Relevant bibliographies by topics / Sociolinguistic competence

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Sociolinguistic competence'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Sociolinguistic competence"

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Putra, Edi Ramawijaya. "EFL Teacher’s Beliefs about Sociolinguistic Competence:." Lingua Cultura 15, no. 2 (November 30, 2021): 191–98. http://dx.doi.org/10.21512/lc.v15i2.6825.

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The research aimed to explore beliefs of sociolinguistic competence from Indonesian EFL (English as a Foreign Language) teachers. Two teachers were carefully chosen to participate in the research. Data were collected through semi-structured interviews, analyzed, and interpreted using the critical descriptive method. The research finds that EFL teachers express their beliefs in various terms, ideologies, and perspectives. The result indicates that the EFL teachers’ beliefs about sociolinguistic competence are equivalent to the concepts of spatial repertoire, principled-polycentrism, resourceful speakers, and sociolinguistics as mobility. It also indicates that EFL teachers’ pedagogical affordances in determining learning objectives, selecting materials and media for learning, implementing classroom strategies, and choosing appropriate evaluation for their teaching are influenced by their beliefs of sociolinguistic competence. The research suggests that Indonesian EFL teachers should be awarded the freedom to develop sociolinguistic competence based on their classroom context and learners’ heterogeneity. With the presence of a national curriculum (known as K13) that gives more spaces for sociolinguistic competence to take place, teachers should transform their paradigm of seeing classroom interaction in EFL classroom to be more sociolinguistically-aware to transform the static, pre-determined, and motionless definition of sociolinguistic competence to a more dynamic, fluid, and varying. These transformations can be made by imparting sociolinguistic competence in teachers’ education and teachers’ professional development programs.
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Karimova, Durdona. "THEORETICAL AND PRACTICAL BASES OF THE CONCEPT OF SOCIO LINGUISTICS." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 20–24. http://dx.doi.org/10.26739/2181-9297-2020-5-3.

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This article discusses the theoretical and practical foundations of the concept of sociolinguistics and the importance of this field in the study of the impact of society on language. It also describes the views of linguists in this regard, the history of the origin and development of the filed, its connection with other disciplines, and explains in detail the sociolinguistic issues with practical examples.In addition, the terms as macro-sociolinguistics and micro-sociolinguistics and sociolinguistic competence are explained.
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Kalliokoski, Jyrki. "Plurilingual competence, styles and variation." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 2 (June 17, 2011): 87–110. http://dx.doi.org/10.12697/jeful.2011.2.2.05.

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The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding
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Rickford, John R. "The haves and have nots: Sociolinguistic surveys and the assessment of speaker competence." Language in Society 16, no. 2 (June 1987): 149–77. http://dx.doi.org/10.1017/s0047404500012240.

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ABSTRACTA central concern in linguistics is assessing the linguistic competence of individuals or groups. Formal linguists usually accomplish this by the study of intuitions with little regard for observed usage, while survey sociolinguists usually depend on observations – especially the data of “spontaneous” interviews – with little regard for intuitions. In this paper I argue that survey sociolinguists need to make greater use of repeated recordings and elicited intuitions.The existence of this need is illustrated in most detail by an attempt to replicate an earlier implicational analysis of pronominal variation in the Guyanese creole continuum. It is shown that with repeated sampling and the inclusion of elicited intuitions, the discontinuities on which implicational scaling depends disappear almost entirely. With a clearer idea of what speakers can say, however, the sociolinguistic interpretation of what they do say in the spontaneous interviews and recordings is rendered more reliable and revealing.In the conclusion, some of the theoretical implications and methodological difficulties involved in extending the use of repeated recordings and elicited intuitions in sociolinguistic surveys more generally are discussed. (Sociolinguistic survey methodology, variation, style, implicational scaling, creoles)
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Hidayati, Diyah Nur. "How are the Sociolinguistic Competences applied in the English Textbook?" SALEE: Study of Applied Linguistics and English Education 3, no. 1 (January 28, 2022): 1–12. http://dx.doi.org/10.35961/salee.v3i1.385.

