社会语言学 第八章作业教案资料
《社会语言学》课程教学大纲
《社会语言学》课程教学大纲课程编码：50615001学分：2 总学时：36说明[课程性质]《社会语言学》为英语专业的专业必修课。
[教学目的]《社会语言学》课程是四年制本科英语语言文学专业的必修课，是一门介绍语言与社会的关系的重要选修课程，开课时间为第四学年第一学期，其前期和同期相关课程为《语言学导论》。
[教学任务]通过《社会语言学》这门课的学习，使学生了解到社会语言学是语言学中的重要研究领域分支之一，是一门研究语言与社会的关系的学问。
加强学生在英语语言学方面的知识储备，有利于学生学好其它英语专业课程。
[教学内容]西方语言学与应用语言学视野:社会语言学导论(第3版)》共16章节，具体内容包括社会语言学家研究什么，多语社区中的语言选择，语言保持和语言转用，语言变体和多语国家，国家语言和语言规划。
[教学原则和方法]教学原则：本教材使用主要体现以人为本的思路，采取启发式教育方法，鼓励学生积极思考，在学习过程中发现和解决问题。
教学方法：讲授与讨论实践相结合。
[先修课程要求]语言学基本理论[学时分配]本课程在第八学期开设，共一学期，每周2学时，共36学时。
[教材及必要参考书]教材: 《社会语言学导论》Janet Holmes （第三版）世界图书出版公司, 2011年。
参考书: 《社会语言学引论》Ronald Wardhaugh外语教学与研究版社，2000。
Sociolinguistics.Hudson R.A.Beijing: Foreign Language Teaching andResearch Press ,2000.《社会语言学论文集》祝畹瑾，北京大学出版社，1985。
大纲内容第一部分社会语言学概述[教学目的和要求]教学目的：了解社会语言学的基本理论。
教学要求：掌握社会语言学的基本理论。
[内容提要]第一节社会语言学家研究什么？何为社会语言学家？为什么我们用不同的方法表达同样的事情？我们表达事情的不同方法有哪些？社会因素、范畴和解释A部分多语社区[教学重点与难点问题]教学重点：社会语言学家研究范畴教学难点：社会因素、范畴和解释第二部分多语社区中的语言选择[教学目的和要求]教学目的：多语社区中的语言选择教学要求：掌握语言选择。
语言学导论第八章
Chapter 8 Language and Society
sociolinguistics社会语言学 --- the study of the relation between language and society
Preliminaries: 1.Find out the differences between male and female languages. 2.Try to discover the distinctions between the language of the younger generation and that of the older generation in China. 3.Think of some examples of code-mixing in the speech of Cantonese.
nguage and age c.jargon: doctor’s language lawyer’s language computational language (Part of a conversation between a judge and a sailor) … The judge: You mean you came into this court as a witness and don’t know what plaintiff means? … The sailor: You mean you came into the court and don’t know where abaft the binnacle is?
speech community言语社区 --- a group of people who have the opportunity to interact with each other and who share not just a single language with its related varieties but also attitudes toward linguistic norms
《语言学概论》教案
《语言学概论》教案第一章：语言与语言学1.1 教学目标了解语言的定义和特性掌握语言学的基本概念和研究对象理解语言学的重要性和应用领域1.2 教学内容语言的定义和特性：语言是一种符号系统，用于表达和交流思想与信息。
语言学的基本概念：语言学是研究语言的科学，包括语音学、语法学、词汇学等分支。
语言学的研究对象：语言的结构、功能、历史和发展等方面。
语言学的重要性和应用领域：语言学在教育、翻译、语言政策等领域具有重要作用。
1.3 教学活动引入讨论：让学生分享对语言的理解和认知。
小组讨论：让学生探讨语言的符号特性和语言学的研究方法。
案例分析：分析实际语言使用中的例子，让学生理解语言学的应用。
小组展示：让学生选择一个语言学分支，进行小组展示并分享其研究对象和重要性。
1.4 作业与评估完成课后阅读材料：让学生阅读相关文献，加深对语言和语言学的理解。
写一篇短文：让学生选择一个语言学分支，对其研究对象和重要性进行阐述。
参与小组讨论和展示：评估学生在小组讨论和展示中的参与度和表现。
第二章：语言的结构2.1 教学目标了解语言的结构组成掌握语音、词汇、语法的基本概念和关系理解语言结构的特点和重要性2.2 教学内容语音：语音是语言的最小单位，包括元音、辅音、声调等。
词汇：词汇是语言的建筑材料，包括实词和虚词。
语法：语法是语言的规则体系，包括词法和句法。
语言结构的特点和重要性：语言结构的规律性和可变性对语言的交际功能和表达效果具有重要意义。
2.3 教学活动语音实验：让学生通过语音实验感知和区分不同的语音特征。
词汇游戏：让学生通过词汇游戏理解和记忆单词的用法和意义。
语法练习：让学生通过语法练习掌握句法规则和语法结构。
小组讨论：让学生探讨语言结构对语言交际功能的影响。
2.4 作业与评估语音练习：让学生进行语音练习，提高对语音特征的辨识能力。
词汇练习：让学生进行词汇练习，加深对单词用法和意义的学习。
语法练习：让学生进行语法练习，巩固句法规则和语法结构的知识。
社会语言学复习资料
社会语言学复习资料社会语言学是一门研究语言在社会中使用的学科。
它旨在理解语言与社会的联系，并探讨语言如何被用来塑造社会关系、群体认同和身份。
在本篇文章中，我们将提供一些社会语言学的重要概念和术语，以及一些相关的实例和问题，帮助大家复习这门学科。
1、语言变异语言变异是指语言在不同社会群体中的变化。
这种变化可能源于社会因素，如年龄、性别、社会地位等。
例如，在一种语言中，可能会出现标准语和方言两种形式，而这两种形式在不同的社会群体中被使用。
语言变异的研究有助于我们理解语言的多样性以及语言如何在不同的社会语境中被使用。
2、语言与社会阶层语言与社会阶层有密切的联系。
不同社会阶层的人在语音、词汇、语法等方面使用的语言可能会有所不同。
例如，在英语中，标准书面语通常被认为是受过教育的中产阶级使用的语言，而口语化的表达方式则常常被认为是下层社会的特征。
研究语言与社会阶层的关系可以帮助我们理解社会阶层如何影响人们使用语言的方式。
3、语言与性别语言与性别之间也存在联系。
男性和女性在语音、语法和词汇方面使用的语言可能会有所不同。
例如，在某些语言中，女性通常使用更为礼貌和正式的语调，而男性则更倾向于使用粗鲁和直接的言语。
研究语言与性别之间的关系可以帮助我们理解性别如何影响人们使用语言的方式。
4、语言接触语言接触是指不同语言或方言之间的接触和交流。
这种交流可能会导致一种语言的词汇、语法和表达方式被另一种语言吸收或改变。
例如，在多元文化的城市中，可能会存在英语和汉语的混合使用，这种混合使用在日常生活中很常见。
研究语言接触可以帮助我们理解语言的融合和变化过程。
5、语言死亡语言死亡是指一种语言在社会中不再被使用或传承。
这通常是由于社会、政治和经济因素的影响。
例如，殖民统治和全球化可能会导致一种语言的消亡。
研究语言死亡可以帮助我们理解语言的演变和社会变革之间的关系。
总之，社会语言学是一门非常有趣的学科，它涉及到语言和社会之间的多个方面。
社会语言学教案
A Brief Introduction to SociolinguisticsLecturer: Jia junminSchool of Foreign LanguagesTianshui Normal University2004. 01Do not bring your ears onlyBring your mouth alsoInto the classroomPurposeThis course aims at providing English-major students with a sociocultural perspective to view language issues and help them understand the complicated interaction of language with culture and society.Basic Requirements1.Critical reading of the suggested reading materials is essential to theunderstanding of the topic under discussion;2.Attendance is required;3.Active participation is greatly encouraged. Students are required to participate ingroup discussions;4.Exercises and term paper should be handed in on time.Assessment1.Attendance: 10%.2.Participation: 15%3.Term-paper: 25%4.Final test: 50%Syllabus1 An overview of Sociolinguistics2 Language, dialects and varieties3 Style and registers4 Language contact—pidgins and Creoles5 Diglossia and code-switching6 Societal Multilingualism7 Ethnography of speaking and the structure of conversation8 Language and gender9 Language and culture10 Final test.Unit OneAn Overview of SociolinguisticsⅠResearch Background1.Formal LinguisticsToday, most linguists agree that the knowledge the speakers have of the language or languages they speak is knowledge of something quite abstract. It is knowledge of rules and principles and of the ways of saying and doing things with sounds, words, and sentences. It is knowing what is in the language and what is not; it is knowing the possibilities the language offers and what is impossible. This knowledge explains how it is we can understand sentences we have not heard before and reject others as being ungrammatical.Confronted with the task of trying to describe the grammar of a language like English, many linguists follow the approach which is associated with Noam Chomsky(Noam1928－American linguist ). Chomsky has argued that, in order to make meaningful discoveries about language, linguists must try to distinguish between what is important and what is unimportant about language and linguistic behavior. The important matters, sometimes referred to as language universals, concerns the learnability of all languages, the characteristics they share, and the rules and principles that speakers apparently follow in constructing and interpreting sentences; the less important matters have to do with how individual speakers use specific utterances in a variety of ways as they find themselves in this situation or that situation.Chomsky has distinguished between what he has called competence and performance. He claims that it is the linguists‟ task to characterize what speakers know about their language, i.e., their competence, not what they do with their language, i.e., their performance. According to him, performance is influenced by memory limitations, distractions, shifts of attention and interest, and error (random or characteristic) in applying his knowledge of the language in actual performance.Chomsky aims to describe the idealized competence of an idealized monolingual in an idealized monovariety speech community. In his view, linguistic study is an autonomous, self-sufficient system. For him, the existence of variation in languages imply confuses, diverting the linguists‟attention from the wonderful abstract system that separates human language from other