Linguistic Features and gender roles in Fairy tales and its Impact on Children’s

Mind

Saleha Shakir

AU-

Submitted for the degree of Bs. Hons in English (Language and Literature) in the Bilquis Post

Graduate College for Women, PAF Base Nur Khan Rawalpindi

(Affiliated With Air University Islamabad)

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 ACKNOWLEDGEMENT

First of all I am thankful to Almighty Allah who enabled me to read or write. Without His help I

would be completely unable to write a single word of this research project. I pay my humble

regards to my supervisor Mrs. Aqsa Wajid for her continuous support, motivation, enthusiasm,

and immense knowledge. Their timely advice and guidance enabled me to complete this project

within time.

I would like to thank the rest of my thesis committee: Mrs. Kukab Ara Nasir and Prof. M. Bashir

Mirza for their supervision, encouragement and insightful comments. I am thankful for the

faculty members of PAF Montessori for their help in my data collection. I really appreciate the

continuous support and encouragement of my parents who enabled me to reach this point in my

study career. Without their cooperation this target would have been impossible to achieve.

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 DEDICATION

It is my deepest gratitude and warmest affection that I dedicate this first-fruit of my own

creativity to my parents who are my greatest inspiration and admiration throughout my life.

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 ABSTARCT

This study focused on the idea of identity construction. It carried out to investigate gender roles

in Fairy Tales. It was based on both male and female gender role and how they are depicted in

children literature. The main objectives of this research measure the perception of stereotypical

roles of both genders as well as their associated linguistic features depicted in fairy tales. It took

into account the language which highlighted stereotypical gender roles. Introductory chapter of

this study included the introduction of gender roles and fairy tales. Literal meanings of gender

roles are ‘the public image of being male or female that a person presented to others’ while fairy

tales are ‘fairy stories or myths in children literature’. Literature review included a review of the

previous researches done by different linguists and literary writers on the same topic. The design

of research was descriptive study and the population of study was comprised of all two hundred

stories based on two volumes of folklore by two brothers, Jacob and Wilhelm Grimm. Study

sample was only three stories of Brothers Grimm. The research tool for data collection was

internet and voice recorder because texts of selected stories were taken from internet and

interview was recorded through voice recorder. The data was analyzed on the basis of study

conducted on these fairy tales and then on the basis of the interview I further analyzed the impact

of the gender roles (on the minds of young learners) projected in these fairy tales.

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TABLE OF CONTENTS

Chapter 1

INTRODUCTION

1.1 Introduction

1.2 Statement of the problem

1.3 Objectives

1.4 Research questions

1.5 Significance of study

1.6 Delimitation

Chapter 2

LITERATURE REVIEW

2.1 Linguistics

2.2 Literature

2.3 Linguistic Features

2.4 Gender Roles

2.5 Children Literature

2.6 Fairy Tales

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2.7 Mental Development

2.8 Previous Researches

Chapter 3

RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population

3.3 Sample

3.4 Research Instrument

3.5 Tool of Data Collection

3.6 Data Analysis

Chapter 4

DATA PRESENTATION AND ANALYSIS

4.1 Analysis of stories

4.1.1 Chapter No. 1

4.1.1.1 Appearance

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4.1.1.2 Attitude

4.1.1.3 Nature

4.1.2 Chapter No. 2

4.1.2.1 Appearance

4.1.2.2 Attitude

4.1.3 Chapter No. 3

4.1.3.1 Attitude

4.2 Analysis of Interview Questions

Chapter 5

CONCLUSION

REFERENCES

BIBLIOGRAPHY

APPENDIX I

APPENDIX II

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 CHAPTER 1

INTRODUCTION

1.1 Introduction

Gender roles are sets of social norms which elaborate what types of behaviors are mostly

considered as acceptable, appropriate or desirable for a person, on the basis of their sex. Usually

males and females are identified on the basis of their appearance in any society. Another thing

which differentiates them is their separate roles in the society. The societies in which they live

persuade to a huge extent the patterns of behavior that a person has to follow, depending upon

his or her gender. Most of the understanding of gender is a result of societal influence.

Language can be studied into various aspects, like in religious, social, cultural or traditional

norms. One aspect of language study is literature. Literature is a kind of writing in which

expression and form are interconnected with ideas. Literature is of various types and belongs to

various eras. One such type is children’s preschool books. These books mostly consist of fairy

tales. Fairy tales are written by writers over the period of time. Fairy tales or fairy stories are

myths, folk lore or fantasy based stories whose characters are mostly prince, princess, fairies,

giants or witches. These are the key cultural mechanisms for teaching children gender roles.

Children's books are a creation of beliefs and values, including gender ideologies. When a child

learns how to read or write, he or she also learns about culture. Learning transmits culture from

one generation to the next. There is a huge gap between male and female representation in

children's books. Mrs. Frisby and the Rats of NIMH by Robert C. O'Brien (in 1972) an award-

winning children’s book has shown that women and girls were nearly microscopic characters.

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Boys were described as active and outdoors-oriented, while girls reside at home and behaved

passively. At the same time men were leaders and women were followers. There was a common

female representation in the book. The female character was usually portrayed as a kind-hearted

mother, an obedient housewife, or a traditional young woman whose main concern is finding an

appropriate husband. All of these characters perform stereotypical roles according to their

genders. It can be brewed from the entailed stories that how gender differences occurred in

literature. This research shows that the gender biased communication exists in children literature

that needs to be focused because children’s minds have high absorption quality and they are

easily influenced by such roles. Early upbringing can play a crucial role in ominous assigned

gender roles to both boys and girls. From birth children are imposed by gender rules and

regulations. Children literature creates the image of the girl as a woman and of the boy as a man

and of their different roles in society. This representation of gender roles in children's books

frame the image, that a child develops, about his or her own role in society. The presence of

gender bias in the content of children's books has been proven more than once. Gender

representation, in children's books and in literature as a whole, is important because readers are a

great deal influenced by the characters in books. These stereotypical roles restrict both sexes to

traditional duties, ambitions and responsibilities.

This study represents stereotypical gender roles in fairy tales based on the three stories of

Grimm brothers (Wilhelm Grimm and Jacob Grimm). They were writing during 19th century.

Their first collection of folk tales published in 1812 named “Children's and Household Tales”.

Grimm brothers were the first collectors who attempted to preserve not only the plot and

characters of the tale, but also the style in which they were told. As a writer writes according to

specific era and the features of that time similarly the fairy tales of these writers were German

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variant. These were lately translated into various languages. They believed that the fairy tales of

a country are particularly representative of the country and its culture. Basically two theories of

origins pursuit the common elements in fairy tales found all over the world. One is that a single

origin generates any folklore, which latter on spread over the centuries and the other is that such

fairy tales originate from common human experiences and consequently can appear solely in

many different origins.

Although these poets belonged to the 19th century but when they started writing it was the

Romantic era in literature’s history. Romantic era emphasized love of nature, a valuing of the

common man, medieval past, the supernatural, the mystical and the gothic. In this era,

imagination and emotions were more important than formal rules and reasons. At the time of

romantic era both the genders were supposed to behave according to specific standards, like

women of any class were subordinate to that of men. Many female writers of that time wrote

even under male pen names like Bronte sisters did because of strict gender discrimination.

Similarly male members of this era were considered to be at a higher status as compared to

females. They were supposed to be financial supporters of their families. This is also shown in

the selected stories of Grimm brothers that I have selected for this study. In the first selected

story Rapunzel, they have shown a submissive female character who was restricted to stay at the

top of tower and was unable to escape from the enchantress without the help of a male character.

Correspondingly in another story of the three brother, male characters were shown as bread

earners and strong inhabitants, which is a strong aspect of male community, of the romantic era.

These writers wrote according to the influence of their society which can be easily noticeable in

their writing. Thus, this concept of gender discrimination and gender stereotype is antiquated

which is still recurrent in our society, culture and literature.

