Cambridge A Level English - Language AS and A Level (from 2014) 9093 — 2020 May/June Paper 4 · Variant 1

Cambridge International AS & A Level * 8 0 0 0 8 5 4 0 0 9 * DC (RCL/DF) 183529/1 © UCLES 2020 [Turn over This document has 8 pages. Blank pages are indicated. ENGLISH LANGUAGE 9093/41 Paper 4 Language Topics May/June 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 9093/41/M/J/20 © UCLES 2020 Answer two questions. 1 Spoken language and social groups The following text is a transcription of part of a conversation between two friends in their twenties, Alyssia and Jessica. They are talking about how often they use their mobile phones. 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. Alyssia: i have to actually do something so that i might stop thinking about it and change the behaviour of it because (.) it is addictive (.) i want to know how often do you check // Jessica: [laughs] // Alyssia: your phone↗ (.) you start walking to work (.) you look at your phone for facebook (.) theres nothing going on (.) check your emails (.) put it back in your pocket (.) do you ever go (.) oh (.) and then just get it out and automatically just look at it again↗ Jessica: yeah [laughs] // Alyssia: yes so you probably check it more than you even think so // Jessica: so in terms of (.) checking my phone (.) oh (.) so (.) many times a day (.) in terms of actually unlocking (.) going in checking my emails (.) quite a few times a day so (.) between three (.) between three and five on non working days // Alyssia: i reckon youre far worse // Jessica: no i dont (.) i dont know what youre talking about // Alyssia: the thing is though // Jessica: but actually checking facebook im a bit (.) some days (.) a lot // Alyssia: yes // Jessica: but but when i say a lot (.) not your level // Alyssia: [laughs] // Jessica: like less than (.) less than ten times (.) but // Alyssia: i think its a stimulation thing as well (.) like youre just sitting there and you need (.) like you feel like your brain needs stimulation↗ // Jessica: yeah (.) only last night when i was thinking (.) oh i should go to bed (.) i (.) for no good reason (.) i just checked my emails and checked 5 10 15 20 25 30

3 9093/41/M/J/20 © UCLES 2020 [Turn over facebook (.) i was like (.) what am i doing↗ (.) im just scrolling though (.) nothing is happening // Alyssia: yes [laughs] // Jessica: [laughs] why am i wasting (.) my time (.) doing that Alyssia: its so true (.) its such a time waster // Jessica: and maybe thats (.) maybe i am addicted and dont know it (.) just at a lower level than you are // Alyssia: [laughs] // Jessica: because i can’t stop myself Alyssia: the interaction is (.) it feels nice doesnt it↗ Jessica: yeah TRANSCRIPTION KEY (.) = micropause underlined = stressed sound/syllable(s) // = speech overlap [italics] = paralinguistic features ↗ = upward intonation 35 40

4 9093/41/M/J/20 © UCLES 2020 2 English as a global language The text below is from a 2016 article which was published 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 text as well as to ideas and examples from your wider study. Native English speakers are the world’s worst communicators. It might be their language, but the message is often lost. It was just one word in one email, but it triggered huge financial losses for a multinational company. The message, written in English, was sent by a native speaker to a colleague for whom English was a second language. Unsure of the word, the recipient found two contradictory meanings in his dictionary. He acted on the wrong one. Months later, senior management investigated why the project had flopped, costing hundreds of thousands of dollars. “It all traced back to this one word,” says Chia Suan Chong, a UK-based communications skills and intercultural trainer, who didn’t reveal the tricky word because it is highly industry-specific and possibly identifiable. “Things spiralled out of control because both parties were thinking the opposite.” When such misunderstandings happen, it’s usually the native speakers who are to blame. Ironically, they are worse at delivering their message than people who speak English as a second or third language, according to Chong. The non-native speakers, it turns out, speak more purposefully and carefully, typical of someone speaking a second or third language. Anglophones, on the other hand, often talk too fast for others to follow, and use jokes, slang and references specific to their own culture, says Chong. In emails, they use baffling abbreviations such as ‘OOO’, instead of simply saying that they will be out of the office. “The native English speaker … is the only one who might not feel the need to accommodate or adapt to the others,” she adds. Non-native speakers generally use more limited vocabulary and simpler expressions, without flowery language or slang. Because of that, they understand one another at face value. One bugbear is abbreviations. “The first time I worked in an international context somebody said, ‘Eta 16:53,’ and I thought, ‘What on Earth is ETA?’ ” says Michael Blattner, head of training and proposition at Zurich Insurance Group. And then there’s cultural style, Blattner says. When a Brit reacts to a proposal by saying, “That’s interesting,” a fellow Brit might recognise this as understatement for, “That’s rubbish.” But other nationalities would take the word “interesting” at face value, he says. It’s the native speaker who often risks missing out on closing a deal, warns Frenchman Jean-Paul Nerrière, formerly a senior international marketing executive at IBM. “Too many non-Anglophones, especially the Asians and the French, are too concerned about not ‘losing face’ — and nod approvingly while not getting the message at all,” he says. 5 10 15 20 25 30

