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社会语言学论文

社会语言学论文
社会语言学论文

期末论文

题目:On Foreign Language Teaching

From the Perspective of Sociolinguistics 所在学院:外国语学院

专业:学科教学英语

学号:2016281020066

作者姓名:谭立力

任课教师:游长松

2017年1月15日

OUTLINE

Abstract

Key words

I.Introduction

II.The Basic theory and Study Methods of Sociolinguistics

2.1The Basic theory of Sociolinguistics

2.2The Study Methods of Sociolinguistics

III.Sociolinguistics and Foreign Language Teaching

3.1Communicative Competence

3.2Cultural Teaching

3.3Discourse Teaching

3.4Contextual Teaching

IV.Conclusion

Bibliography

On Foreign Language Teaching

from the Perspective of Sociolinguistics

Author:Tan Lili Student Number:2016281020066Course Name:Sociolinguistics Abstract:The aim of this paper is to discuss the relationship between sociolinguistics and foreign language teaching and its influence and enlightenment upon language teaching. Sociolinguistics studies language mainly through the study of social factors,which has a great impact on language teaching,especially on the development of student’s communicative competence and on the language teaching which centers on culture and discourse.At first,this paper briefly introduces the basic theories and study methods of sociolinguistics;then,it points out that we should teach language itself and its relevant social factors as well,pay much attention to communicative competence and social culture, and stress the discourse and contextual teaching.

Key Words:sociolinguistics;foreign language teaching;communicative competence; culture;discourse;context;discourse teaching;contextual teaching.

I.Introduction

There always exists misunderstanding or confusion in our interaction with people who speak English due to the inappropriateness of language use.Linguists define this misunderstanding or confusion as pragmatic failure which consists of two parts: pragmalinguistic failure and sociopragmatic failure.The former concerns the problems in pronunciation,vocabulary,grammar and language skills,which can be solved by the training of basic language skills;the latter is more complicated than the former,which cannot be solved merely by the language training because it is related to social and cultural factors,such as culture,class,religion,age,gender and psychology.The subject of the study on sociolinguistics is the relationship among language,society and culture as well as the principles of language applied in social interaction.It is,therefore,necessary to learn and study sociolinguistics so as to solve these sociopragmatic problems.

II.The Basic theory and Study Methods of Sociolinguistics

2.1The Basic theory of Sociolinguistics

We all know that language,which comes into being and develops with the emergence and development of society,is used in a certain social environment,and the use of language is influenced by the users’social,ethnic and cultural background as well as by the situation in which speech communications occur.Sociolinguistics studies the interrelationship between language and society,or in other words,it studies the language through the study of society.Sociolinguistics exemplifies a study tendency of https://www.doczj.com/doc/c06365799.html,nguage study can be carried out according to the characteristics of language itself;that is to say linguistics can be completely considered as a science,such as structuralism represented by Bloomfield, an American linguist.Despite this,linguistics still has countless ties with other disciplines. Structuralism,for example,is closely related to behaviorism in psychology,so it can be seen as a linguistics strongly linked with psychology.Besides,linguistics can be divided into two branches:first,linguistics closely related to psychology,which studies language from the inside of organisms;second,linguistics strongly tied to sociology,which studies language from among organisms.But sociolinguistics represents the third branch of linguistics study.

Sociolinguistics is an edge discipline,for which linguists always differ in their views on its research content,objects and range.But,I agree with one opinion that the study of sociolinguistics can be divided into the following five kinds:

Sociolinguistics related to linguistics:it focuses on the study of speech used by people in daily life and its core problem is language variation,such as dialect and register.It regards language as an orderly heterogeneous system,emphasizes that the linguistic data studied must come from real life,and intends to enrich and perfect sociolinguistics.

Sociolinguistics related to ethnology:it investigates,from the angle of ethnic culture, the language using status and the function of language to human communicative activities, placing particular emphasis on the study of the way,styles,characteristics and norms of speech communication.Its core is to study human communicative competence and its ultimate purpose is to set up a comprehensive communicative science.

Sociolinguistics related to sociology:it is also called sociology of language,whose study emphasis is the interaction between society and language,whose major task is to solve the major language problems facing society,like language planning and the preservation of mother tongue,and whose study results are often applied to linguistic

decision and language planning.

Sociolinguistics related to socio-psychology:its research emphasis is the evaluation and attitude of the whole society or a certain social group towards the use of some language variety,such as high variety and low variety.

Sociolinguistics related to pragmatics:with conversation being its major study object, it probes into the principles and strategies of conversation as well as the structures and styles of conversation.