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1.2 Statement of the Problem

The problem statement of this research is that linguistic features used in fairy tales show

stereotypical gender roles.

1.3 Objectives

The objectives of study are,

I. To find how specific adjectives are linked with specific genders.

II. To find what impact children get from these fairy tales.

III. To study how language affects the gender role and how it affects society.

1.4 Research Questions

This research study will answer the following questions;

I. What are the specific adjectives that are linked with specific genders?

II. Are these stories affecting the minds of our young generation?

III. How language is affecting or promoting the gender roles?

1.5 Significance of study

The benefit concerning this research is to focus within the social sciences, that male gender,

relative to female, tend to use language more for the instrumental purpose of conveying

information while females are more likely to use verbal interaction for social purposes, with

verbal communication serving as an end in itself. It also looks at how male and female use these

two language forms distinctly, as a function of their gender salience, as well as language used for

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both genders shows their stereotypical roles in the society. This study is beneficial for both the

students of language and literature.

1.6 Delimitation

This research is delimitated as;

• Only folklore is selected.

• Only three fairy stories are selected.

• All the stories collected are from the Grimm brothers of 19th century.

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 CHAPTER NO 2

LITERATURE REVIEW

2.1 Linguistics

According to the Marriam Webster Dictionary, Linguistics is defined as “the study of human

speech including the nature, structure, and development of language or of a language or group of

languages”.

2.2 Literature

Literature is a term derived from Greek litaritura or litteratura. It was the production of ancient

earliest civilizations. According to the Cambridge Dictionary Literature is defined as “written

artistic works, especially those with a high and lasting artistic value”. It can be classified into

fiction or nonfiction, poetry or prose. Further classification could be short story, drama or novel.

It is the vast sense of any written text.

2.3 Linguistic Features

Linguistics features is a broad phase in English language. These are different in morphology,

phonology and semantics. Linguistics features can be tense, parts of speech, dialect, slang,

socialist, register, puns, alliterations, proverbs, jargon or idiomatic expressions.

2.4 Gender Roles

Gender roles is the term first used by John Money in 1955. Gender roles are a set of social

standards which elaborate what type of behavior or attitude is expected to be acceptable for a

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person of his/her perceived sex. Similarly gender identity is related to the concept of gender role

which can be defined as the personal concept of being male or female by the person him/herself.

2.5 Children Literature

Children literature consists of stories, poems, magazines and books that are designed for the

children and enjoyed by the children. Early children literature before the advent of printing was

the oral tradition which was shared by adults to the young ones. In the major aspect of children

literature, story telling is a concept of very old tradition. This concept arouse in different ways

from different cultres. It is an amalgam of various myths emerged from all the cultres around the

world. These myths built the plot of folklores which are the true presentation of living art.

2.6 Fairy Tales

Fairy tales are those stories which are not real but are imaginative and based on imaginary

characters. These stories are usually based on moral lessons or abundance of information. Many

classic children’s stories were originated for adults in the history but later on they were adapted

for young audience. These tales were originated from all around the world that is why many

regional fairy tales belonged to French, Greek, Russian, German and Japanese. These fairy tales

open the door of imaginary world for a child who fantasies its characters and relate them with his

own life.

2.7 Mental Development

Mental development or cognitive development is a field of study in psychology. It is a child's

brain development in terms of information processing, conceptual resources, perceptual skill and

language learning in cognitive psychology. Mental development varies from different age

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groups. Children’s mind enhances intellectual abilities and behavioral maturity with the process

of mental development.

2.8 Previous Researches

The purpose of this chapter is to review the previous researches done by different researchers

and to look back at the foundations of how identity is formed, how language and identity are

interrelated and the effect of stereotypical gender roles of children literature on young children’s

minds.

According to Lakoff, R. (1975) work on “language and woman’s place” linguistic features used

by women reflects the role of subordinate. These linguistic features include tag questions,

hedges, hesitations, question intonations or speech associated with specific gender. She proposed

that women’s speech can be distinguished from men in many ways like hedges, more

apologizing statements, indirect requests or empty adjectives etc. Her work is noted for its

attention to class, power, and social justice in addition to gender. Lackoff gave a "deficit

approach” which shows that one gender is comparatively deficient than the other as she said “If

a little girl 'talks rough' like a boy, she will normally be ostracized, scolded, or made fun of. In

this way society, in the form of a child's parents and friends, keeps her in line, in her place”.

(Language in Society, Vol. 2, pp 47)

She gave a detailed difference between male and female speech attributes which can be shortly

summarized as minimal responses, questions, turn taking, changing the topic of conversation,

self discourse, verbal aggression, politeness, listening and attentiveness. Lakoff mentioned

neutral adjectives which are used by both the genders in their speeches like great, terrific, cool,

neat while some others are used only in women speech like pretty, adorable, sweet, lovely etc.

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Similarly another research of William and Best (1982) on pan cultural gender stereotypes gave

distinct adjectives related with particular gender. They collected their data from 25 countries all

around the world. They described diverse adjectives used to specify male and female characters

under the reconciliation of pan culture. Their study showed detailed stereotypical gender roles

around the world and enlisted stereotypical adjectives for both the genders. According to their

work, male stereotypic items are independent, open, extroverted, authoritative, active, strong,

dominant, critical, aggressive, rude, forceful, self-confident, logical, daring, unemotional and

diligent while women are weak, shy, emotional, agreeable, passive, sustenance, neurotic,

affectionate, sexy, sensitive, fearful, dreamy, dependent, curious, complaining, charming and

adaptive. They claimed that these clichéd gender roles which are associated with men and

women are actually psychological characteristics found in a specific cultural group.

Narhara, M. (1998) conducted a research on gender stereotypes in children’s picture books. This

research shows that how gender stereotyped and sexism are portrayed in children books through

pictures and how did they effect young children. Learning of gender development is the most

analytical part in young children’s minds and for this purpose their picture books play a role

model for them. These pictures’ portrayal in children’s books provide them an idea of clear

discrimination among masculine and feminine standards. According to this work parents,

teachers, care takers or the guides of young children are responsible for the portrayal of this

imagery on children’s intellect. Gender stereotypes and sexism act as limits to children's

potential growth and development (Creany, 1995).

Another linguist Johnstone, B. (1993) had done a research on storytelling. She gave differences

in plot of stories written by males and females. She reveals that men are usually the protagonists

in their own stories and these stories are based on physical contexts, fights, male strength, wit

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and skills. As society expects men to be strong and powerful even their dangerous and heroic

stories fall victim to these expectations. These stories are usually based on male heroic character

who survives alone and becomes successful. Comparatively stories written by women are based

upon community, social norms, incidents in which female characters are shown as weak and

submissive. Females usually told stories about themselves or about other females.

Vesela, BC.Alena. (2014) worked on gender roles in fairy tales of 19th century. Her work

showed typical stereotyped, biased description of characters in her selected stories “Cindrella

and Snow White” and their negative influence on children and their understanding of the reality.

This research expressed that female characters present in the fairy stories are described either as

beautiful, submissive and unintelligent or as unattractive and evil women. In the majority of

cases, the male protagonists, especially represented by the princes, are portrayed as heroes and

rescuers without whose help; the princesses would not be able to extricate themselves from their

severe lives. These stereotyped and sexist portrayals are prejudiced in favor of men as they

emphasize men´s positive attributes and stress women´s beauty and their inferior role in society.

Her work showed that fairy tales are beneficial in children literature as under the reference of

Albert Einstein’s well-known quote: "If you want your children to be intelligent, read them fairy

tales. If you want them to be more intelligent, read them more fairy tales." Her work shows that

these stories somehow focus on moral principles of various aspects which influenced children’s

mind and children learn various stereotypes related with both men and women.

