THE ELIZA-HIGGINS MODEL: THE IDEOLOGY, RAPPORT AND METHODS OF DIALECT ACQUISITION

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.

Name thesis:degree_name

Master of Fine Arts

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Theatre

Year dc:date.available

2012

Author dc:creator

• Cabaj, Stacey

Contributors dc:contributor

• Janet Rodgers

• 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

Statement dc:rights

• © The Author

Identifier

https://scholarscompass.vcu.edu/etd/318

OAI identifier oai:identifier

oai:scholarscompass.vcu.edu:etd-1317