社会语言学-本1课件
社会语言学ppt课件
语言变体与社会语 境
1
20 世纪后半期, 语言学领域经历了一次重点的转移, 即从音韵学、 词法学到句法学、尤其是从语义学到语用学的转移。换句话说, 语言学家 们不再是单纯地研究语言本身, 而是把语言看作一种社会现象, 看作一种 在某一社会语境中人与人之间有意义的交流。迄今为止, 在社会语言学领 域, 就语言变体( linguistic varieties) 与说话人的社会特征( 如他的社会阶层、 种族、年龄和性别等等) 之间的共变已经做了很多研究。这里将主要说明 语言变体是如何随着构成社会语境( social contexts) 的四大要素: 场合、 听者、主题以及媒介的变化而变化的。也就是说, 在不同的社会语境中会 出现不同的语言变体。
由于地位或亲疏程度不同而产生的不同形式的称谓(address)就是反映谈话双 方关系对语言变体选择的影响的一个很好的例子。地位或亲疏程度不同,可能 需要在礼貌和尊敬的程度上有所不同,而这些都是通过语言来表示的。比如在
2 大学校园里,老师们之间就有几种不同的称呼方式。比你资深的老师或者你不
太熟悉的老师你会用头衔加姓氏的方式称呼他(或她),比如张教授( Professor Zhang)。对你很熟悉但又比你年长的老师你可能会用一种更亲密的称呼“某某 老师”(英语中用Mr. 或Miss. 加姓氏)
再比如, 朗读课文时总是比用自己的话回答问题时发音更正式、 清晰, 因为朗读是一种专门的语言活动, 且读的是书面语言, 他 ( 或她) 会特别注意自己语音、语调的正确与恰当。如果只是朗 读一组单词, 那么其语音文体则会更加正式, 因为此时其注意力 一次只集中在一个单词上。由此可见, 即使是在同一场合, 面对 同样的听者, 由于说话所涉及的主题不同, 一个人所选择的语言 变体也会迥然不同。
社会语言学优秀课件
5 个人因素对语言的影响，如年龄、性别、性格
6 从语言变异看社会变异 7 语言因素对社会因素的影响
.
宏观社会语言学主要研究语 言中的整体性、全局性的问题。
微观社会语言学主要研究个 体性、局部性的问题。
4
三、兴起与发展
赫兹勒提出要研究语 言结构和社会结构的相互 影响，研究语言行为和社
社会语言学作为一门 独立的学科在20世纪 60年代诞生于美国。
概述
• 传统上对语言地域变体的研究也就是方言学的研 究。地域方言是语言在不同地区的地域变体。
• 语言的功能变体即一般所谓的“语体”，是以语 言交际功能为标准所划分的语言风格类型。常见 的功能变体有口头语体和书面语体。
• 语言的社会变体也称社会方言。与语言变异最明 显相关的社会因素是文化、性别、年龄、社会阶 层、民族和种族。
提出了语言研究数量 化的概念。
对一定语言现象的调 查数据，对正在演进 中的语言变化作出数 量化的概括。
在历时和共时之间提 出一个中间概念，把 静态研究和动态研究 结合起来。
在同一时间里不同年 龄之间的语言变异， 从而用共时的研究方 法取得历时的研究数 据。
.
8
实践价值
1
为制定语言 政策提供理 论依据
2
为语言教学 提供理论和 资料
3
有助于认识 社会文化和 历史
.