Kronborg, D. (2009) did a research on “Are fairy tales only children’s story?”. That work shows

that what are actually the fairy tales and what is their purpose in children literature. Most of

people assume that fairy tales are only for children, which is wrong, she said in her work that

fairy tales are not only children stories but these are a part of literature which is for the people of

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all age group. This work showed that these stories are a source of learning for children as well as

for adults. Fantasy, emotion, cruel themes and escape like elements are illegible for adults while

children learn something about the real world through the fantasy of these fairy stories, as they

are young and unaware of experience of outside the world so these stories help them in

understanding. As John Lennon said “I believe in everything until it's disproved. So I believe in

fairies, the myths, dragons. It all exists, even if it's in your mind. Who's to say that dreams and

nightmares aren't as real as the here and now?” so we cannot associate these stories with children

only.

Cuddy, A and Norton, M (2010) with their other fellows worked on “how culture shapes gender

stereotypes” under the study of men as cultural ideals. This research showed gender stereotypes

in two different cultures of the United State and South Korea. The work showed two different

studies. In study one they organized a cross cultural test which has shown that men are less

interdependent than women in American culture while in Korean culture women are less

interdependent than men. In study two they held a bi-cultural test which has shown that

independency and interdependency of male or female member of a American or Korean society

basically depends on the culture they are following. So by the end they have shown that people

change their perception about gender stereotypes on basis of ambitious or sociability just as

people shift beliefs about their own traits based on the perceived desirability of those

traits(Kunda & Sanitioso, 1989).

A work done by Ely, R. (1995) on “the power in demography: women’s social construction on

gender identity at work” has shown that gender roles are more stereotypical and problematic in

firms with less female proportion value. This study has shown that gender roles are more

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complex in social construction because of power differences and firm beliefs on different

strategies.

Helleis, L. (2004) conducted a research work on “differentiation of gender roles and sex

frequency in children literature”. The purpose of this research was to figure out that how gender

roles and sex frequency are shown in children literature. Writer analyzed one hundred stories

from which she determine that men as compare to women were expressed as dominant characters

in children’s literature. This study proved that parents and teachers who teach children’s

literature, they need to focus on equality of both the genders because literature influences the

children on their perception, behavior, attitude and expectations. Writer beautifully expressed

this quote “the potential of altering perceptions and possibly helping to change lives” (Goodness,

2001) to show that literature has both positive and negative effects. If literature effects children’s

mind negatively by expressing these stereotypical gender roles in their stories than on the other

hand it also affects positively.

Eagily, A. with his companion Crowley, M. (1986) conducted a research on Gender and helping

behavior. This research has shown that male gender is portrayed as heroic, honorable and

chivalrous while female gender is mole helping, kind, compassionate and caring than men. Meta

analytic results of this research shown that men helped more while women received help more.

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 CHAPTER NO 3

RESEARCH METHODOLOGY

3.1 Research Design

This research type is both qualitative research and quantitative research. Qualitative research is a

study in which data is collected in descriptive form while in quantitative research data is

collected in numerical or statistical prospective.

3.2 Population

Only fairy stories from the children literature were selected for this study. Interview was taken

from the children under age group of four to seven years of age.

3.3 Sample

This research is descriptive in nature and the sample for respective study is only three fairy

tales of the writers Brothers Grimm and ten close ended interviews from the children. Ten

children were selected as a sample of this research study. Out of these ten five were girls and five

boys.

3.4 Research Instrument

Internet and voice recorder were the research instruments used for this study.

3.5 Tool of data collection

Text of selected folklores and recorded interview of children was the tool of data collection.

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3.6 Data Analysis

Data was analyzed in form of description and categorization.

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 CHAPTER 4

DATA PRESENTATION AND ANALYSIS

In this chapter three selected stories of Brothers Grimm as research data for this study are

categorize into three chapters which are analyzed in the form of tables for complete description

of gender roles in fairy tales. Later on ten collected recordings from the children are analyzed to

show how children are affected from these stereotypical role descriptions in their literature.

4.1 ANALYSIS OF STORIES

4.1.1 Chapter No. 1

Rapunzel

Following table shows different linguistic features used in the story “Rapunzel” to express

stereotypical roles of male or female genders.

Line No. Male Female

9 Pale

9 Miserable

9 Pine

10 Alarmed Ails

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13 Loved

17 Greedily

19-26 Protection for his wife

27 Softened

29 Child birth

29 Well treated

30 Care

31 Terror

34 Beautiful

40 Long hairs

41 Braided tresses

23
43 Rode through forest

45 Sweet

46 Wanted to climb

47 Attraction to the female voice

57 Frightened

59 Forced to see her

60 Fear

61 Handsome She thought that he will love me more

(expectation)

62 Laid her hand in his

64 Weave

71 Deceive

72 Anger

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74 Pitiless

74 Poor

75 Grief

79 Dearest

80 Gazed

81 Cried

84 Despair (on lost of his wife)

85 Escape

91 Wept

92 Led her to his kingdom (shelter and

security)

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In the above given table different literary term are linked with both the gender which shows

their specific stereotypical roles in the story. Female character is expressed as submissive, weak,

pretty and emotional character by using the terms pale, miserable, ails, pitiless, poor, frightened,

cried, beautiful, long hairs, sweet, braided tresses etc while male character is shown as true

lover, daring and guard for his wife or family as the terms alarmed, loved, escape, handsome,

wanted to climb etc are used.

4.1.1.1 Appearance

Women or female character in fairy tales are elaborated as more beautiful than male character. In

this story female character is depicted as beautiful and delicate. Delicacy can be taken as a form

of beauty as well as fragile. That is the exact opposite of the quality ‘strong’ which is usually

associated with male characters.

Rapunzel has got long hair, which according to the standards of our society, are a symbol of her

beauty. Long hair also depict the lengthy period of time she has been kept isolated and away

from the world. Then the term ‘braided tresses’ is used for her hair. The braided tresses depict

the complexity in her life.

The appearance of the male character in the story is described as ‘handsome’. Male is not

beautiful but handsome. He is graceful, smart, lean and carry a good disposition.

4.1.1.2 Attitude

In this chapter mentioned terms Pale, miserable, pine and ails are used for the female character of

Rapunzel’s mother when she was pregnant. At this stage she was suffering from natural pain and

strain of the process of a child birth. Greedily is used for the same expecting mother who was

26
searching for a ripe rampion which can give her comfort and safe life under this critical stage of

life. When she got the beautiful rampion she ate it greedily. Frightened, fear, anger, pitiless,

grief, gazed, cried and wept are the terms used to show the attitude of female character Rapunzel

who was isolated in the tower under the supervision of an enchantress. She was completely

helpless and afraid that is why these terms are used to show the pathetic life of a female who is

totally dependent on others. While a term alarmed used for male character because of active and

fearless nature of male gender. Loved and protection are the terms used to show the attitude of

male character for his family.

4.1.1.3 Nature

Softened and sweet are terms usually used for the stereotypical concept of delicate nature

oriented female. Child birth is a natural task associated with female gender because she is the

center of gravity in reproduction of any generation. softened and care are those features used to

show the nature of female gender while protection, enthusiastic feelings and attraction towards

female gender are the natural phenomena of male gender.

4.1.2 CHAPTER NO. 2

The Frog Prince

Following tables shows a brief sketch of linguistic features related to the specific genders used

in above mentioned story.

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Line No. Male Female

8 Cry

9 Fine

9 Jewels

13 Pearls

34 Sadly

34 Frightened

64 Astonished

64 Handsome

64 Gazing

77 Prince’s kingdom

28
 In the above table linguistic features are mostly related to female character of the story who is a

princess and these terms shown that female is mostly ornamental lover as fine, jewels and pearls

are associated with this gender similarly she is emotional like terms cry, sadly, frightened and

astonished are used to referred. On other side, handsome is used for the grace and charm of male

member of story rather than using the word pretty or beautiful which are only associated with

females. While the term ‘prince’s kingdom’ shows the authority and dominance of male over the

female gender.

4.1.2.1 Appearance

According to standards of any society females are supposed to beautify themselves taking aid

of jewels and other ways, because it is important that a female should look beautiful that is why

Jewels and pearls are the term used for the delicate and ornamental outlook of female character.

