Variation and third age: A sociolinguistic perspective

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Daniel Schreier
Keyword(s):  
Language Learning ◽  
Language Change ◽  
National Council ◽  
Speech Community ◽  
Linguistic Change ◽  
Third Age ◽  
Quantitative Evidence ◽  
Style Shifting ◽  
Age Grading ◽  
Ethnic Group Membership

Abstract The correlation between external factors such as age, gender, ethnic group membership and language variation is one of the stalwarts of sociolinguistic theory. The repertoire of individual members of speaker groups, vis-à-vis community-wide variation, represents a somewhat slippery ground for developing and testing models of variation and change and has been researched with reference to accommodation (Bell 1984), style shifting (Rickford, John R. & MacKenzie Price. 2013. Girlz II women: Age-grading, language change and stylistic variation. Journal of Sociolinguistics 17. 143–179) and language change generally (Labov, William. 2001. Principles of linguistic change, vol. 2: Social factors. Oxford: Blackwell). This paper presents and assesses some first quantitative evidence that non-mobile older speakers from Tristan da Cunha, an island in the South Atlantic Ocean, who grew up in an utterly isolated speech community, vary and shift according to external interview parameters (interviewer, topic, place of interview). However, while they respond to the formality of the context, they display variation (both regarding speakers and variables) that is not in line with the constraints attested elsewhere. These findings are assessed with focus on the acquisition of sociolinguistic competence in third-age speakers (particularly style-shifting, Labov, William. 1964. Stages in the acquisition of Standard English. In Roger Shuy, Alva Davis & Robert Hogan (eds.), Social Dialects and Language Learning, 77–104. Champaign: National Council of Teachers of English) and across the life-span generally.

The intersection of sex and social class in the course of linguistic change

1990 ◽  
Vol 2 (2) ◽  
pp. 205-254 ◽  
Author(s):  
William Labov
Keyword(s):  
Social Class ◽  
Language Learning ◽  
Social Factors ◽  
Sexual Differentiation ◽  
Lower Class ◽  
Social Classes ◽  
Social Awareness ◽  
Speech Community ◽  
Linguistic Change ◽  
Initial Acceleration

ABSTRACTTwo general principles of sexual differentiation emerge from previous sociolinguistic studies: that men use a higher frequency of nonstandard forms than women in stable situations, and that women are generally the innovators in linguistic change. It is not clear whether these two tendencies can be unified, or how differences between the sexes can account for the observed patterns of linguistic change. The extensive interaction between sex and other social factors raises the issue as to whether the curvilinear social class pattern associated with linguistic change is the product of a rejection of female-dominated changes by lower-class males. Multivariate analysis of data from the Philadelphia Project on Linguistic Change and Variation indicates that sexual differentiation is independent of social class at the beginning of a change, but that interaction develops gradually as social awareness of the change increases. It is proposed that sexual differentiation of language is generated by two distinct processes: (1) for all social classes, the asymmetric context of language learning leads to an initial acceleration of female-dominated changes and retardation of male-dominated changes; (2) women lead men in the rejection of linguistic changes as they are recognized by the speech community, a differentiation that is maximal for the second highest status group.

scholarly journals The long tail of language change: A trend and panel study of Québécois French futures

2020 ◽  
Vol 65 (2) ◽  
pp. 246-275
Author(s):  
Gillian Sankoff ◽  
Suzanne Evans Wagner
Keyword(s):  
Language Change ◽  
Panel Study ◽  
Current Trend ◽  
Historical Change ◽  
Social Characteristics ◽  
Time Interval ◽  
Speech Community ◽  
Long Tail ◽  
Two Samples ◽  
Age Grading

AbstractA previous panel study of 59 speakers of Montreal French showed an increase in inflected futures (IF) at the expense of periphrastic futures (PF) as this population aged, running counter to the direction of historical change: reduction of IF. Matching two samples of speakers across the same time interval by age and social characteristics, the current trend study investigates whether or not this increase reflects retrograde change in the speech community. Results show community stability over the same period, confirming the earlier age grading interpretation and disconfirming any possibility that the disappearance of IF may be reversing. We propose that this pattern of retrograde lifespan change may emerge from a combination of social forces typically found in late stages of language change, with concomitant stylistic effect. Further, such a pattern may suggest the mechanism that creates a very long tail for retreating variants.

Synchronic variability and diachronic change in basic color terms

1975 ◽  
Vol 4 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Paul Kay
Keyword(s):  
Language Change ◽  
Linguistic Variation ◽  
Speech Community ◽  
General Statement ◽  
Linguistic Change ◽  
Color Terms ◽  
Diachronic Change ◽  
Color Term ◽  
Basic Color ◽  
Basic Color Terms

AbstractThe main purpose of this paper is to relate recent findings regarding the evolution of basic color term systems to current research in linguistic variation and language change. More specifically it is to provide in the area of lexical semantics a demonstration of the hypothesis that all linguistic change has its roots in synchronic heterogeneity of the speech community (cf. Weinreich, Labov & Herzog (1968: 188) for a general statement of this position, also many empirical demonstrations already reported, such as those by Labov (1972) and Wang (1969) in phonology and by Bickerton (1973) in syntax). Before taking up this topic, I summarize some recent revisions in the basic color term theory itself. (Ethnographic semantics, color terms, language variation, evolutionary universals in linguistic change.)