9
什
五. 研究方法
么 是
社 社会调查法是社会语言学研究的基本方法 会
语
1. 把握问题，明确对象，合理假设。
言
要有社会性，要关心那些正在发生的语言 变异现象，要确定有显著代表性的对象进
学 ？
行调查研究。
抽样调查法
I. 随机抽样：简单随机抽样、系统抽样、分层 抽样、阶段抽样或分组分段抽样
【PPT】社会语言学
五、怎样学习社会语言学
• • • • 基本理论的学习 社会语言现象的个案调查分析 语言田野调查方法 课堂讲授+田野调查+课堂讨论三结合
六、教学主要参考书
教材： 教材： • 《中国社会语言学》（增订版） ，郭熙，浙江大 学出版社，2004 主要参考书： 主要参考书： • 社会语言学导论，陈松岑，北京大学出版社， 1985 • 社会语言学，陈原，学林出版社，1983 • 社会语言学概论，祝畹瑾，湖南教育出版社， 1992 • 社会语言学概论，戴庆厦，商务印书馆，2006
思考与练习
1. 观察一个方面（领域、专题、片段的）的 社会语言应用，分析影响社会语言应用的 主要因素。
社会语言学
一、什么是社会语言学
• 研究社会与语言的共变的一门学科。 • 研究语言在社会环境中的变异现象的 学科。 • 研究语言在社会环境中的存在、使用、 变化的情况
斯大林：《马克思主义与语言学问题》 语言是属于社会现象之列的，从有社 会存在的时候起，就有语言存在。语言随 着社会的产生和发展而产生和发展。语言 随着社会的死亡而死亡。社会以外是没有 语言的。因此要了解语言及其发展的规律， 就必须把语言同社会的历史，同创造这种 语言、使用这种语言的人民的历史密切联 系起来研究。
三、社会语言学的学习意义
1. 加深了对语言本体的研究 改变了对语言纯符号性质的象牙塔式的研 究。 2. 拓展了社会语言现象的认识 例：方言——普通话——国际通用语 3. 有助于对社会问题的解剖 例：民族身份的认定
四、学习社会语言学需要的相关知识
1. 语言学、语用学、方言学知识 2. 文化学、社会学、历史学、人类学知识 3. 的 语言内容；也可以说，语言的内容在足以 反映出某一时代社会生活的各面影。社会 的现象，由经济生活到全部社会意识，都 沉淀在语言里面。
应用语言学纲要第3版PPT第六章 社会语言学
第一节 社会语言学概述
三、社会语言学研究和流派
（一）国外社会语言学研究 社会语言学诞生于２０世纪６０年代的美国，其后美国的社会语言学主要分两 个流派：一个是以拉波夫为代表的城市方言学派，也称为微观社会语言学派。
(二)中国的社会语言学研究 20世纪50年代罗常培的《语言与文化》应该是中国较早的社会语言学研究专著｡ 但中国对社会语言学的真正研究开始于20世纪的70年代末｡
双语能力往往跟年龄、性别、职业有关；跟职业和受教育的程度也有 关系。
第三节 宏观社会语言学
三、语言兼用——双语现象
（四）双语教育 １．少数民族的双语教育问题
一是要处理好少数民族语文教学和汉语文教学的关系。 二是在汉语教学中，不能照搬对母语为汉语的学生所使用的方法，要注 意少数民族学习汉语的特点，尤其要针对他们母语的不同特点来进行教学。这 方面可以借鉴汉语国际教育的经验。 三是要重视对教学对象的研究。 四是要培养出一大批既熟悉汉语，又熟悉少数民族语言，既懂得双语教 学的特点，又了解国家民族政策和民族语文政策的双语教学教师。
同的方言，由于地理上的联系才会形成语言联盟。但地理因素只是造成方言 或语言联盟的条件之一，有时甚至不是主要的或起决定性作用的条件。
第二节 微观社会语言学
二、语言的地域变体
（二）方言 • 传统上对语言地域变体的研究也就是方言学的研究。方言从广义上理解包括
地域方言和社会方言，社会方言也就是语言的社会变体；从狭义上理解，方 言则专指地域方言。 • 地域方言是语言在不同地区的地域变体。 • 方言是语言在地域上分化所得出的变体，一种语言可以分化为若干种方言， 方言还可以不断分化，形成不同的层次
浜一带成为外国商人聚集的地方，当地人（据说尤其是人力车夫）跟外国人就 用一种支离破碎的英语通话，后来人们就把“洋泾浜”作为这种支离破碎的外 语的中国名称。
社会语言学ppt课件
5）由于社会的、文化的、经济的、政治的种种原因以 及语言接触所引起的语言变化的方式和规律，等。
5
●社会语言学的研究对象： 1）语言的变异（variation），并且联系社会因素来探讨语 言变异发生的原因和规律，常常使用统计的方法和概率的 模式来描写这些变异现象。这又被称为"微观社会语言学" （micro-sociolinguistics）或"小社会语言学"； 2）社会中的语言问题，如上面提到的双语、语言接触、 双方言，语言规范化问题等，这又被称为"宏观社会语言 学"（macro-sociolinguistics）； 3）研究人们怎样在实际环境中使用语言进行交际，以及 不同的社会、社团使用语言的差别，如某一社会阶层使用 语言的不同习惯（包括语音、语法和词汇的不同，这被称 为语言的社会变异），又如不同的性别、年龄、行业和经 济地位等对个人言语的影响（这被称为个人语言变异）。
13
六、理论价值
对语言提出了一种更为细致的同时又更为广阔 的概念，打破了索绪尔以来只研究语言内部同 质系统的局限；
对语言研究进行计量统计的分析； 通过语言变异的研究在共时和历时之间架起了
一道沟通的桥梁，语言学现在已 取得了一些明显的进 展。随着60年代以后 语言学家对语言异质 性的认识的加深，社 会语言学又发展出交 际民族志学、跨文化 交际、交际社会语言 学、语言社会化和语 言习得、会话分析、 语言变异研究等学派。
11
1） 交际民族志学主要从语言的文化、社会之间的相互关 系来研究语言的使用规律，它侧重于用文化人类学的观 念来描写语言的运用，尤其注重研究在不同的社团、组 织、社区以及社会中因文化习俗的不同给言语运用所带 来的限制性特征，如：特定社区的社会语言学资源、实 际言谈活动中上述资源是如何被开发和利用的等等； 2） 跨文化交际的研究主要是探索不同语言文化环境中 的交际策略和具体差异； 3） 交际社会语言学注重研究一个种族内部的交际差异， 例如同一种族内男女性别差异对交际策略的影响，不涉 及跨文化和跨种族的交际策略； 4） 语言社会化和语言习得的研究把语言的本质看成为 一种社会现象，因而儿童的语言习得就与他所处的文化 环境有着密切的联系；
《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。
THANKS FOR WATCHING
感谢您的观看
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
《社会语言学》课件
社会语言学与其他语言学分支的关系
语音学
研究的是音的结构和音位、音素的分析和 音变过程，是对语音层面进行的学科研究。
词汇学
研究词汇和词的结构，其中也有一部分是 有关词的功能，如词类和句法等。
句法学
研究句子的基本成分、结构和组织规律， 以及句子与其他语言要素的关系。
语义学
研究语言符号的意义体系和语境下意义的 传达方式，还包括语义变化及其原因的研 究。
社会语言学的应用
社会语言学的一大应用领域是语言教学和语言规范的制定。在企业和商业领 域中，社会语言学的应用广泛，尤其是在市场营销等方面。
结论和展望
社会语言学自从上个世纪70年代以来快速发展，现在已经成为语言学中盛行的主流学门。我们期 待在更多领域和方向上研究社会语言学的贡献。
分析表情符号在社交互动中扮演的角色和意 义。
语言和身份
研究语言对身份认同和建构的影响，包括了 种族、地域、性、性取向等多个方面。
语码转换
研究多语言环境下的语码转换现象，反映了 语言使用者的个人经验和社会地位等多个方 面。
对话分析
研究人类社交对话的组织形式、话语闭合和 多样性等方面，也是社会语言学中热门的点 之一。
