«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова
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| Sociolinguistic competence
1.1 What is sociolinguistic competence? To understand what sociolinguistic competence is it is necessary to define the term ‘sociolinguistics’. The term ‘sociolinguistic’ was first introduced in 1939 by Thomas Callan Hodson, a professor of Social Anthropology at the University of Cambridge, in the article ‘Sociolinguistics in India’ in a journal ‘Man in India’. The term comes from the Latin words ‘socialis’ meaning common, united and a Latin word ‘lingua’ meaning language. Florian Coulmas writes that Sociolinguistics is a part of applied linguistics and is concerned with how language use interacts with, or is affected by, social factors such as gender, ethnicity, age or social class, for instance. [1] Oxford dictionary defines sociolinguistics as the study of the way language is affected by differences in social class, region, sex, etc. [2] The Encyclopædia Britannica states that the discipline concerns itself with the part language plays in maintaining the social roles in a community. [3] So it can be concluded that sociolinguistics is the study that examines the differences within one language which depends on various social factors like age, profession, place, gender, mood, etc. On this basis sociolinguistic competence is the ability to communicate effectively taking into the account those mentioned factors. The good example of lacking this competence was given by Celine Dionne in her interview in 1995 in a Late Night TV Show. Being a native French speaker, she did her best to study English as she wanted to understand what her song are about. However, the moment she went outside the classroom confident that she was able to communicate, she found herself lost when a person asked ‘hey yo mother? Whas up?’ [4] 1.2 Sociolinguistic competence in CEFR and in Kazakhstan According to Common European Framework of Reference for Languages (CEFR) sociolinguistic competence is a part of communicative language competence alongside linguistic and pragmatic competences. This competence includes next components: linguistic markers of social relations, politeness conventions, expressions of folk wisdom (e.g. proverbs, sayings), register differences (e.g.formal/informal speech), dialect and accent. In 2001 CEFR was first published including a section of illustrative scales where the each level of proficiency of this sociolinguistic competence was described (A1-C2). At level A1 the person can establish basic social contact by using the simplest everyday polite forms of: greeting and farewells; introductions; saying please, thank you, sorry, etc. At level C2 a person has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. This person appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly. This person also can mediate effectively between speakers of the target language and that of his/her community of origin taking account of sociocultural and sociolinguistic differences. In 2018 the new CEFR companion volume with new 193 descriptors was published and some additional descriptors were added particularly to this competence in question. It says theta the person can effectively employ, both orally and in writing, a wide variety of sophisticated language to command, argue, persuade, dissuade, negotiate and counsel. [5] In Kazakhstan we can refer to Kunanbayeva S.S. Whereas CEFR calls the competence ‘communicative’, Kunanbayeva suggests naming it ‘intercultural- communicative competence’. Instead of one sociolinguistic competence Kunanbayeva give a range of competences such as sociocultural sub-competence, social sub- competence, linguacultural sub-competence. [6] 1.3 Reasons for neglecting this competence In Kazakhstan like in other countries where English is not native the sociolinguistic competence is not paid enough attention to. This could be explained by a number of reasons: 1) most teachers are not native English speakers who have never been to English- speaking countries and their personal level of sociolinguistic competence is not high enough so they do not understand the importance of developing this competence in students 2) Most schools and universities are aimed to prepare students to the national or international exams where students do the tests the content of which is either academic (informational texts on different subjects) or grammar/lexical (the sentences are not contextualized). 3) Difficulties in teaching the competence: not being able to be exposed to English speakers of different ages, different social groups, different accents etc makes it hard to practice this competence and moreover to see the importance of it. жүктеу/скачать 5.2 Mb. Достарыңызбен бөлісу:
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