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Promoting the sociolinguistic competences in the teaching process is vital since the students are required to use English for real-life communication. One of ways that teachers can do is by inserting sociolinguistic competences in their teaching materials. However, rarely did they focus on the sociolinguistic competences. Therefore, this content analysis research aims to void this gap by analyzing the use of sociolinguistic competences in the textbook entitled “Let’s Talk”. The result shows that the textbook has already applied the sociolinguistic competences in the dialogs including the social factors, speech functions, and Leech’s Politeness Principles (PP). To summarize, textbooks should provide more dialogue models with diverse sociolinguistic contexts for practicing interactional and transactional communication. At that time, the learners would have been exposed to learn effective language use, as well as fluency practice and language accuracy, as these are prerequisites for achieving communicative competence goals.
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Li, Fengru, and Nader H. Shooshtari. "Brand Naming in China: Sociolinguistic Implications." Multinational Business Review 11, no. 3 (November 19, 2003): 3–22. http://dx.doi.org/10.1108/1525383x200300014.

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Applying brand names to international markets remains a challenge to multinational corporations. Consumers’ sociolinguistic backgrounds shape their responses to brand names. This paper uses a sociolinguistic approach as a conceptual framework in understanding brand naming and translating in the Chinese market. The approach promotes that sociolinguistics a) recognizes linguistic competence, b) advances symbolic values imbedded in linguistic forms, and c) renders attached social valence to cultural scrutiny. Three brand‐naming cases in China are presented for discussion, which may benefit multinational corporations on brand decisions involving Chinese consumers.
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Defrioka, Andri. "Developing Communicative Language Test for Vocational Senior High School." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 1, no. 1 (December 16, 2007): 1. http://dx.doi.org/10.24036/ld.v1i1.611.

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This paper is aimed at revealing the role of communicative language test n enabling and measuring student’s English achievement at Vocational School (SMK). Its coverage will be the considerations and procedures to construct communicative language test. This test is intended to be a measure of how the testees are able to use language in real life situations. There are several models of communicative competence, grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. This test has three steps; identifying objectives, developing the test, specification, and developing the communicative test. Key Words: Communicative test, vocational school, linguistics, sociolinguistics, discourse, strategic,
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Bayley, Robert, and Vera Regan. "Introduction: The acquisition of sociolinguistic competence." Journal of Sociolinguistics 8, no. 3 (August 2004): 323–38. http://dx.doi.org/10.1111/j.1467-9841.2004.00263.x.

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Muhamadjonovna, Sarimsakova Dilafruz. "A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 298–302. http://dx.doi.org/10.37547/tajssei/volume02issue12-52.

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The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.
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Regan, Vera. "Sociolinguistics and Language Learning in a Study Abroad Context." Frontiers: The Interdisciplinary Journal of Study Abroad 4, no. 1 (November 15, 1998): 61–90. http://dx.doi.org/10.36366/frontiers.v4i1.63.

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This article will focus on the acquisition of sociolinguistic competence by second language learners during a period of study abroad. Various aspects of sociolinguistic competence will be discussed and some of the principal factors which affect it will be described.
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Dissertations / Theses on the topic "Sociolinguistic competence"

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Piotrowska, Maria. "An investigation into the sociolinguistic competence of Hong Kong University students with specific reference to ��making complaints'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949186.

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Piotrowska, Maria. "An investigation into the sociolinguistic competence of Hong Kong University students with specific reference to m̀aking complaints'." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/hkuto/record/B31949186.

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Huong, Dang Thi, and n/a. "A cross-cultural study on the way in which speakers of Vietnamese and speakers of English issue, accept and decline spoken invitations." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060731.161630.

