VIET NAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES ĐỖ THỊ PHƯƠNG MAI LINGUISTIC FEATURES OF AMERICAN-ENGLISH
IN "THE ADVENTURES OF TOM SAWYER" BY
MARK TWAIN

(Đặc điểm ngôn ngữ của tiếng Anh Mỹ trong "Những cuộc
phiêu lưu của Tom Sawyer" của Mark Twain)
M.A. THESIS Field: English Linguistics
Code: 60.22.15 M.A. THESIS Field: English Linguistics
Code: 60.22.15
Supervisor: M.A., Van Thi Thanh Binh
Hanoi - 2010 4
Lists of tables and figures

Tables
List
The order
Content
Page
1
Table 1
Phonological features related to consonants of Southwestern
American English
16

Table 8
Colloquial features in the novel displayed by a variety of
characters
47
9
Table 9
Co-existence of standard and non-standard forms of the same
expression
48
10
Table 10
The frequent use of standard and non-standard forms of the
expressions above
50
11
Table 11
Example 1: because vs. becuz
51
12
Table 12
Example 2: Afraid vs. Afeard
53
13
Table 13
Example 3 : Knowed vs. Knew
54
Figures
1
Figure 1
The Southwestern American English vowel shift

1. 1. 2. Features of American English dialect ……………………………………… 12
1. 4. Southwestern American English 14
1. 4. 1.Phonological features of Southwestern American English 14
1. 4. 2. Grammatical features of Southwestern American English 18

6
1. 4. 3. Lexical features of Southwestern American English……………… …24

1. 5. Mark Twain and "The adventures of Tom Sawyer" 24
1. 5. 1.Mark Twain - the first 'truely' American writer 24
1. 5. 2. The novel "The adventures of Tom Sawyer"……………………… …29

CHAPTER 2: DISCUSSIONS AND FINDINGS
2. 1. Linguistic features of American English in characters' utterences………………… 33
2.1.1. Phonological features of American English………………………………… 33
2.1.2. Grammatical features of American English ………………………………… 38
2.1.3. Lexical features of American English ………………………………… …. …41
2. 2. Linguistic peculiarities of American English in characters' utterences………… 46
2.2.1. Linguistic peculiarities of American English in characters' utterences…… 46
2.2.2. Linguistic peculiarities of American English as a means of characterisation… 56
PART 3: CONCLUSION AND IMPLICATION
1. Issues addressed in the study 64
2.Issues not addressed in the study 67
3. Application 68
4. Suggestions for further study………………………………………………………… 69
REFERENCES
APPENDIXES

th
century American writers tend to be too flowery,
sentimental or ostentatious, partially because they were trying to prove that they could write as
elegantly as the English. Nevertheless, together with the country development in almost every
aspect of life and the national self-confidence spirit, American writers sooner or later realized
that they must have their own American literature which is quite separated from the one of
English. And Mark Twain is regarded as "the Lincoln of our literature" (Howells), the one that
revolutionaries American literature. Additionally, Van Spanckeren (1994: 78) argues that

8
"Twain was the first major author to come from the interior country, and he captured its
distinctive humorous slang and iconoclasm". She further states that "Twain's style, based on
vigorous, realistic, colloquial American speech, gave American writers a new appreciation of
their national voice". In fact, many critics comment on the high level of accuracy of Mark
Twain in recording various dialects making it possible "to present his characters in a truthful
light to the reader in a language that is both vivid and clear at the same time". Furthermore,
Twain is considered a realistic writer (High, 1986; Gerber, 1993; Van Spanckren, 1994 and
Wonham, 1996) who has the ability to give an accurate description of the nation's experience
"its soul, its life, its speech, its thought" (Twain 1895 cited in Wonham, 1996: 1) Following
the realistic dimension, Twain claims in the preface to "The Adventures of Tom Sawyer"
(p. 1) that almost all the events in the novel really occurred and that characters are inspired by
people he knew. In fact, if events and characters are drawn from life, it is likely that the
language spoken by characters is also drawn from life. It is, consequently, an important reason
for the author to investigate Mark Twain's Tom Sawyer with the hope of revealing the
linguistic features of American English spoken in the Southwest of America in the 19
th

