Cartoons that Make A Difference: A Linguistic Analysis of Peppa Pig

Thomaï Alexiou (Aristotle University of Thessaloniki)
Natassa Kokla (Aristotle University of Thessaloniki)


The present paper examines the vocabulary contained in the British animated programme Peppa Pig and investigates whether the vocabulary included is frequent but also appropriate for beginner learners of English. It also examines if there is any formulaic language in it. Comparison with the BNC wordlist and with the CYLET and EVP wordlists for beginners suggests that one fifth of the English vocabulary contained in the show is frequent and that a small amount of it overlaps with the proposed vocabulary lists of CYLET and EVP for A1 level. Therefore, the majority of the vocabulary contained in the show is mainly infrequent but still appropriate while the in-depth analysis of selective episodes showed amplitude of formulaic language in the show and plenty repetition of it.


Cartoons; Preschoolers; Corpus; Frequent/Infrequent words; Vocabulary; Lexical chunks

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