Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2018 May/June Paper 4 · Variant 3

This document consists of 6 printed pages, 2 blank pages and 1 Insert. DC (RW) 160368 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary and Advanced Level * 2 3 5 7 2 9 9 6 9 4 * ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics May/June 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 9093/43/M/J/18 © UCLES 2018 Answer two questions. 1 Spoken language and social groups The following text is a transcription of a conversation in a UK department store between a television salesman and a male customer who is interested in buying a new television. 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. Salesman: [walking towards customer] hello there Customer: im looking for some help with televisions Salesman: i can help out (.) yes Customer: erm (.) ok (.) weve got a very old television so kind of almost need to start from the beginning (.) what we want is something (.) probably lower end Salesman: ok Customer: but erm which we can fit up with freesat1 (1) we have a sky box2 // Salesman: ok Customer: and connections (.) but we kind of need to start again Salesman: sure (.) certainly (.) ok (1) so the dish is in place (.) are you (.) are you still with sky↗ Customer: no Salesman: fine (.) ok (.) erm so tvs have come a long way since your (.) existing model came around (1) and (1) what we need to consider is things like freesat receivers or recorders so you can receive tv channels and view live tv and various things (1) would you like to start with one of those or (.) or which one would you like to start with↗ Customer: erm (2) could do (1) could you tell me the difference (.) in simple terms between a (1) a smart tv and a non smart tv Salesman: certainly (.) so (.) in an age where the internets very dominant (.) we use the internet for all sorts of things at home (.) a smart tv (.) erm (.) has a few more features than that a non smart tv (.) erm does have (1) erm (.) doesnt have rather (.) so we conventionally used tvs for live tv viewing only // Customer: yeah Salesman: but what a smart tv opens up (.) erm (.) access to is things like catch up television services (.) so if youve missed a programme (.) erm some tvs have a smart tv feature called catch up television (.) and they use applications like the bbc iplayer3 or itv hub3 // Customer: right and thats all built in to the (.) to the television 5 10 15 20 25 30

3 9093/43/M/J/18 © UCLES 2018 [Turn over Salesman: indeed (.) yeah (.) so if youve missed a programme and youve chosen not to record it (.) or forgotten to record it (.) you can then receive the broadcast again over the internet at your leisure Customer: so basically its like a computer (.) or that aspect of a computer as well Salesman: to some degree yeah (.) it certainly gives some of the elements of a computer (.) its certainly important not to mistake it for being a computer (.) but certainly it gives access to certainly (.) the internet (.) erm catch up television services (.) erm weather (.) sports applications if need be (.) all via the internet instead which (.) which runs in parallel with live tv (.) erm a non smart tv simply has (.) doesnt have those features (.) so youre only available for live viewing only Notes: 1 freesat: a satellite TV service which is available in the UK without any payment or subscription 2 sky box: a box to receive satellite TV services 3 bbc iplayer, itv hub: online video on-demand services which are accessed via the internet TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 35 40

4 9093/43/M/J/18 © UCLES 2018 2 English as a global language The following is taken from a 2013 interview from InsideHigherEd.com with Scott L Montgomery, author of the book Does Science need a Global Language?, which was published in the same year. 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. Q: What do you see as the strongest arguments against the use of a global scientific language – and against that language being English? A: First, bias. With a global language, many researchers simply stop reading work in other tongues. Second, marginalization. Those without skill in this language, however excellent their research may be, are forced to inhabit a borderland, unable to participate at the core of their field and its highest levels. Third, inequity. By its very nature, any lingua franca establishes a stratification among researchers, with fluent speakers at the top and non- speakers at the base. Fourth, effects on other languages. Speakers of other tongues must choose to try and keep their native language updated, in terms of vocabulary for example, or to stop using it for the most advanced research. Q: You argue, ultimately, that science does need a global language. Why is this the case? A: A global language is needed for the future growth and advancement of science worldwide. It provides a single medium by which data, ideas, findings, news, and opportunities can be shared with the entire global research community, giving scientists in the developing world access to the same information researchers have in rich countries. A global language is itself a resource, an extremely powerful one, for the global sharing of research knowledge, something that will greatly aid the world’s efforts to solve a number of its major challenges involving disease, food, water, energy, and climate change. Q: Why do you say that “the real casualty from the global spread of English may well be the native speaker himself”? A: Because the rest of the scientific world will be multilingual and will have access to scientific material in at least two – but often three or more – languages. The native speaker, feeling encouraged to resist the learning of other tongues will be without this capability. Put differently, the rest of the world will have access to everything s/he does, but s/he will have access to little or nothing beyond the edges of her/his own tongue. 5 10 15 20 25