Jewels are a part of female genders neither male ones because females are beauty conscious and

according to stereotypical concept of female character, a girl is supposed to have a pretty look.

Comparatively males do not require beautifying themselves; rather it is considered a negative

thing if they do so, handsome is used for a depiction of a good appearance of male character.

4.1.2.2 Attitude

Fine, frightened, astonished, cry and sadly are used to show passive and weak attitude of women.

A term prince’s kingdom is used to show the dominance of male member in the society.

4.1.3 CHAPTER NO. 3

The three brothers

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This story is only based on male characters so the following table shows the linguistics features

associated with male gender only.

Line No. Male

9 Determined

10 Barber

10 Blacksmith

10 Fencing master

12 Skill ful

15 Distinguised

29 Noble man

34 Clever

42 Amazed

30
43 Master piece

44 Satisfied

46 Their trades

47 Earned

Above mentioned terms related with male gender shown that male gender is usually bread

earner, professionals, skillful and enthusiastic to achieve their goal. The terms earned, master

piece, amazed, fencing master, blacksmith, barber, clever and their trades like that modify the

theme related with them.

4.1.3.1 Attitude

This folklore is based on male characters only so it showed the male member as strong, brave,

determined, skillful, earned, satisfied and professional. Male member are strong and brave by

nature because they have to socialize more frequently than female gender and they have to

support and protect their family as well. They are determined on their decisions because once

they decided something they remain stuck to their words. They are not crazy or curious like

females. They are more skillful and satisfied in their professions as compare to their opposite

31
gender because they are supposed to perform the stereotypical role of bread earner for their

families. All the linguistic features given in the table relate with these attributes.

4.2 ANALYSIS OF INTERVIEW QUESTIONS

Another part in collection of data for this research study is a closed ended interview which is

taken in form of recordings from ten children under the age group of four to seven years. Five

were boys and five were girls.

4.2.1 Do you hear stories from your parents or teachers?

Five responses show that children listen these stories from their parents. Among them

three were girls and two were boys while five responses show that teachers told stories to

children in class. Two were girls among those five, and three were boys.

4.2.2 Which type of stories do you like?

Five children response that they like fairy tales. All five were girls while four boys said

they like fighting stories as shown in cartoons and only one boy said he does not like

stories.

4.2.3 Did you watch movies based on these stories like Cindrella or Rapunzel etc?

32
 Seven children said yes and three said no. Among seven, five were girls who watched

stories based movies while rest two were boys and those three who said No were also

boys.

4.2.4 Which is your favorite character?

Four girls said Rapunzel, three children said Cinderella (one was boy and two were girls),

two boys said Ben 10 and only one girl said Dora.

4.2.5 Why do you like that character?

Four girls said they like rapunzel because of her long hairs. Three said they like

Cinderella because of her beautiful frock and shoes. Two boys said Ben 10 because they

were boys and they like this character for his magical powers while remaining one girl

like Dora because of her frock.

4.2.6 Do you want to be like that character?

Nine children said yes. Five were girls and four were boys and only one boy said no.

4.2.7 Do you insist your parents to buy accessories like bags or stationary which represent

these characters?

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 Eight children said yes (five were girls and three were boys) and two boys said no.

4.2.8 How many stories you have heard?

Five children said they heard stories more in numbers. Four were girls and one was boy

while rest of five said they rarely listen to stories. Among them one was girl and four

were boys.

4.2.9 Do you share these stories with your friends?

Seven children said yes. Five were girls and two were boys. While three boys’ response

was in negative.

4.2.10 Do you want to be the son or daughter of a king or queen or your parents are best?

Seven children said our parents are best. Among them four were boys and three were

girls and three showed wish to be prince or princess. One was boy and two were girls.

As far as this chapter is concerned, linguistic features used in fairy tales are strong in

stereotypical gender description. In the given data presentation and analysis of data it has

shown that portrayal of stereotypical gender roles are frequently found in children stories

or fairy tales. This gender description is carried out with the help of linguistic features

used in these stories which are shown in the given tables. According to these linguistic

34
features female gender is portrayed as a weak, submissive, helpless and beauty conscious

as is shown in the story of Rapunzel and frog prince, all these characteristics are shown in

the personality of Rapunzel and the princess. On the other side, male gender is the

portrayed as strong, brave, dominant, enthusiastic and hard working. In the story of

Rapunzel, the king’s son was depicted as daring and loving. In second story of frog

prince, the prince was depicted as dominant over the princess when he took her to his

own kingdom by the end of story. While in third story of ‘the three brothers’ which is

based only on male characters and they all are depicted as strong, hardworking, energetic,

enthusiastic and daring persons.

Second part of this study is based on the affect of this gender portrayal on young

children’s mind. For this purpose a close ended interview was recorded from young

children under the natural setting. This interview has shown the results that children hear

stories and get affected from the gender description in these stories. As the girls said in

their responses that they want golden hair like Rapunzel or frocks like princess and boys

also said they like shirts or accessories with the tattoo of heavy bikes, Ben10 or Spider

man. These all are associated with their specific genders. Girls are beauty conscious that

is why they like ornaments, frocks or long hair while boys are strong and enthusiastic by

nature that is why they like fighting, racing and dominating powers. Boys also like to

dominate with the use of power. Girls on the other hand never use power in any of their

game or activity. It was easy to take information out of girls because they are more

conversational than boys. They openly discuss their feelings and expressions while boys

are usually introvert in term of discussion and expression. They do not talk frequently as

girls. In case of fairy tales girls expressed their opinions more willingly because they like

35
fairies and want to be more like princess or fairies. Their expressions show their choices

of soft, imaginative and elegant nature while priorities of the boys are different. Their

choices are fighting, racing and power stories.

36
 CHAPTER 5

CONCLUSION

This is the final chapter of this research study which consists of finding and conclusion

of whole research. Current research was a mixture of literature and linguistic analysis of

children literature through linguistic features used in them and lately its impact on

children’s mind. With specified objectives, I analyzed text of fairy stories and a close

ended recoded interview.

In the beginning of this vast project some research questions were designed. According

to those questions, purpose of this study was to show what are the specific adjectives that

are linked with specific genders. Are these stories affecting the minds of our young

generation? And How language is affecting or promoting the gender roles. For obtaining

the required results, data was analyzed in chapter 4.

When selected data was deeply and briefly analyzed it was observed that linguistic

features used in fairy tales of children literature are useful to show stereotypical gender

roles in folklores. Data analysis has shown that specific adjectives are linked with

specific genders in given tables of chapter 4. In this way language affects society and

children get impact from these fairy tales and their characters. As recorded interview has

shown that children expect themselves to be like those characters or they insists their

parents to get costumes or accessories of their favorite characters. Hence all the

objectives are proved.

37
 REFERENCES

• www.wikipedia.com

• www.odessa.edu

• www.bl.uk

• www.questia.com

• https://prezi.com

• www.nrm.org

• dictionary.reference.com

• study.com/academy/.../gender-stereotypes-definition-examples-quiz.html

• dictionary.cambridge.org

• linguistics.stackexchange.com

• www.plannedparenthood.org

• www.childrenstory.com

• www.merriam-webster.com

• https://books.google.com.pk

• web.stanford.edu/class/linguist156/Lakoff_1973.pdf

• http://works.bepress.com/barbara_johnstone/16

• www.researchgate.net

• files.eric.ed.gov

• Dean's A book of fairy tales

• study.com/.../oral-tradition-of-storytelling-definition-history-examples

• www.goodreads.com

38
• is.muni.cz/th/365269/pedf_m/Gender_Stereotypes_in_Fairy_Tales.pdf

• https://www.cs.cmu.edu/~spok/grimmtmp

• www.sciencebuddies.org

• link.springer.com/content/pdf/10.1023/A:1018831928829.pdf

• skemman.is › University of Iceland › Hugvísindasvið › BA verkefni

• http://hdl.handle.net/1946/3301

• www.hbs.edu

• amj.aom.org/content/38/3/589.full.pdf

• www.esextherapy.com

• psy.haifa.ac.il/~ep/...2/.../gender%20and%20helping%20behavior.pdf

39
 BIBLIOGRAPHY

• Lakoff, R. (1975). Language and Women’s Place. New York: Harper & Row.