century.
2. Aims of the study
This study aims to investigate the linguistic features of American English in characters'

based on Wolfram. W& Schiling-Estes, N.'s framework (1998) about linguistic features of
Southwestern American English stated in 1.4 in the first chapter "Theoretical background" of
part II.
In this main part, the author starts with the analysis of linguistic features of American
English in terms of phonology, grammar, and lexis in characters' speech in the novel with the
application of idealisation. Then the author attempts to investigate whether there are
differences among the characters of the novel as far as their use of language is concerned to
look for a possible correlation between the characters' social background and their use of
language.

10
5. Design of the study
The study consists of three main parts.
Part 1: Introduction
This part comprises the rationale, scope, aims, methodology, and design of the study.
Part 2: Development
This is the main part consisting of two chapters
Chapter 1: Theoretical background
This chapter is preserved to give the basic theoretical background of the study. It includes an
overview about standard language, dialects, American English, and Southwestern American
English. Additionally, certain information about Mark Twain, his works and specifically the
novel "The adventures of Tom Sawyer" is included.
Chapter 2: Linguistic features of American English in Mark twain's Tom Sawyer
Chapter 2 is the heart of the thesis which investigates American English dialects in "The
adventures of Tom Sawyer." in terms of phonology, grammar and lexis. The analysis is
attached to the theory about Southwestern American English of Wolfram. W& Schiling-Estes,
N. (1998) to realize the aims of the study.

language variety used by a group of people in their public discourse. Alternatively, varieties
become standard by undergoing a process of standardization, during which it is organized for
description in grammars and dictionaries and encoded in such reference works. "
It is noticed that the above definitions share the same idea that a standard language is a
variety of a language used by a group of people and it is normally considered the 'correct' or
'formal' form of a language.
1.1.2. Features of standard language
According to Wolfram. W& Schiling-Estes, N. (1998), standard languages usually are
established upon the following features.
Firstly, it may be formed by a recognized dictionary (standardized spelling and vocabulary)
Secondly, a recognized grammar is also a basis for establishing a standard language

12
The third feature is a standard pronunciation (educated speech.) The standard British English,
for example, historically based on the language of the medieval English court of Chancery.
The late seventeenth and eighteenth centuries saw the establishment of this standard as the
norm of "polite" society, that is to say of the upper classes. The spoken standard,
consequently, has come to be seen as a mark of good education and social prestige associated
with the RP accent.
Fourthly, a standard language can be established by linguistic institution defining usage
norms, such as Académie française in France or the Royal Spanish Academy in Spanish.
Other features defining standard languages include constitutional status, the effective public
use like court; legislature or schools and a literary canon.
1.2. Dialect
1.2.1. Definition of dialect
Dialect, a linguistic phenomenon, has been accessed from a more technical point of
view recently. The question "What is a dialect?" has been approached by many linguists.
Nordquist, R. (2006) defines dialect as "a regional or social variety of a language
distinguished by pronunciation, grammar, or vocabulary, especially a way of speaking that
differs from the standard variety of the language."

of language form to perform different functions.
1.2.2.1. Lexical differences
One of the obvious levels of vernacular dialect variation is the lexicon, or vocabulary,
of a language. As Nordquist, R. (2006) states most of us used to encounter the situation in
which we failed to recognize a word used by some regional or social groups despite sharing
the same standard language, which resulted in confusion, and sometimes outright
communication breakdown. A famous example stated in Wolfram. W& Schiling-Estes, N.
(1998) is the circumstance in which a traveler goes to different places of the United Stated and
orders a soda, and he finds that he receives different drinks in different regions like a simple
carbonated drink in Philadelphia and a carbonated drink with ice-cream in it in Chicago.
People of different social classes as well as different age groups suffer from the same
situations in communication.