According to different research ranges,sociolinguistics can also be divided into macro-sociolinguistics and micro-sociolinguistics.The former,taking society as its starting point,discusses the function of language in community organization,while the latter, regarding language as its starting point,studies social dialects and language variation and probes into how language structure is influenced by social factors.

Generally,from the perspective of research content,the research objects of sociolinguistics are language varieties----largely all kinds of dialectal varieties,especially social dialect varieties----rather than the common-core characteristics of language;from the perspective of communicator groups,sociolinguistics studies language community or speech community;and from the perspective of communicator individual,it mainly studies people’s communicative competence.

2.2The Study Methods of Sociolinguistics

The research method favored by sociolinguistics is field survey,which can help us draw a probabilistic conclusion through quantitative statistics analysis on language data. Sociolinguistics makes a research on the systematic relationship between language varieties and variables and the varieties and variables of social factors,with social dialect varieties being its main research objects and social varieties or variables----such as social class,age and gender----involved in it.

The second step of field survey is to carry on sample survey,of which simple random sampling is usually used.In statistics,a simple random sample is a subset of individuals(a sample)chosen from a larger set(a population).Each individual is chosen randomly and entirely by chance,so that each individual has the same possibility of being chosen at any stage during the sampling process,and each subset of individuals has the same possibility of being chosen for the sample as any other subset of individuals.This process and

technique is known as simple random sampling.A simple random sampling is an unbiased surveying technique and a basic type of sampling,since it can be a component of other more complex sampling methods.The principle of simple random sampling is that every object has the same possibility of being chosen.

Random sampling is required to draw an appropriate conclusion and avoid overgeneralization.If a random sample is,let us say,a social class in an urban area of a city, the conclusion drawn from it cannot go beyond this range.

Sociolinguists adopt as their main methods interview,questionnaire,observation and experiment to collect language data.Whichever method they utilize,the language data must be real,unbiased and free of disturbing.The language data gathered is merely a raw pile of information,so the researchers need to sort these information out and conduct statistical analysis before the final conclusion is made.

Ⅲ.Sociolinguistics and Foreign Language Teaching

Sociolinguistics exerts great influence on language teaching.First,the theory on sociolinguistics has great implications for the content and methods of language teaching. Second,some modern language teaching methods are derived from sociolinguistics.In 1970s,Dell Hymes,an American sociolinguists,put forward the concept of communicative competence,which led to the rapid development of communicative teaching method at that time..Sociolinguistics,especially ethnolinguistics,provides theoretical framework for the cultural teaching much admired at present and pays much attention to the communicative ability and the accomplishment of communicative tasks,with discourse throughout the whole communicative event being its research objects,thus offering some enlightenment on the discourse teaching.

3.1Communicative Competence

As we have mentioned,we should take it as our ultimate purpose of teaching to cultivate students’communicative competence.However,as traditional linguistic theory only emphasizes the study of language itself,traditional language teaching merely pays attention to the training of students’linguistic competence and inevitably ignores the social function and cultural characteristics of language.People get from sociolinguistic theories inspiration that communicative competence,whose development is limited by many factors,

is not merely about linguistic competence.According to sociolinguists,communicative competence is a term which refers to a language user's grammatical knowledge of syntax, morphology,phonology and the like,as well as social knowledge about how and when to use utterances appropriately.It concerns two aspects,namely,grammaticality(which means conforming to grammatical rules)and acceptability(which means cultural feasibility as well as appropriateness and realization in a certain situation).Language learning,in Hymes’opinion,cannot be separated from the social environment.Therefore, to improve communicative competence,we must understand the cultural difference between target language country and our own nation.He also points out that a language should have its own use principle,or its grammatical rules would be meaningless.The use principle here can be referred to as the appropriateness in language use during interaction. To many sociolinguists,this competence includes the sensitivity to all kinds of changing factors,such as register,context,social status,gender,age and so forth.

Communicative competence is made up of four parts:linguistic,sociolinguistic, discourse,and strategic.

Linguistic competence refers to the knowledge of grammar,syntax,vocabulary and pronunciation.These knowledge is the outcome of the internalization of learners’minds rather than some rules and words remembered.

Sociolinguistic competence refers to how to use and respond to language appropriately,given the setting,the topic,and the relationships among the people communicating.

Discourse competence refers to the ability to understand and express oneself in a given language.One kind of discourse competence is often called textual competence.This is basically a measure of how well an individual can read different texts and understand them.Another very common type of discourse competence is rhetorical or effective discourse competence.This is often defined as how well an individual can contribute to a conversation.This kind of discourse competence includes two aspects.One is how well the individual can understand what is being said by a range of speakers.Another is how well the individual can interject his or her own opinions,and how well that person can express ideas to an audience within a general scenario.