communication systems.2. The problem of VariationThe language we use in everyday living is remarkably varied. Speakers make constant use of the many different possibilities offered to them. No one speaks thesame way all the time, and single-style speakers will not be found.Factors to lead to variation of language: regionagesocial classeducationgenderoccasion, ethnicityExample: be sackedbe fired辞退，解雇，解聘，丢饭碗，下课，下岗，失业炒鱿鱼，卷铺盖A recognition of variation implies that we must recognize that a language is notjust some kind of abstract object of study. It is also something that people use. It is not surprising therefore that some linguists‟doubt the possible value of a linguistics that deliberately separates itself from any concern with the use, and the uses, of language. Many sociolinguists have argued that an asocial linguistics is scarcely worthwhile and that meaningful insights into language can be gained only if such matters as use and variation are included as part of the data which must be explained in an adequate linguistic theory; an adequate theory of language must have something to say about the uses of language.As we will see, there is considerable variation in the speech of any one individual, but there are also definite bounds/limits to that variation: no individual is free to do so far as language is concerned. The variation you are permitted to use has limits and these limits can be described with considerable accuracy. That is, there are group norms so far as variation is concerned.ⅡResearch Scope1.Definition (See book, Page 3)2.Sociolinguists are interested in the relations between language and society.Four possible relations between language and society.(See book, Page 79)Assignments:Thought Questions:1.What evidence does the writer mention for the effects of social structure on language?2.What evidence could you give for and against the “no relationship ”position?3.Sociolinguistics and the Sociology of Language (See book, PP5-7)(micro- Sociolinguistics) (macro- Sociolinguistics)The former is concerned with investigating the relationships between language and society with the goal being a better understanding of the structure of language and ofhow languages function in communication: the study of language in relation to society: the latter is concerned with trying to discover how social structure can be better understood through the study of language, e.g., how certain linguistic features serve to characterize particular social arrangements: the study of society in relation to language.ⅢResearch MethodologyThe approach to sociolinguistics is that it should encompass everything from considering …who speaks (or writes) what language (or what language variety) to whom and when and to what end‟.1.clandestine / / recording2.sociolinguistic interview (See book, PP10-12)3.questionnaireWhatever sociolinguistics is, any conclusions we come to must be solidly based on evidence. As an empirical science, it must be founded on an adequate database. The data is drawn from a wide variety of sources. These include censuses, documents, surveys, and interview. Some data require the investigator to observe “naturally occurring”linguistic events, e.g., conversations; others require the use of various elicitation to gain access to the data we require.ⅣSociolinguistics and Related disciplinesparent disciplines: linguistics and sociologyrelated disciplines: anthropology, psychology, gender studies, public policy management, political science and history.Unit TwoLanguage, Dialects, and VarietiesEach language exists in a number of varieties and is in one sense the sum of those varieties.ⅠLanguage and Dialects1.Folk conceptualization of dialectsMost speakers can give a name to whatever it is they speak. But how do we decide what is language and what is a dialect of a language? What criteria can you possibly use to determine that, whereas variety x is a language, variety y is only a dialect of a language? What are the essential differences between a language and a dialect?For ordinary people, a dialect is almost certainly no more than a local non-prestigious (therefore powerless) variety of a real language. It is often equivalent to nonstandard or even substandard, connoting a various degree of inferiority.Thought question: Do you speak the dialect of your hometown, if you have one, in the classroom? Why or why not?Language can be used to refer either to a single linguistic norm or to a group of related norms, and dialect to refer to one of the norms. As a result, the standard is often not called a dialect at all, but is regarded as the language itself.2.Regional Dialect and Social Dialect3.Case studies①Hindi-Urdu situation(北印度语，乌尔都语)Hindi and Urdu are the same language, but one in which certain differences are becoming more and more magnified(popular) for political and religious reasons. Hindi is written left to right in the Devanagari / / (梵文字母)script, whereas Urdu is written right to left in the Arabic-Persian script.Whereas Hindi draws on Sanskrit（梵文）for its borrowings, Urdu draws on Arabic and Persian sources. Large religious differences make much of small linguistic differences.②Yugoslavia situationYugoslavia, a country now brutally dismembered with the instruments of ethnicity, language and religion. Within the old Yugoslavia, Serbs（塞尔维亚人／语）and Croats （克罗地亚人／语）failed to agree on most things and after the death of President Tito the country, slowly at first and then even more rapidly later, fell into a fatal divisiveness（分裂）. Slovenians斯洛文尼亚人／语）and Macedonians （马其顿）excised （separate）themselves most easily, but the Serbs and the Croats were not so lucky. Linguistically, Serbo-Croatian is a single south Slav(斯拉夫) language but one used by two groups of people, the Serbs and Croats, with somewhat different backgrounds.There are Serbian and Croatian varieties of Serbo-Croatian. The actual differences between the two varieties mainly involve different preferences in vocabulary rather than differences in pronunciation or grammar. That is, Serbs and Croats often use different words for the same concepts. The varieties are written in different scripts (Roman for Croatian and Cyrillic（古代斯拉夫语字母）for Serbian), which also reflect the different religious loyalties of Croats and Serbs (the western and eastern rites of Catholicism). As conflict grew, differences became more and more important and the country and the language split apart.③Scandinavia（斯堪的纳维亚半岛：瑞典、挪威、丹麦、冰岛的泛称）situationDanish, Norwegian (actually two varieties), and Swedish are recognized as different languages, yet if you speak any one of them you will experiencelittle difficulty in communication. Danish and Norwegian share much vocabulary but differ considerably in pronunciation. In contract, there are considerable vocabulary differences between Swedish and Norwegian but they are similar in pronunciation. Both Danes and Swedes claim good understanding of Norwegian. However, Danes claim to comprehend Norwegians better than Norwegians claim to comprehend Danes. The poorest mutual comprehension is between Danes and Swedes. Danes understand Swedes better than the Swedes understand Danes. The best understanding is between Norwegians and Swedes. These differences in mutual intelligibility reflect power relationships. Denmark long dominated Norway, and Sweden is today the most influential country in the region and Denmark the least powerful.