Journal of Language Pedagogy and Innovative Applied Linguistics
Kamola Abdurasulova
Journal of Language Pedagogy and
Innovative Applied Linguistics
November 2023, Volume 1, No. 4, pp: 62-69
ISSN: 2995-6854
© JLPIAL. (jainkwellpublishing.com)
All rights reserved.
The Role of Sociolinguistics in Language Learning
Kamola Abdurasulova *
Teacher of English at the chair of “Innovation Educational Technologies and Pedagogy”, Samarkand
State Institute of Foreign Languages, Uzbekistan
Abstract
This article explores the crucial role of sociolinguistics in English
language learning. It aims to provide in-depth understanding of
how
sociolinguistics
enhances
language
learners’
communication skills by highlighting the social factors that
influence language use. The article adopts the IMRD
(Introduction, Methods, Results, and Discussion) structure to
analyze the impact of sociolinguistics, and completed with
figures and tables so as to make it more understandable to
readers. Overall, this article emphasizes the indispensability of
sociolinguistics in fostering effective English language
communication in diverse social and cultural contexts.
Key Words: Sociolinguistics, Language Learning, IMRD
Structure, Effective Communication.
* Corresponding Author
DOI: https://doi.org/10.1997/gtxmws42
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Paper/Article Info
Reference to this paper should be
made as follows:
Abdurasulova, K. (2023). The Role of
Sociolinguistics in Language
Learning. Journal of Language
Pedagogy and Innovative Applied
Linguistics, 1(4), 62-69.
https://doi.org/10.1997/gtxmws42
Journal of Language Pedagogy and Innovative Applied Linguistics
Kamola Abdurasulova
Introduction
Foreign language education has
become a significant phenomenon in
the present era. To open the door of
facilities of world in respond to
personal or professional needs, people
start to learn foreign languages. A
person who is learning a language will
be puzzled by the variety of “obstacles”
such as grammar, vocabulary. Although
grammatical competence has generally
been the dominant in field of second
language learning, it is widely
recognized that the development of
sociolinguistic competence is essential
in order for a learner to communicate
effectively. Considering these factors,
the main aim of the current article is to
analyze a role of sociolinguistics in
language learning. The are several
questions that are taken into
consideration to answer in research,
such as, what is sociolinguistics, the
impact of social factors to language
learning, sociolinguistic variation in
the field of linguistics and reflection of
characteristics to speech etc. This
research work aims to find answers to
above mentioned questions and to
show a degree of importance of
sociolinguistics, especially in second
language acquisition. As knowing,
grammar is not enough to master a
language. In other words, learners
must be able to glean information
about the appropriateness of an
utterance and the intended meaning of
the speaker. If the language is material,
sociolinguistics deals with how to
utilize from this material in a correct
way. Since sociolinguistics can be
defined as the science that investigates
functions of language in society while
sociolinguistic competence refers to a
learner’s ability to interpret an
utterance for its social meaning.
Considering
significance
of
sociolinguistics there are two primary
goals of current theoretical work:
The first goal is to provide a
comprehensive introduction about
sociolinguistics.
The second goal is to check
awareness of a group of people on one
of the English sociolinguistic elements.
Literature review
I.I What sociolinguistics means for
the second language learner
Sociolinguistics is a branch of
linguistics that studies the relationship
between language and society. This
field explains why we speak differently
in different social contexts, and
concerns with identifying the social
functions of a language and the ways of
language usage to convey social
meaning [5]. Examining the way people
use language differently in different
social contexts provides a wealth of
information about the language works,
as well as about the social relationships
in a community and the way people
convey and construct aspects of their
social identity through their language.
In other words, this branch observes
how language usage differs between
groups separated by certain social
variables like religion, status, gender,
level of education, and age etc.
Teaching sociolinguistics in English
language teaching is important for
several reasons and they are:
1.
Understanding
language
variation:
Sociolinguistics
helps
students understand that language is
not a fixed, homogeneous entity, but
rather varies across different social
contexts, regions, and social groups. By
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Journal of Language Pedagogy and Innovative Applied Linguistics
Kamola Abdurasulova
teaching students about language
variation, teachers can help students
develop a more flexible and nuanced
understanding of English, enabling
them to navigate different linguistic
situations more effectively.
2. Promoting inclusivity and
diversity: Sociolinguistics exposes
students to different dialects, accents,
and speech patterns. By teaching
students about language variation,
teachers can challenge language biases
and stereotypes, promoting inclusivity
and respect for linguistic diversity. This
helps students develop tolerance and
cultural
sensitivity,
which
are
important in an increasingly globalized
world.
3. Enhancing communication skills:
Sociolinguistic
knowledge
helps
students improve their communication
skills by raising awareness of different
registers
or
language
styles
appropriate for different contexts. For
example, students can learn that
colloquial English might be suitable in
informal settings, while formal English
is expected in academic or professional
contexts. Teaching sociolinguistics
empowers students to use language
effectively and appropriately in various
real-life situations.
