Mapping the links between gender, status and genre in Shakespeare’s plays

The AHRC-funded Encyclopedia of Shakespeare’s Language (ESL) project has produced a resource allowing users to explore Shakespeare’s plays in a variety of (semi-automatic) ways, via a web-based corpus query processor interface (CQPweb) hosted by Lancaster University. It enables users, for example, to interrogate a corpus of Shakespeare’s plays using queries restricted by dramatic genre, gender and/or social status of characters, and to target and explore the language of the plays not only at the word level, but also at the grammatical and semantic levels (by querying part-of-speech or semantic categories). Using keyword techniques, we examine how female and male language varies in general, by social status (high or low), and by genre (comedy, history and tragedy). Among our findings, we note differences in the use of pronouns and references to male authority (female overuse of ‘I’ and ‘husband’; male overuse of ‘we’ and ‘king’). We also observe that high-status males in comedies (as opposed to histories and tragedies) are characterised by polite requests (‘please you’) and sharp-minded ‘wit’. Despite many similarities between female and male usage of gendered forms of language (‘woman’), male characters alone use terms such as ‘womanish’ in a disparaging way

National identities in the context of Shakespeare’s Henry V:Exploring contemporary understandings through collocations

Shakespeare’s clearest use of dialect for sociolinguistic reasons can be found in the play Henry V, where we meet the Welshman Captain Fluellen, the Scotsman Captain Jamy and the Irishman Captain Macmorris. But what might have contemporary audiences have made of these Celtic characters? What popular understandings of Celtic identities did Shakespeare’s characters trigger? Recent technological developments, largely in the domain of corpus linguistics, have enabled us to construct robust but nuanced answers to such questions. In this study, we use CQPweb, a corpus analysis tool developed by Andrew Hardie at Lancaster University, to explore Celtic identity terms in a corpus developed by the Encyclopedia of Shakespeare’s Language Project. This corpus contains some 380 million words spanning the 80-year period 1560–1639 and allows us to tap into the attitudes and stereotypes that would have become entrenched in the years leading up to Henry V’s appearance in 1599. We will show how the words tending to co-occur with the words Scots/Scottish, Irish and Welsh reveal contemporary understandings of these identities. Results flowing from the analyses of collocates include the fact that the Irish were considered wild and savage, but also that the word Irish had one particular positive use – when modifying the word rug. In discussing our findings, we will take note of critical discussions, both present day and early modern, on ‘nationhood’ in relation to these characters and identities. We will also conduct, partly for contrastive purposes, a brief analysis of the English identity

Reading Dickens’s characters: employing psycholinguistic methods to investigate the cognitive reality of patterns in texts

This article reports the findings of an empirical study that uses eye-tracking and follow-up interviews as methods to investigate how participants read body language clusters in novels by Charles Dickens. The study builds on previous corpus stylistic work that has identified patterns of body language presentation as techniques of characterisation in Dickens (Mahlberg, 2013). The article focuses on the reading of ‘clusters’, that is, repeated sequences of words. It is set in a research context that brings together observations from both corpus linguistics and psycholinguistics on the processing of repeated patterns. The results show that the body language clusters are read significantly faster than the overall sample extracts which suggests that the clusters are stored as units in the brain. This finding is complemented by the results of the follow-up questions which indicate that readers do not seem to refer to the clusters when talking about character information, although they are able to refer to clusters when biased prompts are used to elicit information. Beyond the specific results of the study, this article makes a contribution to the development of complementary methods in literary stylistics and it points to directions for further subclassifications of clusters that could not be achieved on the basis of corpus data alone

Dickens, the suspended quotation and the corpus

This article presents a computer-assisted approach to the study of character discourse in Dickens. It focuses on the concept of the ‘suspended quotation’ – the interruption of a character’s speech by at least five words of narrator text. After an outline of the concept of the suspended quotation as introduced by Lambert (1981), the article compares manually derived counts for suspensions in Dickens with automatically generated figures. This comparison shows how corpus methods can help to increase the scale at which the phenomenon is studied. It highlights that quantitative information for selected sections of a novel does not necessarily represent the patterns that are found across the whole text. The article also includes a qualitative analysis of suspensions. With the help of the new tool CLiC, it investigates interruptions of the speech of Mrs Sparsit in Hard Times and illustrates how suspensions can be useful places for the presentation of character information. CLiC is further used to find patterns of the word pause that provide insights into how suspensions contribute to the representation of pauses in character speech