④Chinese situationA shared writing system and a strong tradition of political, social, and culturalunity form essential parts of their definition of language.⑤European ContinentIt is still possible to travel long distances and, by making only small changes in speech from location to location, continue to communicate with the inhabitants. (You might have to travel somewhat slowly, however, because of the necessary learning that would be involved.) It has been said that at one time a person could travel from the south of Italy to the north of France in this manner. It is quite clear that such a person began the journey speaking one language and ended in speaking something entirely different. Such a situation is often referred to as a dialect continuum.The hardening of political boundaries in the modern world led to the hardening of language boundaries. Various pressures --- political, social, cultural, and educational serve to harden current state boundaries.⑥Classical ArabicThe literary and colloquial forms of Arabic used in Iraq, Morocco and Egypt are grammatically quite separate, yet only one language is recognized in each case.ⅡCriteria in the language-dialect distinction1. Standardization refers to the process by which a language has been codified in some way. That process usually involves the development of such things as grammars, spelling books, and dictionaries, and possibly a literature. E.g., Wycliffe‟s and Luther‟s translations of the Bible into English and German, Caxton‟s(1422-1491 英国第一位印刷家)establishment of printing in England, and Dr Johnson‟s dictionary of English published in 1755.(What events can be related to the standardization process of Chinese?)①Problems of standardizationSelection of the norm may prove difficult because choosing one variety as a norm means favoring those who speak that variety. It also diminishes (decrease) all the other varieties and possible competing norms. The chosen norm inevitably becomes associated with power and the rejected with lack of power. Not surprisingly, it usually happens that a variety associated with an elite / / is chosen.②Functions of standardization processa.It unifies individuals and groups within a larger community while at the sametime separating the community that results from other communities.Therefore, it can be employed to reflect and symbolize some kind of identity: regional, social, ethnic, or religious.b. A standardized variety can also be used to give prestige to speakers. It cantherefore serve as a kind of goal for those who have somewhat different norms.③standardization is also an ongoing matter.2. Vitality refers to the existence of a living community of speakers. This criterion can be used to distinguish languages that are …alive‟from those that are …dead‟. Once a language dies it is gone for all time. A language can remain a considerable force even after it is dead, that is, even after it is no longer spoken as anyone‟s first language. Classical Greek and Latin still have considerable prestige in the western world. Sanskrit （梵语）is important to speakers of Hindi（北印度语）. Classical Arabic provides a unifying force in the Islamic world; and Classical Chinese has considerably influenced not only modern Chinese but also Japanese and Korean.3. Historicity / / （史实性）refers to the fact that a particular group of people finds a sense of identity through using a particular language: it belongs to them. Social, political, religious, or ethnic ties may also be important for the group, but the bond provided by a common language may prove to be the strongest tie of all.4.Autonomy is really one of feeling. A language must be felt by its speakers to bedifferent from other languages. However, this is a very subjective criterion. Some speakers of Black English maintain that their language is not a variety of English but is a separate language in its own right. In contrast, speakers of Cantonese and Mandarin deny that they speak different languages.5. Reduction refers to the fact that a particular variety may be regarded as a sub-variety /（次变体，亚变体）rather than as an independent entity. Speakers of Cockney （伦敦方言）will almost certainly say that they speak a variety of English, admit that they are not representative speakers of English.6. Mixture refers to feelings speakers have about the …purity ‟ of the variety they speak. This criterion appears to be more important to speakers of some languages than of others, more important to speakers of French and German than to speakers of English.7. De facto（事实）norms refer to the feeling that many speakers have that there are both …good‟ speakers and …poor‟ speakers and the good speakers represent the norms of proper usage. Standards must not only be established, but they must also be observed. Concern with the norms of linguistic behavior, …linguistic purism‟, may become very important among specific segments of society. For example, so far as English is concerned, there is a very profitable industry devoted to telling people how they should behave linguistically, what is …correct‟ to say, what to avoid saying, and so on.Unit ThreeStyles and RegistersStyle（语体）refers to the formality of speech. We may try to relate the level of formality chosen to a variety of factors: the kind of occasion (setting); the various social, age, and other differences between the participants; the particular task; the emotional involvement. It is possible to show that native speakers of all languages control a range of stylistic varieties.It is also quite possible to predict the stylistic features that a native speaker will tend to employ on certain occasions.Registers（语域）are sets of language items associated with discrete occupational or social groups. For example, surgeons, airline pilots, bank managers, sales clerks, jazz fans, netizens. People participating in recurrent（循环的）communication situations tend to develop similar vocabularies, similar features of intonation, and characteristic bits of syntax and phonology that they use in these situations, special terms for recurrent objects and events.Functions: 1. facilitate speedy communication2. establish feelings of rapport.