This document discusses the topic of sociolinguistics. It defines sociolinguistics as the study of language use in society and how language interacts with and helps shape social structures. The document outlines three subcategories of sociolinguistic study: micro-sociolinguistics, macro-sociolinguistics, and three areas of sociolinguistic research - language variation, language contact, and linguistic relativity. It provides examples of research within these areas and discusses implications for language teaching.

1. Topic : Sociolinguistics.
• Name : Makwana Ankita m.
• Paper No :12
• Roll No :1
• Year :2014-15
• Semester : 3
• Guidance : by Department of
English.

2. Sociolinguistics?
• Use of language in society.
• Sociolinguistic examines the relationship
between language use and the social world,
particularly how language operates within and
created social structures.
• Sociolinguistic studies have looked at speech
communication based on social categories
such as age, gender, profession…….

3. Sub categories
Sociolinguistic
Micro-sociolinguistic
Macro-sociolinguistic

4. What is micro-sociolinguistic?
• Micro-sociolinguistic refer to research with a
linguistic slat on dialect and stylistic/ variation.
• According to Coulmas Sociolinguistic as ‘ social
dimensions of language’.

5. What is macro-sociolinguistic?
• Macro-linguistics looks at the behaviors of
entire speech communication exploring issues
such as why immigrant communities retain
their native languages in some contexts but
not in other.
• According to Coulmas …..
• ‘ linguistic dimensions of society’
• It is a part of L2(Second language)

6. Research
• Research in sociolinguistic describes three
subcategories.
Language
variation
Language in
contact
Linguistic
relativity

7. Language variation
• How does a language change.
• Language variation research has focused
increasingly on issues of social context.
• Freeman and McElhinny survey the interaction of
culture and gender with respect to politeness..
• In society where politeness is normatively valued
or seen as a skill, or where acquisition of
politeness is not an automatic part of language
learning but requires additional training , men
tend to be understand as a more polite, and
women are understood as impolite or too polite.

8. Linguistic Relativity
• Cross-cultural miscommunication.
• For e.g..Different between European culture and Indian
culture.
• Thomas distinguishes between what she calls
pragmalinguistic and sociopragmatic failure. In the former,
speakers fail to convey their meaning because the
message’s pragmatic force is missunderstood.
• For e.g.. The formulaic expression ‘How are You’? In English
generally means little more than ‘Hello’
• Sociopragmatic failure occurs when one does not know
what to say whom.

9. Language in Contact
• In a diglossic situation two language or variation of a
language exist side by side, essentially in
complementary distribution.
• One is used for Formal situation and other Informal
contexts.
• Formal situation =It is a high-prestige variety(H).
• For e.g. Education, religion.
• Informal contexts= Frequently the vernacular and
native language/variety is considered low(L)

10. Practice
1)Language variation
• Language teacher are called upon to make
conscious decisions concerning which
varieties of English and which language
strategies they bring into the classroom.

11. 2)Linguistic Relativity.
• The different aspects of language comparison
linguistic structure and phonetics.
• Language learner must go beyond grammatical
competence it they are successful users of a
language.
• Gohen , he recommends five steps.
• Assessment of student’s sociolinguistic
awareness; presentation and discussion of
dialogues focusing on sociocultural factors
affecting speech acts; evaluation of situation; role
play; feedback and discussion.

12. 3).Language contact
• Which is present form of language?
• How it is spoken?
• Pratt uses the term Contact Zones for classroom
and other ‘social spaces where culture meet,
clash, and grapple with each other.
• Where English is used primarily with non-native
speakers-or native speakers of local varieties of
English-teachers need to decide which variety or
varieties of English will be taught.

13. Current and future trends and
directions
• Some of the most exciting new work explores the
relationship between identity and language
learning.
• Much of thinking has been influenced by
• post-structuralist critiques of traditionally
conceived social categories.
• For e.g.., in place of fixed, apriori notion of class
an gender, post-structuralists argue that social
categories are fluid, they are created or recreated
at the moment of speech through speech..

14. Conclusion
• Use language in society.
• How language use in the society.
• Society is deeply connected with language.