Trolling in asynchronous computer-mediated communication: From user discussions to academic definitions

Whilst computer-mediated communication (CMC) can benefit users by providing quick and easy communication between those separated by time and space, it can also provide varying degrees of anonymity that may encourage a sense of impunity and freedom from being held accountable for inappropriate online behaviour. As such, CMC is a fertile ground for studying impoliteness, whether it occurs in response to perceived threat (flaming), or as an end in its own right (trolling). Currently, first and secondorder definitions of terms such as im/politeness (Brown and Levinson 1987; Bousfield 2008; Culpeper 2008; Terkourafi 2008), in-civility (Lakoff 2005), rudeness (Beebe 1995, Kienpointner 1997, 2008), and etiquette (Coulmas 1992), are subject to much discussion and debate, yet the CMC phenomenon of trolling is not adequately captured by any of these terms. Following Bousfield (in press), Culpeper (2010) and others, this paper suggests that a definition of trolling should be informed first and foremost by user discussions. Taking examples from a 172-million-word, asynchronous CMC corpus, four interrelated conditions of aggression, deception, disruption, and success are discussed. Finally, a working definition of trolling is presented

Toward the Development of a Global Financial Safety Net or a Segmentation of the Global Financial Architecture?

This article examines the prospects for the development of a comprehensive global financial safety net (GFSN). It discusses the optimal layout of the GFSN, comprising the International Monetary Fund, regional financing arrangements (RFAs), as well as bilateral or multilateral central bank swap arrangements, and the relationship between these. It then briefly reviews and appraises the current structure and functioning of these different layers of the GFSN and discusses the need and scope for strengthening cooperation between RFAs and the IMF. It argues that the GFSN is still very patchy and there is little reason to expect significant progress in better collaboration between RFAs and the IMF as long as the latter’s governance structure is not significantly revamped. Indeed, risks are that the GFSN will become even more fragmented with the further development of the European Stability Mechanism and the emergence of the BRICS Contingent Reserve Arrangement. To prevent a further fragmentation of the GFSN, substantial governance reform of the IMF is urgently needed

What do students find difficult when they read Shakespeare?:Problems and solution

Teaching and learning Shakespeare takes place across the world. Pedagogical matters have been the subject of much discussion in the last few decades. This article begins by reviewing that discussion, showing how different approaches – textual, contextual and active (or performance) – connect with the language of the plays. No study, it is pointed out, has conducted an empirical investigation as to what exactly students find problematic when they read the language of Shakespeare’s plays, an obvious first step, one might think, in designing an approach. The main aim of this article was to describe a study designed to do exactly this. It was conducted with two groups of Shakespeare students, one with English as a first language and one with English as an additional language. Participants were asked to identify difficulties in extracts from plays, rate specific linguistic forms according to difficulty and discuss what they think of Shakespeare’s language. Common areas of difficulty included archaic words, borrowings from other languages, coinages and false friends. With these findings in mind, the article briefly reflects on pedagogical solutions that are corpus-related, arguing that these address some of the problems associated with traditional textual approaches by requiring the active involvement of learners, treating language in a contextualised fashion and focussing on the language itself. © The Author(s) 2020

Discourse stylistics and detective fiction:A case study

Pedagogical stylistics concerns itself with the practice of teaching stylistics in the classroom. The principal aim of such teaching is to make students aware of language use in the texts chosen for study. What characterizes pedagogical stylistics is that classroom activities are interactive between the text and the (student) reader, with both the texts and the activities usually chosen by the teacher (see Clark 1996; Clark and Zyngier 2003; Clark and McRae 2004; Simpson 2004). Part of this self-same process of improving students’ linguistic sensibilities has to include placing greater emphasis upon the text as action: the mental processing which is such a proactive part of reading and interpretation, and how all these elements – pragmatic and cognitive as well as linguistic – function within quite specific social and cultural contexts