（亲善，和谐）Differences between dialect and register:Dialect (…dialectal variety‟) Register (…diatypic variety‟)---variety according to the user ---variety according to the useA dialect is A register iswhat you speak (habitually) what you are speaking (at one time) determined by who you are determined by what you are doing (socio-region of origin and /or adoption) (nature of social activity being engaged in) and andexpressing diversity of social structure expressing diversity of social process (patterns of social hierarchy) (social division of labor)so in principle dialects are: so in principle registers are:different ways of saying the same ways of saying different things and tend to thing and tend to differ in: differ in:phonetics, phonology, lexicogrammar semantics(and hence in lexicogrammar, but not in semantics and sometimes phonology, as realizationof this)Typical instances: Typical instancesSubcultural varieties occupational varieties(standard/nonstandard) (technical, semi-technical)Hudson (1996: 46) says: “Your dialect shows who you are while your registers shows what you are doing.”e.g. sentence style registerWe obtained some sodium chloride. formal technical （氯化纳）We got some sodium chloride. informal technicalWe got some salt. informal non-technicalUnit FourLanguage Contact—Pidgins and CreolesⅠ. Lingua franca 混合语，共用语People who speak different languages who are forced into contact with each other must find some way of communicating, a lingua franca. In 1953, UNESCO defined a lingua franca as …a language which is used habitually by people whose mother tongues are different in order to facilitate communication between them.‟A variety of other terms can be found: a trade language, a contact language, an international language, a global language, and an auxiliary language.Ⅱ. Pidgins and Creoles1. Origins of pidgins and creolesA pidgin is a language with no native speakers: it is no one‟s first language but is a contact language. That is, it is the product of a multilingual situation in which those who wish to communicate must find a simple language system that will enable them to do so. Very often too that situation is one in which there is an imbalance of power among the languages as the speakers of one language dominate the speakers of the other languages economically and socially. A pidgin is therefore sometimes regarded as a …reduced‟ variety of a …normal ‟ language, with simplification of the grammar and vocabulary of that language, considerable phonological variation, and an admixture of local vocabulary to meet the special needs of the contact group.Holm defines a pidgin as:A reduced language that results from extended contact between groups of people with no language in common; it evolves(develops) when they need some means of verbal communication, perhaps for trade, but no group learns the native language of any other group for social reasons that may include lack of trust or of close contact. Creole is often defined as a pidgin that has become the first language of a new generation of speakers.Pidginization generally involves some kind of simplification.2. Features of pidgin and creolesEach pidgin or Creole is a well organized linguistic system.1)The sounds of a pidgin are likely to be fewer and less complicatedTok Pisin( New Guinea Pidgin ) makes use of only five basic vowels and also has fewer consonants than English. The necessary vowel and consonant distinctions are not present.English: ship sheepTop Pisin: sip sipsip2) In pidgins and Creoles there is likely to be a complete lack of inflection in nouns, pronouns, verbs, and adjectives. Nouns are not marked for number and gender, and verbs lack tense markers. Pronouns will not be distinguished for case. So there will beno I-me, he-him alternation.Me ---- I me we ---- mipela ( I and others) / yumi( I and you) 3) Syntax is likely to be simplified in clausal structure.The development of embedded clauses, e.g. of relative clauses, is one characteristic of the process of embedded clauses.4) V ocabulary has a great similarities to that of the standard language.talk --- talk talktalk (chatter) looklook (stare)crycry --- cry continually san --- sun sansan --- sand3 Pidgin to Creole and BeyondNot every pidgin eventually becomes a Creole, i.e., undergoes the process of creolization. In fact, very few do.Creolization occurs only when a pidgin for some reason becomes the variety of language that children must use in situations in which use of a “full”language is effectively denied them.Tok Pisin as a Creole1)people speak Creoles faster than pidgins and they do not speak them word byword. Consequently, process of assimilation and reduction can be seen at work in Tok Pisin:mamblomi (assimilation) bilong-blo (reduction)2)Expansion of vocabulary resources: new shorter words are formed.3)Creole continuumAn English-based Creole can develop a number of varieties when it is in contact with Standard English. As the range of these varieties increases, Standard English may more and more influence them in a process of decreolization so that some varieties will come to resemble Standard English.Unit FiveDiglossia and Code-SwitchingWe may refer to a language or a variety of a language as a code. The term is useful because it is neutral. Terms like dialect, style, standard language are inclined to arouse emotions. In contrast, the term code can be used to refer to any kind of system that two or more people employ for communication.Ⅰ.Diglossia（双语体现象）1.Definition:A diglossic situation exists in a society when it has two distinct codes which show clear functional separation; that is, one code is employed in one set of circumstances and the other in an entirely different set.2.Features①A key defining characteristic of diglossia is that the two varieties are kept quite apart in their functions. One is used in one set of circumstances and the other in an entirely different set. For example, the H varieties may be used for delivering sermons and formal lectures, especially in a parliament or legislative body, for giving political speeches, for broadcasting the news on radio and television, and for writing poetry, fine literature, and editorials in newspapers. In contrast, the L varieties may be used in giving instructions to workers in low-prestige occupations or to household servants, in conversations with familiars, in …soap operas‟ and popular programs on the radio. You don‟t use an H variety in circumstances calling for an L variety, e.g., for addressing a servant; nor do you usually use an H variety when an L is called for, e.g., for writing a …serious ‟ work of literature.②The H variety is the prestige variety; the L variety lacks prestige. In fact, there may be so little prestige attached to the L variety that people may even deny that they know it although they may be observed to use it for more frequently than the H variety.③All children learn the L variety. Some may concurrently learn the H variety, butmany don not learn it at all. The H variety is likely to be learned in some kind of formal setting, e.g., in classrooms. To that extent, the H variety is …taught‟, where the L variety is …learned‟.④The L variety often shows a tendency to borrow learned words from the H variety,particularly when speakers try to use the L variety in more formal way. The result is a certain admixture of H vocabulary into the L.