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P O L Y T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S
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ANNE’S VOCABULARY: A DISCOURSE ANALYSIS OF HOW THE NETFLIX
SERIES “ANNE WITH AN E” REPRESENTED A SESQUIPEDALIAN
Researcher : Oliver B. Tesorero Jr.
Degree : Bachelor of Arts in English Language Studies
Institution : Polytechnic University of the Philippines
Year : 2024
Adviser/Co-author: Prof. Algene Malte De Guzman
Abstract
The power of words is a gift to humans, but multiple meanings or spellings of the
same word can cause communication problems. By documenting Anne's experiences in
Avonlea, this research aids in documenting and investigating how people perceive
someone who has in-depth knowledge of the English language. The researcher used
descriptive qualitative methods through discourse analysis and scrutinized the paper
through the lenses of Cooperative Principles Theory. After having an in-depth analysis of
the series, several salient themes emerged from the data such as, "Love for Reading,"
"Imagination and Creativity," and "Curious Nature" themes. Furthermore, the findings
revealed that due to Anne’s natural tendency to use complex words and sentences, her
conversations with her family and friends led to misunderstandings. This complex and
extensive English usage of Anne made her different from other children in Avonlea,
which resulted in her being seen as weird. However, some of the people in Avonlea,
particularly those who recognize Anne’s intelligence and passion for learning, were
amazed by her unique usage of the English language. Therefore, the study concludes that
Anne's sesquipedalian tendencies and rich language provide both wonder and challenge.
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These wonders and challenges highlight the complicated nature of communication and the
unique characteristics of language and its users. It also emphasizes the significance of
acceptance, understanding, and the desire to embrace one's individuality in the area of
language and communication. Based on the research findings, educators are encouraged to
include various pedagogies into language learning by engaging learners in activities such
as reading programs that correspond with their interests, creative writing exercises, and
curiosity-driven investigation that will engage learners in a holistic language learning
experience. This research contributes to the existing studies by offering a comprehensive
understanding of how people perceive someone who has in-depth knowledge of the
English language.
Keywords: Polytechnic University of the Philippines, Bachelor of Arts in English
Language Studies, Anne with an E, sesquipedalian, vocabulary building, discourse
analysis, language use, communication difficulties
1. Introduction
An understanding of what is considered necessary for a girl to learn to mature and be
understood can be gained by studying Anne's characterization and communication process.
The power of words is a gift to humans, but multiple meanings or spellings of the same word
can cause communication problems. By documenting Anne's experiences in Avonlea, this
research aids in documenting and investigating how people perceive someone who has in-
depth knowledge of the English language.
"Anne with an E" is one of the best examples of how people communicate and
perceive loquacious people like Anne Shirley, a 13-year-old girl who has a vast vocabulary
and ability to express herself articulately. Anne Shirley is the protagonist in the Netflix show
"Anne with an E." She is an orphan girl with thick red hair, freckles galore, and big,
expressive blue eyes. She enjoys talking and frequently expresses herself with large words.
As an imaginative and free-spirited orphan, Anne frequently uses her imagination as a coping
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mechanism to get out of difficult situations. However, she frequently gets into mischief due
to her tendency to daydream while performing household duties. But one aspect of Anne's
character that inspires and distinguishes her is that, despite her many challenges in life, her
challenges have become her strengths. Anne’s character is wide and complex, which
demonstrates why her character is intriguing and how she contributes to a broader scope of
research and understanding.
Many scholars have conducted extensive research on Anne with an E as well as Anne
of Green Gables. A study conducted by Alamshani and Bajri (2019), investigates the
language of selected contexts of the novel according to the theories of cooperative principles
and conversational implicature. The results signify that all maxims have been flouted among
the selected parts of the novel. Furthermore, the researchers argue that the overall assumption
of maxim flouting in the novel is due to the protagonist’s constant detachment from her real
world. Another study conducted by Hnatow (2020), blends feminist media and literature
analysis in an investigation of the representation of girlhood in Anne with an E. She argues
that Anne’s maturation is reliant upon her negotiation with her identity, advocacy, and her
community.
The following research studies used various theories and principles, but almost all of
them failed to discuss one of the vital aspects of Anne’s character, which can only be
scrutinized through discourse analysis. Hence, this paper seeks to shed light on the nature of
discourse analysis through the lenses of cooperative principles theory. The study by
Alamshani and Bajri (2019) was the most similar to the study; however, it only addressed a
few parts of the novel and did not provide the opportunity to understand the show adaptation
as well, although both the original and the adaptation were distinct entities. Furthermore, the
research conducted by Alamshani and Bajri (2019) is different from this research because the
data of this research is in the form of spoken text, which is shown in the Netflix series "Anne
with an E." As a result, the researcher seeks to fill this gap. The researcher also discovered
that there are few to no research studies on Anne with an E and the novel Anne of Green
Gables in the Philippines, which is why the researcher had difficulty finding local literature
on the same topic. As a result, the current study seeks to fill that gap as well.
While Anne Shirley’s character is fictional, understanding her communication
process can still offer valuable insights into the field of linguistics. Studying her language
use, interaction patterns, and communication style can provide insights into relevant issues
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regarding linguistic phenomena, cultural aspects, and the intricacies of language and
communication.
The researcher chose this topic due to the following reasons: Firstly, one way of
choosing this topic would be to look at another study done by Hnatow (2020), which blends
feminist media and literature analysis in an investigation of the representation of girlhood in
Anne with an E. In one of her recommendations, she stated that there are still more discourses
and themes that need to be better understood, such as sexism, prejudice, bullying, and so on.
Secondly, Anne's character is relatable and timeless. As individuals come of age, some
moments feel like they do not fit in, like outsiders, and they feel like everything they do is
weird and strange.
These experiences and problems faced by Anne reflect society and a lot of
individuals; they remain timely and relevant to this day. Lastly, the researcher chose Anne
with an E rather than Anne of Green Gables because the series does not directly follow the
story of the book, and the show also featured modern issues as well as new characters that are
essential to understanding Anne's discourse.