社会语言学的研究方法
观察
利用记录和分析自然语料库中的语言数据来发 现社会语言学规律和现象。
访谈
采用听取或录音的方式对人类语言进行评价、 描述和分析。
调查
通过问卷调查等方式采集语言使用情况和认知 数据。
语料库分析
对大量的语料进行计算机统计和分析，揭示语 言的统计规律和模式。
社会语言学的热门领域
表情符号
语言多样性ห้องสมุดไป่ตู้
研究社会和文化因素对语言多样性的影响，包 括方言、行话和异化等。
社会语言学1
1 What do sociolinguists study? WHAT IS A SOCIOLINGUIST?Sociolinguists study the relationship between language and society. They are interested in explaining why we speak differently in different social contexts, and they are concerned with identifying the social functions of language and the ways it is used to convey social meaning. Examining the way people use language in different social contexts provides a wealth of information about the way language works, as well as about the social relationships in a community, and the way people signal aspects of their social identity through their language. This book will explore all these aspects of sociolinguistic study.Ray’s description of his teacher would have been expressed differently if he had realised his grandmother could hear him. The way people talk is influenced by the social context in whichthey are talking. It matters who can hear us and where we are talking, as well as how we are feeling. The same message may be expressed very differently to different people. We use different styles in different social contexts. Leaving school Ray had run into the school principal.This response reflects Ray’s awareness of the soc ial factors which influence the choice of appropriate ways of speaking in different social contexts. Sociolinguistics is concerned with the relationship between language and the context in which it is used.The conversation between Ray and his mother also illustrates the fact that language serves a range of functions. We use language to ask for and give people information. We use it to express indignation and annoyance, as well as admiration and respect. Often one utterance will simultaneously both convey information and express feelings. Ray’s utteranceYeah, that bastard Sootbucket kept us in againnot only tells his mother why he is late, his choice of words also tells her how he feels about the teacher concerned, and tells us something about his relationship with his mother (he can use words like bastard talking to her) compared to his grandmother and the principal (to whom he uses sir). The relationship with his mother is an intimate and friendly one, rather than a formal, distant or respectful one.We also indicate aspects of our social identity through the way we talk. Our speech provides clues to others about who we are, where we come from, and perhaps what kind of social experiences we have had. Written transcripts provide no auditory clues to readers, and examples 1 and 2 are also too short to provide reliable clues to speaker gender or ethnicity, but we can deduce Ray’s age reasonably accurately from his linguistic choices (he is in his early teens), as well as make a reasonable guess about his social background. Later chapters will examine in some detail the ways that we express different aspects of our social identity through our linguistic choices. WHY DO WE SAY THE SAME THING IN DIFFERENT WAYS?My friend lives in a predominantly monolingual speech community and yet she has been called all sorts of names in the space of three