14
There are a number of different ways in which lexical differences can manifest
themselves.
Firstly, the relationship between a real- word object and the word used to describe it is almost
always arbitrary; therefore, people often find that different labels are used to describe the same
object or idea in different dialect areas. People also find different words because diverse
objects and activities are found in different regions. For example, in America it is easy to find
such words as sneakers, tennis shoes, gym shoes and running shoes referring to the same basic
type of athletic shoe when worn as casual footwear.
Secondly, not only do dialects use different words, but they may use the same words with
different meanings. Meaning is flexible and transitory, and they may change in a number of
ways over time and places. Dialects differences result when a meaning changes in one way in
a particular region but in some other way in other dialect areas. For instance, the broadening in
meaning of the word barn which used to refer to a building that was used for only storing
grain in British English to a building for storing all sorts of farm-relalted items including
animals and machinery results in a lexical difference between America and Britain.
Finally, there are a variety of ways to create new words as compounding, acronyms, blending,

organization of language systems, it is difficult to explain why certain pronunciation changes
take place in some regions or among social groups and why other changes take place
elsewhere. However, once a given pronunciation takes hold, it may persist for quite a long
time as a symbolic marker of regional or social group identity.
1.2.2. 3. Grammatical differences
Grammatical variation may be discussed in terms of two types of language
organization. One level, called Morphology, relates the way in which words are formed from
their meaningful parts. The other major level of grammatical organization, Syntax, refers to
the arrangement of words into larger units such as phrases or sentences.
Firstly, in terms of Morphology, there appear cases in which inflectional morphemes
can be added or omitted in a language. Additionally, morphological differences may be due to
regularization or simplification and these differences can carry a great deal of social
significance in a society, and listeners draw sharp distinctions between dialects and standard

16
speaking groups on the basis of the use or non-use of regularized morphological forms. In
part, the prominence of regularized morphological forms may be attributed to the fact that all
tendency is overcome only by paying special attention to the irregular forms, which must be
learned by rote since they are not as linguistically "natural" as regularized forms. This focused
attention on learning these forms subsequently makes them sensitive to social marking. In
other words, because speakers of standard varieties may have struggled to learn irregular
forms during their school years, they will be quick to notice when regularized forms are used
and just as quick to stimatize speakers to use them. Furthermore, it should be noticed that not
all dialect word formation processes are the result of regularization and simplification. It may
involve complications as well as simplification.
The other major level of grammatical organization called Syntax refers to the
arrangements of words into larger units such as phrases or sentences. As with morphology, it
is found that the tendency toward making meaning differences transparent may lead to dialect
differentation in syntax. For example, it is common in English language for the speakers of
dialect variaties to use auxiliary, or helping verbs to give verbs special meanings that can be

language- use differences, it is also stated in Wolfram. W& Schiling-Estes (1998) that a
couple of areas are particularly sensitive to variation involving address forms, greeting, leave-
taking, turn taking, overlapping, backchanneling, so on and so forth.
1.3. American English
1.3.1. American English - a dialect of British English
The formation of a dialect language involves a complex array of historical, social and
linguistic factors. Furthermore, dialects not static, discrete entities; they constantly interact
with one another and undergo change over time and place. And all these features denote the
situation of American English.
Many linguists like Crystal, D. (1997), Downes, W. (1998), or Labov (2005) all claim
that American English is a set of dialects of the English language used mostly in the United
States. They, therefore, argue that American English is in fact a variation of British English.
Other linguists like Edgar Schneider (2003) quoted in Wolfram. W& Schiling-Estes,
N. (1998) showed that in the process of its development, American English has evolved

18
through a number of different stages, from the simple transplantation of wide range of British
dialects to the Americas to the internal diversification of dialects within America. Edgar
Schneider (2003) further suggests that there are five stages that can be applied to the spread of
English to different locations across the world, including "its movement to and development
within the United States."
In the initial phase called the Foundation stage, English was used on a regular basis in
five primary cultural hearths including Jametown, Boston, Philadelphia, Charleston, and New
Orleans where it was not used previously. The second phase namely Exonormative
Stabilization witnessed the consideration influence of British norms in American language
despite American resistance to British English. In the next phase, Nativiation, there was a
fundamental transition towards independence - politically, culturally, and linguistically; as a
consequence, unique linguistic usages and structures of American English emerged. This also
created the differentiation of American English from British English. In the fourth phase
known as End normative, the new-established country America adopted its own language