5 9093/41/M/J/20 © UCLES 2020 [Turn over BLANK PAGE

6 9093/41/M/J/20 © UCLES 2020 3 Language acquisition by children and teenagers The following text is a transcription of part of a conversation between Jenny, aged 4 years 10 months, and Philip, aged 5 years. They are telling each other jokes and making up new jokes. Discuss ways in which Jenny and Philip are using language here. You should refer to specific details from the transcription, relating your observations to ideas from your studies of language acquisition. Jenny: why did (.) daddy jump over the road Philip: err (3) because he was on a bicycle Jenny: because (.) because he (.) because he fought (.) the cars (.) were (.) were gonna run him over Philip: oh its not (.) its still my turn (1) what did the banana say to the young banana Jenny: youre too little to (.) youre (.) er (.) erm (.) peel Philip: (5) why couldnt the chicken cross the road Jenny: (3) be (.) cause (1) he (1) he fought the traffic lights fell over Philip: (3) oh i’ll let you out of that one (.) it was right (.) it was the right answer (3) how did you know that was (.) how did you know it was the right answer↗ Jenny: because i know that joke Philip: (2) well it was really a different one (.) i didnt mean it really (.) it was the wrong one Jenny: but you said Philip: (4) why did the chicken cross the road Jenny: (3) because it was too scared Philip: no (.) because it was brave (2) its my go now (.) again // Jenny: yes Philip: this ones (.) easy peasy (1) why couldnt the chicken cross the road Jenny: because it was too (1) frightened Philip: did you hear it easy peasy one↗ Jenny: yes Philip: you can do one Jenny: why didnt (.) why did the little girl go outside Philip: er (2) because she forgot to ask her mum 5 10 15 20 25

7 9093/41/M/J/20 © UCLES 2020 Jenny: YEAH (1) thats the right answer Philip: i didnt know it when i (.) when i thought of that Jenny: now its your turn Philip: why did the boy go outside Jenny: because (.) he forgot (.) because he asked his mum Philip: cause (.) because (3) he just runned out Jenny: but (.) but you said (.) why didnt the little boy (1) go out Philip: well it was because (1) he runned out Jenny: oh TRANSCRIPTION KEY (1) = pause in seconds (.) = micropause underlined = stressed sound/syllable(s) [UPPER CASE] = words spoken with increased volume ↗ = upward intonation 30

8 9093/41/M/J/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 9093/41 Paper 4 Language Topics May/June 2020 MARK SCHEME Maximum Mark: 50 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the proposed basis on which Examiners would award marks for this exam. Where appropriate, this column also provides the most likely acceptable alternative responses expected from students. Examiners usually review the mark scheme after they have seen student responses and update the mark scheme if appropriate. In the June series, Examiners were unable to consider the acceptability of alternative responses, as there were no student responses to consider. Mark schemes should usually be read together with the Principal Examiner Report for Teachers. However, because students did not sit exam papers, there is no Principal Examiner Report for Teachers for the June 2020 series. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the June 2020 series for most Cambridge IGCSE™ and Cambridge International A & AS Level components, and some Cambridge O Level components.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 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: no i dont (.) i dont know; but actually checking facebook im a bit (.) some days (.) a lot • some language features that are thought to be female language characteristics (e.g. co-operative overlaps, back-channel support) – Note: it is easy to over-state the significance of ‘gendered’ features • structure of exchanges – co-operative overlaps and interruptions. For example, Jessica: like less than (.) less than ten times (.) but // • Alyssia: i think its a stimulation thing as well • support and feedback between participants – for example the use of yeah by Jessica and yes by Alyssia: 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 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

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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.

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 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: • the problems that native English speakers can have when communicating with non-native speakers – they talk too fast for others to follow, and use jokes, slang and references specific to their own culture, they use baffling abbreviations • how non-native speakers generally use more limited vocabulary and simpler expressions, without flowery language or slang. • the roles and functions that different varieties of English fulfil • issues related to – and possible distinctions between – notions of world/global/international English • advantages of having a globally-intelligible language of communication; economic, educational, social • further advantages of having a simplified version of the above (easy to learn, efficient method of getting a message across to a wide audience, potential cultural benefits) Stronger and more confident candidates may wish to take issue with the statements about native speakers presented here. They may also write about the ways in which speakers of English as a second language are actually less accurate or less able to communicate effectively. If they do so 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

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 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).

9093/41 Cambridge International A Level – Mark Scheme PUBLISHED May/June 2020 © UCLES 2020 Page 8 of 8 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. 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: • theorists and theories, such as Chomsky (language acquisition device), Piaget (cognitive development), Aitchison, Berko et al. • the children’s developmental stage and linguistic competence – there are examples of standard constructions (thats the right answer) and of nonstandard constructions (he just runned out) • pronunciation of the fricative in the word thought (fought – Jenny; and thought – Philip) • non-fluency features of spontaneous speech: fillers, pauses, false starts, reformulations, for example: because (.) because he (.) because he fought (.) the cars (.) were (.) were gonna run him over • evidence of at least four of Halliday’s functions of language: Instructional – now its your turn; Representational – i didnt know it when i (.) when i thought of that; Interactional – you can do one; Imaginative – why did (.) daddy jump over the road • topic management and agenda-setting • turn-taking in conversation, no evident interruption. Refer to the band descriptors and standardisation scripts in arriving at your mark. 25