1.1 Statement of the Problem
This research aims to describe how the Netflix series Anne with an E represents a
sesquipedalian like Anne Shirley by analyzing her experiences with the people of Avonlea.
Thus, the research study aims to answer the following questions:
1. How does Anne Shirley acquire such a large English vocabulary?
2. What are the difficulties faced by Anne when communicating with her friends and
family as a sesquipedalian?
3. How do the people of Avonlea respond to Anne’s extensive English vocabulary?
4. What are the implications of Anne with an E in vocabulary building?
2. Methodology
This study uses descriptive qualitative methods because qualitative is a
procedure that produces descriptive data in the form of written and spoken words.
The descriptive method is a research method that seeks to describe the characteristics
of the population or phenomenon under investigation. It can answer what, where,
when, and how questions, but not why (McCombes, 2022). Moreover, qualitative
research entails gathering and analyzing non-numerical data (such as text, video, or
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audio) to better understand concepts, opinions, or experiences. It can be used to gain
in-depth insights into a problem or to generate new research ideas (Bhandari, 2022).
It refers to data collected in the form of words or images rather than numbers. Lastly,
the data from the chosen show is analyzed using a qualitative strategy through
discourse analysis and is scrutinized through the lenses of Cooperative Principles
Theory.
The data for this study was gathered by watching all three seasons of the show
three times, as well as listening to and observing the show. It was also important to
note the linguistic features found in the series and divide them into categories. After
that, the result of the analysis is arranged and written systematically. In general, data
collection consists of the following steps:
1. Familiarization. The researcher immersed himself in the series, by watching
the series thoroughly as well as reading the scripts and dialogues of the series
multiple times.
2. Generating Codes. After thoroughly watching the series, the researcher began
the coding process by identifying and labeling the relevant information in the series.
This includes dialogues uttered by the characters. Furthermore, these codes can be
descriptive or interpretive and serve as the foundation for developing themes of the
study.
3. Developing Themes. After generating codes, the researcher clustered all
recurring patterns or concepts in the series, known as "themes." The researcher then
clearly defined and named each theme and wrote a concise description of what each
theme represents relative to the research questions.
4. Analysis. Finally, after naming and categorizing all the generated themes, the
researcher conducted a written report that analyzed the given themes presented in the
study.
Moreover, the researcher uses content analysis as a tool to interpret the
presence of certain words, themes, and concepts within the show. According to Luo
(2022), content analysis is a research method that examines and quantifies the
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presence of specific words, themes, or concepts in qualitative data such as text,
images, audio, or video.
3. Results and Discussion
1. Anne Shirley acquired an extensive vocabulary in English.
The following discussions present and interpret the different ways in which Anne
Shirley acquired her extensive knowledge of the English language, particularly her wide
English vocabulary guided by the table below.
Table 1
Themes Emerged from the Series
Theme
Lines/Dialogues of Anne Shirley in Anne with an E
(Season: Episode)
Love for
Reading
Anne: I like to read. When I can (S1E1).
Anne: The Fire Manual in the orphanage. There wasn't much
else to read (S1E4).
Anne: Reading is in my life's blood. I mean, look! Look at this
sentence! Isn't it glorious? (S2E3)
Anne: Of course, you need to know how to read! Reading is-is
everything. Every book has a whole world inside it (S2E3).
Anne: Reading can save your life (S2E3).
Imagination
and
Anne: I make up stories all the time (S1E1).
Anne: I like to imagine that I am a princess in a tower. Or
Joan of Arc riding into battle! Or a forlorn bride who lives by
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Creativity
the sea but never speaks to anyone, because her one true love
was lost when his ship went down and disappeared beneath
the waves! (S1E1)
Anne: I like imagining better than remembering. Why are the
worst memories the most insistent? (S1E1)
Anne: And Diana didn't mind my stories at all. In fact, I told
her two, and we promised to make up another the next time
we're together. Diana says she doesn't have much
imagination, but I don't think it matters since I have enough
for both of us. They're hosting a church picnic next week at
the Lake of Shining Waters. I've never been to a picnic. Can
we go, Miss Cuthbert? (S1E1)
Anne: Thank you. Now, before we begin cultivating our
imaginations, each of us should pick our nom de plume
(S1E4).
Anne: Why, a bride, of course! A bride all in white with a
misty veil. I've never seen one, but I imagine what she would
look like. I never expect to be a bride myself. I'm so homely,
nobody would ever want to marry me. Unless he was a foreign
missionary. I suppose a foreign missionary mightn't be very
particular. But I do hope someday I shall have a white dress,
with beautiful puff sleeves. That is my highest ideal of earthly
bliss (S1E1).
Anne: I'm pretty hungry this morning. The world doesn't seem
such a howling wilderness as it did last night. I'm glad it's a
pretty morning so we won't be driving back in the rain. That
would be extremely difficult to bear. It's all very well to... read
sorrowful stories and imagine yourself living through them
heroically, but... it's not so easy when you're actually woeful,
is it? (S1E1)
Curious
Nature
Anne: "If all the world hated you and believed you wicked,
but your own conscience approved of you and absolved you
from guilt, you would not be without friends." I love Jane
Eyre, don't you? (S1E1)
Anne: I'm glad you've woken. I have so many more questions
for you about Green Gables (S1E1).
Anne: Why do you suppose neither of the Cuthberts ever
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married? Did either of them have a tragical romance? (S1E1)
Anne: But I'm bursting with curiosity! (S1E1)
Anne: I can't. I'm sorry. I'm in the depths of despair. Can you
eat when you're in the depths of despair? (S1E1)
Anne: Well, did you ever imagine that you were in the depths
of despair? (S1E1)
Anne: That cherry tree is my first friend here on the Island.
What did that cherry tree, all white and lacy, make you think
of? (S1E1)
Anne: But couldn't I? I'm as strong as a boy, and I prefer to
be outdoors instead of cooped up in a kitchen. I don't
understand the conundrum. For example, what if, suddenly,
there were no boys in the world, none at all (S1E1)?
