Sociolinguistics
means the study of language and society.
Sociolinguistics
refers to the study/branch
of linguistics which studies language in relation to the society. It deals on how language is used in the society.
of linguistics which studies language in relation to the society. It deals on how language is used in the society.
i)
Concept of language and learning acquisition.
ii)
Second language learning.
iii)
Approaches of language learning.
iv)
Language variation and language
changes.
v)
Choices of language (changes) second
language.
vi)
Language maintenance and dead.
vii) Language
planning and policy.
viii) Pidgins
and creoles.
ix)
Language use in the society.
x)
English language in multilingual
society.
Assignment: explain
what it means “to know a language?”
RONALD
WARD HAUGH (2006) indicates four types of relationship that occur in
sociolinguistics.
-
Socio-structure may influence or
determine the linguistic structure or behavior. It might be age, academic
status, sex, profession etc. The age of the participants is what guide the way
language is used by a particular person.
-
The linguistic structure/behavior may
determine /influence the social structure.
-
Bi-direction, it is the two form
direction. The language and the society may influence each other.
-
There can be no relationship at all
between the linguistic structure and the social structure, and that each is
independent of the other.
According
to Ronald Ward Haugh there are two approaches that a person must have
grammatical rules which are rules of making well formed
-
This is due to the fact that any
language has a rule govern, obeying certain universal principles.
-
A person must be able to use and understand
the language in accordance with specific rules.
Language acquisition and language
learning
Ellis
1985 says that in order for a person to learn or to acquire a language there
are some factors that guide him or her to acquire a particular language.
·
1st factor is known as
situational factors: it includes the environment in which the language is
learning or acquired, it can be classroom, the market, at home etc.
·
2nd is a linguistic input:
are language materials that a learner gets from the one who teaches him or her.
·
3rdis an individual’s
learner difference: differences in age, aptitude, motivation etc. can make this
individual to learn a language.
·
4th the learner processes:
it refers to what is taking place to the brain within the child, learner
–processes is happening inside the brain to a person who is learning language.
·
5th language output: this is
how a person uses a language; Ellis says that a person must have opportunities
of using the learnt or the acquired language.
Theories
of language learning;
i)
Behaviorism theory.
ii)
Socio-cultural theory.
iii)
Reinforcement.
iv)
Active construction of grammar theory.
v)
Connectionist theory.
vi)
Imitation theory.
vii) Socio-interaction
theory.
APPROACHES IN LEARNING SECOND LANGUAGE
a) Grammar
translation approach.
b) Direct
method approach.
c) Audio-lingual
method/approach.
d) Structural
or oral situational approach.
e) Communicative
approach.
f) Total
immersion approach.
g) Total
physical response.
h) Cognitive
approach.
i) Silent
way approach.
A. GRAMMAR
TRANSLATION APPROACH.
Is
much based on the grammar of the second language, the main focus is the grammar
of the second language. This approach was historical used in teaching Greek and
Latin; it is among the first approach that has been used in teaching second
language. Most countries use these kinds of methods to teach Greek and Latin,
in grammar translation method the main focus is on developing learner’s
appreciation of the target language’s literature as well as teaching the
language itself. Learners are presented with the target language leaving
passages then translating the literary passages into another language by
memorizing the grammar (grammatical rules) in relation to the native language.
B. DIRECT
APPROACH
It
dealing only direct with the target language, it allows the learners to
perceive meaning directly through the language because no translation is
allowed; it is using the target language that learners are learning. The
facilitator uses visual aids and pantomimes (use of gestures) in order to
clarify the meaning of vocabulary items and concepts. This approach reading and
writing are taught from the beginning though speaking and listening skills are
emphasized. The grammar of the target language is not much emphasized.
C. AUDIO
LINGUAL APPROACH
It is
involve listening and speaking, sometimes known as audio-lingualism it claims
that, language is primarily spoken and it emphasis is on listening and
speaking. People should do some practices in language. The approach puts more
emphasis on the extensively use of drill and dialogues where by drilling there
should be the involvement of re-interactions of words, phrases or sentences
which are altered by the teacher and then the learners either individually or
as a group and dialogues are used to introduce new grammatical structures in a
meaningful and cultural context.