ⅡPower and SolidarityPower requires some kind of asymmetrical relationship between entities: one has more of something that is important, e.g. status, money, influence, etc., than the other or others.Solidarity is a feeling of equality that people have with one another. They have a common interest around which they will bond. A feeling of solidarity can lead people to preserve a local dialect or an endangered language to resist power, or to insist on independence.ⅢBilingualism (see PP44-48)ⅣCode-Switching1.DefinitionWhen two or more languages exist in a community, speakers frequently switch from one language to another. This phenomenon is known as code-switch. As Gal (Wardhaugh, 2000:100) says, …code-switching is a conversational strategy used to establish, cross or destroy group boundaries; to create, evoke or change interpersonal relations with their rights and obligations‟.2.Types of Code-Switching①Situational code-switching occurs when the languages used change according to the situations in which the conversants find themselves: they speak one language in one situation and another in a different one. No topic changes is involved. Example: for a …typical‟ child growing up in Singapore, he will tend to speak Hokkien with parents and informal Singapore English with siblings. Conversation with friends will be in Hokkien or informal Singapore English. The language of education will be the formal variety of Singapore English and Mandarin. Any religious practices will be conducted in the formal variety of Singapore English if the family is Christian, but in Hokkien if Buddhist or Taoist. The language of government employment will be formal Singapore English but some Mandarin will be used from time to time; however, shopping will be carried on in Hokkien, informal Singapore English, and the …bazaar‟variety of Malay used throughout the region.②Metaphorical code-switching occurs when a change of topic requires a change in the language used. Some topics may be discussed in either code, but the choice of code adds a distinct flavor to what is said about the topic. The choice encodes certain social values.Example by Jan-Petter Blom and John Gumperz out of their research in a town in northern Norway.Bokmal --- standard (H) Ranamal --- (H)In the course of a morning spent at the community administration office, we noticed that clerks used both standard and dialect phrases, depending on whether they were talking about official affairs or not. Greeting and inquiries about family affairs tend to be exchanged in the dialect, while the business part of the transaction is carried on in the standard.③Conversational Code-Switching (Code-Mixing)This occurs when conversants use both languages together to the extent that they change from one language to the other in the course of a single utterance. Example:Das handlet von einem secondhand dealer and his son.“That is about a …”。
《社会语言学》课程教学大纲
《社会语言学》课程教学大纲课程名称：社会语言学课程类别：专业选修课适用专业：汉语言学文学考核方式：考查总学时、学分： 32学时 2 学分一、课程目标通过本课程的学习，使学生掌握以下社会语言学知识：1.了解《社会语言学》课程的性质内容、目的要求以及学习方法。
2.了解社会语言学的理论、范式和方法学。
3.理解语言的变异和演变，熟悉定量和定性方法。
4.能够结合语言实际理解双语现象和语言接触。
5.熟悉语言与文化、民族、职业、年龄等的关系语言与认同。
6.把握语言规划的重要性。
二、本课程基本要求：在理论和知识方面，本课程的学习要求包括：1．什么是社会语言学2．社会语言学发展成为一门独立的学科的背景。
3．社会语言学的基本概念。
4．定量研究方法。
5．语言变异。
6．语言与文化、民族、职业、年龄等的关系。
7．语言接触。
要求学生通过本课程的学习，进一步了解语言与社会的关系。
社会语言学主要研究的是语言的变异、变体、语言使用习惯上的差异，七、课程教学内容第一章什么是社会语言学（4学时）（支撑课程目标1）1．教学内容（1）社会语言学的产生；（2）社会语言学的研究对象和研究任务；（3）社会语言学的研究意义和研究价值；（4）我国社会语言学研究概况；（5）社会语言学的定量研究方法。
2．重、难点提示认识社会语言学的现实意义及应用价值，认识到作为外部语言学的社会语言学和作为内部语言学的古代汉语、现代汉语、语言学概论等课程的区别，认识到语言学与社会学、文化学、人类学及其他学科的交叉关系。
第二章语言与文化（8学时）（支撑课程目标2）1．教学内容（1）语言与文化的关系；（2）亲属称谓与亲属制度；（3）颜色词的象征意义；（4）人、店、商标、文题命名体现的文化内涵及其命名规则；（5）语言对文化的制约和影响。
2．重、难点提示语言与文化的关系；现代社会人命带来的社会问题及其解决对策；颜色词象征意义的民族性。
第三章语言与民族（6学时）（支撑课程目标4）1．教学内容（1）语言与民族的关系；（2）语言与民族感情；（3）民族语言与文化生态；（4）民族语言所反映的民族文化。
英语语言学概论第八章笔记
英语语言学概论第八章笔记Chapter 8 Socio-linguistics 社会语言学1.What is socio-linguistics? 什么是社会语言学？Sociolinguistics is the sub-discipline of linguistics that studies language in social contexts.社会语言学是语言学的一个分支，它研究社会环境中的语言。
nguage variation 语言变异a)S peech community 言语社区In sociolinguistic studies, speakers are treated as members of social groups. The social group isolated for any given study is called speech community. A speech community thus defined as a group of people who form a community (which may have as few members as a family or as many member as a country), and share the same language or a particular variety of language. The important characteristic of a speech community is that the members of the group must, in some reasonable way, interact linguistically with other members of the community. They may share closely related language varieties, as well as attitudes toward linguistic norms.社会语言学研究中，说话者被当作是社会群体的成员。
社会语言学讲稿(课堂PPT)
1964年以后，社会语言学就迅速发展起来。有 人把社会语言学的产生和发展标为“知识革 命”(intellectual revolution)。1966年起，美国的 社会语言学家开始进行有计划的、综合性的大 规模实验研究，主要课题是黑人和少数民族的 语言问题。到了70年代，对社会语言学的理论 进行了总结。70年代以后，应用方面的研究工 作做得比较多，同时对提出的种种理论加以深 入的研究和修整。80年代以后，社会语言学就 比较成熟了。
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至今，社会语言学已出现了许多研究著作、提出了 许多理论模式、解决了不少问题。社会语言学方面 还有一些专门的杂志，如International Journal of the Sociology of Language (主编J．A．Fishman)， Language in Society(长期以来由D．Hymes主编，后 由W．Bright接任)都有了几十年历史。较新的社会 语 言 学 杂 志 有 Language Variation and Change, Journal of Sociolinguistics等等。许多以双语为专题 的杂志也属于社会语言学的性质。此外，大部分在 语言学界公认为影响较大的非专题性语言学杂志， 如 Language ： Journal of the Linguistic Society of America, The BritishJournal of Linguistics 等等，也 常常发表社会语言学的文章。
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§1．1 社会语言学的兴起
社会语言学(sociolinguistics)是在20世纪60年代在美国首先 兴起的一门边缘学科。它的诞生既顺应了时代发展的需要， 又弥补了传统语言学的不足。有些学者倾向于把它称为现 代社会语言学，意在指出对社会语言问题的研究远非自本 世纪下半叶才开始。但是大多数学者公认，社会语言学被 确立为一门独立的学科，获得普遍的承认和比俜⒄沟木置 娌沤鲇20多年的历史。这表现为不少国家设立了社会语言 学的学术机构，出版了大量的专著和文集，在大学里开设 了专题课程，培养出一支专门的研究队伍以及召开国际学 术会议、出版国际专业刊物等等。
《社会语言学》课件
实证研究是社会语言学研究的重要方法之一。未 来，社会语言学将更加注重实证研究，通过实地 调查、实验等方法来验证理论假设和探究语言现 象的本质。
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语言中的文化信息
探讨语言中蕴含的文化信息，如价值观、信仰、 习俗和传统等。
跨文化交际
研究不同文化背景的人们在交际过程中如何理解 和使用语言。
语言与性别
性别与语言使用
01
研究不同性别在语言使用上的差异，包括词汇、语调和话题选
择等。
性别与语言权利
02
探讨性别如何影响语言权利的变化
03
研究语言变化过程中性别的角色和影响，以及性别如何影响语
言的演变。
语言与年龄
年龄与语言使用
研究不同年龄段在语言使用上的差异，包括词汇、语法和语用等 。
代际差异与语言传承
探讨不同代际之间在语言使用上的差异，以及这些差异如何影响 语言的传承和发展。
年龄与语言变化
研究年龄因素在语言变化中的作用，以及年龄如何影响语言的演 变和发展。
03 社会语言学理论
语言与社会结构
01
语言与社会结构相互影响
语言不仅是社会结构的反映，同时也参与构建社会结构。社会结构中的
各种因素，如阶级、性别、年龄等，都在一定程度上影响语言的使用。
02 03
社会方言与地域方言
不同的社会群体和地域会有不同的语言变体，这些变体被称为社会方言 和地域方言。社会方言主要反映社会群体的差异，地域方言则反映地理 区域的差异。
社会语言学
目录
• 社会语言学概述 • 社会语言学研究的主要内容 • 社会语言学理论 • 社会语言学应用 • 社会语言学的挑战与未来发展
第八章社会语言学
第八章社会语言学1．语言变异语言的使用属于社会现象,语言的使用会因言语社区、地域、社会团体、甚至个人的不同而不同。
社会语言学(sociolinguistics)是把语言置于社会环境中来研究语言,从而揭示在不同的社会语境中语言变化的本质特征和社会意义。
1．1言语社区(speech community)言语社区可以定义为构成一个社团的一群人，他们具有相同的语言或具有同一语言中某一特定的变体。
言语社区的一个重要特点是同一言语社区的人使用同一语言或同一语言中的不同的变体进行交际，而且他们对他们所使用的语言的规范具有类似的态度。
社会地位、经济地位、受教育程度、职业、年龄等因素不同的人所使用的语言往往带有他们各自言语社区的烙印。
1．2言语变体(speech variety)言语变体（speech variety），有称之为语言变体，是语言使用者所使用的具有一定区别性特征的变体。
这些不同的特征主要反映在发音、句法规则或词汇上。