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Language as a phenomenon of the third kind

2020 ◽  
Vol 31 (2) ◽  
pp. 213-229
Author(s):  
Ewa Dąbrowska
Keyword(s):  
Language Change ◽  
Invisible Hand ◽  
Social Phenomenon ◽  
Speech Community ◽  
Communicative Interaction ◽  
Levels Of Abstraction ◽  
Long Distance ◽  
The Third ◽  
Dual Perspective ◽  
Micro Level

AbstractWhile many linguists view language as either a cognitive or a social phenomenon, it is clearly both: a language can live only in individual minds, but it is learned from examples of utterances produced by speakers engaged in communicative interaction. In other words, language is what (Keller 1994. On language change: The invisible hand in language. London: Taylor & Francis) calls a “phenomenon of the third kind”, emerging from the interaction of a micro-level and a macro-level. Such a dual perspective helps us understand some otherwise puzzling phenomena, including “non-psychological” generalizations, or situations where a pattern which is arguably present in a language is not explicitly represented in most speakers’ minds. This paper discusses two very different examples of such generalizations, genitive marking on masculine nouns in Polish and some restrictions on questions with long-distance dependencies in English. It is argued that such situations are possible because speakers may represent “the same” knowledge at different levels of abstraction: while a few may have extracted an abstract generalization, others approximate their behaviour by relying on memorised exemplars or lexically specific patterns. Thus, a cognitively realistic usage-based construction grammar needs to distinguish between patterns in the usage of a particular speech community (a social phenomenon) and patterns in speakers’ minds (a cognitive phenomenon).

scholarly journals Comparative sociolinguistic perspectives on the rate of linguistic change

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Terttu Nevalainen ◽  
Tanja Säily ◽  
Turo Vartiainen
Keyword(s):  
Middle Ages ◽  
Language Change ◽  
Sociocultural Factors ◽  
Specific Topic ◽  
Linguistic Change ◽  
Comparative Linguistics ◽  
Historical Sociolinguistics ◽  
Contact Linguistics ◽  
Historical Comparative ◽  
Social And Cultural Factors

AbstractThis issue of the Journal of Historical Sociolinguistics aims to contribute to our understanding of language change in real time by presenting a group of articles particularly focused on social and sociocultural factors underlying language diversification and change. By analysing data from a varied set of languages, including Greek, English, and the Finnic and Mongolic language families, and mainly focussing their investigation on the Middle Ages, the authors connect various social and cultural factors with the specific topic of the issue, the rate of linguistic change. The sociolinguistic themes addressed include community and population size, conflict and conquest, migration and mobility, bi- and multilingualism, diglossia and standardization. In this introduction, the field of comparative historical sociolinguistics is considered a cross-disciplinary enterprise with a sociolinguistic agenda at the crossroads of contact linguistics, historical comparative linguistics and linguistic typology.

scholarly journals Exemplifying the Language Change of Jennifer Lopez

2020 ◽  
Vol 6 (2) ◽  
pp. 11-21
Author(s):  
Lea Bauernfeind
Keyword(s):  
Longitudinal Study ◽  
Social Context ◽  
Language Change ◽  
Age Grading

This paper investigates American singer and actress Jennifer Lopez’s use of the sociolinguistic variables (ing), PRICE, and TRAP through a longitudinal study of readily available interviews over the course of 16 years. The study is an example of the same speaker of English showing lifespan change in one variable (TRAP), and age-grading in two others ((ing) and PRICE). The findings show that different variables can pattern differently, and that social context plays an important role in these linguistic developments.

scholarly journals Adults learning additional languages in their later years

2020 ◽  
Vol 1 (1) ◽  
pp. 112-124
Author(s):  
David Singleton ◽  
Dorota Záborská
Keyword(s):  
Older Adults ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The Self ◽  
Older Learners ◽  
Third Age ◽  
Learning Capacity ◽  
Foreign Language Learners ◽  
Age Related

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

Children, adolescents, and language change

1996 ◽  
Vol 8 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Paul Kerswill
Keyword(s):  
Young Child ◽  
Language Change ◽  
Peer Group ◽  
Linguistic Change ◽  
Linguistic Feature ◽  
Detailed Understanding ◽  
Different Ages

ABSTRACTThe article models the spread of linguistic change by taking precise account of the ages of the acquirers and transmitters of change. Several studies, some original, are reviewed in order to address the following questions: “What types of linguistic feature can an individual acquire at different ages?” “How much influence do people of different ages exert on the speech of other individuals?” The article is organized around three key interlocutor combinations: parent-infant/young child, peer group-preadolescent, and older adolescent/adult-adolescent. The studies suggest that borrowings are the easiest to acquire, while lexically unpredictable phonological changes are the most difficult. In between are Neogrammarian changes and morphologically conditioned features. The age of the speaker is critical; only the youngest children acquire the “hardest” features. However, adolescents may be the most influential transmitters of change. A difficulty hierarchy for the acquisition of second dialect features is then presented; it is suggested that this predicts the nature of linguistic change found under different sociolinguistic conditions. The approach presented here allows for a more detailed understanding of the spread of linguistic change.

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