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IMPORTANCE OF SOCIOLINGUISTICS IN LANGUAGE ACQUISITION
Muradova Zuxra Shuxratovna
11
–specialized public school
https://doi.org/10.5281/zenodo.13928108
Abstract:
This research paper is very significant for language teachers because learners
may have different personalities, social lives, and ethnicities. Instructors should pay attention
to the group of learners and their needs. Educators take into account their family habits, social
status, and language levels. Because of their background knowledge and learning habits, they
acquire the new skills easily, and their knowledge is better than that of the second group. Social
life and the people around us can influence language use and learning context.
Key words:
Sociolinguistics, learning context, ethnicity, social life, background
knowledge.
Learners can be divided into two different subgroups according to their social factors,
language background, ethnicity, and socioeconomic status. It is clear that social factors such as
age, gender, and social class can have an impact on second and foreign language acquisition.
First-group
students originally come from a rich family, whose parents have well-paid jobs.
They know the English language very well because they attended the extra-curricular classes
from an early age. Ethnicity and social class are related to the economic status in a society and
every person belongs to the ethnic group in this world. These learners belong to the upper class
in a society whose family is rich. Wardhaugh and Fuller (2014) noted that sociolinguistics is
about our daily life and social class, ethnicity involve the role of language in education. .
Ethnicity has effected language variety such as people may have different ethnic groups. Some
learners come from rural areas and some of them urban. They often use “borrowed” variety
and accent that their speech can be various by borrowed language (Fought, 2011, p.242). To
sum up, their ethnic identity can be built from outside communities.
The learning context is the classrooms of the school, which are decorated with colorful
posters and pictures. There are several English classrooms in the school that are very modern
and well-equipped. Learners are able to use computers and projectors when they have to watch
videos according to the theme. There are whiteboards and different pictures on the wall that
attract students’ attention. In listening activities, they can use headphones and speakers. The
classroom is always peaceful and convenient for learning new knowledge. The most important
factor is that gender, age, ethnicity and race should be taken into consideration in learning
context. The reason for this is that learners feel very comfortable in the class and they may not
have any conflicts during the lesson. School syllabus also should be appropriate for every nation
and country. As there are different gender, age, ethnic groups and races in the world. Their
cultures, customs, and traditions can be varied, and they should be able to get knowledge
according to this. It is the main aspect of the language learning process, and this sociolinguistic
study is very significant. Booven (2018) stated that language learning and teaching will be
enhanced by sociolinguistic competence (SC) and interactional competence (IC). Sociolinguistic
competence is based on using appropriate language that is understandable in context. When
teaching English as a second language, teachers should know learners’ abilities and social
norms.
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Sociolinguistic competence is based on using appropriate language in the context of
learning. Language instructors have to take these aspects into consideration that play an
important role in the learning process. Gender, sexuality, and ethnicity are also included in this
paper, which is the main part of sociolinguistics.
References:
1.
Baugh, J. (2005). Linguistic profiling. In S. Makoni, G. Smitherman, A. F. Ball, & A. K. Spears
(Eds.). Black linguistics: language, society, and politics in Africa and the Americas (pp. 155-168).
2.
Booven, C. D. (2018). Developing sociolinguistic and interactional competence. The TESOL
Encyclopedia
of
English
Language
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https://doi.org/10.1002/9781118784235.eelt0286
3.
Chalipa, S. (2013). The Effect of Inductive Vs. Deductive Instructional Approach in
Grammar Learning of ESL Learners. DIJARS/2013/June/vol/Issue/1369.
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Deumert, A. (2011). Multilingualism. In R. Mesthrie (Ed.), The Cambridge handbook of
sociolinguisticsn (pp.262-282).
Cambridge University Press.
