Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2020 Feb/March Paper 4 · Variant 2

Cambridge International AS & A Level * 7 6 2 8 5 3 1 9 4 9 * DC (RCL/DF) 183528/1 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics February/March 2020 2 hours 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer two questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. ● You are reminded of the need for good English and clear presentation in your answers. INFORMATION ● The total mark for this paper is 50. ● All questions are worth equal marks.

2 9093/42/F/M/20 © UCLES 2020 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a conversation between four young people in their early twenties. 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. Amy: my friend just bought all this stuff off ebay1 (.) like gucci2 (.) all the (.) they all say gucci (.) like gucci watches (.) gucci bags (.) everything (.) and she paid a fortune and we were like (.) yvonne (.) you do know its gonna be fake↗ (.) and she was like (.) its not and i was like youre not gonna get a bag (.) a gucci bag for fifty quid so its like [laughs] you know (.) and shes like (.) you idiot [laughs] // Daniel: [laughs] // Bronya: [laughs] // Marjani: [laughs] Daniel: ebays rubbish though Bronya: can you get it on ebay↗ Daniel: ive never used ebay Marjani: oh (.) do you not↗ (1) i use it all the time Amy: i dont trust ebay because what if (.) what if the people dont send it to you↗ can that (.) not happen↗ Daniel: yeah (1) i just dont like the idea of sending // Bronya: i think theres way (.) that (.) there is a way that you can do it so you can Marjani: paypal3 (.) you can get the money back // Bronya: if the person doesnt send it you can go on and (.) you know (.) put it to a (.) a regulator on it (.) and say (.) oh yeah (.) hold on // Amy: and they give you your money back↗ // Bronya: a minute (.) theyve not given me that Amy: cause ellen Daniel: mm Amy: you know ellen wells↗ (.) mm hm 5 10 15 20 25

3 9093/42/F/M/20 © UCLES 2020 [Turn over Bronya: uh huh Amy: she was (.) erm (.) she bought red hot chili peppers4 tickets over it (.) red hot chili (.) yeah (.) thats what theyre called [laughs] // Bronya: yeah Amy: and erm (.) she got (.) like (.) the concert was on the friday and she got them the ne (.) the monday morning afterwards Bronya: aww Daniel: mm Marjani: you are (.) kiddin Amy: no Marjani: no (.) ive bought loads of (.) stuff over it and its always been fine like (.) and i think (.) like sometimes you can pay by paypal and its (.) like (.) it means Bronya: uh huh Marjani: that maybe if theres a problem and you get your money back Notes: 1 ebay: an auction website 2 gucci: a famous fashion brand 3 paypal: a method of making payments online 4 red hot chili peppers: an American rock band TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 30 35 40

4 9093/42/F/M/20 © UCLES 2020 2 English as a global language The passage below was written in 2017, when preparations were taking place for the United Kingdom to leave the European Union. This plan was referred to as ‘Brexit’, a blending of ‘British’ and ‘exit’. 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. Brexit could create a new ‘language’ – Euro-English The EU may develop its own unique form of English and could swing the global balance on American versus English spellings of words like ‘harbor’ and ‘organization’. Brexit could lead to the development of a new form of the English language, according to a new academic paper. Dr Marko Modiano, of Gavle University in Sweden, said there were already signs that ‘Euro-English’ was developing its own distinct way of speaking. And this could eventually be codified in a dictionary and taught in schools in much the same way that American or Australian English are today, if English is retained as the lingua franca of the European Union after the UK leaves. The Europeans might also decide to adopt American spellings, Dr Modiano said, which would add about 443 million people to the total population using that system. Euro- English has already developed its own new definitions for some words based on the ‘Eurospeak’ deployed in Brussels. For example, as Dr Modiano wrote in the journal World Englishes, eventual is now used as ‘a synonym for possible or possibly’, conditionality means ‘conditions’ and semester is ‘used to mean six months’. ‘The use of eventual as a synonym for possible or possibly is actually showing signs of being accepted and may, in the near future, be considered a feature of Euro-English,’ Dr Modiano said. Outside of Brussels, people are also developing their own English- language sayings. ‘For example, phrases such as to hop over (to refrain from doing something), to be blue-eyed (to be naïve) and to salt (to overcharge) are readily found among the usage of people in the Nordic countries,’ Dr Modiano said. He argued that English was likely to remain as the EU lingua franca despite suggestions it should be ditched with no member state having it as their official language. But without native English speakers from the UK to police its linguistic rules, Euro-English could develop a life of its own. With the British gone, no one will be there to carry on the work of defending the structural integrity of British English in the face of competition from American English and other varieties of English. Euro-English could help provide its users with a ‘sense of identity’ among other benefits which were ‘both logical and welcome’. ‘In the act of recognising the validity of Euro-English,’ Dr Modiano wrote, ‘one liberates continental European users of English from the tyranny of standard language ideology.’ 5 10 15 20 25 30

