Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2019 Oct/Nov Paper 4 · Variant 3

This document consists of 7 printed pages, 1 blank page and 1 Insert. DC (ST) 164491/1 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary and Advanced Level * 6 7 4 4 1 9 8 0 5 5 * ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics October/November 2019 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/O/N/19 © UCLES 2019 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a conversation between two teenagers, Zoe and Cameron. They are good friends and are going to start university soon in different cities, so will not see each other so often. 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. Zoe: like obviously its going to be a bit (.) kind of strange for us especially when we go to uni because we are going to be (1) moving cities and stuff like that // Cameron: yeah Zoe: and it (.) i think it will all be ok but also its obviously going to be quite different because we wont be seeing each other like (.) more or less like every day↗ Cameron: twenty minutes away from each other but itll be // Zoe: yeah (.) like a tr (.) like an hour train away↗ Cameron: yup (.) an expensive train journey too Zoe: i know (1) like (.) i dont know (.) i just keep thinking about it like (.) i hope it goes okay [laughs] (.) you see when i was away last week i was like (.) oh my gosh this is the first time ive not seen you like every day (.) it was just (.) it was quite difficult but i think towards the end (.) i started to enjoy it more cause i was like (.) you know what (.) im having a good time doing something i enjoy so its not as bad but if i was having a rubbish time as well (.) i’d just feel // Cameron: itll take your mind off it though (.) if you (.) if youre really enjoying what youre studying and er (.) youre doing all your work (.) and you have things to take your mind off it (.) it shouldnt be too bad (.) you just need to make sure youre actually // Zoe: yeah keep myself busy a lot // Cameron: yeah // Zoe: cause when i get bored i just (.) its (1) rubbish (.) like if im doing nothing and wishing i was doing something Cameron: yeah (.) just the completely new experience of all being in it together and // Zoe: yeah // Cameron: and moving away from home and being responsible for your own food (.) making sure your clothes are cleaned (.) just Zoe: like its all new 5 10 15 20 25 30

3 9093/43/O/N/19 © UCLES 2019 [Turn over Cameron: completely new yeah // Zoe: yeah // Cameron: and its kind of (.) being thrown in at the deep end a bit i suppose (.) but (1) thats the fastest way to learn Zoe: yeah (.) like i suppose its better these days (.) weve obviously got our phones and stuff like that and we can text (.) or we can // Cameron: if it was a few years ago Zoe: exactly (.) we’d have to write letters // Cameron: or use a land line phone or something Zoe: exactly (.) like (.) it sounds (.) crazy now that i say it but (.) people used to (.) actually have to meet to talk to each other↗ // Cameron: yeah Zoe: that would be so strange (.) i mean imagine if you only got to see each other like (.) once a week youd be // Cameron: but we kind of take it for granted i suppose (.) weve always had it there (1) technology does make things a lot easier TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 35 40 45

4 9093/43/O/N/19 © UCLES 2019 2 English as a global language The two following passages discuss the relationship between languages and economic growth. 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 passages as well as to ideas and examples from your wider study. Passage A is from a 2013 article in the Harvard Business Review. Countries with better English have better economies Billions of people around the globe are desperately trying to learn English – not simply for self-improvement, but as an economic necessity. It’s easy to take for granted being born in a country where people speak the lingua franca of global business, but for people in emerging economies such as China, Russia, and Brazil, where English is not the official language, good English is a critical tool, which people rightly believe will help them tap into new opportunities at home and abroad. Research shows a direct correlation between the English skills of a population and the economic performance of the country. Indicators like gross national income (GNI) and gross domestic product (GDP) go up. In our latest edition of the EF English Proficiency Index (EF EPI), the largest ranking of English skills by country, we found that in almost every one of the 60 countries and territories surveyed, a rise in English proficiency was connected with a rise in per capita income. And on an individual level, recruiters and HR managers around the world report that job seekers with exceptional English compared to their country’s level earned 30–50 percent higher salaries. 5 10

5 9093/43/O/N/19 © UCLES 2019 [Turn over Passage B is from a 2014 article in the magazine Science. Languages are being wiped out by economic growth The world’s roughly 7000 known languages are disappearing faster than species, with a different tongue dying approximately every two weeks. Now, by borrowing methods used in ecology to track endangered species, researchers have identified the primary threat to linguistic diversity: economic development. Though such growth has been shown to wipe out languages in the past on a case-by-case basis, this is the first study to demonstrate that it is a global phenomenon, researchers say. Of all the variables tested, economic growth was most strongly linked to language loss, the lead researcher, Amano, says. Two types of language loss hotspots emerged from the study, published online today in the Proceedings of the Royal Society. One was in economically well-developed regions such as northwestern North America and northern Australia; a second was in economically developing regions such as the tropics and the Himalayas. Certain aspects of geography seemed to act as a buffer or threat, Amano says. For example, recent declines appear to occur faster in temperate climates than in the tropics or mountainous regions – perhaps because it is easier to travel in and out of temperate regions, Amano says. More research is necessary to determine precisely what it is about economic development that kills languages, he adds. Figuring out how growth interacts with other factors such as landscape is the next step, he says. Although the study is silent on the subject of interventions to help preserve endangered languages, there is a range of revitalization efforts that can serve as examples, says Leanne Hinton, a linguist at the University of California. One example is the incorporation of the Hawaiian language into school curricula and daily government operations. 5 10 15 20

