{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-1317"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-1317","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"THE ELIZA-HIGGINS MODEL: THE IDEOLOGY, RAPPORT AND METHODS OF DIALECT ACQUISITION","abstract":"George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall.","abstract_html":"George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall.","abstract_has_math":false,"creators":["Cabaj, Stacey"],"institution":null,"degree_name":"Master of Fine Arts","degree_level":"Thesis","degree_discipline":"Theatre","degree_department":null,"school":null,"contributors":["Janet Rodgers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-04-18T07:00:00Z","date_published":"2012-04-18T07:00:00Z","updated_at":"2026-07-24T05:53:48Z","subjects":["my fair lady","standard speech","prestige","teacher-centered","learner-centered","expectancy theory","pygmalion effect","accent","dialect","dialect acquisition","voice and speech","pedagogy","Arts and Humanities","Theatre and Performance Studies"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/318"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/318","href":"https://scholarscompass.vcu.edu/etd/318","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/E78N-N017","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Janet Rodgers"]},{"key":"dc:creator","label":"Author","values":["Cabaj, Stacey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-05-07T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Theatre"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Fine Arts"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["my fair lady","standard speech","prestige","teacher-centered","learner-centered","expectancy theory","pygmalion effect","accent","dialect","dialect acquisition","voice and speech","pedagogy","Arts and Humanities","Theatre and Performance Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© The Author"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.25772/E78N-N017","https://scholarscompass.vcu.edu/etd/318"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall."]},{"key":"dc:title","label":"Title","values":["THE ELIZA-HIGGINS MODEL: THE IDEOLOGY, RAPPORT AND METHODS OF DIALECT ACQUISITION"]}]}],"canonical_facts":{"dc:contributor":["Janet Rodgers"],"dc:creator":["Cabaj, Stacey"],"dc:date.available":["2017-05-07T07:00:00Z"],"dc:description.abstract":["George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall."],"dc:identifier":["https://doi.org/10.25772/E78N-N017","https://scholarscompass.vcu.edu/etd/318"],"dc:rights":["© The Author"],"dc:subject":["my fair lady","standard speech","prestige","teacher-centered","learner-centered","expectancy theory","pygmalion effect","accent","dialect","dialect acquisition","voice and speech","pedagogy","Arts and Humanities","Theatre and Performance Studies"],"dc:title":["THE ELIZA-HIGGINS MODEL: THE IDEOLOGY, RAPPORT AND METHODS OF DIALECT ACQUISITION"],"thesis:degree_discipline":["Theatre"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Fine Arts"]},"updated_at":"2026-07-24T05:53:48Z"}