Anne: It doesn't make sense that girls aren't allowed to do
farm work when girls can do anything a boy can do and more!
Do you consider yourself to be delicate and incapable?
Because I certainly don't. Anyway, since I'm here now,
couldn't you consider it? (S1E1)
Anne: Why must people kneel down to pray? If I really
wanted to pray, I'll tell you what I'd do. I'd go into a great big
field, all alone, or into the deep, deep woods, and I'd look up
into the sky, up-up-up, into that lovely blue sky without end,
and I would just feel a prayer. Well, I'm ready. What am I to
say? (S1E1)
Anne: I would! Please? I never get to see what you're doing,
and I think that the science of rocks and such is positively
fascinating. When I first came to Prince Edward Island, I
marveled at the red roads, I truly did. If you hadn't come to
stay, I would've never known why they're red. The words iron
oxide give me such a thrill! They sound so scientific!
Oh! It's a whole universe! And to think that your employer, far
away in America, might want this very soil more than
anything. Isn't the world a remarkable place? (S2E1)
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Table 1 establishes the themes that were noticeably prevalent across the series of the
show, “Anne with an E.” The first theme to be recognized is the love for reading. Specific
discourses were found in Season 1 Episodes 1 and 4, and Season 2 Episode 3, as noted in the table.
The second theme is about imagination and creativity, which was repeatedly expressed in Season
1 Episodes 1 and 4. The third theme is about one’s curious nature. This was very evident in
Season 1 Episode 1 and Season 2 Episode 1.
Transcript 1: S1 E1: “Your Will Shall Decide Your Destiny” (7:00-8:12)
Mr. and Mrs. Barry, who is a respectable family in the town, invited Marilla,
especially Anne, to have a social visit at their house to meet her personally and to make
sure that Anne would not be a bad influence on their daughters Diana and Minnie May.
Anne and Diana spent the visit getting to know one another in Barry's garden. Anne was
hesitant to speak at first, but as soon as she felt at ease around Diana, she began to talk
extensively about herself and her vivid imagination. The conversation transcript is as
follows:
Anne: I like to read. When I can.
Diana: I like reading, too, but Mother prefers that I do needlepoint.
Anne: Does needlepoint provide much scope for the imagination?
Diana: I don't think imagination is my strong suit.
Anne: Really? I don't know what I'd do without mine. Life would be an
agony. An utter... agony.
Diana: Agony.
Anne: I make up stories all the time.
Diana: I could never do that.
Anne: I like to imagine that I am a princess in a tower. Or Joan of Arc
riding into battle! Or a forlorn bride who lives by the sea but never
speaks to anyone, because her one true love was lost when his ship went
down and disappeared beneath the waves!
Based on the transcript above, it shows that Anne Shirley acquired her in-depth
knowledge of the English language mainly because of her passion for reading, which
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resulted in her having a wide imagination as well. This analysis supports the claim of
Enoch (2019), which states that people who read more have a larger vocabulary and a
better understanding of how to use those words. On the other hand, reading also affects
Anne’s imagination, which adds to Anne’s knowledge of English vocabulary because a
strong imagination encourages someone to use more descriptive language, which also
supports the claim of Basmo (2023) that a child's developing brain will greatly benefit
from the imagination training associated with reading, which "flexes their brain muscles,"
assisting them in becoming more creative and imaginative.
Transcript 2: S1 E1: “Your Will Shall Decide Your Destiny” (05:00--06:24)
Mrs. Spencer and Anne are heading to Avonlea to meet her adoptive parent,
Matthew Cuthbert. While on the train, Anne saw a child crying, resulting in flashbacks of
her traumatic experience at the hands of Mrs. Hammond. Mrs. Spencer asked Anne if she
was alright, then Anne told her that she likes imagining better than remembering and
proceeded to ask questions about Avonlea and the siblings Matthew and Marilla Cuthbert.
The conversation transcript is as follows:
Mrs. Spencer: Are you quite all right, dear?
Anne: I like imagining better than remembering. Why are the worst
memories the most insistent?
Mrs. Spencer: I wouldn't know. Try to rest.
Anne: "If all the world hated you and believed you wicked, but your own
conscience approved of you and absolved you from guilt, you would not be
without friends." I love Jane Eyre, don't you?
Mrs. Spencer: I never met her.
Anne: I'm glad you've woken. I have so many more questions for you about
Green Gables.
Mrs. Spencer: I'm sure you do.
Anne: Why do you suppose neither of the Cuthberts ever married? Did
either of them have a tragical romance?
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Mrs. Spencer: It's none of our business.
Anne: But I'm bursting with curiosity!
Mrs. Spencer: Uh... Shhh.
Based on the above transcript, Anne told Mrs. Spencer that she likes imagining
better than remembering, which also supports transcript 1 about her having a wide
imagination. Moreover, the above conversation also indicates that Anne’s curiosity and
her tendency to ask questions caused her to be knowledgeable of things around her, which
also strengthened her command of the English language. The results support the claim of
Balani (2020) that children instinctively seek out knowledge and pose questions when
they are fascinated by the world. This interest motivates them to investigate and acquire
new knowledge. Furthermore, children participate in conversations and interactions by
asking questions, which exposes them to a variety of vocabulary words.
Transcript 3: S1 E4: “An Inward Treasure Born” (27:18-29:11)
A fire threatens the Gillis farmhouse, and a level-headed Anne saves their house
with her quick thinking by entering the Gillis house while it is burning. Anne closed all
the doors to prevent the fire from spreading. Anne told everyone that fire needs oxygen,
and closing the doors deprives it. She acquired this knowledge by reading the fire manual
in the orphanage because there was nothing else to read. The conversation transcript is as
follows:
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Anne: I'm sorry. I'm alright.
Jerry: She's alright!
Marilla: What were you thinking?!
Anne: Did it help?
Diana: Why ever did you run inside?!
Jerry (?): [off-screen] She ran inside!
Anne: Did it slow it down?
