An Investigation on the Factors Influencing the Use of Slang in English Language Verbal

And Written Communication Among Grade 8 Learners At Romanus Kamunoko

Secondary School in Kavango East Region.

Introduction
Language is a fundamental part of human communication, and it continues to evolve over
time.Mufwene, S. S. (2001). Slang is a unique aspect of language that is used among different
demographic groups in society. Slang usage is more common among the younger generation, but
it can also be used by individuals from different ethnic and social backgrounds. Therefore, this
research proposal aims to investigate the Factors that influence the use of Slang in English
language verbal and written communication among grade 8 learners at Romanus Kamunoko
Secondary School.

Research Background:

Language is a multifaceted and constantly evolving phenomenon, influenced by numerous socio-

cultural, technological, and communicative factors. Farnia, M., & Tavakoli, M. (2017). Within
the realm of English communication, slang has emerged as a pervasive feature, being widely
utilized in both verbal and written expressions. Slang encompasses informal words, phrases, and
expressions that are characteristic of specific social groups or communities, often deviating from
standard language norms. It adds an element of informality, creativity, and cultural context to
communication, reflecting the dynamic nature of language.

The use of slang has gained prominence among English language learners, particularly in
informal settings such as social media platforms, online forums, and casual conversations.
Learners frequently encounter slang through exposure to popular culture mediums, including
movies, music, and social interactions, leading to its assimilation and incorporation into their
own linguistic repertoire. However, despite its prevalence, there exists a dearth of research on the
factors that influence the adoption and usage of slang among English language learners, as well
as its implications for language development. Kinginger, C. (2013).
Understanding the factors that contribute to the use of slang among English language learners is
essential for language educators, curriculum designers, and researchers. Investigating these
factors can provide valuable insights into the intricate interplay between language learning,
social dynamics, and cultural influences. Moreover, exploring the impact of slang usage on
learners' language development can inform the design of effective pedagogical strategies,
curriculum development, and educational policies that better cater to the needs of diverse
learners.

Several factors can potentially influence the use of slang among English language learners. First
and foremost, the primary sources of slang exposure for learners need to be identified. These
sources may include popular culture, social media platforms, online communities, peer
interactions, and educational materials. Trudgill, P. (2000). . Understanding where learners
encounter slang and how they assimilate it into their communication can shed light on the role of
exposure in the acquisition of slang.

Social interactions and peer influence play a significant role in the adoption and usage of slang.
Learners' social networks and the extent to which they engage with peers who regularly use slang
can contribute to the incorporation of slang into their own communication styles. The influence
of peer groups, both offline and online, can shape learners' linguistic choices and preferences,
highlighting the importance of examining the social dimensions of slang usage among learners.
Thorne, S. L., & Black, R. W. (2011).

Motivation also plays a crucial role in the adoption of slang among English language learners.
Exploring the underlying motivations for using slang, such as the desire for social acceptance,
the need to express identity and belongingness, or the pursuit of linguistic playfulness, can
provide valuable insights into learners' linguistic and social needs. Hall, J. K., Hellermann, J., &
Pekarek Doehler, S. (2011). Understanding these motivations can inform the development of
learner-centered teaching approaches and materials that align with learners' communicative goals
and preferences.
Investigating potential variations in the use of slang among different learner demographics, such
as age, gender, and cultural background, can provide a nuanced understanding of the intercultural
and intergroup dynamics of slang usage. Such exploration can uncover how diverse learner
populations engage with and interpret slang, contributing to the broader field of sociolinguistics.

An assessment of the impact of slang usage on overall language development and proficiency
among English language learners is essential. Crystal, D. (2011) . It is crucial to examine
whether the use of slang hinders or enhances learners' language acquisition and their ability to
navigate various linguistic registers. Identifying potential benefits or drawbacks associated with
slang usage can guide language educators in striking a balance between promoting linguistic
creativity and maintaining proficiency in standard English.

In order to explore the factors influencing the use of slang among English language learners, a
comprehensive review of existing literature will be conducted. This review will encompass
studies related to second language acquisition, sociolinguistics, language and identity, and
language variation. By synthesizing findings from previous research, this study aims to
contribute to the existing body of knowledge and provide practical implications.

Statement of the Problem:

Despite the widespread use of slang in English communication, there is limited research on the
factors influencing its use among English language learners. This study aims to investigate the
various factors that contribute to the adoption and utilization of slang by learners in both verbal
and written forms of English communication.

The specific research questions addressed in this study include:

1. What are the primary sources of slang exposure for English language learners?
2. How do social interactions and peer influence contribute to the use of slang among learners?
3. What are the motivations behind the adoption of slang in English communication?
4. Are there differences in the use of slang between different learner demographics, such as age,
gender, and cultural background?
5. How does the use of slang impact the overall language development and proficiency of
English language learners?

By addressing these research questions, this study aims to provide a comprehensive

understanding of the factors influencing the use of slang among English language learners. The
findings will contribute to the existing body of knowledge in second language acquisition and
provide practical implications for language educators and curriculum developers in designing
effective instructional approaches to address learners' needs in a rapidly evolving linguistic
landscape.

For further reading, refer to the references below :

1. Crystal, D. (2011). Internet linguistics: A student guide. Routledge.
2. Farnia, M., & Tavakoli, M. (2017). Sociocultural Factors Influencing English Language
Learning and Teaching. In The TESOL Encyclopedia of English Language Teaching (pp. 1-7).
Wiley.
3. Hall, J. K., Hellermann, J., & Pekarek Doehler, S. (2011). Languaging in and across
Communities: New Voices, New Identities. John Benjamins Publishing.
4. Kinginger, C. (2013). Social media in language education: Challenges and opportunities. In
Language and social media: Communication and community on the internet (pp. 279-296).
Routledge.
5. Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford
University Press.
6. Mufwene, S. S. (2001). The ecology of language evolution. Cambridge University Press.
7. Tagliamonte, S., & D'Arcy, A. (2009). Peaks beyond phonology: Adolescence,
incrementation, and language change. Language, 85(1), 58-108.
8. Thorne, S. L., & Black, R. W. (2011). Second language use, socialization, and learning in
internet interest communities and online gaming. The Modern Language Journal, 95(4), 611-633.
9. Trudgill, P. (2000). Sociolinguistics: An introduction to language and society (4th ed.).
Penguin.
10. Wolfram, W. (2007). Language myths and the history of English. In Language myths (pp.
43-54). Penguin