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In this field study report, the author investigates behaviour associated with inviting in order to see if there is any effect on the language used across cultures due to factors such as status, age, gender in actual social interactions. Chapter one gives a brief introduction to the important role of the English Language in the world in general, and in Vietnam nowadays in particular, and a review of Teaching Methods which have been used in Vietnam so far. Chapter two will deal with the theoretical background, language competences including linguistic competence, sociolinguistic competence and communicative competence. In addition, speech act theory , face work, distance, power in relation to status, age and gender as well as reviews research on the differences between spoken and written are also discussed. Chapter three defines the structure of an invite with its social and cultural characteristics focussing on the natural structure of a spoken invitation. Chapter four describes research and data analysis of the issuing, accepting and declining of spoken invitations used by Vietnamese speakers of Vietnamese (VSV). Chapter five contains the data analysis of the issuing, accepting and declining of spoken invitations used by Australian speakers of English (ASE). Chapter six discusses the comparison of Vietnamese and Australian spoken invitations, the main difference being found in the use of much more direct forms used in VSV as opposed to more tentative forms preferred by ASEs. Directness of form, however, does not reflect a lack of politeness, which is conveyed to a much larger extent by other prosodic and paralinguistic features. Chapter seven is a brief cross-cultural investigation of the spoken invitations of Vietnamese learners speaking English. This shows up a degree of cross-cultural interference and offers some implications for the classroom. Chapter eight contains a summary and conclusion. The results of the study may suggest that Vietnamese learners of English need to be taught not only linguistic competence but also communicative competence with an emphasis on cultural and social factors. Spoken invitations which really have some function in actual interactions need to be incorporated in the program for teaching spoken English.
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Al-Amide, Mustafa. "Digital Games and the Development of Communicative Competence." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30840.

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The purpose of this paper was to review research within the field of digital games and language learning to explore whether gaming can facilitate communicative competence and foster motivation for language learning. To answer my questions I conducted a research synthesis, compiling a variety of research over the last decade to answer my questions as effectively as possible. Results showed that digital games do in fact facilitate language development and induce motivation. Research also showed that different games provide different opportunities and activities, resulting in some games fostering language competence more than others. For instance, World of Warcraft provided social situations where conversations were erratic, spontaneous, contextual and driven by small events in the game, while The Sims focused more on strategic and creative activities. Additionally, research suggested that digital games motivated learners to develop their L2 language in hope of achieving more goals together within a variety games and game types.
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Hessenauer, Perry Ross. "Requests at the University of Nizwa." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86681.