D. STRUCTURAL
OR ORAL SITUATIONAL APPROACH
Language
has the certain structure, therefore after knowing the structure the learners
is supposed to speak a certain language, it was proposed in1920-1930’s by the
scholar known as Harold Palmer and A. S Hornby, and they view language as a
system of structurally element and in order to gain competence in language they
believe that learners must understand the basic structure of the language, this
should be accomplished by means of intensive and strictly control practice or
reinforcement using drills and repetition exercises then these exercises must
go together with the context of the second language.
E. COMMUNICATIVE
APPROACH
This
approach stresses the need to teach communicative competence as opposed to
linguistic competence thus functions are emphasized over the forms. People
should learn the second language while they communicate with other people.
Learners should be exposed to various materials and various activities should
be used in learning second language. Communicative competence here the
progressive acquisition of the ability to use the language to achieve ones
communicative purpose is insisted.
CHARACTERISTICS
OF THE COMMUNICATIVE APPROACH
·
The classroom should be devoted
primarily to activities that forced the acquisition of the second language.
·
The instructor does not correct speech
errors directly.
·
Students are allowed to respond in the
target language or mixture of two languages.
·
The focus of all learning and speaking
activities is on the interchange of the message that they acquirer or
understand and meaning to transmit that is meaningful communication.
F. TOTAL
PHYSICAL RESPONSE
Means
the teacher will provide some words, elements and the learners will respond to
what the teacher instruct, a teacher will be giving some instruction then the
learners respond to the instruction. A learner is exposed to a person who knows
the second language.
G. COGNITIVE
APPROACH
It is
all about learning the language for all communicative skills are insisted, a
person is taught how to write, to read, or to listen the language.
H. SILENT
WAY
This
is like a two way traffic, sometimes the teacher speaking while the learner
remains silent, and sometimes the learner speaking while the teacher listening
to the learner. There is a point that the learner will be reading and writing.
This means that a teacher should not correct the learner until the learner
finish to speak at the end the teacher give comments.
GADNER
SOCIAL EDUCATION THEORY
Was
proposed in 19.., he explained issues the source, process and effect;
-
Altitude; the feelings.
-
Aptitude; ability of doing something.
-
Additive; you acquire the second
language without affect the 1st language.
Subtractive
you acquire the 2nd language and affect the 1st language,
learning of language start with individual.
When
you want to learn the 2nd language you start with individual;
There
must be;
a) Ability
and aptitude; talent of learning.
b) Altitude
and motivation; political, economic and social.
-
Feeling about certain language.
·
Stages:
-
1st stage; the issue of
learning language must deal social and cultural background.
-
2nd stage; individual
differences which are due to cultural background.
·
Degree of intelligence.
·
Language aptitude.
·
Motivation ancient.
-
3rd stage; environmental of
learning language (context)
-
Formal and informal.
-
Formal language learning.
-
Informal language learning.
-
4th stage; outcome,
bilingual proficiency.
·
Is a system in which a certain group of
people adopt a new culture from another group. Proposed by John Schumann 1978,
the basic element of this mode is when someone learns a second language like
acquiring the new culture. He proposed that there are social factor that help a
person to learn a 2nd language. He deals with group rather than
individual desire assimilation of each group. Language learners and target
group.
Number
of people in group, language learners must be small in number.
-
Positive altitude, relation of language
culture, time duration.
Function
of language;
-
Communicative function.
-
Integrative function.
-
Expressive function- ideas,
personality, feelings.
Proposed
by Gils and Bryne in 1982, Language can be learned through group or inter group
(in group or out group).
Characteristic
of learners;
-
The learners will not regard his/her
ethnic group as inferior to the dominant group, there is no boundary.
-
Learners accept that language.
-
Learners will not perceive vitality
(has power).
-
Come out with 5 hypothesis in learning
2nd language;
a) Acquisition
(subconscious), learning is acquired.
b) Monter.
c) Natural
order hypothesis. Grammar structure of a particular group, when you acquire
language you can acquire the communication.
d) Learning
is conscious.