Fourthly, in terms of lexical field, unlike British English, American English is various
for there are many loan words in present - day American English. Certain languages that have
contributed to the diversity of American English include Indian, French, Spanish, Dutch,
Germans, Africans and others. Moreover, millions of people from different parts of the world
who have settled in American have also contributed to American English to make it more
plentiful.
Additionally, the different varieties of English do use different words for many words
that are slightly less common, for example, British crisps for American potato chips. It is even
more common for the same word to exist with different meanings in different varieties of
English. Corn is a general term in Britain, for which Americans use grain, while corn in
American English is a specific kind of grain. Many of the words most easily recognized as
American in origin are associated with aspects of American popular culture, such as gangster
or cowboy.
Finally, in terms of every day communication and text-o-logy, American have a
tendency of expressing their opinion by brief statements through simple sentences or clauses

20
rather than complex sentences. Moreover, thanks to their religious beliefs, they like to use
religious expressions in communication with each other.
1.4. Southwestern American English - a dialect of American English
The investigation of the regional dialects of American English has been a major
concern for dialectologists and sociolinguists since at least the early part of the twenty century.
Linguists have additionally long debated the precise place of regional dialect studies in the
overall investigation of language variation. However, this M.A. thesis is mainly based on the
theory developed by Walt Wolfram and Natalie Schiling-Estes (1998) to explore in more
details one of the variations of American English, i.e. Southwestern American English. There
are two main important reasons for this choice that is firstly, the setting of the novel analyzed
in this thesis is in the South-west of America and much more importantly, the theory about
South-western American English developed by these two authors, in the researcher' opinion, is
easy to understand and follow.

A certain consonant sounds, especially [t] and [d], are dropped when they are at the
end of the words. Some examples of this phenomenon are:
and → an' round → roun' don’t → don'
1.4.1.2. Consonant changing their features
a. th sounds
There are a number of different processes that affect th sounds for the phonetic
production of it is sensitive to the position of th in the word and the sound adjacent to it.
Consequently, a number of changes with th sound can be seen in American English of people
in the Southwest depending on its position in the words.
At the beginning of words th tends to be produced as a corresponding stop, as in dey
for they or even it can be dropped. like the → de , that → dat
In word-final position and between vowels within a word, th tends to become d like
such words as wid (for with) or furder (further)
b. g - dropping
g - dropping is commonly found in Southwestern American English. It is the process in
which the nasal segment represented phonetically as [η] (often spelled ng) is produced as the
sound [n]. Consequently, this process makes the final nasal segment of taken [tekin] and takin'
[tekin] phonetically the same. This process takes place when the ng occurs in an unstressed
syllable at the end of a word.

22
c. Instructive t
A small set of items, usually ending in [s] and [f] in the so-called standard American
English is produced with a final t in Southwestern American English. This results in a final
consonant cluster. Typical items affected by this process are oncet, twicet, clifft and acrosst.
The following table summarizes phonological features related to consonants of
Southwestern American English according to Walt Wolfram and Natalie Schiling-Estes (1998)
Table 1
Phonological features related to consonants of Southwestern American English
Features

First of all, there are several shifts in the phonetic values of vowels that were taking
place in the 19
th
century Southwestern American English vernacular. The important aspect of
these shifts is the vowels are not shifting their phonetic value in isolation but as a rotating
system of vowels. Normally, the short front vowels are moving upward and taking on the
gliding character of long vowels. Meanwhile, the long front vowels are moving somewhat
backward and downward, and the back vowels are moving forward. These features can be
illustrated as follows: class="bi x26 ya9 w1e h1d" src="data:image/png;base64,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