言语变体作为一种中性词语可以指标准语(standard language)、方言(dialect)、洋径浜语(pidgin)、克里奥尔语(creole)等，可以指同一语言的地域性或民族性变体，如英语中的澳大利亚英语、黑人英语等，也可以指同属一种语言的功能性言语变体，如法律语体等。
社会语言学家尤其是对地域变体（又称地域方言）、社会变体（又称社会方言）和功能变体（又称语域）感兴趣。
言语变体无论其具有何种社会属性，在社会语言学家看来它们之间没有高低之分、优劣之别,因为它们都是体系的。
1．3地域变异（regional variation）地理障碍如高山，海洋，空间的距离等是造成语言地域变异的主要原因，除此之外，对自己地方语的“忠诚”以及对语言变化的抵触情绪也是形成地域方言的原因。
虽然语言的地域变异反映在发音、词汇和句法上，但是语言地域性变异的最显著的特征是地域口音(accent)。
由于地域变体的存在给跨地区的交际造成障碍，语言规划(language planning)应运而生。
《社会语言学》课程教案
社会语言学在教育领域中的应用
指导语言教学
社会语言学可以指导语言教学，帮助教师更好地理解学生的语言 习得过程，提供有效的教学方法和策略。
培养学生的语言意识
通过学习社会语言学，学生可以更加自觉地关注语言的使用和变化， 培养对语言的敏感性和批判性思维能力。
包括语言地位规划、语言教育规划、语言传播规划、语言 服务规划等。
包括调查研究、制定规划、宣传推广、实施评估等。
语言规划的评价标准与意义
评价标准
包括科学性、系统性、可行性、效果性等。
意义
对于促进语言发展、维护语言多样性、提高语言交流效率、增强国家文化软实力等方面 具有重要意义。
06 社会语言学在实际生活中 的应用
语言使用的场合与功能
不同场合的语言使用
人们在不同的场合会使用不同的语言，如在正式场合使用正式语言，在非正式 场合使用非正式语言。
语言的功能
语言具有多种功能，如交际功能、表达功能、认知功能等。人们在不同的场合 使用语言时，会根据需要选择不同的语言功能。
语言使用中的性别差异
词汇选择
男性和女性在词汇选择上可能存 在差异，如女性可能更倾向于使
研究意义
社会语言学的研究有助于我们更好地理解语言在社会中的作用和影响，为语言规划、语言教育、跨文化交际等领 域提供理论支持和实践指导。同时，社会语言学也促进了语言学与其他学科的交叉融合，推动了语言学理论的创 新和发展。
03 语言变异与语言使用
语言变异的定义与类型
定义
语言变异是指语言在使用过程中，由于各种因素的影响而产生的语言形式或使用上的差异。
社会语言学讲义(学生版)
社会语言学讲义张林林编二0 0五年八月目录第一章绪论-----------------------------------------------------------------------------------（4）第一节社会语言学的兴起-----------------------------------------------------------（4）第二节社会语言学的对象和任务--------------------------------------------------（5）第三节社会语言学的内部分支-----------------------------------------------------（6）第四节社会语言学和其他学科的关系--------------------------------------------（7）第二章社会语言学的语言观--------------------------------------------------------------（8）第一节社会心理学派的语言观-----------------------------------------------------（8）第二节斯大林如何看待语言和社会的关系--------------------------------------（8）第三节社会语言学如何看待语言是一种社会现象-----------------------------（9）第三章语言和文化--------------------------------------------------------------------------（13）第一节语言间的差异和一致--------------------------------------------------------（13）第二节语言如何反映文化的内容--------------------------------------------------（14）第四章语言和民族--------------------------------------------------------------------------（16）第一节语言和民族的关系-----------------------------------------------------------（16）第二节双语现象-----------------------------------------------------------------------（17）第三节双语现象对语言结构的影响-----------------------------------------------（18）第四节我国政府的少数民族语言的政策-----------------------------------------（19）第五章社会变迁与汉语的发展-----------------------------------------------------------（20）第一节社会变迁与语言变化的关系-----------------------------------------------（20）第二节社会文化接触与汉语的发展-----------------------------------------------（21）第三节现代中国社会分化与当代汉语的发展-----------------------------------（23）第四节从“文革”语言看社会政治运动对语言的影响-----------------------（26）第五节社会人口的变动对语言的影响--------------------------------------------（28）第六章汉语和中国社会结构--------------------------------------------------------------（30）第一节语言对社会结构的反映-----------------------------------------------------（30）第二节语言对家庭的反映-----------------------------------------------------------（35）第三节人名-----------------------------------------------------------------------------（37）第四节地名-----------------------------------------------------------------------------（39）第七章当代语言变异理论-----------------------------------------------------------------（41）第一节变异和变素--------------------------------------------------------------------（41）第二节变体及其分类-----------------------------------------------------------------（45）第三节语言变异研究的方法论-----------------------------------------------------（50）第四节语言变异的研究方法--------------------------------------------------------（54）第八章语言变异材料的分析---------------------------------------------------------------（61）第一节引起语言变异的原因---------------------------------------------------------（61）第二节语体和语域——语言变异和社会因素的结合---------------------------（65）第三节语言接触所引起的语言使用上的变异------------------------------------（66）第四节语言接触所引起的语言结构上的变异------------------------------------（69）第九章语言变异研究成果的应用---------------------------------------------------------（72）第一节在共时变异中去寻找进行中的语言变化---------------------------------（72）第二节进行中的变化和年龄级差---------------------------------------------------（73）第三节从共时的变异中寻找进行中变化的方法---------------------------------（74）第四节语言变化的原因以及语言发展的趋势------------------------------------（74）第十章语言迷信------------------------------------------------------------------------------（75）第一节语言的功能与语言的神秘化------------------------------------------------（75）第二节禁忌语、委婉语和詈语------------------------------------------------------（78）第十一章社会语言学的研究程序和调查方法------------------------------------------（81）第一节社会语言学的研究程序------------------------------------------------------（81）第二节定性、定量研究以及抽样的方法------------------------------------------（83）第三节社会语言学研究人员的素养------------------------------------------------（85）第十二章社会语言学的应用---------------------------------------------------------------（87）第一节社会语言学和商业------------------------------------------------------------（87）第二节社会语言学和法律实践------------------------------------------------------（88）第三节社会语言学和医学------------------------------------------------------------（88）第一章绪论一、社会语言学的兴起社会语言学（Sociolinguistics）是上个世纪六十年代才兴起的一门新的学科。
社会语言学 复习资料 讲义
绪论1、社会语言学社会语言学是研究语言与社会的关系的一门学科。
它从不同的社会科学去考察语言，进而研究在不同的社会条件下产生的语言变异。
变素不同的社会条件和语言变异因此社会语言学是研究社会与语言的共变的一门学科。
2、语言语言是一个特定的社会的成员所说的话。
这一定义简明扼要；缺点是：不好界定。
因为：1）语言具有不同的形式；2）人们可能使用不同的语言。
3、语言和社会之间可能存在的关系1）社会结构影响或决定语言结构（行为）；2）语言结构（行为）影响或决定社会结构；3）语言和社会相互影响；4）语言结构和社会结构没有关系1）分支说: ①人物：英国郝德森。
②观点：社会语言学就是“社会＋语言学”。
2）“两属”说: ①人物：前苏联德舍里耶夫。
②观点：“社会语言学不仅仅属于语言科学的范围，它诞生于其他学科之间，是一门学科际的学科”。
3）“语用”说: ①人物：美国佐伊基。
②观点：社会语言学主要研究who says what to whom on which occasion（什么人在什么场合对什么人说什么）。
4）“应用”说: ①人物：陈建民、陈章太。
②观点：社会语言学是研究语言与社会共变、语言与文化共存的一门应用学科。
5）“边缘”说: ①人物：陈原②观点：“社会语言学是一门多学科性交叉学科；从它发展的趋向看来，它不只是社会科学若干学科的交叉，而且是社会科学和自然科学的接合部之一。
……边缘学科是富有生命力的，社会语言学也不例外”。
4、社会语言学和语言社会学●有学者将“社会语言学”分为“宏观社会语言学”和“微观社会语言学”，“宏观社会语言学”相当于“语言社会学”。
●一方面这种区分是必要的，前者侧重于联系社会研究语言，后者侧重于联系语言联系社会。
但两方面的研究需要互补，不可画地为牢，这样才构成完整的“社会—语言”学。
●微观社会语言学——研究小群体的言语特征及其与社会环境的相互关系的●宏观社会语言学——研究国家或地区的语言状况及其与社会变迁的相互关系的三、研究对象●社会语言学要研究语言和客观的社会诸因素（如社会结构的各种不同成分）之间的关系，而且还要研究主观的社会诸因素（如社会态度、社会价值等）在语言活动中的反映。
现代语言学第八章 社会语言学
意或无意选择符合他们社会身 dialect社会方言
• 社会方言(social dialect 或sociolect)指社会中属 于同一阶级、阶层、或社会群体所使用的语言 变体。社会方言通行于有着相同社会背景的群 体之中。社会群体的多样化决定了社会方言的 多样化。 Social dialects, or sociolects, are varieties of language used by people belonging to particular social classes. The speakers of a social dialect usually share a similar social background.
现代语言学
第八章 社会语言学 Chapter 8 Socio-linguistics
What is socio-linguistics? 什么是社会语言学？
• Sociolinguistics is the sub-discipline亚学科 of linguistics that studies language in social contexts. • 社会语言学(sociolinguistics)是一门语言学的分支 学科，把语言置于社会环境中来研究语言。 • 社会是怎样给人分组的？Social group（贴标签）
受过相同教育的人往往使用相同的被称之为教 育变体的社会方言。例如，具有高等学历的学 生与早期辍学的学生相比，他们的语言形式更 加书面化。
•
年龄变体
• The way language is used correlates with一一对应 the age of individual speakers. The importance of age as a social factor in language variation is strikingly demonstrated显著 的呈现 by children’s language as it develops with age. While some differences in pronunciation发音 are found to correlate with different generation of speakers, the most striking differences are lexical词汇的.