Strategic competence refers to learn various coping measures during interactions,

such as being capable of how to start a conversation,how to express your willingness or unwillingness to conduct a conversation,how to change the subject in the conversation and how to end a conversation.

Studying China’s English teaching from the angle of sociolinguistics requires language teachers and teaching designers to pay much attention to the language itself and its related social factors as well;it demands them,through linking language with these social factors,to design teaching procedures,define teaching methods and accomplish language teaching tasks.

In accordance with the requirements of cultivating communicative competence,we should consider the following five aspects during the organization of language teaching: Linguistic criteria:the language taught must be controlled and chosen.In the past,we chose language emphatically in terms of the usage frequency of words.But,it is now stressed that we should choose from all languages those typical authentic materials as well as words and sentence structures related to the future work our students will be engaged in.

Situational criteria:the language items chosen must be organized by a certain framework which can organize them as naturally as possible.

Notional and functional criteria:through the linkage between notion and function,we emphasizes the ability to use language and do things via language,such as being capable of how to deliver and find information,how to express feelings and attitudes,how to socialize, how to explain and apologize,how to ask or make permissions,and how to make a date.

Rhetorical criteria:it refers to how coherent ideas----such as introduction,debate, choice and assessment----can be expressed by language.

Communicative criteria:it refers to how we influence others by language,such as knowing how to utter signals to interrupt others,how to change the subject during the conversation,and how to switch code according to the change in the identity of speakers.

The above5criteria should be carefully considered in our foreign language teaching. In this way,what should be mainly taught is no longer vocabulary,grammar and pronunciation,but social knowledge about how and when to use utterances appropriately. The fact that China’s language teaching has for a long time merely attached importance to language forms without much concern for communicative competence is in some sense a consequence of traditional structural linguistics which has governed the linguistics circle

for ages and had a seriously negative impact on China’s foreign language teaching.

3.2Cultural Teaching

According to sociolinguistic theories,language is part of a certain culture,a social phenomenon,and a tool through which people exchange ideas and emotions.It is like a mirror which can reflect culture.Therefore,in the language teaching,we should,while imparting language knowledge to our students,introduce related cultural background,teach communicative principles by associating with various social and cultural factors,and cultivate students’communicative competence.The introduction of culture in the language teaching is of great significance,for it can have direct influence on the development of students’ability to use language appropriately.To really grasp a foreign language requires us to correctly understand the social and cultural background of the language we have learned.In some sense,foreign language learning can also be seen as a process of understanding foreign culture.

If,in cross-cultural communication,one does not know the cultural background of another speaker’s language,even if his English is pretty fluent,there may be possibility of pragmatic errors or culture shock,which can exert influence on the effect of interaction.As English teaching,in the past,paid little attention to cultural difference,students were prone to pragmatic errors.The common pragmatic mistakes are as follows:

1.Errors in sociolinguistics:such as errors in salutation and phatic utterances.

2.Conflicts caused by different values:different nations have different understanding about privacy and taboo.Chinese like to inquire about the price at the sight of the things that their friends or relatives buy,which to people from America and Britain is unacceptable.Therefore,teachers should help students understand that it is a taboo for westerners to talk about the subject like age,marriage,income,price,death,poverty, ageing,and obesity.

3.Cultural mistakes refer to pragmatic errors that are unacceptable from the cultural perspective.Chinese people often,for example,show their modesty through self-deprecation,which usually makes westerners confused because they believe that this act is a manifestation of lack of confidence or even capacity.When someone gives us a praise,the right way is to willingly accept it and then make some additional explanation about what you have achieved or had.

What sociolinguistics pays attention to is the social attribute or cultural attribute of language.That is to say,people should conduct their conversation according to the certain situation they are in and their own identity.Different utterances may be used by different people in terms of their age,occupation,gender,nationality,and region.Most importantly, if the relationship between speakers is different,the utterances they use may also be different.Thus,language teachers should not only teach the meaning and function of the words or phrases,but also social knowledge about how and when to use utterances appropriately.Otherwise,there will appear an interesting phenomenon that in cross-cultural communication,the language structures and forms used by a foreign language speaker conform to the grammatical rules,but what he say is unacceptable in a certain occasion to the target language speaker.

