Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2018 Feb/March Paper 4 · Variant 2

* 5 0 0 9 1 7 2 0 4 6 * This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (LK) 146960/1 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics February/March 2018 2 hours 15 minutes No Additional Materials are required. READ THESE INSTRUCTIONS FIRST An answer booklet is provided inside this question paper. You should follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. Answer two questions. You should spend about 15 minutes reading the passages and questions before you start writing your answers. You are reminded of the need for good English and clear presentation in your answers. All questions in this paper carry equal marks.

2 9093/42/F/M/18 © UCLES 2018 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a televised conversation on the Discovery Channel between Bear Grylls, a British adventurer and television presenter, and former President of the US, Barack Obama. They are walking beside a river in Alaska, America, towards a glacier. Discuss ways in which the speakers are using language here to communicate and how their language is affected by the context. You should refer to specific details from the transcription, relating your observations to ideas from your wider study. Bear Grylls: i read somewhere (.) that (.) what youve done with your (.) climate change plan (.) is the most significant thing any single human being has ever done (.) to protect the planet President: well you know // Bear Grylls: now thats amazing (1) cause there are so many sceptics out there (1) you know (.) were you (.) were you always a convert↗ (.) or did you take (.) how did you↗ // President: you know (.) i am err (1) im a big believer in science Bear Grylls: yeah President: erm (.) and you know (.) when i started looking at the science (.) err (.) it was indisputable Bear Grylls: this must be one of the things that your girls (.) for example (.) are most proud of (.) that youre (.) really making a mark (.) on saving (.) their future planet President: well (.) they may be proud of me (.) they dont necessarily admit it right now [smiles] Bear Grylls: [laughs] // President: [laughs] Bear Grylls: so are they classic teenagers↗ President: erm (.) you know (.) err (.) theyre wonderful girls Bear Grylls: [laughs] President: and theyre (.) theyre very sweet (1) they still love me (.) err (.) but i (.) they think im a little boring (2) i just want to see how this water is [bends down and puts his fingers in the river ] (3) thats some cold water right there Bear Grylls: see its all grey (.) all of this glacial silt President: yeah 5 10 15 20 25

3 9093/42/F/M/18 © UCLES 2018 [Turn over Bear Grylls: is all the big rocks that have been crushed by the (.) weight of this (.) whole mass of ice (.) and powderised it (.) so if you drink a lot of this (.) it will actually // President: what kind of impact // Bear Grylls: well if you (.) if you drink a lot of it (.) it will give you diarrhoea President: is that right↗ Bear Grylls: yeah (.) you boil it up and its fine // President: yeah Bear Grylls: ive had a swim in this President: have you↗ Bear Grylls: yeah President: yeah (2) thats not something we’re going to do either Bear Grylls: no (.) no (.) no (.) yeah (.) youre right about that President: [laughs] TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 30 35 40

4 9093/42/F/M/18 © UCLES 2018 2 English as a global language The following extract is from a 2012 article on the BBC website. Discuss what you feel are the most important issues raised here relating to the changing use of English as a global language. You should refer to specific details from the passage as well as to ideas and examples from your wider study. How the internet is changing language Online, English has become a common language for users from around the world. In the process, the language itself is changing fast. Some linguists predict that within 10 years English will dominate the internet – but in forms very different to what we accept and recognise as English today. That’s because people who speak English as a second language already outnumber native speakers. And increasingly they use it to communicate with other non-native speakers, particularly on the internet where less attention is paid to grammar and spelling and users don’t have to worry about their accent. Users of Facebook already socialise in a number of different “Englishes” including Indian English, or Hinglish, Spanglish (Spanish English) and Konglish (Korean English). While these variations have long existed within individual cultures, they’re now expanding and coming online. “On the internet, all that matters is that people can communicate – nobody has a right to tell them what the language should be,” says Naomi Baron, professor of linguistics at American University in Washington DC. Some words are adaptations of traditional English. In Singlish, or Singaporean English, “blur” means “confused” or “slow”: “She came into the conversation late and was blur as a result.” Others combine English words to make something new. In Konglish, “skinship” means intimate physical contact: handholding, touching, caressing. Technology companies are tapping into the new English variations with products aimed at enabling users to add words that are not already in the English dictionary. And most large companies have English websites, while smaller businesses are learning that they need a common language – English – to reach global customers. “While most people don’t speak English as their first language, there is a special commercial and social role for English driven by modern forms of entertainment,” says Robert Munro, a computational linguist. “Text messaging is the most linguistically diverse form of written communication that has ever existed,” says Munro. “It’s also become the first form of written communication of many of the world’s languages,” he says. “The prevalence of English movies in regions where there is not much technology other than cell phones and DVDs makes English an aspirational language. People think it’s the language of the digital age.” 5 10 15 20 25 30

5 9093/42/F/M/18 © UCLES 2018 [Turn over TURN OVER FOR QUESTION 3.