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Thesis (MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: This study focuses on the requestive behaviour, including perceptions of politeness and directness, of Omani second language (L2) English students at Nizwa University in Oman as revealed by their written responses to real life scenarios. The study is an attempt to improve linguistic understanding of pragmatic differences, with reference to the similarities and differences between Omani L2 English students and L1 English speakers’ communicative proficiency, in order to contribute to improved language teaching curricula. The research design consisted of an initial series of two questionnaires which required that the participants rate given responses based on their perceptions of ‘politeness’ and ‘indirectness’; a third discourse completion test (DCT) that required participants to respond in writing in the form of a request to five real life scenarios; and a fourth questionnaire that required teachers to judge the written responses of the DCT according to five criteria. Additionally, the Omani-speaking teachers of L2 English were interviewed and asked questions relating to their responses from a sociopragmatic/ cultural perspective. The Omani teachers’ responses were then used to assist in the analysis of the written response data. The four instruments above thus used both quantitative and qualitative research methods. The results of the data analysis showed that (1) the query preparatory is considered by both groups to be the most polite request strategy and is used to mitigate imposition; (2) Omani L2 English students consider the words should and must to be most impolite in contrast with the L1 English speakers who consider the mood derivable to be the most impolite request strategy; (3) mild hints are considered far more polite by L1 English speakers than by Omani L2 English students; (4) politeness is influenced by differences in perceptions of social variables such as social distance, social power and degree of imposition; (5) direct strategies are not considered impolite and are used six times more frequently by Omani L2 English students than by L1 English speakers in low-imposition contextual situations; and (6) positive transfer and conventionalisation of the time intensifier has been produced and the strategy is used more than twice as much by the Omani L2 English students than by the L1 English speakers. In contrast, the L1 English speakers use the preparator 11 times more frequently than the Omani L2 English students who predominantly have no pragmalinguistic knowledge of this tactic. The study highlights the need for pragmalinguistic and sociopragmatic training of students in the classroom and for pragmatics to be included in the material and curriculum design of English language learning programmes.
AFRIKAANSE OPSOMMING: Hierdie studie fokus op hoe versoeke, insluitend die persepsies van beleefdheid en direktheid, van tweede taal (T2) Omani studente aan die Universiteit van Nizwa in Oman geformuleer word soos geopenbaar deur hulle skriftelike reaksies op realistiese lewenscenarios tydens vraagstelling. Die studie is ‘n poging om taalkundige begrip van pragmatiese verskille te verbeter, met verwysing na die ooreenkomste en verskille tussen Omani T2 Engelssprekendes en L1 Engelssprekendes se kommunikatiewe vaardighede, ten einde by te dra tot die verbetering van taalonderrig leerplanne. Die navorsing het bestaan uit ‘n aanvanklike reeks van twee vraelyste wat vereis dat deelnemers antwoorde gee op grond van hulle persepsies van beleefdheid en indirektheid; ‘n derde diskoers voltooiings toets (DVT) wat vereis dat deelnemers skriftelik reageer op versoeke in vyf realistiese lewenscenarios; en ‘n vierde vraelys wat vereis dat onderwysers die skriftelike reaksies op die DVT in vyf areas beoordeel. Daarbenewens is die T2 Omani onderwysers ondervra met betrekking tot hulle antwoorde vanuit ‘n sosio-pragmatiese perspektief. Die Omani onderwysers se antwoorde is vervolgens gebruik om die ontleding van die skriftelike response te doen. Die bogenoemde vier instrumente gebruik dus beide kwalitatiewe en kwantitatiewe navorsingsmetodes. Die resultate van die data-analise toon dat (1) die “query preparatory” deur beide groepe as die mees beleefde vraag-strategie beskou word en gebruik word om taakoplegging te versag; (2) T2 sprekers beskou die woorde moet en behoort meestal as onbeskof, in teenstelling met die T1 Engelssprekendes, wat die “mood derivable” as die mees onbeskofte vraag-strategie ervaar; (3) die “mild hint” word as baie meer beleefd deur L1 Engelssprekendes as deur T2-sprekers ervaar; (4) beleefdheid word beinvloed deur verskille in persepsies van sosiale faktore soos sosiale afstand en –druk, en die graad van oplegging; (5) direktheid word nie as onbeskof gesien nie, en kom ses keer meer voor by T2 sprekers in laer taalvaardigheid situasies; en (6) positiewe oordrag en vaslegging van tyd as ‘n drukkrag het voorgekom, en die taktiek word meer as twee keer soveel deur die T2 sprekers as deur die T1 Engelssprekendes gebruik. In teenstelling gebruik die T1 Engelssprekendes die “preparatory” 11 keer meer as die T2 sprekers, wat meestal geen pragma-linguistiese kennis van hierdie tegniek het nie. Die studie beklemtoon die noodsaaklikheid van pragma-linguistiese en sosio-linguistiese opleiding in die klaskamer, en dat pragmatika in materiaal en kurrikulumontwerp vir Engelse taalleer programme ingesluit word.
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Ekström, Andrea. "Foreign language communication anxiety in correlation to the sociolinguistic variables gender, age, performance and multilingual competence : A linguistic pilot study of Swedish students’ attitudes." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19129.

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This data-driven linguistic study investigates if levels of different types of foreign language communication anxiety, such as for speaking, listening, writing and/or reading that Swedish students in compulsory school (grades 7-9) and upper secondary school experience when communicating in English in their foreign language classes have any correlation to sociolinguistic variables such as gender, age, performance and/or multilingual competence. The compiled and analyzed self-report data have successfully provided a base for implied correlations between the different sociolinguistic variables and language anxiety. The most prominent indications of correlation to anxiety are the variables gender, performance (course grades) and linguistic competence. The age variable also showed indications of correlation but was less pronounced than the others. It was also found that students generally feel more and/or higher anxiety when speaking the target language than the other types of communication. The didactic implications that this study contributes to is that “communicating” as an activity conducted in the foreign language classroom needs to be further defined and broken down into specific types of skills (speaking, writing, listening, reading) and also be approached accordingly. This also implies that further research is needed to thoroughly examine the correlational effects different sociolinguistic variables have on the foreign language learning.
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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.