Marilla: What were you thinking?
Anne: Fire-fire needs oxygen. Closing windows and doors
deprives it Marilla: Oh, my word!
Jerry: [off-screen] Anne slowed down the fire!
Marilla: However, do you know that?
Jerry: It was Anne! She did it!
Anne: The Fire Manual in the orphanage. There wasn't much else to
read.
Anne Shirley has a great passion for learning and her love for reading has saved
lives by preventing the fire from spreading, which also lessened the possible damage to
Gillis’s farmhouse. There was not much else to read, even Anne Shirley had read the fire
manual. Throughout the series, Anne is shown reading a variety of books, from classic
novels to poetry, scientific publications, and even the fire manual at the orphanage. This
voracious reading habit of Anne exposed her to a vast vocabulary, a strong understanding
of the English language, and an extensive array of knowledge, which she applied
throughout the series. This finding supports Burgess, Kleiji, Ricketts, and Shapiro's (2022)
claim that intellectual heroes are frequently portrayed as bibliophiles and sesquipedalian
(avid readers who use unusual words), emphasizing the importance of reading in
modern society and its inextricable link to education and learning.
2. The challenges that Anne encountered in interacting with her friends and family as a
sesquipedalian.
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The following discussions present and interpret the difficulties faced by Anne
Shirley as someone who has a lot to say and who uses big words to describe her thoughts
and feelings when talking to people around her.
Table 2
The Challenges Encountered by Anne Shirley as a Sesquipedalian
Participants
Season,
Episode
Conversation Transcript
Challenge
Anne and
Jerry
Season 1,
Episode 3
Anne: Today will be better.
I'm not going to say anything
weird or... do anything
wrong.
You're my friend, right,
Belle? You'll always be my
friend, won't you?
Jerry Baynard: You bet. I'm
so flattered.
Anne: You shouldn't
eavesdrop, Jerry. Jery: E-
what?
Annoyance
and
misunderstan
ding
Anne and
Marilla
Season 1,
Episode 3
Marilla: There, there,
child. I know. I know just
how you feel. You've been
judged harshly.
Anne: I am never going
back to school! Never!
Teasing and
bullying
Anne and
Jerry
Season 1,
Episode 7
Jerry: It's not so bad to ask
for help sometimes, you
know.
Anne: If I needed help, I
would say so.
Jerry: No, you wouldn't.
Irritation and
misunderstan
d-ing
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Anne: Yes, I would.
Jerry: Wouldn't.
Anne: Would. Times infinity.
Jerry: What?
Anne: Never mind. Let's not
talk.
Table 2 reveals the challenges that Anne encountered as a sesquipedalian. First on the list
is annoyance and misunderstanding that were observed between Anne and Jerry in Season 1
Episode 3. Another challenge faced by Anne, this time with Marilla, is teasing and bullying that
can be witnessed in Season 1, Episode. The last challenge faced by Anne is irritation and
misunderstanding. This happened again with Jerry in Season 1 Episode 7.
Transcript 4: S1 E3: “But What Is So Headstrong as Youth” (26:05-26:15).
Anne started school in Avonlea, but the impression of her classmates did not end
well because she told weird things about her experiences at the hands of Mr. and Mrs.
Hammond, causing her classmates to leave her. In the morning, Anne was talking to her
horse friend Belle when suddenly Jerry heard the two, making Anne irritated and telling
Jerry unfamiliar words, leaving him confused. The conversation transcript is as follows:
Anne: Today will be better. I'm not going to say anything weird or... do
anything wrong.
You're my friend, right, Belle? You'll always be my friend, won't you?
Jerry Baynard: You bet. I'm so flattered.
Anne: You shouldn't eavesdrop, Jerry.
Jerry: E-what?
Jerry Baynard is a young French-Canadian farmhand hired by Matthew Cuthbert in
exchange for Anne Shirley. In the show, Jerry is portrayed as someone who initially
struggles with reading, which is why he has limited knowledge in terms of English
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vocabulary. In the above conversation, Anne Shirley was annoyed because Jerry
eavesdropped on her conversation with Belle, and this word (eavesdrop) made Jerry
confused. This analysis supports the claim of Adhikary (2019) that in communication,
difficult or inappropriate words can prevent people from understanding the message. As a
result, the message will be misinterpreted. Furthermore, Anne violated the maxims of
quality and manner, and this supports the theory of cooperative principles by Paul H.P.
Grice, which states that every speaker should be informative in a discourse by saying the
right amount of what is required and avoiding obscurity, ambiguity, and unnecessarily
complex language. Such violations can impact the effectiveness of communication and
may lead to misunderstandings or confusion.
Transcript 5: S1 E3: “But What Is So Headstrong as Youth” (43:06-43:63).
Anne has been subjected to bullying, laughter, and judgments among her
classmates and teacher, and these overflowing judgments caused her to leave the school in
the middle of the class. Anne went home to Green Gables crying, and Marilla embraced
her open arms, comforting her while she cried. The conversation transcript is as follows:
Marilla: There, there, child. I know. I know just how you feel. You've
been judged harshly.
Anne: I am never going back to school! Never!
As an imaginative and free-spirited orphan who has experienced a challenging and
lonely upbringing. Anne had been subjected to bullying when she first arrived at Avonlea;
some of her classmates treated her harshly and criticized her due to her unconventional
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personality, including her love for literature and her tendency to speak her mind. Initially,
some of Anne's classmates, especially a group of girls, made fun of her and judged her
based on her appearance and upbringing. With these judgments overflowing, Anne ran
home crying, and Marilla embraced her. These experiences of Anne among her classmates
made her hate going to school, which she did in the upcoming episode. The results
demonstrate a correlation between Desser (2019) and Erkic (2018) that being intelligent
can make it difficult for an individual to engage in small talk about ordinary things
because their mind is flooded with tons of great ideas and topics that interest them. The
people around them are unfamiliar with their thought process, and they may become
confused or criticize them as strange. Furthermore, these instances of bullying faced by
Anne Shirley made her stop attending school, which also supports the idea of Del Valle
(2022) that smart shaming can put an end to meaningful conversations and discourage
people from pursuing intellectual interests.