In many domestic English textbooks,sentences----such as“What’s your name?”,“How old are you?”,and“Where are you going”----are taught at the very early stage of language teaching,but they are seldom used in English-speaking countries.As“What’s your name?”appears somewhat gruff and impolite,people from English-speaking countries prefer another relatively euphemistical greeting----“May I have your name?”or Your name, Please?”.It is rude to ask about the age of strangers,especially women,since age has become a social taboo in western society.And in westerners’opinion,where they are gonging is not your business.We can therefore see that words can not only express designative meanings,but also transmit cultural information and reflect social life of human.In addition,idioms,proverbs,and allusions are closely related to culture.Given this,in the language teaching,language teachers should have a responsibility to introduce relevant cultural background and create a cultural environment in which students can practice English appropriately.

3.3Discourse Teaching

Sociolinguistics refers to discourse as the spoken or written language unit in practice, and the language entirety made up of a series of continues utterances or sentences in the process of communication.Either short or long,it is derived from context.And context in turn plays a role in choosing the structure,subject,and style of the discourse.

The language unit concerned in sociolinguistics is communicative unit rather than grammatical unit.And the communicative unit of language is discourse.That is to say,it is

discourse rather than a single word or sentence that plays a role in a communicative event. Discourse is a unit of language use and a semantic unit;it can be both written and spoken in its form;it is a language unit being used as well as a communicative activity.Huang Guowen,a professor of SunYat-sen University,who specializes in discourse analysis, argues that cultural context refers to all the meanings expressed by discourse in a society and culture;any discourse cannot be separated from the certain cultural environment.In this way,sociolinguistics,together with discourse analysis,opens the way for discourse teaching.

The ultimate purpose of language teaching----training students’communicative competence----determines that teaching activities must be organized at the level of discourse,that is,the teaching mode from a whole text to its detailed language points. Macro context factors define the language style of text(the degree of formality in language use)and the language form(spoken or written).When dealing with language points in the context(micro context),teachers should teach the usage of words and how and when they are used in practical communication as well,which differentiates essentially social linguistics from structural linguistics and the traditional grammar--translation method derived from it.

Discourse teaching belongs to the functional--notional teaching category,the underlying theory of which is semantic macrostructure and pragmatic macrostructure theory.According to semantic macrostructure theory,teachers should therefore guide their students to explore the author’s main idea and then explain and analyze new words(and the meanings and usage of phrases and sentences).In accordance with pragmatic macrostructure theory,teaching English by means of discourse analysis,we can improve the efficiency of language-skill training,overcome the deficiency of the explanation of language forms in isolation,and enable students to use language effectively and appropriately.

3.4Contextual Teaching

Context is the environment in which language is used.Context of culture refers to the social and cultural background related to speech communication.It can be divided into two parts:first,the cultural customs,which can be seen as a certain group of people’s life patterns produced in social life and passed on from generation to generation and can be

taken as their collective habits in terms of language,behavior and psychology,posing regulations and constraints on them.Second,social norms,which refer to various regulations and limits that a society makes on social communication.Halliday first pointed out that any discourse exerts its function in a certain context,from which we can abstract several characteristics related to description and https://www.doczj.com/doc/c06365799.html,nguage includes grammar, discourse,and social context.That is to say,vocabulary and grammar form clauses,and it is the sequent meanings in discourse which surpass clauses that form and reflect social context.In discourse,choice of meaning,wording and phrasing,structure and layout---this all is placed on social activities.As language is used in a certain environment of communication,we must combine language with the environment it relies on.And if we analyze a language segment in isolation without reference to the certain context,it will be difficult for us to define its structure and meaning.

There exists an interdependent relationship between context and language use.First, to achieve the aim of communication,we should consider,in the process of language choice,the effect of context,since context has influence on the language choice.Second, language choice also influences the construction of context.And certain discourse meanings are dynamically produced by the interaction between context and language structure.

Starting with real context that language depends on,taking communicative situation as the premise of our language teaching and students as its subjects,we should overcome in a radical way the obstacles of communication,such as dump English and pragmatic errors, avoid the lose of communicative situation(caused by contextual ambiguity)and the negative impact(posed by incomplete contextual information on communicative activities),and help train student’s communicative competence necessary for their future life and work.

IV.Conclusion

In conclusion,language teachers and teaching designers should broaden their horizon,bring vitality to language teaching,and pay much attention to language itself and its related social factors as well.In addition,they should combine language with these factors to determine teaching aims,such as improving students’communicative

competence,designing teaching procedures,choosing teaching methods and accomplishing teaching tasks.Despite the deficiencies in China’s language teaching practice, sociolinguistic theories and practice,in some sense,open a new avenue for us to realize in a correct way language phenomena and grasp the most essential characteristics of language, and play an importantly instructional role in our language teaching. Bibliography

[1]Hymen, D.H Foundations of Sociolinguistics:An ethnographic approach[M],

University of Philadelphia University Press,1974.

