This document discusses language variation and varieties. It defines key terms such as language, dialect, and varieties. Some main points:
- No two speakers speak exactly the same way and an individual's speech varies across situations.
- Language varieties refer to different forms of language influenced by social factors like region, social class, individual, and situation.
- A dialect is a language variety spoken by a community that has distinguishing phonological, lexical, and grammatical features.
- Varieties refer to sets of linguistic items associated with external social factors like a geographical area and social group.
- Dialects are influenced by various social factors and everyone speaks at least one dialect. Standard dialects have more prestige than others due
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
Social factors governing language variationZaraAnsari6
It is a presentation, presenting some social factors that govern language. All the factors are really well elaborated separately with no ambiguity. This presentation will be very beneficial for students to learn about social factors governing language variation.
Sociolinguistics and Language TeachingSheng Nuesca
Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
Sociolinguistics and Language TeachingSheng Nuesca
Language teaching is connected with sociolinguistics in many ways. Different social factors affect language teaching and language learning.
Social factors such as situation, context, and social setting that has roles in language teaching. It describes the main factors which influence linguistic choices and explains how well contemporary teaching can take account of them.
Description of the subsystems of language and how teachers can draw on their knowledge of language and its subsystems to support ELs in their acquisition of language
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
A description of English Language Varieties: Language Functions, Dialect Variants , Standard Language, Lingua Franca, Linguistics Variations, among others.
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2. Language variation
• No two speakers of a language speak exactly
the same way
• No individual speaker speaks the same way all
the time
3. Language Varieties
Language variety refers to the various
forms of language triggered by social
factors.
Language may changes from region to
region, from one social class to
another, from individual to
individual, and from situation to
situation. This actual changes result in
the varieties of language.
4. Dialect
• A language variety, spoken by a speech
community, that is characterized by systematic
features
(e.g., phonological, lexical, grammatical) that
distinguish it from other varieties of that same
language
• Idiolect: the speech variety of an individual
speaker
5. Varieties
Hudson (1980: 24)
a set of linguistic items with similar distribution
Ferguson (1971: 30)
any body of human speech patterns which
sufficiently homogeneous to be analyzed by available
techniques of synchronic description and which has a
sufficiently large repertory of elements and their
arrangements or process with broad enough
semantic scope to function in all normal context of
communication.
5
6. Varieties
• Wardaugh (1988: 20)
a specific set of linguistic items or human speech
patterns (presumably, sounds, words, grammatical
features) which we can uniquely associate with some
external factors (presumably, a geographical area and
a social group)
6
7. Factors that contribute to variation
•
•
•
•
•
•
•
•
Social situation
Occupation
Age
Geography
Education
Gender
Social status/class
Ethnicity
8. Facts about dialects
• All languages consist of dialects (a language is a
group of dialects; to speak a language is to
speak a dialect of that language)
• Therefore, everyone speaks at least one dialect
• Dialect differences are usually minor and
dialects of a language are usually mutually
intelligible
• Dialects are geographically, socially, politically
determined
9. Facts about dialects
Dialect variation is a matter of difference, not
deficit.
Nonstandard dialects are “self-contained”
systems, with their regular phonological and
syntactic rules.
Nonstandard dialects of English are close
relatives to SE, sometimes reflecting older
forms of SE.
10. Language vs. Dialect
Language (prestige) and dialect (stigma)
The stigmatization of the term dialect
1. I don’t speak dialect
2. in reality, all speakers of English speak some dialect,
regardless of its social status.
Most speakers use a variety of different dialects or styles in
different situations.
• Writing
• Colloquial speech (with friends, family)
• Formal speech (with strangers, authority figures)
10
11. LANGUAGE AND DIALECT
• What is the difference between language and
dialect?
