SOCIOLINGUISTIC ANALYSIS OF YOUNG-LEARNERS-DIRECTED SPEECH IN PEPPA PIG: SOCIALIZING YOUNG LEARNERS THROUGH LANGUAGE
DOI:
https://doi.org/10.31851/qtd0bc57Keywords:
Peppa Pig, young learners, English language learning, sociolinguistics, language socialization, child-directed speechAbstract
This study explores selected speech features in Peppa Pig and investigates how five female young learners respond to and reuse language from the programme during home-based English tutoring. It focuses on simple-present-tense sentences and selected expressions encountered through guided viewing and language practice. Using a qualitative descriptive approach, the study involved five learners: MA (7), AL (10), and ME, KA, and CH (12). Data were obtained from preliminary observation notes recorded across eight tutoring sessions involving active reading, guided viewing with English subtitles, discussions, language practice, reviews, and story time. The observations indicate that learners spontaneously produced simple-present-tense sentences and expressions such as “ouchie,” “easy peasy lemon squeezy,” and “pretty lit.” Differences in expression reuse were also noted, with MA and AL reportedly using some slang expressions less frequently than ME, KA, and CH. However, these preliminary patterns require verification through complete recordings and transcripts. The study may contribute to English language teaching, applied linguistics, sociolinguistics, language socialization, and educational media research by illustrating how children’s television programmes can support informal English learning. It also highlights the potential of guided viewing, discussion, and contextualized practice to encourage learners’ engagement with spoken English.
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