[2]刘小青.社会语言学与外语教学[J].山东外语教学,2003(2):4-5.

[3]黄国文.语篇分析的理论与实践[M].上海外语教育出版社,2001.

[4]王纲.普通语言学基础[M].湖南教育出版社,1987.

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社会语言学论文 A Brief Analysis of Gender Differences in Language 姓名:何丽丽 学号:201110010107 院系:外国语学院 班级:英语1101 指导教师:邓林 二〇一四年五月二十三日

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Online Judge System ——Background Judge Module Cheng Jin Yu School of Informatics Abstract: ACM international collegiate programming contest, is an annual competition that aims at showing their abilitities of innovation, teamwork, programming under pressure, analysing and solving problems. Through more than 30 years’ development, it has become the most influential computing contest for college students and been taken more seriously by many higher eduction universities and colleges, so there comes the Guangdong University of Foreign Studies Online Judge. System which can provide great convenience for programming lovers and students. Users only need to submit their code, then the system can automatically make the appropriate evaluation of its procedures, and returns the corresponding evaluation results. Wiht this platform, users can not only consolidate the academic knowledge, but also can greatly improve the ability of pratical programming. Background judge module is mainly responsible for a user to submit the source code to compile, run, and return the judge result to the user. Key words: Online judge, Programming, ACM

语言学专业毕业论文题目汇编

语言学专业毕业论文题目汇编 1、基于语料库的认知功能语言学理论指导下的语音研究 2、应用语言学中“语言能力”的多元性探究 3、聚类分析在外国语言学研究中的应用 4、浅谈社会语言学视角下性别差异的体现 5、普通语言学浅析 6、大数据时代语言学研究的新趋势 7、认知语言学之框架语义学探析 8、以《长恨歌》为例浅析现代语言学批评的特征 9、基于档案学视角对语档语言学的探讨 10、心理语言学在二语习得研究中的主要问题 11、简析认知语言学与批评话语分析的融合 12、语言学家时枝诚记的语言过程理论研究 13、认知语言学理论中交际话语原则研究 14、生态语言学的兴起与发展 15、刍议认知语言学三个基本假设与语言习得 16、认知语言学视角下的词汇多义观 17、应用语言学研究方法新探:复杂系统的视角 18、系统功能语言学及物性理论发展综述 19、论社会关系与角色关系的跨文化差异--基于社会语言学视角 20、从理性到沟通:哈贝马斯的“语言学转向” 21、国际应用语言学期刊效应值报告与解释现状研究 22、应用语言学的研究现状与展望 23、浅析语言相对论对当代认知语言学的影响 24、系统功能语言学中韩礼德语言理论概说 25、语言学中介词的语用功能作用研究 26、认知语言学视域下语言与思维的关系 27、心理语言学视阈下的二语词汇教学 28、认知语言学前沿动态--对话句法学初探 29、国外应用语言学早期发展综观

30、论政治语言学的根基与研究路向 31、认知语言学视角下的隐喻理论分析 32、认知语言学中的语篇连贯研究 33、评几种质疑共时和历时划分的语言学观点 34、西方语言学中的科学范式及其转换 35、应用语言学研究的多模态分析方法 36、认知社会语言学的界定、取向与外延 37、社会语言学视界中的语言变体 38、翻译主体性的范式转换--从语言学、文化学到生态学 39、卡西尔的符号哲学转向及其语言学意义 40、认知语言学理论视角下的一词多义现象实证研究 41、从社会语言学看网络火星文 42、索绪尔语言学革命与“文化主义范式”的奠基 43、系统功能语言学研究 44、普遍语言学下的语言模因研究 45、翻译教学的认知语言学观 46、网络称呼语“女汉子”的社会语言学分析 47、论系统功能语言学在计算语言学中的应用 48、法兰西社会心理学派的语言学贡献述要 49、认知语言学研究方法解析 50、形式与功能:西方语言学转向的二维统一 51、外国汽车商标词汉译新探--以认知语言学为切入点 52、现代语言学理论形成与发展研究 53、认知语言学视角下的语义和语用解读 54、语言学模因论指导下的多义词研究 55、论索绪尔语言学研究的跨学科视野 56、乡村社区的社会语言学价值阐释 57、认知语言学定量研究的几种新方法 58、社会语言学视角下的民俗语言研究方法--以陕北说书研究为例 59、生态语言学视阙下的“绿色语法”研究

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