation is taken as an indication of linguistic change in progress.
[edit]Differences according to geography
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[edit]Differences according to gender
Men and women, on average, tend to use slightly different language styles. These differences tend to be quantitative rather than qualitative. That is, to say that women make more minimal responses (see below) than men is akin to saying that men are taller than women (i.e., men are on average taller than women, but some women are taller than some men). The initial identification of a women's register was by Robin Lakoff in 1975, who argued that the style of language served to maintain women's (inferior) role in society ("female deficit approach").[7] A later refinement of this argument was that gender differences in language reflected a power difference (O'Barr & Atkins, 1980) ("dominance theory"). However, both these perspectives have the language style of men as normative, implying that women's style is inferior.
More recently, Deborah Tannen has compared gender differences in language as more similar to 'cultural' differences ("cultural difference approach"). Comparing conversational goals, she argued that men have a report style, aiming to communicate factual information, whereas women have a rapport style, more concerned with building and maintaining relationships.[8] Such differences are pervasive across media, including face-to-face conversation (e.g., Fitzpatrick, Mulac, & Dindia, 1995: Hannah & Murachver, 1999), written essays of primary school children (Mulac, Studley, & Blau, 1990), email (Thomson & Murachver, 2001), and even toilet graffiti (Green, 2003).[9][10][11][12]
Communication styles are always a product of context, and as such, gender differences tend to be most pronounced in single-gender groups. One explanation for this, is that people accommodate their language towards the style of the person they are interacting with. Thus, in a mixed-gender group, gender differences tend to be less pronounced. A similarly important observation is that this accommodation is usually towards the language style, not the gender of the person (Thomson, Murachver, & Green, 2001). That is, a polite and empathic male will tend to be accommodated to on the basis of their being polite and empathic, rather than their being male.[13]
[edit]Minimal responses
One of the ways in which the communicative competence of men and women differ is in their use of minimal responses, i.e., paralinguisticfeatures such as ‘mhm’ and ‘yeah’, which is behaviour associated with collaborative language use (Carli, 1990).[14] Men, on the other hand, generally use them less frequently and where they do, it is usually to show agreement, as Zimmerman and West’s (1975) study of turn-taking in conversation indicates.[15]
[edit]Questions
Men and women differ in their use of questions in conversations. For men, a question is usually a genuine request for information whereas with women it can often be a rhetorical means of engaging the other’s conversational contribution or of acquiring attention from others conversationally involved, techniques associated with a collaborative approach to language use (Barnes, 1971).[16] Therefore women use questions more frequently (Fitzpatrick, et al., 1995; Todd, 1983).[9][17][18] In writing, however, both genders use rhetorical questions as literary devices. For example, Mark Twain used them in "A War Prayer" to provoke the reader to question his actions and beliefs.
[edit]Turn-taking
As the work of DeFrancisco (1991) shows, female linguistic behaviour characteristically encompasses a desire to take turns in conversation with others, which is opposed to men’s tendency towards centering on their own point or remaining silent when presented with such implicit offers of conversational turn-taking as are provided by hedges such as "y’ know" and "isn’t it".[19] This desire for turn-taking gives rise to complex forms of interaction in relation to the more regimented form of turn-taking commonly exhibited by men (Sacks et al., 1974).[20]
[edit]Changing the topic of conversation
According to Dorval (1990), in his study of same-sex friend interaction, males tend to change subject more frequently than females. This difference may well be at the root of the conception that women chatter and talk too much, and may still trigger the same thinking in some males. In this way lowered estimation of women may arise.[21] Incidentally, this androcentric attitude towards women as chatterers arguably arose from the idea that any female conversation was too much talking according to the patriarchal consideration of silence as a womanly virtue common to many cultures.
[edit]Self-disclosure
Female tendencies toward self-disclosure, i.e., sharing their problems and experiences with others, often to offer sympathy (Dindia & Allen, 1992; Tannen, 1991:49), contrasts with male tendencies to non-self disclosure and professing advice or offering a solution when confronted with another’s problems.[8][22]
[edit]Verbal aggression
Men tend to be more verbally aggressive in conversing (Labov, 1972), frequently using threats, profanities, yelling and name-calling.[23] Women, on the whole, deem this to disrupt the flow of conversation and not as a means of upholding one’s hierarchical status in the conversation. Where women swear, it is usually to demonstrate to others what is normal behaviour for them.[24]
[edit]Listening and attentiveness
It appears that women attach more weight than men to the importance of listening in conversation, with its connotations of power to the listener as confidant of the speaker. This attachment of import by women to listening is inferred by women’s normally lower rate of interruption — i.e., disrupting the flow of conversation with a topic unrelated to the previous one (Fishman, 1980) — and by their largely increased use of minimal responses in relation to men (Zimmerman and West, 1975).[15][25] Men, however, interrupt far more frequently with non-related topics, especially in the mixed sex setting (Zimmerman and West,1975) and, far from rendering a female speaker's responses minimal, are apt to greet her conversational spotlights with silence, as the work of DeFrancisco (1991) demonstrates.[19]
[edit]Dominance versus subjection
This, in turn, suggests a dichotomy between a male desire for conversational dominance – noted by Leet-Pellegrini (1980) with reference to male experts speaking more verbosely than their female counterparts – and a female aspiration to group conversational participation.[26] One corollary of this is, according to Coates (1993: 202), that males are afforded more attention in the context of the classroom and that this can lead to their gaining more attention in scientific and technical subjects, which in turn can lead to their achieving better success in those areas, ultimately leading to their having more power in a technocratic society.[27]
[edit]Politeness
Politeness in speech is described in terms of positive and negative face.[28] Positive face refers to one's desire to be liked and admired, whilenegative face refers to one's wish to remain autonomous and not to suffer imposition. Both forms, according to Brown’s study of the Tzeltal language (1980), are used more frequently by women whether in mixed or single-sex pairs, suggesting for Brown a greater sensitivity in women than have men to face the needs of others.[29] In short, women are to all intents and purposes largely more polite than men. However, negative face politeness can be potentially viewed as weak language because of its associated hedges and tag questions, a view propounded by O’Barr and Atkins (1980) in their work on courtroom interaction.[30]