sociolinguistic competence
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2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Kristoffer Conrad M. Tejada ◽  

The study investigated the non-intellective correlates affecting the sociolinguistic competence of teacher education students, with a focus on the analysis of their contexts relative to social experiences, language attitude, and use of linguistic forms in different situations. It also determined the common difficulties they experience in the use of English in both oral and written forms. Descriptive mixed methods were utilized, with a validated questionnaire serving as primary instrument to gather relevant data from 331 teacher education students from different fields of specialization. Focus group discussions were conducted to activate the students’ awareness of non-intellective correlates and extract emerging issues in language use. The analysis of the quantitative data together with the coded and categorized transcriptions revealed that while the students generally have a positive attitude towards the use of the English language, they rarely use varied linguistic forms adaptive to different social contexts, implying the need to work on their adaptive capacities in using English for various purposes. Most of the issues they encounter are psychological and socio-physical in nature, while limited vocabulary, over-consciousness in grammar use, and lack of confidence affect their skills most. It was recommended that contextualized activities be developed for integration in the communication courses to highlight the authentic use of language in different social contexts.


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

2021 ◽  
Author(s):  
Kristoffer Conrad M. Tejada

The study investigated the non-intellective correlates affecting the sociolinguistic competence of teacher education students, with a focus on the analysis of their contexts relative to social experiences, language attitude, and use of linguistic forms in different situations. It also determined the common difficulties they experience in the use of English in both oral and written forms. Descriptive mixed methods were utilized, with a validated questionnaire serving as primary instrument to gather relevant data from 331 teacher education students from different fields of specialization. Focus group discussions were conducted to activate the students’ awareness of non-intellective correlates and extract emerging issues in language use. The analysis of the quantitative data together with the coded and categorized transcriptions revealed that while the students generally have a positive attitude towards the use of the English language, they rarely use varied linguistic forms adaptive to different social contexts, implying the need to work on their adaptive capacities in using English for various purposes. Most of the issues they encounter are psychological and socio-physical in nature, while limited vocabulary, over-consciousness in grammar use, and lack of confidence affect their skills most. It was recommended that contextualized activities be developed for integration in the communication courses to highlight the authentic use of language in different social contexts.


2021 ◽  
Vol 8 (2) ◽  
pp. 186-192
Author(s):  
Yunhee Whang ◽  
Pamela Wendler-Shaw

One of the main responsibilities of the editorial office is to communicate effectively with authors through emails, formal letters, and most importantly through decision letters. Even when the content is informative and constructive and the editor has only good intentions, if the tone and level of formality are not managed properly, the image of the journal may be negatively affected, which may deter authors from submitting papers to the journal again. Despite their best efforts to treat authors respectfully, some editors may unintentionally cause offense if they lack the appropriate sociolinguistic knowledge required for effective English correspondence. In order to ease the burden of the editorial office, this tutorial aims to assist non-native English speaking editors by demonstrating the basic format and principles of writing formal letters and email, providing tips on how to select an acceptable level of formality, and offering strategies to avoid unintentional rudeness. Specific tips include framing issues positively, using indirect language, and using hedging. Through this tutorial, non-native English speaking editors are expected to develop sociolinguistic competence to write professionally and improve their efficiency in corresponding with authors.


2021 ◽  
pp. 150-171

Developing sociolinguistic competence of philology students focuses on training and actualization of a certain set of components of sociolinguistic competence - the sociolinguistic paradigm that imposes a specific form on the individual speech behavior depending on the given social environment and the prevailing social and communicative context. The training system for the improvement of sociolinguistic competence of students should be based on didactic and methodological principles, enriched with special sociolinguistic content, which is the basis for the improvement of knowledge, skills, and abilities of students to build their speech behavior based on the speech profile of the interlocutor, taking into account sociolinguistic norms of communication adopted in a particular socio-communicative context. The improvement of sociolinguistic competence of students of philological faculties in teaching foreign languages is facilitated by teaching means of expressing sociolinguistic content through the prism of their functional content. The principle of contextual-thematic representation of teaching material implies that the very sociolinguistic nature of language functioning is inherently situational. The principle of concentrism involves teaching sociolinguistic competence with a gradual increase in the complexity of the sociolinguistic material studied in order to teach students to identify sociolinguistic parameters of communication situations in different social dialects, to identify social characteristics of the interlocutor by social markers in his speech and to build their socially correct speech behavior.


In the context of an intercultural approach in teaching foreign languages, communicative competence is viewed as a complex polymorphic concept that integrates a number of competencies. Sociolinguistic competence (SLC) is one of the most important components for future English teachers. Sociolinguistic competence is the ability of communicating effectively with others at the level of his/her development, aware of non-traditional factors such as the culture, lifestyle, general norms, history and other social situations of the representatives of the language with which he/she communicates, plays a role in ensuring successful communication. The article is devoted to developing the sociolinguistic competence of future English teachers acquired in case studies. And various types of case studies, its components and the conditions of language learning adaptation are considered.


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