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Соколова, І. В. "Дискурс iнтернет-реклами: проблеми та перспективи дослідження." Thesis, Українська академія банківської справи Національного банку України, 2014. http://essuir.sumdu.edu.ua/handle/123456789/52582.

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Дослідження дискурсу Інтернет реклами є актуальним в аспекті загальних досліджень комунікативних процесів. Дискурс аналіз може бути використаний як структурний інструмент для аналізу текстової організації, так і як етнографічний інструмент для розширення усвідомлення конкретної культури.
Research of Internet advertising is topical in bounds of general investigations into the process of communication. Discourse analysis can be used as a structural instrument for researching textual organization, as well as an ethnographic tool for expanding realization of a concrete culture. One of types of Internet advertising is contextual advertising, which is considered to be one of the most successful types of modern advertising.
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Frangiotti, Graziele Altino. "As variedades linguísticas no ensino de línguas: análise de dois livros didáticos de italiano para estrangeiros." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-27062014-111639/.

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Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos.
Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.
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Sampaio, Nirvana Ferraz Santos. "Uma abordagem sociolinguistica da afasia : o Centro de Convivencia de Afasicos (UNICAMP) como uma comunidade de fala em foco." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/268976.

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Orientadores: Tania Maria Alkmin, Maria Irma Hadler Coudry
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Neste trabalho, investigamos o Centro de Convivência de Afásicos (CCA). Defendemos: a) que o CCA é uma comunidade de fala que se caracteriza pela prática clínica que relaciona língua(gem), cultura e sociedade e pela construção do saber dessa prática na relação entre língua(gem), cultura e sociedade; b) que nas situações comunicativas e eventos comunicativos em que se engajam os sujeitos cérebros-lesados no CCA, a língua(gem) apresenta-se constitutivamente incompleta, falha e heterogênea, características da ordem própria e estrutural da língua quando usada também pelos sujeitos não-cérebros-lesados; c) que a atitude dos sujeitos cérebros-lesados inseridos no CCA é de permanecerem como sujeitos de linguagem na sociedade; d) e que a atitude dos pesquisadores é a de inserir os sujeitos cérebros-lesados em eventos comunicativos, através da prática clínica em que não se separa língua(gem), cultura e sociedade. Para tanto, com base em conceitos e postulados teóricos dos quadros teóricos da Etnografia da Comunicação, aliados a conceitos e postulados da Neurolingüística Discursiva, analisamos o corpus da pesquisa, constituído de transcrições de gravações de situações comunicativas e eventos comunicativos vivenciados entre 2002 e 2004, no Grupo II do CCA. Os resultados indicam que, ao lado dos sujeitos não afásicos do CCA, os sujeitos afásicos, inseridos nessa comunidade de fala, são levados a enfrentar a afasia, agindo com e sobre a linguagem, a partir de repertório comunicativo variado que inclui recursos lingüísticos e não lingüísticos, em diferentes situações discursivas/comunicativas e eventos discursivos/comunicativos.
Abstract: In this work we examine the Centro de Convivência de Afásicos (CCA). We argue that: a) the CCA is a speech community which is characterized by clinical practice that relates language, culture and society and by the knowledge construction of this practice in the relationship between language, culture and society; b) in communicative situations and communicative events in which the brain damage subjects at CCA are engaged, the language is incomplete, defective and heterogeneous, characteristics considered as being part of the language proper order and structure when used by subjects without brain damage as well; c) the attitude of the brain damage subjects who are at the CCA is to remain as subjects of language in society; d) the researchers attitude is to insert the brain damage subjects in communicative events through clinical practice where language, culture and society are not to be separated. Thus, based upon theoretical concepts and postulates of the Ethnography of Communication?s theoretical framework and concepts and postulates of Discursive Neurolinguistics, we have analyzed the research corpus which is constituted of recording transcriptions from communicative situations and communicative events realized from 2002 to 2004 at CCA?s Group II. The results suggests that as the non-aphasics-subjects at CCA, the aphasic ones who are part of this speech community face aphasia by acting with and about the language, using linguistic and non-linguistic resources in different discursive/communicative situations and discursive/communicative events.
Doutorado
Doutor em Linguística
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Books on the topic "Sociolinguistic competence"