• Williams, J. Satterwhite, R & Best, D. (1982).”Pancultural Gender Stereotypes

Revisited: The Five Factor Model”.Sex Roles, vol. 40 Nos.718. Kluwer Academic

Publishers-Plenum Publishers.

• Narahara, M. (1998). “Gender Stereotypes in Children's Picture Books.” Ed.419248.

department of Education. University of California.

• Johnstone, B. (1993). “Community and Contest: Midwestern Men and Women Creating

their Worlds in Conversational Storytelling.” Gender and Conversational Interaction.

Ed. Deborah Tannen. New York: Oxford University Press.

• Bc..Alena Veselá (2014). “gender stereotype in fairy tales.” Department of English

Language and Literature. Faculty of Education. Masaryk University.

• Kronborg, D. (2009). “Are fairytales only children’s story?”. University of Iceland.

• Cuddy, A. & Norton, M. (2010). “how culture shapes gender stereotypes”. Men as

cultural ideals. Harvard business school. www.hbs.edu/faculty/Publication%20Files/10-097.pd

• Ely, R. (1995). “The power in demography: women’s social constructions of gender identity at

work .” Harvard university.

• Helleis, L. (2004) “differentiation of gender roles and sex frequency in children

literature”. Maimonides university.

• Eagily, A. & Crowley, M. (1986). “Gender and helping behavior: A Meta-Analytic

Review of the Social Psychological Literature”. Purdue University.

40
 APPENDEX I

Rapunzel by Brothers Grimm

There were once a man and a woman who had long, in vain, wished for a child. At length it

appeared that God was about to grant their desire.

These people had a little window at the back of their house from which a splendid garden

could be seen, which was full of the most beautiful flowers and herbs. It was, however,

surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress,

who had great power and was dreaded by all the world.

One day the woman was standing by this window and looking down into the garden, when

she saw a bed which was planted with the most beautiful rampion, and it looked so fresh and

green that she longed for it. She quite pined away, and began to look pale and miserable.

Her husband was alarmed, and asked: 'What ails you, dear wife?'

'Ah,' she replied, 'if I can't eat some of the rampion, which is in the garden behind our house, I

shall die.'

The man, who loved her, thought: 'Sooner than let your wife die, bring her some of the

rampion yourself, let it cost what it will.'

At twilight, he clambered down over the wall into the garden of the enchantress, hastily

clutched a handful of rampion, and took it to his wife. She at once made herself a salad of it, and

ate it greedily. It tasted so good to her - so very good, that the next day she longed for it three

times as much as before.

41
 If he was to have any rest, her husband knew he must once more descend into the garden.

Therefore, in the gloom of evening, he let himself down again; but when he had clambered down

the wall he was terribly afraid, for he saw the enchantress standing before him.

'How can you dare,' said she with angry look, 'descend into my garden and steal my rampion

like a thief? You shall suffer for it!'

'Ah,' answered he, 'let mercy take the place of justice, I only made up my mind to do it out of

necessity. My wife saw your rampion from the window, and felt such a longing for it that she

would have died if she had not got some to eat.'

The enchantress allowed her anger to be softened, and said to him: 'If the case be as you say, I

will allow you to take away with you as much rampion as you will, only I make one condition,

you must give me the child which your wife will bring into the world; it shall be well treated, and

I will care for it like a mother.'

The man in his terror consented to everything.

When the woman was brought to bed, the enchantress appeared at once, gave the child the

name of Rapunzel, and took it away with her.

Rapunzel grew into the most beautiful child under the sun. When she was twelve years old,

the enchantress shut her into a tower in the middle of a forest. The tower had neither stairs nor

door, but near the top was a little window. When the enchantress wanted to go in, she placed

herself beneath it and cried:

'Rapunzel, Rapunzel,

42
Let down your hair to me.'

Rapunzel had magnificent long hair, fine as spun gold, and when she heard the voice of the

enchantress, she unfastened her braided tresses, wound them round one of the hooks of the

window above, and then the hair fell twenty ells down, and the enchantress climbed up by it.

After a year or two, it came to pass that the king's son rode through the forest and passed by

the tower. Then he heard a song, which was so charming that he stood still and listened. It was

Rapunzel, who in her solitude passed her time in letting her sweet voice resound. The king's son

wanted to climb up to her, and looked for the door of the tower, but none was to be found. He

rode home, but the singing had so deeply touched his heart, that every day he went out into the

forest and listened to it.

Once when he was thus standing behind a tree, he saw that an enchantress came there, and he

heard how she cried:

'Rapunzel, Rapunzel,

Let down your hair to me.'

Then Rapunzel let down the braids of her hair, and the enchantress climbed up to her.

'If that is the ladder by which one mounts, I too will try my fortune,' said he, and the next day

when it began to grow dark, he went to the tower and cried:

'Rapunzel, Rapunzel,

Let down your hair to me.'

43
 Immediately the hair fell down and the king's son climbed up.

At first Rapunzel was terribly frightened when a man, such as her eyes had never yet beheld,

came to her; but the king's son began to talk to her quite like a friend, and told her that his heart

had been so stirred that it had let him have no rest, and he had been forced to see her. Then

Rapunzel lost her fear, and when he asked her if she would take him for her husband, and she

saw that he was young and handsome, she thought: 'He will love me more than old Dame Gothel

does'; and she said yes, and laid her hand in his.

She said: 'I will willingly go away with you, but I do not know how to get down. Bring with

you a skein of silk every time that you come, and I will weave a ladder with it, and when that is

ready I will descend, and you will take me on your horse.'

They agreed that until that time he should come to her every evening, for the old woman

came by day. The enchantress remarked nothing of this, until once Rapunzel said to her: 'Tell

me, Dame Gothel, how it happens that you are so much heavier for me to draw up than the

young king's son - he is with me in a moment.'

'Ah! you wicked child,' cried the enchantress. 'What do I hear you say! I thought I had

separated you from all the world, and yet you have deceived me!'

In her anger she clutched Rapunzel's beautiful tresses, wrapped them twice round her left

hand, seized a pair of scissors with the right, and snip, snap, they were cut off, and the lovely

braids lay on the ground. And she was so pitiless that she took poor Rapunzel into a desert where

she had to live in great grief and misery.

44
 On the same day that she cast out Rapunzel, however, the enchantress fastened the braids of

hair, which she had cut off, to the hook of the window, and when the king's son came and cried:

'Rapunzel, Rapunzel,

Let down your hair to me.'

she let the hair down. The king's son ascended, but instead of finding his dearest Rapunzel, he

found the enchantress, who gazed at him with wicked and venomous looks.

'Aha!' she cried mockingly, 'you would fetch your dearest, but the beautiful bird sits no longer

singing in the nest; the cat has got it, and will scratch out your eyes as well. Rapunzel is lost to

you; you will never see her again.'

The king's son was beside himself with pain, and in his despair he leapt down from the tower.

He escaped with his life, but the thorns into which he fell pierced his eyes.

He wandered quite blind about the forest, ate nothing but roots and berries, and did naught but

lament and weep over the loss of his dearest wife. Thus he roamed about in misery for some

years, and at length came to the desert where Rapunzel, with the twins to which she had given

birth, a boy and a girl, lived in wretchedness. He heard a voice, and it seemed so familiar to him

that he went towards it, and when he approached, Rapunzel knew him and fell on his neck and

wept. Two of her tears wetted his eyes and they grew clear again, and he could see with them as

before. He led her to his kingdom where he was joyfully received, and they lived for a long time

afterwards, happy and contented.

