Variationist Approaches to the Acquisition of Sociolinguistic Competence

2014 ◽  
pp. 162-189
Keyword(s):  
Sociolinguistic Competence

THEORETICAL AND PRACTICAL BASES OF THE CONCEPT OF SOCIO LINGUISTICS

2020 ◽  
Vol 5 (3) ◽  
pp. 20-24
Author(s):  
Durdona Karimova ◽  
Keyword(s):  
Sociolinguistic Competence ◽  
History Of ◽  
The Impact

This article discusses the theoretical and practical foundations of the concept of sociolinguistics and the importance of this field in the study of the impact of society on language. It also describes the views of linguists in this regard, the history of the origin and development of the filed, its connection with other disciplines, and explains in detail the sociolinguistic issues with practical examples.In addition, the terms as macro-sociolinguistics and micro-sociolinguistics and sociolinguistic competence are explained.

Acquisition of Sociolinguistic Competence in a Japanese Immersion School

1997 ◽  
Vol 31 (2) ◽  
pp. 25 ◽  
Author(s):  
Patricia L. Rounds ◽  
Carl Falsgraf ◽  
Rika Seya
Keyword(s):  
Sociolinguistic Competence

Learning to Communicate in the Classroom

1992 ◽  
Vol 14 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Full Range ◽  
Target Language ◽  
Classroom Context ◽  
L2 Acquisition ◽  
Language Competence ◽  
Illocutionary Act ◽  
Sociolinguistic Competence ◽  
Linguistic Repertoire ◽  
Esl Classroom

It is now generally accepted that second language (L2) acquisition can take place as a result of learning how to communicate in the L2. It is less clear, however, whether the kind of communication that occurs in a classroom is sufficient to ensure development of full target language competence. This article examines the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition of one particular illocutionary act—requests. A total of 410 requests produced by two child learners over 15–21 months were examined. The results suggest that although considerable development took place over this period, both learners failed to develop either the full range of request types or a broad linguistic repertoire for performing those types that they did acquire. The learners also failed to develop the sociolinguistic competence needed to vary their choice of request to take account of different addressees. One explanation for these results is that although the classroom context fostered interpersonal and expressive needs in the two learners, it did not provide the conditions for real sociolinguistic needs.

scholarly journals A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

2020 ◽  
Vol 02 (12) ◽  
pp. 298-302
Author(s):  
Sarimsakova Dilafruz Muhamadjonovna ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
English Teachers ◽  
Language Teachers ◽  
Sociolinguistic Competence ◽  
English Language Teachers

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

Sign in / Sign up

Export Citation Format

Share Document