Study of lexical and morphological differences of the women’s and men’s language; grammatical forms of verbs according to the sex of the speaker. Peculiarities of women’s and men’s language and the linguistic behavior of men and women across languages.
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Gender and age peculiarities of the language and some linguistic difficulties of translation them in practice



Introduction

Chapter 1. Language and Gender studies

1.1 Gender and linguistics stereotyping

1.2 Gender Language and its subdivisions

a) Women's language

b) Men's language

c) Children's language

d) Age-graded language

Chapter 2. Linguistic peculiarities of translation of gender graded languages

2.1 Difficulties of translation of children's speech

2.2 Linguistic features of women's speech

2.3 Age-graded language and the way of improving it

Conclusion

Bibliography

Introduction

The study of language has been a constant preoccupation with more or less professional researchers for thousands of years. Since the earliest times, much before the birth of linguistics as a distinct scholarly discipline, people have been aware of the essential role language plays not only in their everyday life, but also as a characteristic feature of mankind, radically differentiating human beings from other species of the animal kingdom.

The fact that language acts as a fundamental link between ourselves and the world around us and that in the absence of language our relation to the universe and to our fellows is dramatically impaired is something that people have been (at least intuitively) aware of since the beginning of history. Suffice it to mention that different cultures seem to associate speech problems with intellectual deficiencies. The origin of language (believed to be divine in most ancient cultures), the relation between language and thinking, the question if we can think without the help of language (and if we can, what kind of thinking is that), the manner in which human beings (who are not, obviously, born with the ability to speak, but have, however, an innate capacity for language acquisition) come, with an amazing rapidity, to successfully use language, beginning with the very first stages of their existence (the acquisition of language actually parallels the birth of the child's self-consciousness and the latter can hardly be imagined without the former) have puzzled researchers for centuries and none of these questions has actually received a satisfactory and universally accepted answer.

Language is obviously the main system available for us, not only for knowing the world and understanding it, but also for accumulating, storing and communicating information. Language can thus be understood as the main system we have for communicating among us. All the other systems of conveying information are actually based on this essential, fundamental one. Communication by means of language can thus be understood as a complex process actually consisting of several stages. Any act of communication basically takes place between two participants: on the one hand we have the source of the information, the person who has to communicate something, the sender of the message that contains the information, and on the other hand we need a second party, the recipient, the addressee of the message, the beneficiary of the communication act, in other words the person(s) to whom the information contained in the message is addressed. Since the sender has to convey a message, and the transmission is to take place on the basis of a system of signs (a code), the first thing the sender has to do is to encode or codify his message, in other words to render the contents of the message by means of the signs of the respective code (the language) .The next stage is obviously represented by the transmission of the message proper, which can be achieved in several ways (depending of the type of communication; e.g. written or oral). Once the message reaches the recipient, the process should unfold in the opposite direction. That is, the message gets to the recipient in an encoded form so that the recipient has to decode it and grasp its meaning.

The novelty of the study. Novelty of the diploma work is that it adds some details to what was studied before. This theme is actual for today and will always be. Many linguists are interested in the peculiarities of gender linguistics. Due to the analysis which is used in this diploma work to determine the women's language and men's language to reveal their differences and dominance.

The subject of the study is peculiarities of the women's and men's language and the linguistic behavior of men and women across languages.

The purpose of this diploma paper is the study of lexical and morphological differences of the women's and men's language, grammatical forms of verbs according to the sex of the speaker.

The English language gradually becomes one of the most widely used languages in the world. There are large numbers of students in institutions of higher and further education who are learning English for many purposes: as the medium of the literature and culture of English-speaking countries; for access to scholarly and technological publications; to qualify as English teachers, translators, or interpreters; to improve their chances of employment or promotion in such areas as tourist trade, international progammes for economic or military aid. In countries where it is a second language, English is commonly used as the medium for higher education, at least for scientific and technological subjects.

Advantage of this diploma paper is that it will be useful both to teachers, and to students. In teaching activity it can be applied in studying of such courses as practical course of translation, theoretical course of translation, practicum on culture of speech communication, etc. The analysis made in this diploma work will help to predict mistakes while speaking, will help to practical exercises for development of skills of linguistics.

The main task is to reveal peculiarities of the women's and men's language, find similarities and differences between the women's form and men's form of speaking, to define difficulties which encounter the students while reading and analyzing the texts, which are necessary to overcome, and also to study the theoretical basis of English linguistics in order to understand the structure of Modern English language.

The structure of the degree work. The present diploma work consists of the introduction, two chapters, the conclusion and bibliography.

Chapter 1. Language and Gender Studies

1.1 Gender and Linguistic Stereotyping

Gender stereotyping in the linguistics is a well-established fact. Nowhere is it more obvious than in advertising, where the authoritative male voice-over is a regular feature.'Perhaps the most telling evidence of sexism in advertising is not to be found in 'what happens', but in the ubiquity of the male in the voice-over, even in ads portraying or aimed at women, or which pay lip-service to the modern liberated women!' [Cook G., 1992] The attribution of specific and indeed limited gender roles by the advertising industry and by society in general is a fascinating subject in its own right. We propose to look initially at just one element of it, i.e. the portrayal of women's language and communicative skills as a component of their general behaviour patterns. Usually, references to women's linguistic behaviour are implicit rather than explicit. There are occasions when deep-rooted expectations and prejudices come to the fore, displaying a stereotypical picture of women as creatures who talk a lot, interrupt men and are illogical and changeable.

Be Quiet! Didn't your husband teach you not to interrupt when a man is talking?' - Pieter Botha, President of South Africa, responding to a female heckler. [Werner M., 1993].

How can we have an invasion when the troops storm ashore and then change their minds!' - Bob Hope, entertainer, about women in combat. [Werner M., 1993].

A further example relates to the stereotype that women talk a lot. It is taken from the British Telecom advertising campaign called 'It's good to talk':

e.g. Why can't men be more like women?

e.g. Women and men communicate differently.

e.g. Have you noticed?

e.g. Women like to sit down to make phone calls.

e.g. They know that getting in touch is much more important than what you actually say.

e.g. Men adopt another position.

e.g. They stand up.

Their body language says this message will be short, sharp and to the point. 'Meet you down the pub, all right? See you there'. That's a man's call.

e.g. Women can't understand why men are so abrupt. [The Sunday Times]

Lip-service is paid to women's role in maintaining social harmony. However, it is abundantly clear that what women say is unimportant, if 'getting in touch is much more important than what you actually say' and women's conversation is irrelevant if it is 'not to the point'. Interestingly, the two accompanying pictures show a man and a woman on the phone, wearing no clothes with the caption strategically positioned. The suggestion is obviously (and dangerously) th...