The Frog Prince

45
One fine evening a young princess put on her bonnet and clogs, and went out to take a walk by

herself in a wood; and when she came to a cool spring of water with a rose in the middle of it,

she sat herself down to rest a while. Now she had a golden ball in her hand, which was her

favorite plaything; and she, was always tossing it up into the air, and catching it again as it fell.

After a time she threw it up so high that she missed catching it as it fell; and the ball bounced

away, and rolled along on the ground, until at last it fell down into the spring. The princess

looked into the spring after her ball, but it was very deep, so deep that she could not see the

bottom of it. She began to cry, and said, 'Alas! if I could only get my ball again, I would give all

my fine clothes and jewels, and everything that I have in the world.'

Whilst she was speaking, a frog put its head out of the water, and said, 'Princess, why do you

weep so bitterly?'

'Alas!' said she, 'what can you do for me, you nasty frog? My golden ball has fallen into the

spring.'

The frog said, 'I do not want your pearls, and jewels, and fine clothes; but if you will love me,

and let me live with you and eat from off your golden plate, and sleep on your bed, I will bring

you your ball again.'

'What nonsense,' thought the princess, 'this silly frog is talking! He can never even get out of

the spring to visit me, though he may be able to get my ball for me, and therefore I will tell him

he shall have what he asks.'

So she said to the frog, 'Well, if you will bring me my ball, I will do all you ask.'

46
 Then the frog put his head down, and dived deep under the water; and after a little while he

came up again, with the ball in his mouth, and threw it on the edge of the spring.

As soon as the young princess saw her ball, she ran to pick it up; and she was so overjoyed to

have it in her hand again, that she never thought of the frog, but ran home with it as fast as she

could.

The frog called after her, 'Stay, princess, and take me with you as you said,'

But she did not stop to hear a word.

The next day, just as the princess had sat down to dinner, she heard a strange noise - tap, tap -

plash, plash - as if something was coming up the marble staircase, and soon afterwards there was

a gentle knock at the door, and a little voice cried out and said:

'Open the door, my princess dear,

Open the door to thy true love here!

And mind the words that thou and I said by the fountain cool, in the greenwood shade.'

Then the princess ran to the door and opened it, and there she saw the frog, whom she had

quite forgotten. At this site she was sadly frightened, and shutting the door as fast as she could

came back to her seat.

The king, her father, seeing that something had frightened her, asked her what was the matter.

'There is a nasty frog,' said she, 'at the door, which lifted my ball for me out of the spring this

morning. I told him that he should live with me here, thinking that he could never get out of the

spring; but there he is at the door, and he wants to come in.'

47
 While she was speaking the frog knocked again at the door, and said:

'Open the door, my princess dear,

Open the door to thy true love here!

And mind the words that thou and I said by the fountain cool, in the greenwood shade.'

Then the king said to the young princess, 'As you have given your word you must keep it; so

go and let him in.'

She did so, and the frog hopped into the room, and then straight on - tap, tap - plash, plash -

from the bottom of the room to the top, till he came up close to the table where the princess sat.

'Pray lift me upon chair,' said he to the princess, 'and let me sit next to you.'

As soon as she had done this, the frog said, 'Put your plate nearer to me, that I may eat out of

it.'

This she did, and when he had eaten as much as he could, he said, 'Now I am tired; carry me

upstairs, and put me into your bed.' And the princess, though very unwilling, took him up in her

hand, and put him upon the pillow of her own bed, where he slept all night long.

As soon as it was light the frog jumped up, hopped downstairs, and went out of the house.

'Now, then,' thought the princess, 'at last he is gone, and I shall be troubled with him no more.'

But she was mistaken; for when night came again she heard the same tapping at the door; and

the frog came once more, and said:

'Open the door, my princess dear,

48
Open the door to thy true love here!

And mind the words that thou and I said by the fountain cool, in the greenwood shade.'

And when the princess opened the door the frog came in, and slept upon her pillow as before,

till the morning broke. And the third night he did the same. But when the princess awoke on the

following morning she was astonished to see, instead of the frog, a handsome prince, gazing on

her with the most beautiful eyes she had ever seen and standing at the head of her bed.

He told her that he had been enchanted by a spiteful fairy, who had changed him into a frog;

and that he had been fated so to abide till some princess should take him out of the spring, and let

him eat from her plate, and sleep upon her bed for three nights.

'You,' said the prince, 'have broken his cruel charm, and now I have nothing to wish for but

that you should go with me into my father's kingdom, where I will marry you, and love you as

long as you live.'

The young princess, you may be sure, was not long in saying 'Yes' to all this; and as they

spoke a brightly coloured coach drove up, with eight beautiful horses, decked with plumes of

feathers and a golden harness; and behind the coach rode the prince's servant, faithful Heinrich,

who had bewailed the misfortunes of his dear master during his enchantment so long and so

bitterly, that his heart had well-nigh burst.

They then took leave of the king, and got into the coach with eight horses, and all set out, full

of joy and merriment, for the prince's kingdom, which they reached safely; and there they lived

happily a great many years.

The Three Brothers

49
There was once a man who had three sons, and nothing else in the world but the house in which

he lived. Now each of the sons wished to have the house after his father's death, but the father

loved them all alike, and did not know what to do, he did not wish to sell the house, because it

had belonged to his forefathers, else he might have divided the money amongst them. At last he

conceived a plan, and he said to his sons, "Go into the world, and try each of you to learn a trade,

and, when you all come back, he who makes the best masterpiece shall have the house."

The sons were well content with this, and the eldest determined to be a blacksmith, the second a

barber, and the third a fencing-master. They fixed a time when they should all come home again,

and then each went his way.

It chanced that they all found skillful masters, who taught them their trades well. The blacksmith

had to shoe the king's horses, and he thought to himself, "The house is mine, without doubt." The

barber shaved only distinguished people, and he too already looked upon the house as his own.

The fencing-master suffered many a blow, but he grit his teeth, and let nothing vex him, for, said

he to himself, "If you are afraid of a blow, you'll never win the house."

When the appointed time had gone by, the three brothers came back home to their father, but

they did not know how to find the best opportunity for showing their skill, so they sat down and

consulted together. As they were sitting thus, all at once a hare came running across the field.

Ah, ha, just in time, said the barber. So he took his basin and soap, and lathered away until the

hare drew near, then he soaped and shaved off the hare's whiskers whilst he was running at the

top of his speed, and did not even cut his skin or injure a hair on his body. "Well done," said the

old man. "If the others do not make a great effort, the house is yours."

50
Soon after, up came a nobleman in his coach, dashing along at full speed. "Now you shall see

what I can do, father," said the blacksmith. So away he ran after the coach, took all four shoes

off the feet of one of the horses whilst he was galloping, and put on four new shoes without

stopping him. "You are a fine fellow, and as clever as your brother," said his father. "I do not

know to which I ought to give the house."

Then the third son said, "Father, let me have my turn, if you please," and, as it was beginning to

rain, he drew his sword, and flourished it backwards and forwards above his head so fast that not

a drop fell upon him. It rained still harder and harder, till at last it came down in torrents, but he

only flourished his sword faster and faster, and remained as dry as if he were sitting in a house.

When his father saw this he was amazed, and said, "This is the masterpiece, the house is yours."

His brothers were satisfied with this, as was agreed beforehand, and, as they loved one another

very much, they all three stayed together in the house, followed their trades, and, as they had

learnt them so well and were so clever, they earned a great deal of money. Thus they lived

together happily until they grew old, and at last, when one of them fell sick and died, the two

others grieved so sorely about it that they also fell ill, and soon after died. And because they had

been so clever, and had loved one another so much, they were all laid in the same grave.

51
 APPENDEX II

Interview 1

Interviewer: kia name hai ap ka?

Interviewee: Wajih Abdullah

Interviewer: kis class mein parhtay ho?

Interviewee: KG brown

Interviewer: kis school mein parhtay ho?

Interviewee: Army Public School

Interviewer: ap stories suntay ho?

Interviewee: yes

Interviewer: kon si stories?