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6 9093/42/F/M/20 © UCLES 2020 3 Language acquisition by children and teenagers The following text is a transcription of three parts of a conversation between Teddy, aged 1 year 9 months, and his mother. Discuss ways in which Teddy 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. Part A Teddy: ah (.) da (.) bai ia o Mother: teddy (1) what did you say↗ Teddy: ai dia (.) no Mother: no↗ Teddy: didno (.) wherewa da (.) cos (.) daddy (1) DADDY Mother: daddys at work Teddy: daddy where Mother: daddy where↗ Teddy: yes Mother: daddys at work // Teddy: d (.) d (.) daddy work Mother: wheres daddy Teddy: yeah (.) dunno Mother: hes at work (1) what shall we do (1) what does teddy want to do Teddy: i dunno (1) daddy where Mother: daddy where (.) wheres daddy↗ Teddy: d (.) d (.) daddy work Mother: daddys at work (.) clever boy Part B Teddy: dat [ points to a picture in a book ] Mother: thats a pineapple Teddy: oh dats (1) pie (1) abble 5 10 15 20

7 9093/42/F/M/20 © UCLES 2020 Mother: a pineapple (.) clever boy Teddy: pie (.) abble (2) dis (.) abble [ points to a different picture] Mother: theres an apple Teddy: abble (2) dere (.) dere (1) boon [ points to a different picture] Mother: its a spoon (.) youre right (.) theres a spoon Part C Teddy: where ca Mother: wheres the cat↗ Teddy: ca dow Mother: does she need to get down (.) was she on the table↗ Teddy: ca (.) dow Mother: yeah (.) the cat should come down (.) youre right (1) shall we tell her to get down↗ Teddy: ca (.) up Mother: yeah shes up Teddy: ca (.) dow TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features [UPPER CASE] = words spoken with increased volume ↗ = upward intonation 25 30 35

8 9093/42/F/M/20 © UCLES 2020 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. BLANK PAGE

This document consists of 8 printed pages. © UCLES 2020 [Turn over Cambridge International A Level ENGLISH LANGUAGE 9093/42 Paper 4 Language Topics March 2020 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 2020 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 2020 © UCLES 2020 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 2020 © UCLES 2020 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 2020 © UCLES 2020 Page 4 of 8 Question Answer Marks 1 Likely content N.B.: 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: a lot of people in life (.) you know; yeah i was (.) i just felt • some language features that are thought to be female language characteristics (e.g. co-operative overlaps, back-channel support) – N.B. it is easy to over-state the significance of ‘gendered’ features • structure of exchanges – co-operative overlaps and interruptions. For example, Daniel: yeah (1) i just dont like the idea of sending // Bronya: i think theres way (.) that (.) there is a way that you can do it so you can • support and feedback between participants – for example the use of mm by Daniel and uh-huh by Bronya: also the laughter • reference to theories/theorists of language such as Robin Lakoff, Deborah Tannen, Deborah Cameron and Jennifer Coates • inclusive vs exclusive speech. Stronger and more confident candidates are likely to appreciate the highly co-operative nature of this conversation, and to see that all 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

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2020 © UCLES 2020 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 2020 © UCLES 2020 Page 6 of 8 Question Answer Marks 2 Likely content N.B.: 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 • the perceived importance of English as a lingua franca, even in a European Union with no member state having it as their official language • how Euro-English has adopted new definitions of words and how its grammar is also changing • the roles and functions that different varieties of English fulfil • other examples from varieties of English from around the world where speakers develop their own English-language sayings • the suggestion that Euro-English could liberate continental users of English from the tyranny of standard language ideology. • How Euro-English could help provide its users with a ‘sense of identity’ • advantages of having a globally-intelligible language of communication: economic, educational, social • issues related to – and possible distinctions between – notions of world/global/international English. Stronger and more confident candidates may discuss the prescriptive notion of defending the structural integrity of British English and the tyranny of standard language ideology. They may argue for the benefits of a descriptive perspective on the worldwide use of English and may give examples from their wider study of how this is the reality of language use in other countries. 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

9093/42 Cambridge International A Level – Mark Scheme PUBLISHED March 2020 © UCLES 2020 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 2020 © UCLES 2020 Page 8 of 8 Question Answer Marks 3 Likely content N.B.: 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 mother’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. • Teddy’s developmental stage and linguistic competence – there are examples of babbling, as well as several examples of simple holophrastic speech (daddy, abble) and early two-word utterances / telegraphic speech (daddy where, cat down) • Teddy’s phonological stage – final consonants are dropped (ca for cat), substitution of sounds (dere for there) • Examples of imitation • Evidence of at least three of Halliday’s functions of language (Representational – cat, Heuristic – daddy where, Regulatory – daddy (1) DADDY) • Turn-taking in conversation, only slight evidence of interruption or overlap. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25