4. Building language awareness:
Sociolinguistics helps students reflect
on their own language use and how it is
shaped by their social identity,
background, and communities. By
understanding how language is
influenced by social factors, students
can develop a critical awareness of the
impact of language on individuals and
communities. This awareness can lead
to more conscious language use and
respect for others' linguistic choices.
5. Preparing for real-world language
use: Teaching sociolinguistics provides
students with valuable insights into the
complexities of language in society,
equipping them with the knowledge
and skills to navigate real-world
language situations. This includes
understanding language attitudes,
sociocultural expectations, and being
able to adapt their language use to fit
different social contexts. Such skills are
essential for successful communication
in
diverse
communities
and
professional settings.
For instance, while learning a new
language, one may come across with a
synonymic line of words which have
the same meaning. The field which
seeks where to use appropriately that
combination
of
words
is
sociolinguistics [3, 3-32]. For example,
sociolinguistics involves deciding what
to choose among greetings that listed
in below based on context.
Sample of greetings in American
English:
Hello
Hi
Hey
Hiya
How it’s going?
What’s up?
For the majority of speakers, there
are multiple options available from the
given
examples.
Indeed,
the
appropriate choice heavily relies upon
the audience and the particular
situation in which one is speaking. An
individual might opt for a formal
greeting like "hello" when passing their
elderly neighbor's house, whereas they
may use a more casual greeting like
"hey" when returning from work and
addressing their spouse. As you peruse
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Kamola Abdurasulova
the list of greetings, it is highly
probable that you will have personal
reactions regarding the ones you
would utilize, those you would only
employ in specific contexts, and those
you would never utter. So, the more we
know sociolinguistics, the better we
understand the choice we make
[2,320].
Now imagine that what would
happen when the same list of greetings
in the example is produced and
understood by a second language
learner of English. Do you think that
second language learners have strong
intuitions about when to use each
greeting and when such greeting would
be inappropriate? Sociolinguistics
analyzes usage of these forms and the
ways in which factors such as the
characteristics of the speaker, hearer
and the speech context impact. As the
second
language
learner,
we
understand how important it is to be
able to identify these differences and
interpret the meaning behind the
choice speakers make. So that teaching
sociolinguistics in English language
teaching is crucial for promoting
linguistic
diversity,
enhancing
communication
skills,
fostering
inclusivity,
developing
language
awareness, and preparing students for
real-world language use.
I.II Language spheres demanding
sociolinguistic awareness
The debate of the main principles of
second language learning with a basis
of sociolinguistics shows a diverse field
which involves types of speakers and
context, condition where speech take
place. And there are several ways to
detect if learners do not have
sociolinguistic competence. Here are
some indicators:
1. Inappropriate language register:
Learners may struggle to adapt their
language to different social contexts,
using overly formal or colloquial
language in inappropriate situations.
They may lack the ability to switch
between formal and informal speech.
2. Limited knowledge of cultural
norms: Learners may exhibit a lack of
understanding or sensitivity towards
cultural norms and customs associated
with language use. They may misuse
greetings,
fail
to
understand
appropriate topics of conversation, or
display unfamiliarity with local
customs.
3. Difficulty understanding and
using
idiomatic
expressions:
Sociolinguistic competence includes
understanding and appropriately using
idiomatic expressions, slang, and
colloquialisms. Learners who struggle
with this can appear less fluent or may
misuse these expressions.
4. Inappropriate use of non-verbal
cues: Communication is not only about
language but also non-verbal cues such
as body language, gestures, and facial
expressions. Learners may find it
challenging to interpret or use these
cues
accurately,
leading
to
miscommunication
or
misunderstanding.
5. Limited understanding of
pragmatics: Pragmatics refers to
understanding and using language
appropriately in different contexts.
Learners with limited sociolinguistic
competence may struggle with
understanding social nuances, social
distance, politeness levels, or indirect
language use.
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Kamola Abdurasulova
6. Misinterpretation of cultural
references: Learners who lack
sociolinguistic
competence
may
misinterpret cultural references or
have difficulty understanding humor,
irony, sarcasm, or other rhetorical
devices that vary across cultures.
7. Inability to adapt language to
different audiences: Learners may
struggle to communicate effectively
with different groups of people, such as
peers, authority figures, or people from
diverse backgrounds. They may have
difficulty adjusting their language to be
appropriately respectful, assertive, or
accommodating.
8. Limited awareness of social
context in conversations: Learners may
not fully understand the social
dynamics of conversations, such as
turn-taking, interruption, or the
appropriate level of assertiveness.
They may have difficulty initiating or
maintaining conversations effectively.
Assessing learners' sociolinguistic
competence can be done through
observation, interviews, role-plays, or
simulated real-life situations to
evaluate their ability to navigate
language
and
social
contexts
appropriately.
To analyze in depth, we may opt for
different ways of requesting in English,
for instance:
according
to
the
degree
of
acquaintance that can be taught in
Sociolinguistics. That is why it is very
important to teachers to introduce the
sociolinguistic aspect of language
through teaching language materials in
order to students have understanding
of relationship between language and
social context. As teaching language
with
sociolinguistic
elements
positively
impacts
learning
environment and to learners who seek
to develop communicative competence
in a second language.