·
Monter hypothesis, how acquisition and
learning are initiate utterance, monter an utterance to inspect and to correct
errors.
·
Natural order, the grammar/structure
order of a language to a 2nd learner it comes later.
·
Input hypothesis, must be exposed to
the materials that support him/her in learning 2nd language.
·
Affective filter hypothesis is altitude
toward the language.
-
Motivation.
-
Self-confidence.
-
Anxiety.
Question:
With relevant examples discuss any 3 theories which explain how humans become
bilinguals or multi-linguals.
BILINGUALISM/MULTI-LINGUALISM
Multilingualism
is the ability of a person or people to use more than two languages. We have to
refer on language abilities. We have to consider language skills or language
abilities; speak, read, write and understanding in the language. It is not
possible that a person can master all language abilities, multilingualism is a
situation.
General
types of bilingualism/multilingualism are categorized depending on the number
of people who uses the language.
-
Individual
multilingualism/bilingualism.
-
Societal multilingualism/bilingualism
·
Individual bilingualism is a situation
where by a person has the ability to use two languages.
·
Societal bilingualism is a situation
where by a society has the ability to use two languages.
Types
of bilingualism;
a) Compound/balance
bilingual is a person who has equal competence in using two languages.
b) Coordinate
bilingual is a person who has different abilities in using two or more
languages. In this a person is usually more fluent in the first language which
is more dominant than other.
c) Receptive
bilingual is a person who has the ability to understand the language but cannot
speak.
·
Speaking and writing productive.
How
does bilinguals/multi-linguals develop?
-
Migration.
-
Intermarriage between two couples of
different tribe.
-
Trade activities.
-
Employment.
-
Religious activities.
-
Colonialism.
-
Pleasure.
-
Friendship/social interaction.
Theories
which explain how a person can become a bilingual/multilingual;
·
Balanced theory proposed by Cummins
1981 also supported by Beaker 1993. Assume that a bilingual person have equal
part in competence. He had two assumptions;
-
The monolingual has one big balloon for
another language to stay.
-
The first language and second language
are kept separately in the brain.
·
Strength
-
Shows the relationship between language
learning and brain.
-
It is impossible to demonstrate the
real object.
·
Weakness
-
Contrasting with types of bilingual.
-
Based on bilingual only.
·
Icebergs theory. Associate the ability
of a person who is using two or more languages with tips of oce due to the
presence of central operating system in the brain, one can acquire the second
language without the source be interfered.
·
Strength
-
Try to show relationship between 1st
language and 2nd language.
-
Support or assist an individual to
learn more than two languages.
·
Weakness
-
Try to explain more about cognitive
ability rather than environment.
-
How and the way of mastering language
and which language dominant.
-
Based on multilingual rather than
bilingual.
·
Threshold theory. Bilingualism is based
expressed by the idea of threshold. The student who shows illiterate in 1st
language will show progress on the other language.
3rd 2nd
threshold
|
2nd 1st
threshold
|
1st
|
1st language 2nd
language
1st
floor an individual have no competence in any language. It is known as limited
competence.
2nd
floor an individual have competence only in one language, it is not balanced.
Development
of language must pass through different stages/levels.
·
Strength
-
Try to explain development of language
through levels.
·
Weakness
-
Specific age and time
-
Factor
-
A person cannot have the same
competence in language.
·
Factors for the existence of diaglosia.
TYPES OF DIAGLOSIA
j) Individual
bilingualism diaglosia.
k) Diaglosia
without bilingualism.
l) Bilingualism
without diaglosia.
It
occurs when people of the community are bilinguals.
·
Terms
related to diaglosia.
i)
Creole is the language that originated
from pidgin.
ii)
Dialect is the variety of language
according to the users.
There
are two types of dialect;
-
American English dialect.
-
British English dialect.
FACTORS FOR THE EMERGENCE OF
DIAGLOSIA/TRIAGLOSIA
1. Function
factor according to assigned roles of the language.
2. Stability-
how far does that language exist.
3. Prestige
factor.