Interviewee: motorcycle wali

Interviewer: bas sirf motorcycle wali aur koi bhi nhe

Interviewee: nhe

Interviewer: ap ko kis qisam ki stories achi lagti hain?

Interviewee: Ben10 wali aik motorecycle wali aur aik gari wali.

Interviewer: ap ko prince wali stories nhe achi lagti ya princess wali jesy Rapunzel wali story hai

jis k long hairs hoty hain?

Interviewee: who mjhy nhe achi lagti. Mjhy wo wali achi lagti hain jis mein garian itni zada hoti

hain itni zada garian hoti hain itni zada hoti hain jee jis ki video bhi hoti hai game bhi hoti ha

sara kuch hota ha.

Interviewer: acha jee ap ko itni zada garion wali achi lagti hain. Acha ye batao kon ap ko yeh

stories sunata ha mama sunati hain baba sunatay hain ya ap k teachers ye sunatay hain?

52
Interviewee: meri siraf phupho. Aisha phupo aur Hajira phupho aur Tooba api aur Arooba api.

Interviewer: acha ap ko garion wali stories achi lagti hain to yeh batao k kia ap games bhi

kheltay ho garion wali?

Interviewee: han itni achi aik meri pasand ki game hai who aik game hai

Interviewer: ap k kapray aur bags kon lata hai mama ya baba?

Interviewee: ami

Interviewer: acha aura mi jab kapray lenay jati hain to hap khud sath jatay ho?

Interviewer: main toh jab ami kapray lenay jati hain na tab main kabhi kabhar sath nhe jata jab

ami kapray lenay jati hain tab khud main sath jata hota hon.

Interviewee: acha aur yeh batao k jb ami ap ki shirts lenay jati hain to ap un ko kah k bhejtay ho

k meri aisi shirts lana jin pe ben10 banay hon ya motor bikes banay hon?

Interviewer: nhe toh

Interviewer: apko aisi shirts achi nhe lagti?

Interviewee: nhe ami meri aik itni achi shirt lai thi jis ki pocket hoti hai.

Interviewer: bas ap ko pocket wali shirt achi lagti hai?

Interviewee: nhe wo bhi achi lagti hai jis par heavy bikes banay hon

Interviewer: acha g heavy bikes wali shirt achi lagti hai. Chalo thek ha Abdullah thank you so

much.

Interview 2

Interviewer: kia name ha ap ka?

Interviewee: Zainnab

Interviewer: Zainab kis class mn parhtay ho?

Interviewee: one

53
Interviewer: one class men acha Zainab ye batao ap stories suntay ho?

Interviewee: yes

Interviewer: kon stories sonata ha?

Interviewee: hamari games ki ma’am.

Interviewer: kis type ki stories sunati hain who ap ko?

Interviewee: mazay mazay ki

Interviewer: acha ap princess wali aur aik fairies wali stories suntay ho?

Interviewee: han jee

Interviewer: aur en pa bani v movies bhi dekhtay ho jesy Rapunzel wali movie ha aik princess

ki?

Interviewee: jee

Interviewer: aur frog prince wali?

Interviewee: frog prince wali movie nhe dekhi hoi par us ki story ati ha.

Interviewer: acha aur ye stories jo ap suntay ho ye apni friends k sath bhi share karty ho?

Interviewee: yes

Interviewer: hmm ye batao k jo stories ap suntay ho ya jo movies ap dekhtay ho jesy ap ne

bataya k Tangeled wali movie ap ne dekhi hoi ha to kia ap ka dil karta ha k ap k bhi long hairs

hon Rapunzel jesy ya frog prince mn jesy princess palace mn reh rhe hoti hai wesay ap ka dil bhi

palace mn rehny pe karta ha?

Interviewee: yes

Interviewer: j bap ki mama ya papa job hi ap k costumes ya accessories lay kar atay hain ap un se

zid karty ho k wo ap kay liye princess jesy kapray aur sb cheezen lay k ayen?

54
Interviewee: han jee kahti hon aur wo lay kar bhi detay hain unhon ne mjhy princess k shoes lay

kar diye hain.

Interviewer: wow phir jab ap wo shoes pehty ho to hap ko feel hota ha k ap princess ho

Interviewee: yes

Interviewer: ap ko achi lagti hain princess

Interviewee: yes

Interviewer: good. Thek ha Zainab thank you.

Interview 3

Interviewer: kia name ha ap ka?

Interviewee: mera naam Mariam

Interviewer: Mariam stories suntay ho ap?

Interviewee: yes

Interviewer: kon si stories suntay ho?

Interviewee: ma ne tangled ki suni hoi ha

Interviewer: sirf tangled ki? Aur tangled to movie ha us ki story to Rapunzel wali ha

Interviewee: jee wohi suni hoi ha

Interviewer: acha kon sonata hai ap ko ye stories?

Interviewee: meri ma’am

Interviewer: kon si ma’am

Interviewee: meri wo.. (pause) sorry mjhy naam nhe ata.

Interviewer: chalo koi bat nhe yeh batao jo stories ap suntay ho who classfellows se ya friends se

share karty ho?

Interviewee: yes

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Interviewer: acha ap kah rhy ho na k ap ne Rapunzel wali story suni v ha js mn us little princess

ki long hairs hoty hain golden colour k to kia ap ka dil karta hai ap k bhi long golden hairs hon?

Ap k to abhi bhi itny long hairs hain.

Interviewee: jee lakin mjhy chotay achay lagtay hain

Interviewer: aur ap ka dil karta hai ap bhi princess ki tarha raho kisi palace mn?

Interviewee: yes dil karta ha

Interviewer: acha aur ap ki mama ya papa ap ko costumes ya bags ya books wgera lay k detay

hain jin mn princess ki stories hon ya princess k jesy hon?

Interviewee: jee lay kar detay hain

Interviewer: ap kay pas kia hai princess jesa?

Interviewee: meray pas Elsa jesa frock ha

Interviewer: wow Elsa jesa frock ha es little princess k pas to phir jab ap wo frock pehantay ho to

ap ko lagta ha k ap princess ho?

Interviewee: yes

Interviewer: ok thank you Mariam.

Interview 4

Interviewer: kia name hai ap ka?

Interviewee: Zunaira

Interviewer: Zunaira ap kis class mein parhtay ho

Interviewee: Advance mein

Interviewer: acha ap stories suntay ho?

Interviewee: yes

Interviewer: kon si suntay ho

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Interviewee: Barbie aur Cinderella aur Rapunzel

Interviewer: wow itni zaida stories acha kon sunata hai ap ko ye stories?

Interviewee: mummy

Interviewer: acha mummy sunati hain aur ye batao k ap ye stories apni friends se bhi share karty

ho?

Interviewee: jee

Interviewer: acha ap ka dil karta ha ap k bhi Rapunzel jesy long aur golden hairs hon?

Interviewee: jee

Interviewer: ap ne Rapunzel ki movie dekhi ha?

Interviewee: jee

Interviewer: acha aur ap ka dil karta ha jesy Rapunzel end pe apny mummy papa k pas palace mn

aa jati hai wesy ap bhi kisi palace mn rhty ho?

Interviewee: jee

Interviewer: hmm aur ap ko Cinderella zaida achi lagti ha ya Rapunzel?

Interviewee: Cinderella

Interviewer: Cinderella ku zada achi lagti ha?

Interviewee: ku k wo sb se favorite ha

Interviewer: acha Cinderella k shoe zada achay lagtay hain ya us ka frock

Interviewee: Frock zada achay lagtay hain

Interviewer: ap k pas Cinderella jesy ya Rapunzel jesy ya kisi bhi princess jesy frocks hain ya

koi bags wgera?

Interviewee: je emery pas us ki pori cheezain hain Cinderella ki aur Cinderella bhi ha

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Interviewer: acha jee aur ap mama se zid krty ho k ap k pas Cinderella jesi ya princess jesi

cheezen hon?