Methodology
Wolfram calls the sociolinguistic
survey “the methodological heart of
sociolinguistic movement” [4, 303].
Inspired by it, there has been chosen to
use a “Survey” method in this research.
The topic: Comprehension of second
language learners in English greetings;
-Participants: a group of people;
-Range of age: 22-25;
-Number of participants: 10;
-Gender: 5 women and 5 men;
-Native language: Uzbek;
-Hypothesis:
Second
language
learners of English do not always use
English greetings in their appropriate
places
without
sociolinguistic
knowledge.
№ Women Age Occupation № Men
Age Occupation
Asking
Saying “Yes”
Saying “No”
1 Muhayyo 22 student
6 Sardor 24 student
Can I…?
Yes, sure
Well, I’m afraid…
2 Maftuna 24 student
7 Farhod 22 student
Could I…?
Yes, of course.
3 Nigora
22 student
8 Eldor
23 student
Is it all right if I…?
Yes, that’s fine.
4 Dilorom 25 student
9 Aziz
24 student
Do you think I could…?
Certainly.
5 Sarvinoz 22 student
10 Zuxrob 25 student
Do you mind if I…?
No, not at all
Well, the problem is…
Sorry, but…
Participants were self-selected
based on their voluntary participation,
and were not informed about the
hypothesis of the study.
Even asking a simple question about
taking a pen from a friend and
completely stranger person differs
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Considering the initial stage of a
conversation involves exchanging
greetings, which serves as the first
interaction between individuals, the
self-made survey on “English greeting
words” utilized to gather data. Cause a
way of how to greet is the primary
impression the speaker imparts on a
new person. Regardless of native or
non-native speaker status, it is crucial
to appropriately adapt the level of
formality in greetings, particularly
when a foreign learner wants to sound
like natives.
Example of the survey:
Survey
Task: Which of these greeting words do you use to your formal relationships,
family members and friends? Put tick in box which you usually use. You can put
more than one tick for each situation.
Name: ____________________________________
Greetings
Receivers
Good
morning
Hello
Hi/Hey
What’s up?
Formal
relationships
Family
members
Friends
Thank you for participation!
In order to achieve natural answers,
survey questions were built up based
on ordinary situations that everyone
may come across in their life. And the
task is not to check their linguistic
knowledge or mental progress, it is to
identify
their
sociolinguistic
knowledge.
Discussion
In this part, participants’ results are
presented in the chart.
Figure 1:
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The figure exhibits a noticeable
prominence in the percentage of
responses associated with the greeting
"Good
morning,"
whereas
the
alternative
greeting
"Hello"
demonstrates
a
slightly
lower
occurrence. The usage of the greeting
forms 'Hello' and 'Hi/Hey' exhibit
nearly identical proportions within
both the family members and friends’
category. Furthermore, the greeting
"What's up?" displays the lowest
occurrence percentage among all the
categories represented in the diagram.
Factually, the diagram differs from
real one taking into consideration
native speakers’ usage of greetings
(shown in Figure 2). There is a broad
approach provided to the functions of
each greeting word by Annemarie “The
right greeting for every situation in
English” [1, 47].
1. Good morning / Afternoon /
Night is the most common form of
greeting in formal situations and is
appropriate to use anytime with
colleagues, formal relationships.
2. Hello is the semi-formal form of
greetings, which is used to people that
a speaker knows.
3. Hi/Hey are all common ways of
saying ‘Hello’ in casual situations.
4. ‘What’s up?’ is very informal
greeting and should only be used
among friends.
Figure 2:
Journal of Language Pedagogy and Innovative Applied Linguistics
Kamola Abdurasulova
To conclude, one can understand
after looking through presented data
that there two types of greetings are in
active use in a second language
learner’s speech while all forms of
greetings are taken into use equally by
native speakers. What is more, while
‘What’s up?’ is a famous greeting
among friends in English speaking
countries, obtained data shows, in
most cases, there is no comprehension
about usage of it as a form of greeting
among second language learners of
English. It proves that language
learning does not finish with only
having knowledge on its grammar and
possessing a huge treasure of
vocabulary, there lies special need for
learning sociolinguistic aspects of it in
order to completely convey a target
language.
Conclusion
This
article
highlighted
the
indispensable role of sociolinguistics in
English
language
learning
in
classrooms. The results presented and
discussed above emphasize the
existing need to recognize and
incorporate social factors into
language
teaching
approaches.
Currently, teachers frequently overlook
the sociolinguistic aspect while
teaching. Instead, they prioritize the
students' adeptness in grammar and
vocabulary, while disregarding the
target language's societal context.
Consequently, the students primarily
concentrate on constructing sentences
and
phrases
proficiently
in
conversation without considering their
proper utilization. And inclusion of
sociolinguistic elements into teaching
process can be achieved through using
interactive activities, role-plays, and
discussions to enhance communicative
competence.
Lastly,
having
sociolinguistic awareness by language
learners ensures that they are better
prepared for real-life communication
situations, fostering a tolerance for
linguistic diversity and cultural
understanding.
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