• Variety is a term used for to replace both terms
- Hudson says “a set of linguistic items with
similar distribution”
• Variety is some linguistic shared items which
can uniquely be associated with some social
items
12. Everybody speaks a dialect
Accent → differences in pronunciation between one
variety of a language and another
Dialect
1. a variety of language used by a group whose
linguistic habit pattern both reflect and are
determined by shared regional, social, or cultural
perspectives.
2. all the differences between varieties of a
language, those in
pronunciation, word
usage, syntax, and variation of the given community.
3. to apply to all varieties, not just to non-standard
varieties
12
13. Kinds of dialect
1. Regional dialect
2. Social dialect
It is possible in a given community, people
speak more
than one dialect.
13
14. Social dialects
Factors such as occupation, place of
residence, education, income, racial or ethnic
origin, cultural background, caste, religion
related to the way people speak.
Social dialect originate from social groups and
depend on a variety of factors;
social
class, religion, and ethnicity.
14
15. Social dialects: examples
e.g.
1. Caste in India often determines which variety of a
language a speaker use.
2. Christian, Muslim and Jewish in Baghdad speak
different variety of Arabic.
3. Ethnic group in America, e.g. Labov’s work in NY.
4. Speakers of Jewish and Italian ethnicity
differentiated from the standard variety or Black
English.
15
16. Regional Dialect
Very distinctive local varieties → regional dialect
1. It is reflected in the differences in pronunciation, in
the choice and forms of words, and in syntax.
2. There is a dialect continuum.
3. Various pressures-political, social, cultural, and
educational- serve to harden current national
boundaries an to make the linguistic differences
among states
4. Dialect geography → term → used to describe
attempts made to map the distributions of various
linguistic features
16
17. Accent
• Dialect must not be confused with ‘accent’.
Standard English is spoken in a variety of accents. RP
is the English accent that has achieved certain
eminence.
a. associated with a higher social or educational
background
b. most commonly taught to students EFL
c. other names for this accents: the queen’s
English, Oxford English, BBC English.
17
18. Why do some dialects have more prestige
than others?
Some dialects have more prestige
1. Historical factors
2. Other factors
Such dialect is called ‘standard’ or ‘consensus dialects.
This designation :
1. Externally imposed
2. The prestige of a dialect shifts as the power
relationship
3. The prestige of the speakers shift
18
19. Dialect: Prestige and Stigma
• A prestige variety is a dialect associated with
mainstream social prestige – for example a
dialect that sounds “educated” or
“sophisticated”
• A stigmatized variety is a dialect associated
with negative features, from a mainstream
social perspective: e.g. “uneducated” “lower
class”
20. Standard vs. non standard language
Nothing to do with differences between formal & colloquial (bad
language)
Standard language
1. Variety of English, used in print, taught in schools to non-native
speakers.
2. Spoken by educated people & used in news broadcast.
3. The centralization of English political and commercial life at
London
4. Gave the prominence over other dialects
Standard English →widely codified grammar & vocabulary
RP → developed largely in the English public schools & required of
all BBC announcers (BBC English)
20
21. Standard language
1. A small number of regional differences
2. Standard Scottish ≠ standard English
English ≠ American standard
British
American
English
Scottish
: I have got
: I have gotten
: It needs washing
: It needs washed
21
22. Speech Community
A speech community is a group of people who share a set of
rules and norms for communication and interpretation of
speech.
“Rules and norms” includes everything from intonation and
vocabulary, to body positioning and eye contact
Ottenheimer pg. 94 – “A speech community is a group of
people who share one or more varieties of language and
the rules for using those varieties in everyday
communication.”
23. The idea of a speech community allows us to do two
things:
1) Focus on a smaller social unit than all the speakers
of a language.
2) Get away from the idea that one language = one
culture
Can we belong to more than one speech community?
25. Small group discussion:
• Try to characterize your own speech – how is
it similar and how is it different than others
around you?
• Hari ini saya akan pergi ke kampus setelah itu
saya ingin pergi ke toko buku untuk mencari
buku sosiolinguistik untuk bahan belajar.
Tolong temani saya ya?