Sociolingusitics and Linguistics

Sociolinguistics is a broad field that deals with language and society.

Currently, there is no precise definition of this term, but Meyerhoff (2011) describes
it as the answer to some questions such as, how speakers use their language, how
and why people use language differently according to their communities or
interlocutors. Moreover, sociolinguistics tries to describe and analyze the individuals’
use of language and their attitudes towards the language itself. Sociolinguistics’
studies may be based on two methodologies; firstly, patters can be studied by a
close and systematically examination in language structure. Secondly, patterns can
be studied by observing speech communities, behaviors and attitudes. This second
approach may try to answer more qualitative questions such as who uses different
forms of language, awareness of language choices, who are the interlocutors and
what are their backgrounds, reasons of choosing specific language patterns, etc.
I do recognize the importance of the sociolinguistic field in the second
language learning process. In the following lines I will try to present some literature
that supports my statement. According to Hymes (1997) in the article “The Scope of
Sociolinguistics”, the Chomsky’s (1965, as cited in Hymes, 1997) concepts of
competence and performance are important and decisive in the linguistic theory. The
first concept is considered as the speakers’ grammatical knowledge of the language.
On the other hand, competence consists on aspects such as language choices, word
order, style, intonation, etc. In the performance stage, the learners’ language choices
may be product of the speakers’ intention, audience or even interference of his own
native language.
The process of learning a second language involves a great number of
changes in the learner, both internal and external. Furthermore, internal processes
influence the production of language. Gass, Behney & Plonsky (2013) argues that in
a language learning situation, the individual L1 influences in many ways his L2
performance. Lado (1957, as cited in Gass, Behney & Plonsky, 2013) states that
learners tend to transfer forms and meanings from their native language and culture
to the foreign language. This may happen when the learner is about to produce the
language in speaking or written ways.
I consider highly important to raise awareness of sociolinguistics in both
students’ first and second language. Students’ reflection on their first language uses,
choices and utterances could help them understand their performance on their
second language. Moreover, the social factors and the interference of their first
language can be used as a resource for learners to take advantage of. In this sense,
for instance, learners may use the language and vocabulary strategies they use in
their first language to produce utterances in the foreign language. Moreover, the
teachers’ labor may be benefited by knowledge of sociolinguistics factors. A
language teacher can help learners to reflect more about their learning process.
Thus, adapt materials and activities where students can identify some interference
of their first language. Both teachers and students can work together in discovering
and observing these aspects. Learner’s motivation may be also positively increase
when attention and importance is given to their native language.
References
Meyerhoff, M. (2011). Introducing Sociolinguistics(Second Ed, pp. 1-8 ). Abingdon,
Oxon: Routledge.
Hymes, D. (1997). The Scope of Sociolinguistics. In Sociolinguistics A reader(pp.
12–22). New York, NY: Routledge.
Gass, S., Behney, J., & Plonsky, L. (2013). The Role of the Native Language.
In Second Language Acquisition, An Introductory Course(Fourth Ed, pp. 79–85).
New York, NY: Routledge.