期刊文章分类查询,尽在期刊图书馆华北理工大学 河北 唐山 063000
【Abstract】Sociolinguistics is a branch of linguistics that studies language mainly through focusing on the social factors. This study method greatly affects the teaching of English, especially the teaching of cultural knowledge and the cultivation of students’ communicative ability, which indicates that English teaching and study must be connected with social factors.
【Key Words】sociolinguistics；culture；English teaching；relationship
1.Theoretical Foundation
1.1 Definition of Sociolinguistics and Its Study Object
There are two aspects in the study of sociolinguistics: one explains the language from society, and the other explains the society from language. The study object of sociolinguistics is not merely the language but the speech.
1.2 Second Language Acquisition
Compared with native language, the second language acquisition refers to learning and mastering a foreign language based on mother tongue education. Foreign language learning not merely needs to learn various structures and expressions, but learn how to use corresponding forms and styles under different circumstances of real social intercourse.
The form, meaning and distribution of their mother tongue and culture to the second language are often transplanted by the second language learners, therefore, to teach and learn the second language well, it is necessary to compare and study the two different cultures.
The analysis from the perspective of society not only plays the due role in the second language acquisition, but also is of great importance to the theory construction of sociolinguistics.
2.The Relationship between Sociolinguistics and English Teaching
It has been a long time to explore the close relationship between English teaching and sociolinguistics, for example, in 2017, Yang Yonglin indicated that from the perspective of theory, the variant theory firstly created by Labov from the perspective of sociolinguistics provides an effective reference for English teaching. Furthermore, the study scope is pronouncedly enlarged from the usage study of language to the influence of cultural environment on the language, which is similar to the study scope of English teaching. Finally, according to works published, the publication of Sociolinguistics and Second Language Acquisition written by Preston and Multidimensional View: Sociolinguistics and English Teaching written by Wolfson and other works related to English teaching and sociolinguistics strongly indicate that the contact between English teaching and sociolinguistics is increasingly close. Therefore, the exploration on the impact of sociolinguistics is very important to improve the English teaching quality, broaden the channels of English teaching and acquire the high-quality teaching efficiency.
3.The Influence of Sociolinguistics on English Teaching
English teaching has a close relationship with linguistics which is a basic theory of linguistics. Among many branches of linguistics, the applications of linguistics, sociolinguistics, pragmatics and so on have great influence on language teaching (Xie Bangxiu, 2003).
Sociolinguistic theory emphasizes the application of language, highlights the communicative ability and objects the study on the language separated from social culture because every kind of language reflects a certain culture and has profound cultural connotation. If the language is compared to the trees, the culture is the forest. If the language is only focused on and the culture that the learned language lives on is not understood, it is just like the condition that the trees only can be seen rather than the forest, so, it is difficult to fully understand and correctly use the language (Xie Bangxiu, 2003). Rich knowledge of society and culture can reinforce the ability to understand and use the language; the two are inseparably interconnected. Therefore, it is necessary that the social and cultural elements should be introduced into English teaching.
Sociocultural factors greatly affects the teaching of English listening, speaking, vocabulary, reading and translation. Rich cultural background knowledge is a necessary condition to improve listening, teachers encourage students to do more practices and listen to English more, and introduce the cultural background knowledge to students in the class. In oral English teaching, except from teaching students to correctly apply the form of language, teachers should hep to cultivate the ability of students to use the right language in the right occasion. Vocabulary is also associated with culture; just as there are many culturally-loaded words with national colors in Chinese (such as “Mount Tai”, “Zhuge Liang”, and so on.), there are also many words and phrases with rich cultural meanings in English (such as “adult books” and “suburban inhabitants” and so on). Teachers can let students understand the cultural meanings of the words and phrases. Reading is a complex process of thinking that the language, cultural background and other professional knowledge take effect, and the process of applying the knowledge to constantly carry out the speculation and correction. Cultural background knowledge not merely reinforces the knowledge teaching, but encourages students to deepen and strengthen the understanding of the culture of English-speaking country in reading as well. Translation is not only a problem about language and translation skills, but also is closely linked with, greatly influenced and restricted by cultural background knowledge. To make the translation smooth, firstly, a thorough understanding of the original work must be done by the translator, then he or she expresses the things understood by him or her in another language. So, the understanding of the socio-cultural background is an indispensable condition.
As an emerging interdisciplinary subject, sociolinguistics does not develop for a long time, but it has a great effect on the contents and methods of English teaching, and English teaching also draws inspiration from it; some modern teaching methods are generated (Gao Zhengheng, 2006).
4.Conclusion
As the result of social progress, ever language fully reflects the meaning of real culture, and every link in language is of great importance to life. Language learning can be viewed as an advanced activity, and when we combine language with culture, it is the best status for us to learn language.
References:
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[2]Hu Wenzhong(ed.).1988.Intercultural Communication：What It Means to Chinese Learners of English.Shanghai：Translation Publishing House.
[3]邓炎昌,刘润清.1989.语言与文化[M].北京：外语教学与研究出版社.
[4]高正衡.2006.浅谈社会语言学与外语教学[J].辽宁教育行政学院学报,(5)：103.
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论文作者:赵海成,汤素慧
论文发表刊物:《成功》2019年第4期
论文发表时间:2019/6/24
标签：外语教学论文; 期刊论文; 语言论文; 华北论文; 唐山论文; 论丛论文; 辽宁论文; 《成功》2019年第4期论文;