Transcript 6: S1 E7: “Wherever You Are Is My Home” (15:06-15:17)
Due to the Cuthberts’ difficult financial situation, Anne Shirley and Jerry Baynard
traveled to Charlottetown to sell some of their belongings. Anne recommended the idea of
selling some of their stuff, including furniture, antiques, and other precious things, in
Charlottetown, where they hope to secure a better price for their assets to get them out of
their financial problems. While on the ride, the two had a little conversation, but Anne got
irritated with Jerry because of their misunderstanding. The conversation transcript is as
follows:
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Jerry: It's not so bad to ask for help sometimes, you know.
Anne: If I needed help, I would say so.
Jerry: No, you wouldn't.
Anne: Yes, I would.
Jerry: Wouldn't.
Anne: Would. Times infinity.
Jerry: What?
Anne: Never mind. Let's not talk.
Anne and Jerry are heading towards Charlottetown to sell some of their
belongings, and while on the ride, Jerry brings up the idea to Anne that it is not bad to ask
for help. As the conversation progresses, Anne Shirley gets irritated with Jerry Baynard
because of a misunderstanding related to the concept of "infinity." Anne, who frequently
engages in literary and philosophical conversations, was frustrated by what she perceived
to be a lack of understanding or interest in her passionate explanation.
Furthermore, Anne's reaction to her conversation with Jerry supports the claim of
Desser (2019) and Erkic (2018) that being intelligent can make it difficult for an
individual to engage in small talk about ordinary things. Their mind is flooded with tons
of great ideas and topics that interest them, and the people around them are unfamiliar
with their thought process, often leading to confusion or criticism, perceiving them as
strange.
Lastly, this scene also highlights the difference in personalities between Anne, who
is imaginative and prone to complex explanations, and Jerry, who is a quiet and reserved
boy who tends to keep to himself and is not as outspoken or expressive as Anne.
3. The way people in Avonlea respond to Anne’s extensive English vocabulary.
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The following discussions present and interpret the way people in Avonlea perceive
someone who has an unconventional personality and has in-depth knowledge of the
English language.
Table 3
The Responses of the Characters to Anne Shirley’s Extensive Usage of English
Language
Participant
s
Conversation Transcript
(Season, Episode)
Response
Anne and
Matthew
Anne: Am I talking too much? People are always
telling me that I do, and it seems to cause no end of
aggravation. Would you rather I didn't talk? If you
say so, I'll stop. I can stop when I make up my mind
to it, although it's difficult.
Matthew: I don't mind.
Anne: I'm so glad. I know you and I are going to
get along together just fine. It's such a relief to talk
when one wants to and not be told that children
should be seen and not heard. I've had that said to
me a million times if I have once. People would
laugh at me because I use big words. But they're
exciting and descriptive words, like... like
"enraptured" and "glorious"! If you have big ideas,
you have to use big words to express them, haven't
you?
Matthew: Well, uh... I suppose so.
Anne: For example, I am enraptured by this
glorious landscape!
Matthew: Careful now. Careful. (S1:E1)
Tolerance
(Neutral)
Anne and
her
classmates
Diana: This is Jane Andrews and Josie Pye and
Ruby Gillis and Tillie Boulter. Everybody, this is
Anne.
Jane Andrews: Hello, Anne.
Ruby Gillis: Hello.
Tillie Boulter: Nice to meet you.
Anne: It is a scrumptious pleasure to make your
Confused
(Negative)
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acquaintances. And I shall do my utmost to prove
myself worthy of your friendship.
Jane Andrews, Ruby Gillis, Josie Pye, Tillie:
*speechless and confused.
Diana: Uh, Anne loves to read. And she knows ever
so many big words.
Josie Pye: Does she use them all in every sentence?
Tillie: I like to read, too.
Ruby: No, you don't.
Tillie: No, I don't. (S1:E3)
Anne,
Diana, and
Ruby
Anne: The inaugural meeting of the Avonlea Story
Club is now in session.
Diana: Oh, Anne, this is so, so...
Anne: Deliciously secret and scrumptiously
exciting?
Diana: You have such a way with words!
Ruby: I hardly know what you're saying half the
time.
Anne: Thank you. Now, before we begin cultivating
our imaginations, each of us should pick our nom
de plume.
Ruby: See? It's happened again. (S1:E4)
Admiratio
n and
Surprise
(Positive)
.
Table 3 exhibits the varied responses Anne received from the other characters
because of her extensive use of the English language. In Season 1, Episode 1, Matthew
was tolerant (neutral) of Anne’s ability to use English. Anne’s classmates on the other
hand were confused (negative) when she used “big words” while introducing herself to the
class in Season 1, Episode 3. Nevertheless, Diana and Ruby expressed their admiration
and surprise (positive) when Anne displayed her way with words in Season 1, Episode 4.
Transcript 7: S1 E1: “Your Will Shall Decide Your Destiny” (11:42-12:41).
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After picking up Anne at the train station, Matthew and Anne were heading towards
Green Gables. While on the ride, the two had a conversation. As a very outspoken little
girl, Anne was telling a lot of things, including how people react to her talkativeness, and
then proceeded to ask questions to Matthew. The conversation transcript is as follows:
Anne: Am I talking too much? People are always telling me that I do, and
it seems to cause no end of aggravation. Would you rather I didn't talk? If
you say so, I'll stop. I can stop when I make up my mind to it, although it's
difficult.
Matthew: I don't mind.
Anne: I'm so glad. I know you and I are going to get along together just
fine. It's such a relief to talk when one wants to and not be told that
children should be seen and not heard. I've had that said to me a million
times if I have once. People would laugh at me because I use big words.
But they're exciting and descriptive words, like... like "enraptured" and
"glorious"! If you have big ideas, you have to use big words to express
them, haven't you?
Matthew: Well, uh... I suppose so.