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Mougeon, Raymond. The sociolinguistic competence of immersion students. Bristol: Multilingual Matters, 2010.

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Mougeon, Raymond. The sociolinguistic competence of immersion students. Buffalo, N.Y: Multilingual Matters, 2010.

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1972-, Howard Martin, and Lemée Isabelle 1968-, eds. The acquisition of sociolinguistic competence in a study abroad context. Buffalo: Multilingual Matters, 2009.

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Nakata, Yasuyuki. Language acquisition and English education in Japan: A sociolinguistic approach. Kyōto-shi: Kōyō Shobō, 1990.

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Moscoe, Kara. Creating a framework for research on the acquisition of sociolinguistic competence in a second language. Ottawa: National Library of Canada, 1993.

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Simpson, Barbara Lazenby. Social distance as a factor in the achievement of pragmatic competence. Dublin: Centre for Language and Communication Studies, T.C.D., 1997.

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Dimitracopoulou, Ioanna. Conversational competence and social development. Cambridge [England]: Cambridge University Press, 1990.

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Voices of the self: A study of language competence. Detroit, Mich: Wayne State University Press, 1991.

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Kiklevich, Aleksandr K. Tęcza nad potokiem...: Kategorie lingwistyki komunikacyjnej, socjolingwistyki i hermeneutyki lingwistycznej w ujęciu systemowym. Łask: Oficyna Wydawnicza LEKSEM, 2010.

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1973-, Amenta Luisa, and Paternostro Giuseppe, eds. I parlanti e le loro storie: Competenze linguistiche, strategie comunicative, livelli di analisi : atti del Convegno, Carini-Valderice, 23-25 ottobre 2008. Palermo: Centro di studi filologici e linguistici siciliani, 2009.

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Book chapters on the topic "Sociolinguistic competence"

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Kanwit, Matthew. "Sociolinguistic Competence." In The Routledge Handbook of Second Language Acquisition and Sociolinguistics, 30–44. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003017325-4.

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Shardakova, Maria. "Testing Sociolinguistic Competence." In The Routledge Handbook of Second Language Acquisition and Sociolinguistics, 84–96. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003017325-8.

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Westphal, Michael, Katharina Brüggemann, Kathi Fischer, and Dagmar Deuber. "Sociolinguistic competence and TEIL." In Glocalising Teaching English as an International Language, 121–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003090106-10.

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Berns, Margie. "Sociolinguistic Profiles: India, West Germany, and Japan." In Contexts of Competence, 49–78. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4757-9838-8_3.

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Littlemore, Jeannette, and Graham Low. "Figurative Thinking and Sociolinguistic Competence." In Figurative Thinking and Foreign Language Learning, 89–111. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627567_5.

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Geeslin, Kimberly L. "Sociolinguistic Competence in Second Languages." In Research Questions in Language Education and Applied Linguistics, 879–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_151.

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Krejčí, Janina. "Zdvořilostí výrazy ve výuce ruského jazyka na ZŠ z pohledu učitele – metodologie a první výsledky pilotáže." In Výzkum v didaktice cizích jazyků II, 136–56. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9547-2019-7.