6 9093/42/F/M/18 © UCLES 2018 3 Language acquisition by children and teenagers The following text is a transcription of a conversation between Ellie (age 3 years 1 month) and her father. Ellie is sitting at a table in a park talking to her father, who is filming her on his mobile phone. Discuss ways in which Ellie and her father are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Father: how many times did you go down the hill↗ Ellie: three times [indicates with fingers] Father: three times↗ Ellie: oh (.) five times Father: five times↗ (.) how many times is five↗ show me on your hand Ellie: oh (.) ok Father: show me on your hand how many times is five // Ellie: oh i forgot my card Father: i got your card Ellie: where is it↗ Father: its in my pocket Ellie: can i see↗ [holds out hand] (2) can i have your phone↗ Father: in a minute Ellie: [sees an insect on the table] look at (.) kill that (1) can you kill that↗ Father: no i can’t see (1) it went away (1) daddys starting to get bit by bugs (.) theres lots of bugs right now // Ellie: its ok its ok (.) you have pants on Father: oh really↗ Ellie: ok (.) its ok daddy (1) i protect you from (1) bugs and spiders (.) i protect (1) but (2) i say hello to spiders cause theyre nice to me (1) they dont bite me even Father: they dont↗ Ellie: no (2) they just sit on (.) on the table and i say hi to them (1) they just sit around on the table but ants do that sometimes Father: what (.) erm (.) do the spiders and ants talk back to you↗ 5 10 15 20 25

7 9093/42/F/M/18 © UCLES 2018 Ellie: [laughs] no (.) they dont talk (.) they (.) they (.) they just (.) they just say hello for pretend Father: oh Ellie: yeah Father: really Ellie: can i have your phone↗ Father: why↗ (.) are you bored with this conversation↗ Ellie: yeah Father: its boring↗ Ellie: yeah Father: what do you want to do with my phone↗ Ellie: i want to play some games Father: what games↗ Ellie: like (.) erm (.) like erm (1) like (.) like drums (.) can i have it↗ [holds out hand] Father: ok TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation 30 35 40

8 9093/42/F/M/18 © UCLES 2018 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