Interviewee: jee aur mjhy eslie achi lagti hai ku k mama who lay kar ati hain

Interviewer: ap ko prince zaida achay lagtay hain ya princess

Interviewee: princess

Interviewer: acha chalo thek ha thank you.

Interview 5

Interviewer: kia name hai ap ka?

Interviewee: Anaf

Interviewer: kis class mn parhtay ho

Interviewee: advance mein

Interviewer: acha Anaf stories suntay ho ap

Interviewee: jee

Interviewer: sahee aur Anaf kon si stories suntay ho ap?

Interviewee: ben10 wali Spiderman wali aur detol wali

Interviewer: acha aur prince wali stories nhe suntay?

Interviewee: main boy hon girl nhe hon

Interviewer: acha jee ap boy ho lkn prince bhi to boy hota hai na won he suntay ap

Interviewee: nhe

Interviewer: ap ko yeh stories ku achi lagti hain ya boys ku achay lagtay hain

Interviewee: ku k wo race wali garian chalatay hain

Interviewer: hmm aur ap mama papa se zid karty ho k wo ap ko aisi cheezen lay kar den js pe

ben10 ya spiderman banay hon

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Interviewee: nhe

Interviewer: ap ye stories share krty ho apny friends se?

Interviewee: nhe

Interviewer: acha aur kon ye stories sonata hai mama papa ya ap k teachers?

Interviewee: mery mummy papa

Interviewer: acha chalo theak ha Anaf thank you so much.

Interview 6

Interviewer: kia name ha ap ka?

Interviewee: Dua

Interviewer: Dua kis class mn ho?

Interviewee: Advance mein

Interviewer: acha ap stories suntay ho?

Interviewee: jee

Interviewer: kon ye stories sunata ha?

Interviewee: Mummy

Interviewer: kon kon si stories suni hain ap ne

Interviewee: Dora, aur queen wali bhi aur prince wali bhi aur Rapunzel wali bhi

Interviewer: ap ka dil karta ha ap choti si princess ho baray baray frocks wali aur pyari si?

Interviewee: jee

Interviewer: acha aur mama se zid krty ho k wo ap ko frocks lay k dain princess jesy?

Interviewee: nhe

Interviewer: ap ye stories friends se share krty ho?

Interviewee: nhe

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Interviewer: ku?

Interviewee: wo achi nhe hain

Interviewer: kon achi nhe hain friends ya stories?

Interviewee: friends achi nhe hain

Interviewer: ap k pas princess jesy bags frocks ya shoes hain?

Interviewee: jee hain

Interviewer: ap ko prince zada achay lagtay hain ya princess?

Interviewee: princess

Interviewer: princess ku achi lagti hain

Interviewee: ku k meri phupho mjhy princess kahti hain

Interviewer: acha kitni sweet phupho hain. Theak ha Dua thank you.

Interview 7

Interviewer: kia name hai ap ka?

Interviewee: Asmara

Interviewer: asmara kis class mn ho?

Interviewee: advance mn

Interviewer: ap stories suntay ho?

Interviewee: sunti hon.

Interviewer: kon si stories suntay ho?

Interviewee: dora, Rapunzal, Cinderella aur doremon

Interviewer: Rapunzel ki ya Cinderella ki ap ne movie dekhi hai?

Interviewee: jee dekhi hai

Interviewer: acha un k to bohot pyaray pyaray frocks thy wesy frocks achay lagtay hn ap ko?

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Interviewee: jee lagtay hain

Interviewer: ap apni mama se zid krty ho k ap ko princess jesy frocks lay k dain ya bags ya hair

bands wgera?

Interviewee: jee karti hon

Interviewer: ap k pas aisy frocks hain?

Interviewee: jee hain

Interviewer: kon ap ko ye stories sunata hai mama papa ya ap k teachers?

Interviewee: mama papa

Interviewer: kon c favorite story hai ap ki?

Interviewee: dora wali

Interviewer: Dora ki ku achi lagti hai?

Interviewee: ku k meri mama Dora wala frock lai thi.

Interviewer: okay thank you.

Interview 8

Interviewer: kia name hai ap ka?

Interviewee: Daaim

Interviewer: Daaim ap kis class mn ho?

Interviewee: advnce mn

Interviewer: acha Daaim ap ne stories suni hain kbhi?

Interviewee: jee ben10 wali spider wali shaktimaan wali, dettol wali, safe guard wali.

Interviewer: ap ko ye stories ku achi lagti hain?

Interviewee: ku k ma ben10 banon.

Interviewer: ap ku ben10 banna chahty ho

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Interviewee: ku k ma ben10 wali gharian la skon

Interviewer: ap mama papa se ben10 wali ya spiderman jesi cheezen la k denay ki zid krty ho?

Interviewee: jee ma baba se kahta hon mjhy ben10 wali watch la kar dain to baba kahtay hain

acha.

Interviewer: acha ap ne kbhi prince wali stories suni hain?

Interviewee: jee

Interviewer: hmm aur ap ko kon ye stories sunata ha?

Interviewee: mery mama baba

Interviewer: ap apny friends se ye stories share karty ho?

Interviewee: jee

Interviewer: acha sahee okay Daaim thank you.

Interview 9

Interviewer: kia name hai ap ka?

Interviewee: Abdullah

Interviewer: acha Abdullah kis class mn parhtay ho

Interviewee: Fizaiya

Interviewer: Lkn Fizaiya to ap ka school ha na ma ne class pochi ha k ap kon si class mn ho?

Interviewee: one class mn

Interviewer: ap stories suntay ho?

Interviewee: yes sunta hon

Interviewer: which stories do u like?

Interviewee: I like all stories

Interviewer: acha aur kon ap ko yeh stories sunata ha ya kahan se suntay ho?

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Interviewee: mama papa aur Tv aur laptop

Interviewer: okay ap ko kon kon si stories suntay ho?

Interviewee: Ben10, penguins, tom and jerry aur spiderman

Interviewer: ap ne kabhi prince ya princess wali story suni ha?

Interviewee: hmm.. (pause) Nahe

Interviewer: ap k kapray aur books wgera kon lay kar ata ha mama ya baba?

Interviewee: mama

Interviewer: acha ap mama se zid krty ho k ap k liye ben10 ya spidernan wali cheezen laen?

Interviewee: nahe

Interviewer: ap jo stories suntay ho ya dekhtay ho ye friends se share krty ho?

Interviewee: jee karta hon aur kabhi wo meri pitai bhi krty hain

Interviewer: ku ap ki ku pitai krty hain

Interviewee: pata nhe lakin ma un ko itna maron ga upar hawa mn ura don ga bohot zada maron

ga aur do bachay hain wo meray bal bhi khenchtay hain aur larae karty hain aik faizan aur aik

Yahyah.

Interviewer: Ap k ghar mn ap k pas kesy toys hain?

Interviewee: ma jab chota tha tb sb tor deta tha abi mery pas cars hain par wo takar takar mar k

sab torr deta tha jab ma chota tha.

Interviewer: acha chalo thek ha thank you.

Interview 10

Interviewer: what is your name?

Interviewee: Hanzila

Interviewer: kis class mn parhtay ho ap?

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Interviewee: Prep class mn

Interviewer: kesi story achi lagti hai ap ko?

Interviewee: Cinderella wali

Interviewer: kon yeh stories sunata ha?

Interviewee: meri teacher.

Interviewer: ap ne kabhi Rapunzel ya Cinderella wali movie dekhi ha?

Interviewee: yes

Interviewer: ap ka favorite character kon ha?

Interviewee: Cinderella

Interviewer: acha kia ap apny parents se zid krty ho k wo ap k liye aisa bag ya books lay kar aen

jis pe ap k favorite story character bany hon?

Interviewee: jee

Interviewer: ap yeh stories apny friends se share karty ho?

Interviewee: jee

Interviewer: ap ka dil karta ha k ap prince ho ya ap k parents king ya queen hon?

Interviewee: jee dil karta ha

Interviewer: acha thank you Hanzila.

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