Anne: For example, I am enraptured by this glorious landscape!
Matthew: Careful now. Careful.
As Matthew and Anne embark on their journey to Green Gables, Anne talks
descriptively throughout the ride, revealing her love for nature, her rich imagination, and
her dreams of the wonderful home she anticipates at Green Gables. Without knowing that
she was not the one they were expecting to adopt, this idea was not brought up by
Matthew to avoid hurting Anne’s feelings, which also reveals Matthew's kind nature.
Based on Anne’s first statement, she told Matthew that people always laugh at her
because she uses big words, and her talkativeness causes annoyance. Anne violated the
maxims of quality and manner. This supports the theory of cooperative principles by Paul
H.P. Grice, which states that every speaker should be informative by speaking the
appropriate amount of what is required and avoiding obscurity, ambiguity, and
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unnecessarily complex language. These violations can reduce the effectiveness of
communication and may lead to misunderstandings or confusion.
However, Matthew, who is a man of few words, listens attentively and does not
mind Anne's spirited and heartfelt monologues. Instead of telling Anne to shut her mouth
and getting irritated by Anne’s talkativeness, Matthew saw Anne as one of a kind, which
also made him enjoy the trip. Therefore, this result challenges the claim of Paul H.P.
Grice, as well as the claim of Boone (2020) that using big words makes it hard for our
audience to process the information and drains their energy resources. And being verbose
damages our credibility and creates negative impressions.
Lastly, Matthew, who is known for his quiet and reserved nature, listens attentively
to Anne's enthusiastic and poetic descriptions of the landscape. Matthew was charmed by
her spirited personality and her ability to find beauty and wonder in the world around her.
Throughout the journey, Anne's bright optimism and storytelling captivated Matthew, and
it was clear that Anne had already left a deep impression on him. This journey not only
marks the start of Anne's life at Green Gables but also the beginning of a special bond
between Anne and Matthew.
Transcript 8: S1 E3: “But What Is So Headstrong as Youth” (7:00-8:12)
Anne started school in Avonlea, and her best friend Diana let her meet her
classmates. Anne introduced herself among these young girls, but her verbose statement
left her classmates confused. The conversation transcript is as follows:
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Diana: This is Jane Andrews and Josie Pye and Ruby Gillis and Tillie
Boulter. Everybody, this is Anne.
Jane Andrews: Hello, Anne.
Ruby Gillis: Hello.
Tillie Boulter: Nice to meet you.
Anne: It is a scrumptious pleasure to make your acquaintances. And I
shall do my utmost to prove myself worthy of your friendship.
Jane Andrews, Ruby Gillis, Josie Pye, Tillie: *speechless and confused.
Diana: Uh, Anne loves to read. And she knows ever so many big words.
Josie Pye: Does she use them all in every sentence?
Tillie: I like to read, too.
Ruby: No, you don't.
Tillie: No, I don't.
When Anne introduced herself on her first day of school in Avonlea, she was eager
to make friends and started talking enthusiastically. On the other hand, Ruby, Josie, Jane,
and Tillie are somewhat taken aback by Anne's verbosity, and then Diana explains to them
that Anne loves to read to help them understand why she acts that way. And Josie Pye was
curious if Anne always used them in every sentence. Moreover, out of pure excitement to
have friends, Anne violated the maxims of quality and manner. This supports the theory of
cooperative principles by Paul H.P. Grice, which states that every speaker should be
informative by speaking the appropriate amount of what is required and avoiding
obscurity, ambiguity, and unnecessarily complex language. These violations can reduce
the effectiveness of communication and may lead to misunderstandings or confusion.
Furthermore, the result also supports the claim of Boone (2020) and Mishra (2022),
which states that when someone wants to communicate effectively, the purpose must be
clear, and they should avoid using big words. Because being verbose or using difficult
words and sentences defeats the purpose of effective communication, damages one’s
credibility, and creates negative impressions.
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Transcript 9: S1 E4: “An Inward Treasure Born” (38:06-39:08)
Anne Shirley, Diana Barry, and Ruby Gillis often meet at a place called "The
Avenue," where the Story Club sessions happen. It is a sacred place exclusively by Anne,
Diana, and Ruby. It is a beautiful tree-lined path that runs through the woods near Green
Gables. The Avenue is a significant location in the series and serves as a backdrop for
many of their adventures and conversations. The conversation transcript is as follows:
Anne: The inaugural meeting of the Avonlea Story Club is now in session.
Diana: Oh, Anne, this is so, so...
Anne: Deliciously secret and scrumptiously exciting?
Diana: You have such a way with
words!
Ruby: I hardly know what you're saying half the time.
Anne: Thank you. Now, before we begin cultivating our imaginations,
each of us should pick our nom de plume.
Ruby: See? It's happened again.
During her stay at Avonlea School, Anne Shirley founded a club called the Avonlea
Story Club. It is an informal group of Anne's friends who come together to share and
discuss their original writings, poetry, and other artistic works. The Avonlea Story Club
was founded by Anne, inspired by her love of writing and storytelling and her desire to
foster creativity and self-expression among her friends. During their first meeting, Anne
used deep and poetic words to describe her emotions, which Diana commended by saying
to Anne that she has such a way with words. On the other hand, Ruby told Anne that she
hardly knew what she was saying half the time. This result supports the claim of Adhikary
(2019) that difficult or inappropriate words can prevent people from understanding the
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24
message. In addition, the result supports the theory of cooperative principles by Paul H.P.
Grice, which argues that each speaker should be informative by expressing only as much
as is necessary and avoiding obscurity, ambiguity, and excessively complex language.
Such violations can reduce the effectiveness of communication and may lead to
misunderstandings or confusion.
However, it is important to note that Diana and Ruby’s reaction towards Anne’s
unconventional usage of the English language is not a way to dishearten her because they
could not understand some of her utterances; rather, Diana and Ruby’s reaction is out of
pure astonishment and admiration towards Anne’s expressive way of using the language.
This result also challenges the claim of Boone (2020) that being verbose damages our
credibility and creates negative impressions.