4. Interaction
among individual.
Diaglosia
is a situation where by two languages co-exists in a community each having a
set of roles to play.
TYPES OF DIAGLOSIA
-
Bilingualism without diaglosia,
existence of two languages in the community but they have not been assigned any
special roles to play.
-
Bilingualism with diaglosia, existence
of two or more languages and those languages has been given roles to play.
-
Diaglosia without bilingualism,
existence of different languages in the community although the people are not
bilinguals.
-
Neither diaglosia nor bilingualism
existence of many language which have not been assigned any role.
CODE MIXING AND CODE SWITCHING
Code-
symbols which represent a certain meaning and they are used only for language.
Symbols of language are words.
Symbols-
there are no relationship with the real object.
Speech
event refer to any instant of speaking.
Code
switching is the use of more than one language in a speech event which occurs
always in a multilingual community where by a person switches the language to
another linguistic unity after completing a certain linguistic unit. These
always occurs in the clause or sentence level, for example
-
I am dancing kwa sababu napenda muziki.
Code
mixing is the use of more than one language in the same linguistic unit like
the word, phrase, clause or sentence.
The
major difference is the level of linguistic unit that used.
What are the reasons of code switching
and code mixing?
i)
Lack of competence.
ii)
Prestige.
iii)
Hiding some information.
iv)
Clarify.
v)
Emphasis.
vi)
Avoidance of taboo words.
vii) Competence.
viii) Psychological
reasons.
Speech community, dialect, sociolect
Speech-language
is individual based. It is a person who possess the language.sociolinguisitcs
def
Ine
speech community as the group of people who use a certain particular language
or dialect. It is sometimes can make some ambiguity through various reasons. An
individual use of two or more languages supposes the existence of two or more
different languages communities but not the existence of a bilingual or
multilingual community.
Dialect-
it is used to refer the language that is spoken by certain class of people,
geographical location.
-
Sociolect- socio group.
Dialect
defines as a regional variety of language with differences in vocabulary,
grammar or pronunciation.
Sociolect
is used interchangeably with social dialect. This is a variety which is thought
of be related to its speakers socio background rather than geographical
background. Dialect is limited geographically while sociolect is limited to
socially distributed sets.
Idiolect
is an individual’s style of using the language. The language of individual of
acquired habit and stylistic features of personality differ from that of other
individuals. It is much realized on pronunciation although it can be seen in
other forms of language.
Culture
is the totality way of people life.
Relation
towards the structure of the world views morphological and semantic.
-
Is the structure of language determines
the way in which speakers of that language view the word, for example mwa- for
male, se- for female.
-
The culture of people find reflection
in the language they employ, some words are prohibited in certain culture, for
example taboo words.
-
The culture is a set to respond to
perception in a specific way. For example shaking hand, women kneeling down.
According to Noam Chomsky is an idea of performance.
-
Language change is influenced by
changes of the society, due to the growth of population also language changes,
for example in Kiswahili early contact.
-
Culture is transmitted through
language, for example in wedding, greeting.
-
Language is an aspect of culture.
Context
that reflect relationship between language and culture;
·
Intrapersonal context.
·
Imaginative context.
·
Regulative context.
·
Instructional context.
-
Imaginative context, individual is
forced or influenced to create new words in order to suit the needs according
to the culture.
-
Intrapersonal context, an individual is
aware of affective use of words. Culture shapes an individual to use words
properly.
-
Regulative- an individual is aware
which language is acceptable and which is not acceptable- select words
according to the context.
-
Instructional context- human can learn about
objective, nature of objective and skills that may be aware with culture. Is
instructional according to welfare, for example the use of coconut.
-
Domain channel;
a) Province.
b) Status
such as educated and non-educated.
c) Style-choice
of word.
Factors
for variation of language;
-
Geographical setting, they have
differences in vocabularies, spelling, pronunciation.
-
Socio structure, different social
classes.
-
Profession, for example doctors,
lawyer.
-
Ethnic group, different culture in
particular geographical area.
-
Age differences, such as child, youth,
adult.
-
Gender-social differences between women
and man, for example communicating.
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