The effect of arising sociolinguistic awareness of the learners on speaking ability or communication
Sociolinguistics describes what is socially acceptable or typical to be spoken. Sociolinguistics can be very culture specific. In many cases sociolinguistics is very dependant on the gender, nationality, and dialect of those speaking. Many stereotype jokes actually derive from what are commonly accepted sociolinguistic tendencies of various regions, or nations
The fascination that the development of sociolinguistic competence holds for L2 researchers originates from the serious trouble to which the lack of this awareness may lead for learners. Often, mastery of linguistic forms combined with sociolinguistic confusion can make learners seem so improper as to cause misunderstandings or even offense when they can understand only the literal meaning of the words but do not know the sociolinguistic rules of use for interpreting those words. No wonder even advanced learners' communicative behavior would often deviate from L2 conventions so as to cause many cross-cultural misunderstandings. (Miny-chung yu's article)
Based on the result of the present study that poor sociolinguistic performance is likely to relate to the lack of teaching in class, this may be taken as suggestive of directions for future instruction in communicative language programs. Given that knowledge of the target sociocultural conventions governing linguistic behavior and underlying surface forms seems central to the acquisition of sociolinguistic awareness in L2 (Sifianou, 1992), the foreign language teacher, through a systematic teaching of sociopragmatic and pragmalinguistic knowledge, can help learners express themselves more appropriately and prevent them from unintentionally causing offense or misunderstandings. In contrast, "a laissez-faire, or osmotic L2 teachers need to increase learners' sociolinguistic awareness involved in cultural norms in order to assist them in improving their L2 communicative performance
In the framework of Canale and Swain (1980), we can show graphically the abilities underlying speaking proficiency.
Grammatical competence Discourse competence Sociolinguistic competence.
Sociolinguistic competence: Knowledge of language alone does not adequately prepare learners for effective and appropriate use of the target language. Learners must have competence which involves knowing what is expected socially and culturally by users of the target language. Understanding the sociolinguistic side of language helps learners know what comments are appropriate, know how to ask questions during interaction, and know how to respond nonverbally according to the purpose of the talk. Therefore, "adult second language learners must acquire stylistic adaptability in order to be able to encode and decode the discourse around them correctly" (Brown 1994:238
Having good sociolinguistic competence means knowing how to "give every person his or her due." It means knowing when to be quiet, and when to talk, when to give compliments to others, and when to apologize. So, sociolinguistics has a very important role in speaking ability of learners. Improving sociolinguistic competence needs to be a part of the language learning process from the beginning. An assumption is often made that language learners will pick up sociolinguistic competence simply by being exposed to the culture
Refrences:
Book:
Richards,J.Renandya,W.2002.Methodology in language teaching.Newyork:Cambrige.
Internet Articles:
Chungyu,M.(2006) On the teaching and learning of L2 sociolinguistic competence in classroom setting.Retrieved from the web November,29.2009.
http://www.asian-efl-journal.com
Zhang,L.(2005) .Awareness-raising in the TEFL phonology classroom.Retrieved from the web November,29.2009.
Shumin,K.(1997).Factors to consider:Developing EFL students speaking abilities.Retrieved from the web November,29.2009.
http://www.eca.state.gov/forum/vol35/no3/p8.html
Broersma,D.(2001).How do I learn sociolinguistic competence?.Retrieved from the web November,29.2009.
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