4. The implications of Anne with an E for vocabulary development.
The following discussions present and interpret the way people in Avonlea perceive
someone who has an unconventional personality and has in-depth knowledge of the
English language.
Table 3
The Responses of the Characters to Anne Shirley’s Extensive Usage of English
Language
Conversation
Transcript (Season,
Episode)
English
Words/Phrases Used
Implication
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25
Marilla: You're not
eating at all.
Anne: I can't. I'm sorry.
I'm in the depths of
despair. Can you eat
when you're in the
depths of despair?
Marilla: I've never been
in the depths of despair,
so I can't say.
Anne: Well, did you
ever imagine that you
were in the depths of
despair?
Marilla: No, I didn't.
(S1E1)
“Depths of despair”
Exploration of
imaginative language
Anne: I solemnly
swear... to be faithful to
my bosom friend, Diana
Barry, for as long as the
sun and moon shall
endure. And then she
said it and put my name
in. And then we sent our
oath into the world
(blew the dandelion).
Marilla: Not in the...
Anne: Sorry. I'll collect
them. It was a
wonderful afternoon!
I'm so relieved!
Marilla: It seems you
made a favorable
impression with the
Barrys.
Anne: And Diana didn't
mind my stories at all.
In fact, I told her two,
and we promised to
make up another the
next time we're
together. Diana says
she doesn't have much
“Bosom friend” and
“kindred spirits”
Unconventional usage of
expressive and figurative
terms
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26
imagination, but I don't
think it matters since I
have enough for both of
us. They're hosting a
church picnic next week
at the Lake of Shining
Waters. I've never been
to a picnic. Can we go,
Miss Cuthbert?
Marilla: We'll see.
Anne: Diana and I are
kindred spirits. And I
think she'd be struck
quite sad if I were to be
sent away. (S1E1)
Anne: The inaugural
meeting of the Avonlea
Story Club is now in
session.
Diana: Oh, Anne, this is
so, so...
Anne: Deliciously
secret and
scrumptiously exciting?
Diana: You have such a
way with words!
Ruby: I hardly know
what you're saying half
the time.
Anne: Thank you. Now,
before we begin
cultivating our
imaginations, each of us
should pick our nom de
plume.
Ruby: See? It's
happened again. (S1E4)
“Deliciously secret”
and “scrumptiously
exciting”
Encouragement to
explore the English
language
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27
Table 4 demonstrates how other characters responded to Anne given her ability to
extensively use the English language. In Season 1, Episode 1, Marilla performed an
exploration of imaginative language through Anne’s utterance of, “Depths of despair”. In
the same season and episode, Marilla discovered unconventional usage of expressive and
figurative terms, with the phrases, “Bosom friend” and “kindred spirits.” And, in Season
1 Episode 4, Anne’s classmates, Ruby and Diana, were encouraged to explore the English
language through the utterances, “deliciously secret” and “scrumptiously exciting”.
Transcript 10: S1 E1: “Your Will Shall Decide Your Destiny” (26:16-28:20)
After arriving at Green Gables, the Cuthberts and Anne were having dinner;
however, Anne was not eating her food due to deep sadness and disappointment because,
after all, she was not the one they were expecting to adopt. The conversation transcript is
as follows:
Marilla: You're not eating at all.
Anne: I can't. I'm sorry. I'm in the depths of despair. Can you eat when
you're in the depths of despair?
Marilla: I've never been in the depths of despair, so I can't say.
Anne: Well, did you ever imagine that you were in the
depths of despair?
Marilla: No, I didn't.
In the transcript above, Anne expressed her sadness by using the English phrase
"depths of despair" when describing her emotional state instead of saying it plainly.
Furthermore, the English phrase "depths of despair" is Anne's dramatic way of expressing
her deep sadness or hopelessness. Moreover, "Anne with an E" explores a variety of
emotions as well as complex issues. Listening to how Anne communicates her emotions
might help the viewers to broaden their emotional vocabulary. This supports the study
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28
conducted by Murshidi (2020), which found that English movies have a positive impact
on students' listening and speaking skills.
Transcript 11: S1 E1: “Your Will Shall Decide Your Destiny” (1:20:05-1:21:35)
After having a social visit at Barry's house, Marilla and Anne went home to Green
Gables. While holding a dandelion that she blew afterward, Anne told Marilla everything
about her conversation with her new bosom friend Diana. The conversation transcript is as
follows:
Anne: I solemnly swear... to be faithful to my bosom friend, Diana Barry,
for as long as the sun and moon shall endure. And then she said it and put
my name in. And then we sent our oath into the world (blew the
dandelion).
Marilla: Not in the...
Anne: Sorry. I'll collect them. It was a wonderful afternoon! I'm so
relieved!
Marilla: It seems you made a favorable impression with the Barrys.
Anne: And Diana didn't mind my stories at all. In fact, I told her two, and
we promised to make up another the next time we're together. Diana says
she doesn't have much imagination, but I don't think it matters since I have
enough for both of us. They're hosting a church picnic next week at the
Lake of Shining Waters. I've never been to a picnic. Can we go, Miss
Cuthbert?
Marilla: We'll see.
Anne: Diana and I are kindred spirits. And I think she'd be struck quite
sad if I were to be sent away.
In the transcript above, Anne used the English term "bosom friend," which reflects
her poetic and expressive way of speaking about her close and cherished friendship with
Diana Barry. The English term "bosom friend" refers to a close friend and someone with
whom an individual can share their deepest thoughts, feelings, and secrets.
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29
Furthermore, Anne also uses the term "kindred spirits" to describe those with
whom she has an immediate and profound connection. She uses this phrase to
communicate the idea that certain people are like-minded, share similar ideals, and
understand each other on a deep and spiritual level, like her friendship with Diana.
Lastly, Anne with an E is a valuable supplement to your language learning because
Anne herself uses a wide range of English vocabulary, including archaic and poetic
language. This supports the study conducted by Sadiku (2017), which found that subtitled
movies are beneficial for vocabulary development.