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An integral part of the development of sociolinguistic competence as a component of communicative competence is teaching politeness expressions, the acquisition of which enables communicants to conduct conversations in accordance with existing social standards. This article presents the results of the research that aimed to find out how Czech teachers view the development of sociolinguistic competence and teaching of courtesy expressions in Russian lessons at primary schools.
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Kushartanti, Bernadette, Hans Van de Velde, and Martin B. H. Everaert. "Chapter 5. Acquiring social and linguistic competence." In Sociolinguistic Variation and Language Acquisition across the Lifespan, 104–28. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/silv.26.05kus.

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Geeslin, Kimberly L., Aarnes Gudmestad, Matthew Kanwit, Bret Linford, Avizia Yim Long, Lauren Schmidt, and Megan Solon. "Chapter 1. Sociolinguistic competence and the acquisition of speaking." In Speaking in a Second Language, 1–25. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/aals.17.01gee.

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van Compernolle, Rémi A. "The Emergence of Sociolinguistic Competence in L2 Classroom Interaction." In The Handbook of Classroom Discourse and Interaction, 265–80. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118531242.ch16.

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Conference papers on the topic "Sociolinguistic competence"

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Bagmanova, Nargis Irekovna, Ekaterina Borisovna Voronina, and Alina Albertovna Shakirova. "Sociolinguistic competence & students communication." In DEFIN2020: III International Scientific and Practical Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3388984.3389059.

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Vinnikova, A. T. "Cinematic Text As A Didactic Means Of Sociolinguistic And Intercultural Competence Construction." In II International Scientific and Practical Conference "Individual and Society in the Modern Geopolitical Environment" Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.04.109.

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Dyakova, Tatyana. "Ethnopsycholinguistic Features Of Mastering Sociolinguistic And Pragmatic Components Of Foreign Language Competence." In SCTCGM 2018 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.03.02.45.

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Badarna, Hiba Hafiz. "The Representation of the Sociolinguistic Competence in the Israeli English Language Textbooks." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.51.

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Zakharova, Ksenia, and Dmitry Gulinov. "Multimedia educational and methodological complex as a means of forming sociolinguistic competence." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1105.

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Lalinská, Maria, Jana Hučková, Natália Rusnáková, and César De Miguel Santos. "INTERVENTION PROGRAMS AS A MEANS OF DEVELOPING LINGUISTIC, SOCIOLINGUISTIC AND INTERCULTURAL COMPETENCE IN ROMANCE LANGUAGES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2186.

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Popova, Evgenia, and Dmitriy Reshetov. "TEACHING SPANISH IN RUSSIA: GAMIFICATION TECHNIQUES AS A MEANS OF DEVELOPING SOCIOLINGUISTIC COMPETENCE IN PRIMARY SCHOOL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1785.

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Mujiono and Siane Herawati. "The Effectiveness of E-learning based on Self-directed Learning on Sociolinguistic Competence of EFL University Students." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008998603360343.

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Anspoka, Zenta. "The Research of Latvian Language Competence of Secondary Education Institution Graduates for Career Development." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.003.

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The topicality of the research is related to the goal of education to help a pupil to become a proficient language user who has acquired not only the basic skills of the language, but also understanding of the role of the Latvian language as the state language in the integration of the society, formation of national identity and cultural-historical heritage preservation. The aim of the study is to analyse Latvian language competence of graduates of Latvian language of instruction, minority secondary education institutions and state gymnasiums of Kurzeme, Latgale and Riga for their readiness for further career development. The methodology of the research is the outcome of the career development and sociolinguistic and linguo-didactic theories, which are based on the cognitive constructivist approach. The results of the empirical research are obtained from 409 texts of judgments systematized in the balanced corpus of modern Latvian language texts within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). Language competence of graduates from secondary education institutions is low. It is affected by the linguistic environment, attitude towards language as an economic and social value, its learning motivation and insufficiency in language didactics. The research outcomes outline several important aspects for the improvement of the Latvian language didactics.
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Sheypak, Svetlana, and Natalia Dubinina. "SOCIOCULTURAL AND SOCIOLINGUISTIC COMPETENCES IN TEACHING RUSSIAN TO ARAB STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2477.

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