«научное наследие заки ахметова и национальные ценности», в честь 95-летнего юбилея Заки Ахметова



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Зәки-Ахметовтің-95-жыл-толуына-орай-жинақ-4-бөлім

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. 


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