语言学概论(教案)
语言学概论(教案)第一章：语言与语言学1.1 语言的定义与特征介绍语言的定义，强调语言是一种符号系统，用于人类交流和思维。
讨论语言的基本特征，如结构性、性、动态性等。
1.2 语言的类型与分类介绍不同类型的语言，如自然语言、人工语言、手语等。
讨论语言的分类方法，如根据语言系属、使用人数等。
1.3 语言学的基本概念与研究领域介绍语言学的基本概念，如语言、言语、方言等。
讨论语言学的主要研究领域，如语音学、语法学、语用学等。
第二章：语言的起源与发展2.1 语言的起源探讨语言的起源问题，介绍不同学者的观点，如生物进化论、社会接触论等。
2.2 语言的发展讨论语言的发展过程，包括语音变化、语法演变、词汇扩展等。
2.3 语言的变迁与演变介绍语言的变迁与演变现象，如借词、方言形成、语言灭绝等。
第三章：语言的结构与功能3.1 语言的结构分析语言的结构，包括音素、音节、词汇、句子等层面。
3.2 语言的语音系统介绍语音学的基本概念，如音素、音位、声调等。
3.3 语言的功能讨论语言的主要功能，如表达意义、传递信息、实施交际等。
第四章：语言的变异与方言4.1 语言的变异探讨语言的变异现象，包括地域变异、社会变异、个体变异等。
4.2 方言的形成与分类介绍方言的形成原因，如地理隔离、社会分化等。
讨论方言的分类方法，如根据语音特征、语法规则等。
4.3 方言与标准语的关系分析方言与标准语的关系，包括互相影响、竞争、共存等。
第五章：语言的接触与交流5.1 语言接触的概念与类型介绍语言接触的概念，强调不同语言之间的相互影响。
讨论语言接触的类型，如借词、混合语、语言转用等。
5.2 语言借用的现象与影响分析语言借用的现象，如借用词、借用语法结构等。
讨论语言借用对借用者和被借用语言的影响。
5.3 语言的国际传播与全球化的影响探讨语言在国际传播中的作用，如英语的全球普及。
分析语言全球化对语言多样性的影响，如语言侵蚀、语言死亡等。
第六章：语言的变异与语言变化6.1 语言变异的类型与原因介绍语言变异的类型，如语音变异、语法变异、词汇变异等。
教案8_Chapter_VIII_Language_and_Society
教案8_Chapter_VIII_Language_and_SocietyChapter 8. Language & SocietyI. Teaching contentsIn this chapter the following items will be discussed:1.About the scope of sociolinguistics2.Varieties of languageDialectal varieties(方言变体)Register(语域)Degree of formality3. Standard dialect4. Pidgin and Creole (洋泾浜英语和克里奥耳语)5. Bilingualism and diglossia(双语和双言现象)II Teaching procedures1. Recommending some books & articles:[1] Fasold, R. 2000. The Sociolinguistics of Language.3rd ed. Foreign Language Teaching and Reach Press & Blackwell Publishers Ltd.[2] Wardhaugh, R. 2000. An Introduction to Sociolinguistics. 3rd ed. Foreign Language T eaching and Research Press & Blackwell Publishers Ltd. [3] 白解红，性别语言文化与语用研究[M]，湖南：湖南教育出版社，2000 [4] 戴绍铭，文化语言学导论[M]，北京：语文出版社，1996[4] 林学增，中英文化习俗比较[M]，北京：外语教育与文化出版社，1999[5] 刘在良，语言中的性别歧视现象[J]，山东外语教学，996（3）[6] 刘建达，语言中的性别歧视与解放[J]，山东外语教育，1998（1）[7] 刘世生，周玉芳，汉英词汇反映的妇女社会地位变迁[J]，外语教学，2002（7）[8] 赵蓉晖，语言与社会性别——俄语研究的新方向[J]，外语研究，2002（4）[9] 吴长镛，姚竹云，汉语中的性别歧视[J]，修辞学习，2002（6）[10] 王牧群，英语中的性别歧视现象及其文化内涵[J]，北京第二外国语学院学报，2002（5）2. Presenting some questions:1).How is language related to society?2).What are the main social dialects ? How do they jointly determine idiolect?3). In what sense is the standard dialect a special variety of language?4).Illustrate with examples register used by Halliday?5). What peculiar features does pidgin have?6).What are the similarities and differences between bilingualism and diglossia?3. Detailed discussionAbout the scope of sociolinguistics1). What is sociolinguistics?Socialinguistics is the sub-field of linguistics that studies the relation between language and society, between the uses of language and the social structures in which the users of language live.What is speech community?(言语社区)A group of people who form a community, e.g. a village, a region, a nation, and who have at least one speech variety in common.2)What is speech variety?(言语变体)A term sometimes used instead of language, dialect, sociolect, pidgin, creole, etc. because it is considered more neutral than such terms. It may also be used for different varietiesof one language, e.g. American English, Australian English, Indian English.The Ambiguities and Obscurities of the Terms: Language & DialectHow many languages are there in the world?How many dialects are there in China?The Ambiguities and Obscurities of the Terms: Language & Dialect `Language‘ always the superordinate and `dialect' the subordinate terms. Language' as the superordinated term can be used without reference to dialects.`Dialect' is meaningless unless it is implied that it ―belongs‖ to a language. Hence every dialect is a language, but not every language is a dialect. About the Variety of language1). Varieties of language related to the user (dialectal varieties 方言变体)a. regional dialect (地域方言) : a linguistic variety used by people living in the same geographical region. It is associated with separation caused by physical conditions.geographical barriers;lack of communication;loyalty to one‘s n ative speech;physical and psychological resistance to change.b. social-class dialect/ sociolect (社会方言) : a linguistic variety characteristic of a particular social class. It is associated with separation brought about by different social conditions. Accent is an important marker of sociolect.c. language & genderGender: biological category;grammatical category;social category.The study of language and gender was initiated in 1975 by three books: Marry Ritchie Key, Male/Female Language Robin Lakoff, Language and Women’s PlaceBarrie Thorne and Nancy Henley (Eds.) Language and Sex: Difference and DominanceDo the men and women who speak a particular language use it in different ways?Lakoff (1973, pp.50-2) says that, in each of the following pairs, it is quite clear which utterance is used by females:1a. Oh dear, you‘ve put the peanut butter in the refrigerator again.1b. Shit, you‘ve put the peanut butter in the refrigerator again.2a. What a terrific idea!2b. What a divine idea!4. Women use ―empty‖ adjectives (adorable, charming, divine, nice).5.Women use tag questions more than men (e.g., ―The weather is really nice today, isn‘t it‖?)6.Women use question intonation in statements to express uncerta inty (―My name is Tammy?‖)7.Women speak in ―italics‖ (use intensifiers more than men;e.g., ―I feel so happy‖).8.Women use hedges more than men do (―It‘s kinda nice‖).9.Women use (hyper-)correct grammar.10.Women don‘t tell jokes.How different?1.In the area of phonologyIn Gros Ventre, an Amerindian language of the northeastUnited States, women have palatalized velar stops where men have palatalized dental stops, e.g., female kjatsa ?bread‘ and male djatsa.2.In the area of morphology and vocabularyLakoff (1973), claims that women use color words like mauve, beige, aquamarine, lavender, and magenta but most men do not. She also maintains that adjectives such as adorable, charming, divine, lovely and sweet are commonly used by women but only very rarely by men. Women are also said to have their own vocabulary for emphasizing certain effects on them, words and expressions such as so good, such fun, exquisite, precious, darling, and fantastic.3.In the area of certain grammatical mattersLakoff says that women may answer a question with a statement that employs the rising intonation pattern usually associated with a question rather than the falling intonation pattern associated with making a firm statement. Women often add tag questions to statements, e.g., ?They caugh t the robber last week, didn‘t they?‘4.Other gender-linked differencesWomen and men may have different paralinguistic(副语言) systems and move and gesture differently. The suggestion has been made that these often require women to appear to be submissive to men.Women are said not to employ the profanities (亵渎) and obscenities men use, or, if they do, use them in different circumstances or are judged differently for using them.Women are also sometimes required to be silent in situations in which men may speak.Why different?John Gray: ?Men are from Mars, women are from Venus.‘Many of the differences may result from different socialization practices (Philips, Steele, and Tanz, 1987) Some possible explanations1.The ‘status’ explanation–based on the link between prestigious language and social statusIn several places in her chapter on ?Status and standard/nonstandardla nguage‘, Key (1975) suggests that women use favored linguistic forms as a way of achieving status through the use of linguistic features which is denied them in other aspects of life.In his overview of linguistic sex differentiation, Trudgill (1983) provides a series of related explanations:The social position of women in our society has traditionally been less secure than that of men. It may be, therefore, that it has been more necessary for women to secure and signal their social status linguistically and in other ways, and they may for this reason be more aware of the importance of this type of signal.Men in our society have traditionally been rated socially by their occupation, their earning power, and perhaps by their abilities – in other words, by what they do. Until recently, however, this has been much more difficult for women, and indeed women continue to suffer discrimination against them in many occupations. It may be, therefore, that they have had to be rated instead, to a greater extent than men, on how they appear. Since they have not been rated, to the same extent that men have, by their occupation or by their occupational success, other signals of status, including speech, have been correspondingly more important.2.The ‘network’ explanation–based on Milroy‘s work onsocial networks, which showed that the least prestigious forms were used by the people who were most tightly integrated into the local working-class social networks.According to this view, the extent to which a person uses a low-status form reflects the strength of their ties to the local networks, and gender differences are relevant because men generally have higher network strength than women.3.The ‘sophistication’ explanation– based on the idea that the modern urban societies to which our generalization applies are organized hierarchically between two crude social stereotypes, the ?rough‘ and thesophisticated‘.Four other social stereotypes defined by social class and gender: amiddle-class man and woman, and a working-class man and woman. According to this view of society, social behavior should be expected to be polarized between two models defined by the ?rough‘ working class male and the ?sophisticated‘ middle-class female.Strategies suggested for avoiding the use of the generic masculine pronoun:1. Drop the masculine pronoun.The average student is worried about grades.(The average student is worried about his grades.)We will hire the best person regardless of sex.(We will hire the best-qualified person regardless of his sex.)2. Rewrite the sentence in the plural rather than the singular.Students can select their own topics.(Each student can select his own topic.)Students can select their own topics.(Each student can select his own topic.)3. Substitute the pronoun one or one‘s for he or his.One should do one‘s best.(Everyone should do his best.)4. Use he or she, his or her (in speech or writing ) or s/he (in writing).Each student will do better if he or she [s/he] has a voice in the decision. (Each student will do better if he has a voice in the decision.)5. Use their when the subject is an indefinite pronoun.When everyone contributes their own ideas, the discussion will be a success.