® IGCSE is a registered trademark. This document consists of 8 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics March 2018 MARK SCHEME Maximum Mark: 50 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the March 2018 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 2 of 8 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 3 of 8 1 Spoken language and social groups Band 1 22–25 Discriminating analysis of language: subtle appreciation of the conventions and ingredients of specific forms; very detailed and perceptive exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of language; proficient appreciation of the conventions and ingredients of specific forms; detailed and insightful exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of language; sound appreciation of the conventions and ingredients of specific forms; some detailed and informed exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably comparative, controlled manner. Band 4 10–13 Some attempt to develop analysis of language; the beginnings of appreciation of the conventions and ingredients of specific forms; sound, if at times uneven and undeveloped, exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a comparative, if at times partial, manner. Band 5 6–9 Basic analysis of language; simple response to the conventions and ingredients of specific forms; some exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on feature-spotting, with basic comment. Band 6 2–5 Limited analysis of language; generalised response to conventions and forms; tendency to assert some of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and understanding in a comparative manner; tendency to focus on identification of less important features (such as the use of punctuation). Below Band 6 0–1 Minimal appreciation and awareness of language and forms/conventions; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 4 of 8 Question Answer Marks 1 Likely content Note: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • structure of exchanges – co-operative overlaps and interruptions. For example, Bear Grylls: ive had a swim in this President: have you↗ Bear Grylls: yeah • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations, for example: erm (.) you know (.) err (.) theyre wonderful girls, were you (.) were you always a convert↗ (.) or did you take (.) how did you↗ • support and feedback from both Bear Grylls and President Obama, for example their laughs and both participants say yeah • theories/theorists of language such as Lakoff and Grice • social context / purpose of the interaction – awareness of audience for both participants (each other and the TV audience). Strong candidates may appreciate the unusual nature of this conversation, as President Obama is normally in a position of power. However, in this case Bear Grylls has control of the conversation, which comes across as quite natural, in contrast to many formal interviews. If candidates pursue such a line of argument in a balanced and coherent way, they are likely to gain higher marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 5 of 8 2 English as a global language Band 1 22–25 Discriminating analysis of linguistic issue/topic; subtle appreciation of ramifications beyond the specific context offered in the question; detailed and perceptive exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of linguistic issue/topic; proficient appreciation of ramifications beyond the specific context offered in the question; detailed and thoughtful exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of linguistic issue/topic; sound appreciation of ramifications beyond the specific context offered in the question; some detailed and informed exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably controlled manner. Band 4 10–13 Some attempt to develop analysis of linguistic issue/topic; the beginnings of appreciation of ramifications beyond the specific context offered in the question; sound, if at times uneven and undeveloped, exploration of the context(s) and example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding, though control may at times be only partial. Band 5 6–9 Basic analysis of linguistic issue/topic; simple response to the specific context(s) offered in the question; some exploration of example(s) in the extract(s) and of those from the candidate’s own wider study; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on mere assertion. Band 6 2–5 Limited analysis of linguistic issue/topic; generalised response to context(s) offered in the question; tendency to offer without exploration/explanation example(s) from the extract(s) and from the candidate’s own wider study; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and; tendency to assertion, and limited discrimination as to what is genuinely significant. Below Band 6 0–1 Minimal appreciation and awareness of linguistic issue/topic; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 6 of 8 Question Answer Marks 2 Likely content Note: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • issues related to notions of world/global English • rate at which the use of English is growing globally as an aspirational language • rate at which English is changing because of the internet – better candidates will use their own examples of new words and phrases, including those where less attention is paid to grammar and spelling • functional role of English on the internet: On the internet, all that matters is that people can communicate • future of English as a lingua franca including its special commercial and social role across the internet • notions of ‘Englishes’ across the world (many examples beyond those mentioned in the extract – again, stronger candidates will use their own examples) • impact of technology companies enabling users to add words easily • issues related to – and possible distinctions between – notions of world/global/international English. Strong and confident candidates may use a range of examples of how the internet is changing English, or may take issue with the main assertion of the extract. They may also discuss the negative and discriminatory effect of English being so dominant. If they do so in a balanced and coherent way they are likely to gain high marks. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 7 of 8 3 Language acquisition by children and teenagers Band 1 22–25 Discriminating analysis of language: subtle appreciation of the conventions and ingredients of specific forms; very detailed and perceptive exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) sophisticated awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, balanced, articulate and very fluent manner. Band 2 18–21 Engaged and very focused analysis of language; proficient appreciation of the conventions and ingredients of specific forms; detailed and insightful exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) proficient awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; the ability to convey knowledge and understanding in a comparative, sustained, consistent and fluent manner. Band 3 14–17 Measured analysis of language; sound appreciation of the conventions and ingredients of specific forms; some detailed and informed exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) competent awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a reasonably comparative, controlled manner. Band 4 10–13 Some attempt to develop analysis of language; the beginnings of appreciation of the conventions and ingredients of specific forms; sound, if at times uneven and undeveloped, exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) some sense of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; some ability to convey knowledge and understanding in a comparative, if at times partial, manner. Band 5 6–9 Basic analysis of language; simple response to the conventions and ingredients of specific forms; some exploration of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) a measure of awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; general ability to convey knowledge and understanding; some reliance on feature-spotting, with basic comment. Band 6 2–5 Limited analysis of language; generalised response to conventions and forms; tendency to assert some of the effects and qualities conveyed by language, structure, purpose and contexts; (where appropriate) unfocused awareness of mode of address and how it and a sense of the target audience help to establish register, tone and meaning; limited ability to convey knowledge and understanding in a comparative manner; tendency to focus on identification of less important features (such as the use of punctuation). Below Band 6 0–1 Minimal appreciation and awareness of language and forms/conventions; work fragmented or incoherent. Unfocused; very limited. Probably marked by brevity.

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2018 © UCLES 2018 Page 8 of 8 Question Answer Marks 3 Likely content Note: These must not be seen as prescriptive or ‘finite’ lists. Candidates should be rewarded positively for any valid response to the task which relates to the Assessment Objectives. Candidates are likely to refer to: • child-directed speech, e.g. Ellie’s father’s use of a range of question types to elicit response • other uses of caretaker speech • non-fluency features of spontaneous speech, typical of more advanced speakers: fillers, pauses, false starts, for example: like erm (1) like (.) like drums • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al • Ellie’s developmental stage and linguistic competence: there are many examples of complex structures beyond the telegraphic stage (can i have your phone↗, I want to play some games) • evidence of at least three of Halliday’s functions of language (Regulatory can I have your phone↗, Interactional its ok daddy (1) i protect you, Representational oh (.) five times) • number of questions in Ellie’s speech, especially can I questions (can i see↗ [holds out hand] (2) can i have your phone↗) • the structure of the exchanges: overwhelmingly fulfilled adjacency pairs, with little evident interruption or overlap. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25