6 9093/43/O/N/19 © UCLES 2019 3 Language acquisition by children and teenagers The following text is a transcription of two parts of a conversation between Leia (1 year 9 months) and her grandfather, whom she calls Pappy. Leia’s grandmother is also present. Discuss ways in which Leia and her grandfather are using language here. You should refer to specific details from the transcriptions, relating your observations to ideas from your studies of language acquisition. Part A: (Leia is sitting on the floor, trying to put her shoes on) Leia: sooz1 Pappy: are you putting your shoes on↗ Leia: yes Pappy: oh Leia: pappy sooz (.) on Pappy: put pappys shoes on as well↗ Leia: yes Pappy: yes Leia: leia sooz (4) sooz on (5) want (.) pappy sooz Pappy: pappy shoes (1) do you want me to put shoes on↗ Leia: pappy do it [holds shoe up to him] Pappy: come on then (2) there we are (1) there it is (.) now its on Leia: uh oh [pulls shoe off] Pappy: uh oh Leia: leia put (.) put (.) soo1 on [Grandfather puts her shoe back on for her] Leia: dat2 one [picks up other shoe] Pappy: that one (2) shall i do that one as well↗ Leia: leia Pappy: leia do it (.) all right // Leia: nanny3 do it 5 10 15 20

7 9093/43/O/N/19 © UCLES 2019 Part B: (Leia is standing in front of her grandfather, holding a ball above her head) Leia: catch (1) catch (1) catch it Pappy: catch it↗ Leia: catch it (1) [throws ball ] CATCH Pappy: oh Leia: oh (2) pappy (2) fo4 [mimes throwing the ball ] Pappy: throw↗ Leia: FO [mimes throwing the ball ] Pappy: throw [throws ball ] Leia: FO here [picks up ball and takes it back to grandfather ] (3) fo nanny↗ Pappy: throw it to nanny↗ [throws ball to nanny, ball lands by nanny’s shoes and Leia goes to pick it up ] Leia: nanny sooz Pappy: nannys shoes↗ Leia: no (1) up (.) up ball (1) up ball (5) catch (1) [throws ball to grandfather ] CATCH Notes: 1 soo and sooz: Leia’s words for ‘shoe’ and ‘shoes’ 2 dat: Leia’s word for ‘that’ 3 nanny: the word that the family use for grandmother 4 fo: Leia’s word for ‘throw’ TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) [italics] = paralinguistic features ↗ = upward intonation UPPER CASE = words spoken with increased volume 5 10

8 9093/43/O/N/19 © UCLES 2019 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 8 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International Advanced Level ENGLISH LANGUAGE 9093/43 Paper 4 Language Topics October/November 2019 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 October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

9093/43 Cambridge International A Level – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 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 October/November 2019 © UCLES 2019 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 October/November 2019 © UCLES 2019 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, for example: i know (1) like (.) i don’t know (.) i just keep thinking about it like • the different speech patterns that may reflect the asymmetric relationship between the two speakers. • structure of exchanges – co-operative overlaps and interruptions. For example, Zoe: i’d just feel // Cameron: itll take your mind off it though • support and feedback between participants – for example the regular use of yeah by both participants and the echoing of each other’s words, for example: Zoe: like its all new Cameron: completely new yeah • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive v. exclusive speech Strong candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that both participants are trying to be as helpful as they can be. If candidates pursue such lines 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 October/November 2019 © UCLES 2019 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 October/November 2019 © UCLES 2019 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 in respect of a country's economic position in the world • the stages of language death • the effects of cultural loss • the route from lingua franca to a global language that English may have taken • hybridisation, with examples from wider study • advantages and disadvantages of having a globally intelligible language of communication: economic, educational, social • the huge numbers speaking/learning English across the world and in business. Stronger and more confident candidates may wish to take issue with the notion that Countries with better English have better economies and/or that English is now the global language of business, and that a business (and country) cannot be fully competitive in the global landscape without learning English. If candidates pursue such lines 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 October/November 2019 © UCLES 2019 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 October/November 2019 © UCLES 2019 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. the grandfather’s use of a range of question types to elicit response • other uses of ‘caretaker’ speech • theorists and theories, such as Skinner (Behaviourism/reinforcement), Chomsky (language acquisition device), Piaget (cognitive development), Vygotsky, Bruner et al. • Leia’s developmental stages and linguistic competence – there are several examples of simple holophrastic speech (sooz, fo) and more advanced two and three word utterances (nannys sooz; leia do it. There is even evidence of more advanced utterances (leia put (.) put (.) soo on) • Leia’s level of phonological and/or morphological competence (pluralisation in soo and sooz; lack of possessive in pappy sooz) • evidence of at least two of Halliday’s functions of language: Representational/Heuristic – leia put (.) put (.) soo on, Regulatory – catch it • topic management and agenda-setting • turn-taking in conversation, no evident interruption or overlap. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25