(When everyone contributes his own ideas, the discussion will be a success.)6. Use the unmarked categoryactress---actor, hostess---host,waitress---waiter, stewardess---flight attendant.d. language & ageThe most striking difference is found at the lexical level.Causes (complex):changing society;different social attitude;different value judgemente. idiolect (个人语言): the language system of an individual as expressed by the way he or she speaks or writes within the overall system of a particular language.In its widest sense, someone‘s idiolect includes their way of communicating, for example, their choice of utterances and the way they interpret the utterances made by others. In narrower sense, an idiolect may include those features, either is speech orwriting, which distinguish one individual from others, such as voice quality, pitch, and speech tempoand rhythm.f. ethnic dialect (种族方言): a social dialect of a language that cuts across regional differences; it is mainly spoken by a less privileged population that has experienced some form of social isolation such as racial discrimination or segregation.Features of Black English:Phonological feature:simplicity of consonant clusters.Syntactic feature: deletion of the link verb‖be‖;the use of double negation.They mine. You crazy.He don‘t know nothing.2). Register : varieties related to use. (语域)According to Hallida y, ―Language varies as its function varies; it differs in different situations.‖The type of language which is selected as appropriate to the type of situation is a register.Three social variables that determine the register:Field of discourse( 语场): why; about what; non-technical; technical Tenor of discourse(语旨): to whomthe level of formalitythe level of technicalityMode of discourse(语式): how; speaking; writinglinguistic repertoire(语言变体库): the totality of linguistic varieties possessed by an individual.The language or language varieties that a person knows and uses within his or her speech community in everyday communication.一个人所掌握的、并且用于本人言语社团的日常交际中的语言或语言变体。
新编简明英语语言学-Chapter-8-Language-and-society
新编简明英语语⾔学-Chapter-8-Language-and-society新编简明英语语⾔学-Chapter-8-Language-and-soc ietyChapter 8 Language and society语⾔和社会知识点：1.*Definition: sociolinguistics; regionaldialect; sociolect; idiolect; ReceivedPronunciation2.Relatedness between language and society3.*Varieties of language4.*Halliday’s register theory5.Degree of formality6.Standard Dialect7.# Pidgin and Creole8.*#Bilingualism vs. diglossia考核⽬标：识记：*Definition: sociolinguistics; regional dialect; sociolect; idiolect; Received Pronunciation领会：Relatedness between language and society; Varieties of language; Degree of formality; Degree of formality; Standard Dialect; Pidgin and Creole简单应⽤：Bilingualism vs. diglossia综合应⽤：Halliday’s register theory⼀、定义1.Sociolinguistics 社会语⾔学: is s the sub-field of linguistics that studies relation between language and society, between the ues of language and the social structures in which the users of lamguage live. 社会语⾔学是语⾔学中的⼀个次领域，它研究语⾔与社会的关系，以及语⾔的运⽤和语⾔使⽤者所在的社会结构之间的关系。
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社会语言学第八章作业Language and Society13073080 刘颖Sociolinguistics is the sub-field of linguistics that studies the relation between the language and society, between the use of language and the social structures in which the users of the language live. There are many indications of the inter-relationship between language and society. One of them are that while language is principally used to communicate meaning, it is used to established and maintain social relationships. Another indication is that the users of the same language in a sense all speak differently. Then to some extent, language, especially the structure of its lexicon, reflects both the physical and the social environment of a society. As a social phenomenon, language is closely related the structure of the society in which it is used, and the evaluation of a language form is entirely social.In sociolinguistic studies, speakers are regarded as member of social groups. The social group that is singled out for any special study is called the speech community. The term speech community, or linguistic community, is widely used by sociolinguistics to refer to a community based on language. Within a speech community there exist various social groups. Speech variety, or linguistic variety, refers to any distinguishable form of speech used by a speaker or a group of speakers. In sociolinguistics studies three types of speech variety are of special interest, i.e. regional dialects, sociolects, and registers.The study of the relationship between the language and society can be approached in two ways. We can look at society as a whole and consider how it reflects the social differentiations. The other approach is to look at society from the point of view of individual members of the society. The former is sometimes refers to as micro-sociolinguistics or the sociology of language, and the latter a micro-sociolinguistics or sociolinguistics proper. The notion of a language is not monolithic and there exist types or varieties of the same language. Varieties related to the user are normally known as dialects and varieties related to use as registers.The striking variation of age is well illustrated by children language as it develops, regarding all levels of language from phonology to vocabulary and syntax. Age divisions are 2, 5 and 12. Variation in language use is also associated with the sex of individual speakers. Sex-preferred differentiation in terms of speech varieties of males and females exists in all natural languages across the world. Women in many countries are more status-conscious than men, and therefore more aware of the social significance of linguistic variables. Language reflects obvious sex prejudice. The use of sexist language does not mean that it is the language that is sexist but rather the social attitude connoted in the language is sexist. The meanings of some English words really echo the real traditional roles of men and women in history. As social attitude towards women change in recent years, linguistic changes in many languages are taking place that reflect the feminist movement and the growing awareness that language and language use mirror social attitudes and reinforce stereotypes and bias. The change can be sensed in the morphological variation. Linguistic forms associatingsexist prejudice are always intentionally avoided in communication. Gender varieties are caused by society rather than by evolution.Register, in a restricted sense, refers to the variety of language related to one’s occupation. Field of discourse: What is going on: to the area of operation of the language activity. It is concerned with the purpose (why) and subject matter (about what) of communication. It can be either technical or non-technical. Tenor of discourse: the role of relationship in the situation in question: who are the participants in the communication and in what relationship they stand to each other. (Customer-shop-assistant, teacher-student, etc.). Mode of discourse: the means of communication. It is concerned with how communication is carried out. (oral, written, on the line…) Formality refers to the degree of formality in different occasions and reflects the relationship and conversations. According to Martin Joos, there are five stages of formality, namely, intimate, casual, consultative, formal and frozen. The standard variety is a superimposed, socially prestigious dialect of a language. It is the language employed by the government and the judiciary system, used by the mass media, and taught in educational institutions, including school settings where the language is taught as a foreign or second language. The standard language serves as a yard stick against which all other varieties are measured. Features of the standard variety, it is based on a selected variety of the language; usually it is the local speech of an area which is considered the nation’s political and commercial center. It is not a dialect a child acquires naturally like his regional dialect, rather it is taught and learnt in schools. It has some special functions and it the language used on any formal occasions.A pidgin is a special language variety that mixes or blends languages and it is used by people who speak different languages for restricted purposes such as trading. Limited vocabulary and much reduced grammatical structure. When a pidgin has become the primary language of a speech community, and is acquired by the children of that speech community as their native language, it is said to have become a Creole. It is through mistakes and compromises that pidgins develop themselves. A creole is often defined as a pidgin that has become the first language of a new generation of speakers. After a pidgin is creolized, there is another stage of development in which the speakers of the creole may be introduced to the standard language. A post-creole continuum: standard language may play the role at one end to fulfill certain social obligation and the creole may function at another end in its specific field. What happens to regional dialect.Diglossia refers to two varieties of a language exist side by side throughout the community, with each having a definite role to play. It is used to describe any stable linguistic situation, in which there exists a strict functional differentiation between a “high” variety and a “low” variety. I n some speech communities, two languages are used side by side with each having a different role to play; and language switching occurs when the situation changes. This constitutes the situation of Bilingualism. Diglossia usually describes a situation in which two different varieties of language co-exist in a speech community, each with a distinct range of purely social function and appropriate for certain situations. Diglossia is a not a universal phenomenon. It, forexample, hardly exists in English-speaking countries such as Britain and United States. According to Ferguson, diglossia refers to a sociolinguistic situation similar to bilingualism. But instead of two different languages, in a diglossia situation two varieties of a language exist side by side throughout the community, with each having a definite role to play. They estimated that there are more than 6000 languages spoken throughout the world. Multilingualism is mainly created by three reasons: migration, conquest and intermarriage.。