Sociolinguistic competence and TEIL

2021 ◽  
pp. 121-138
Author(s):  
Michael Westphal ◽  
Katharina Brüggemann ◽  
Kathi Fischer ◽  
Dagmar Deuber
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.

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