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H Th Giang
Nguyn Tn Lc
Lu Nguyn H Vy
Taboo language can function as a communicative device when it is used a medium for
strengthening social relationship between participants.
the target can be interaction-centred with the effect of reinforcing the social
bonds between interlocutors. (Mateo & Yus, 2000, as cited in Murphy, 2010, p. 171).
Positive outcomes are achieved by using taboo words in jokes and humour, social
commentary,, in order to promote social harmony or cohesion. (Jay, 2009, p. 155).
Taboo language can allow speakers to claim their identity as a social-group member.
taboo words which are used within a particular social group, and which are
avoided in out-group communication. (Mesthrie, Swann & Deumert, 2009, p. 434).
The results of the study conducted by Daly, Holmes, Newton & Stubbe (2003) on the
use of the expletive fuck in interaction between a group of factory workers indicated
that in certain contexts, taboo language can function as an in-group solidarity
marker (p. 950).
The role of language classroom is often set within the framework of social beliefs and
expectation that classroom should serve as an environment for language standards to be
nurtured; thus the presence of taboo language in the classroom context is often uncalled for.
McGroarty (1996) pointed out the fact that, due to this public demand, language
forms considered as vulgar or profaneoften indicate the presence of what is
believed to be subversive value positions. (p. 26)
Taboo language is essentially a sociological given (Murphy, 2010, p. 166) that reflects
individual or societal views and attitudes. Taboo language per se is not good or bad; it is
the social function that it is supposed to serve that can be. Thus, if teachers can help students
to use taboo language in a contextually appropriate way, there is no reason why taboo should
be treated differently from other language varieties in the language classroom setting.
all languages are equal in linguistic terms" (Alim, 2010, p. 224)
Jay (2009) stresses that since there is a lack of universal standards for offensiveness
due to context variability,the chore for language learner is to determine what words
are appropriate for a given social setting. (p. 154)
A knowledge of taboo language can help to provide learners with a critical insight into the
cultural norms and values of the society in which the language is developed.
Teachers can use textbooks, with its benefit of providing something to negotiate about
(Hutchinson & Torres, 1994, p. 319), to bring up the topic of taboo language in the
classroom.
Teachers could try to promote learners sensitivity towards the use of taboo language,
both appropriate and inappropriate, by exposing them to different communicative
contexts in which taboo can be used with both positive and negative outcomes. Also,
learners could be encouraged to identify which sociocultural variables are important in
conditioning the use of taboo.
Pedagogically, it requires teachers to design and implement methods, materials, and
activities which allow repeated use of many language varieties, including but not
necessarily limited to the standard, in different communicative context (McGroarty,
1996, p. 25)
However, it is critical, Lo Bianco (2010) argues, that teachers should try not to impose