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6 9093/43/M/J/18 © UCLES 2018 3 Language acquisition by children and teenagers The following text is a transcription of a conversation between Zach (age 5 years 1 month) and his mother, who is pregnant. Zach’s mother has just handed Zach an image of her ultrasound scan, which shows the baby inside her womb, at an early stage of its development. Discuss ways in which Zach and his mother are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Mother: youre going to be a big brother Zach: is that your baby↗ [smiles] Mother: yes Zach: is it coming then↗ Mother: its in my belly Zach: is it in your belly↗ [smiles] Mother: yes (1) thats where ive been (.) to the hospital Zach: ah (2) are you really having a baby↗ [laughs] Mother: yeah Zach: is it in there↗ [looks at her belly] Mother: mm (.) now its only tiny (.) its about that small (.) look [shows him the baby’s size with her hands] Zach: [laughs] IM GOING TO BE A NEW BIG BROTHER (2) i hope youre not joking Mother: im not joking // Zach: he can sleep in my bed (2) if he wants Mother: can he↗ (.) thats very kind of you (1) thats where ive been (.) to have some pictures taken inside my belly Zach: (5) is it in your belly now↗ Mother: yes but youve got a long long time to wait though until it comes out Zach: mm (.) mm (.) thats why youre breathing too much Mother: no [laughs] Zach: and mum (.) wait (.) um (.) is it rumbling↗ Mother: no you can’t feel it yet (.) my bellys not big enough yet 5 10 15 20

7 9093/43/M/J/18 © UCLES 2018 Zach: is it made↗ (.) is it really in there↗ Mother: its really in there now Zach: how↗ (.) who maked it↗ Mother: me and andy made it Zach: why you made it↗ Mother: erm (1) cause we did (2) do you want to be a big brother↗ Zach: YES [smiles] TRANSCRIPTION KEY (1) = pause in seconds (.) = micro-pause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features UPPER CASE = words spoken with increased volume ↗ = upward intonation 25 30

8 9093/43/M/J/18 © UCLES 2018 BLANK PAGE 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.

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 9093/43 Paper 4 Language Topics May/June 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 May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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: • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations (e.g. erm (.) ok (.) weve got a very old television, fine (.) ok (.) erm so tvs have come a long way) • structure of exchanges – turn-taking plus co-operative overlaps and interruptions. For example: Customer: we have a sky box2 // Salesman: ok • social context / purpose of the interaction: awareness of audience for both participants • unrehearsed nature of the salesman’s explanation, which leads to errors: a smart tv (.) erm (.) has a few more features than that a non smart tv (.) erm does have (1) erm (.) doesnt have rather • some support and feedback between participants – for example the salesman interjecting ok and the customer saying yeah • The customer’s use of a question right and thats all built in to the (.) to the television inviting confirmation • reference to theories/theorists of language such as Lakoff and Grice • inclusive versus exclusive speech. Strong candidates are likely to appreciate the generally co-operative nature of this conversation, and to see that both participants are trying to be as helpful as they can be. They may also note the balance in the hierarchy of power in the conversation: the salesman is the one with the knowledge, while the customer is the one who may wish to purchase a television. If they 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

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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 – and possible distinctions between – notions of ‘world’/‘global’/‘international’ English • the perceived advantages for the science community (and in other areas of life) of having a globally-intelligible language of communication for the global sharing of research knowledge • arguments against the emergence of English as a global scientific language: 1) bias, 2) marginalisation, 3) inequity, 4) effects on other languages • the disadvantage native English speakers may have – the real casualty from the global spread of English may well be the native speaker himself Strong and confident candidates may wish to take issue with the suggestion that A global language is needed for the future growth and advancement of science worldwide. Alternatively, they may take issue with some of the disadvantages outlined. 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

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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: • limited examples of child-directed speech and other uses of caretaker speech • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al • non-fluency features of spontaneous speech, typical of more advanced speakers: fillers, pauses, false starts (e.g. and mum (.) wait (.) um (.) is it rumbling↗) • Zach’s developmental stage and linguistic competence – there are examples of incorrect grammar (who maked it↗, why you made it↗ ) but also some accurate, complex structures (he can sleep in my bed (2) if he wants) • Zach’s keenness to find out more information, shown by high number of questions (is that your baby↗, is it coming then↗, is it in your belly↗) • evidence of at least four of Halliday’s functions of language (Representational – is it in your belly now↗, Personal – IM GOING TO BE A NEW BIG BROTHER, Heuristic – why you made it↗ Interactional – and mum (.) wait (.) um) • the structure of the exchanges: overwhelmingly fulfilled adjacency pairs, with one example of overlapping Mother: im not joking // Zach: he can sleep in my bed (2) if he wants Refer to the band descriptors and standardisation scripts in arriving at your mark. 25