Transcript 12: S1 E4: “An Inward Treasure Born” (38:06-39:08)
During the inaugural meeting of the Avonlea Story Club, Anne described her
emotions with deep and poetic words, which Diana commended by saying to Anne that
she has such a way with words. On the other hand, Ruby admitted to Anne that she hardly
knew what she was saying half the time. The conversation transcript is as follows:
Anne: The inaugural meeting of the Avonlea Story Club is now in session.
Diana: Oh, Anne, this is so, so...
Anne: Deliciously secret and scrumptiously exciting?
Diana: You have such a way with words!
Ruby: I hardly know what you're saying half the time.
Anne: Thank you. Now, before we begin cultivating our imaginations, each of us
should pick our nom de plume.
Ruby: See? It's happened again.
In this conversation, Anne used different deep English vocabulary to describe her
thoughts. In this specific English term, "deliciously secret," Anne conveys the idea that
their inaugural meeting is both delightful and mysterious, like a hidden treasure waiting to
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30
be discovered. Furthermore, Anne used the phrase "scrumptiously exciting" to highlight
her idea that their inaugural meeting was not just exciting but also exceptionally enjoyable
and pleasurable. In addition, Anne used the French term “nom de plume,” which translates
to "pen name" in English.
This only shows that Anne’s character has unique ways of expressing herself by
utilizing the English language poetically and descriptively, which is also a great way to
learn English. This supports the study conducted by Sujit and Uzzaman (2017) that shows
that watching English movies improves both listening and speaking skills.
4. Conclusion
The study's findings led to the following conclusions:
1. How does Anne Shirley acquire such a large English vocabulary?
The findings revealed that Anne Shirley's extensive English language acquisition is
the result of a complex interaction of various hobbies, such as her love of reading, large
imaginative expression, and innate curiosity. Furthermore, Anne Shirley's linguistic
journey also exemplifies the transformational power of education and the never-ending
pursuit of knowledge.
2. What are the difficulties faced by Anne when communicating with her friends and family
as a sesquipedalian?
Anne Shirley's difficulties communicating with those around her resulted in
misunderstandings and bullying that had a significant impact on her. It also showed how
her society considers people with unique upbringings to be weird and that being normal is
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31
the norm. These instances reflect the real-life experiences of those with exceptional
linguistic ability and those who are considered "different or weird" in today's era. In
addition, Anne Shirley's experiences serve as a reminder of the power of language, which
functions as both a bridge and a barrier to effective communication.
3. How do the people of Avonlea respond to Anne’s extensive English vocabulary?
In her interactions with friends and family, Anne Shirley's sesquipedalian
tendencies and rich language provide both wonder and challenge. These challenges
highlight the complicated nature of communication and the unique characteristics of
language and its users. It also emphasizes the significance of acceptance, understanding,
and the desire to embrace one's individuality in the area of language and communication.
Lastly, Anne Shirley’s linguistic journey teaches us that even though language sometimes
divides us, it also has the power to bring people closer when they start to appreciate and
accept their individuality.
4. What are the implications of Anne with an E in vocabulary building?
The vocabulary terms derived from Anne's expressions can help viewers in
improving their English language skills. They also show the beauty of the English
language and can serve as motivation for expanding the viewers’ English vocabulary so
they can express themselves more creatively. Lastly, "Anne with an E" is more than just a
drama series; it also promotes the beauty of reading and the never-ending pursuit of
knowledge through an interesting storyline and relatable characters.
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32
4.2 Recommendations
The researcher developed the following recommendations based on the findings
and conclusions presented above.
1. Educators are encouraged to include various pedagogies into language learning by
engaging learners in activities such as reading programs that correspond with their
interests, creative writing exercises, and curiosity-driven investigation that will
engage learners in a holistic language learning experience.
2. Future researchers could examine the portrayal of other individuals possessing
exceptional linguistic ability in media and popular culture. This study may explore
the impact of media representation in shaping societal attitudes and perceptions of
other people towards such individuals.
3. Future researchers could conduct a study identifying how viewers of Anne with an E
perceive Ann Shirley’s sesquipedalian tendencies.
4. Future researchers could create and employ methodologies to evaluate the creative
expression of viewers who watched Anne with an E. This could include assessing
the written or spoken expressions of the viewers, allowing for a more in-depth
assessment of the series' influence on creative language use.
5. References
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Boone, A. (2020). 2 Reasons to Stop Using Big Words. https://ethos3.com/2-reasons-to-
stop-using-big-words/
Del Valle, Z. (2022, January 5). Smart-Shaming: A Disease That Kills Meaningful
Conversations. Medium. https://medium.com/@zyrondelvalle/smart-shaming-a-
disease-that-kills-meaningful-conversations-41848a6899f5
Desser, J. (2019, July 26). 10 Struggles Only Highly Intelligent People Have.
https://www.linkedin.com/pulse/10-struggles-only-highly-intelligent-people-have-
jacob-desser
Enock, E. (2019, February 19). How Reading Can Improve Your Vocabulary. Schoolnet
Uganda Portal. https://schoolnetuganda.com/how-reading-can-improve-your-
vocabulary/
Erkic, A. (2018, January 17). If You Have These 6 Struggles, You’re Highly Intelligent.
Lifehack. https://www.lifehack.org/514508/if-you-have-these-6-struggles-youre-
highly-intelligent
Luci, N. (2021, December 27). 6 Struggles Highly Intelligent People Have, Psychology
Says. Medium. https://medium.com/age-of-awareness/6-struggles-highly-intelligent-
people-have-psychology-says-30405c95a823
McCombes, S. (2022, October 10). Descriptive Research | Definition, Types, Methods
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Mishra, S. (2022, April 12). Five Main Barriers to Effective Communication – What to
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communication-understanding-the-barriers/
Murshidi, G. (2020). Effectiveness of Movies in Teaching and Learning English as a
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Sujit, R., & Uzzaman, A. (2017). Learning English through Watching Movies.
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