hours. What’s more, none of them are deliberately insulting! If she had managed to embroil herself in an argument or a passionate encounter of a different kind she might have been called a whole lot more names -some very nasty, some very nice! In most languages, there are many different ways of addressing people. What are the reasons for choosing a particular form?Languages provide a variety of ways of saying the same thing -addressing and greeting others, describing things, paying compliments. As in examples 1 and 2, the final choice reflects factors such as the relationship between the people in the particular situation, and how the speaker feels about the personaddressed. In example 3, her mother’s choice of dear reflects her affectionate feelings towards Margaret. If she had been annoyed with her daughter, she would have used her full name Margaret. Her friend’s use of sut why ti? (‘how are you?’) as a greeting reflects her Welsh ethnicity. The choice of one linguistic form rather than another is a useful clue tonon-linguistic information. Linguistic variation can provide social information.WHAT ARE THE DIFFERENT WAYS WE SAY THINGS?The examples discussed so far have illustrated a range of social influences on language choice. Sociolinguists are also interested in the different types of linguistic variation used to express and reflect social factors. Vocabulary or word choice is one area of linguistic variation (e.g. that bastard Sootbucket vs my teacher Mr Sutton, Margaret vs dear). But linguistic variation occurs at other levels of linguistic analysis too: sounds, word-structure (or morphology), and grammar (or syntax) as well as vocabulary. Within each of these linguistic levels there is variation which offers the speaker a choice of ways of expression. They provide us with different linguistic styles for use in different social contexts. Choices may even involve different dialects of a language, or quite different languages, as we shall see.In example 4, the most obvious linguistic variation involves pronunciation. Sam‘drops his aitches’while Jim doesn’t. Just as vocabulary choices convey social information, so using different pronunciation conveys social information too. Sam is a coal-miner and Jim is an old friend of Sam’s son, Henry. Jim is also the local MP and he has dropped in to see Sam on one of his regular visits from London where he now spends most of histime. The difference in Sam’s and Jim’s [hi]-dropping behaviour reflects their different educations and occupations. In other words, despite their common regional origins they have different social backgrounds and that is reflected in their speech.The sentences in example 5 illustrate language variation in grammar and vocabulary. The first, (a), uses a passive grammatical structure should be deposited, for example, which avoids any mention of the people involved. By contrast (b) uses an imperative verb form, put, and an address form, July. This utterance is much more direct and it specifies whose rubbish is the focus of the directive. Refuse, deposited and receptacle are all more formal and less frequent words than rubbish, put and bin. Both sentences express the same message or speech function: they give a directive. But they are not interchangeable. If your mother said (a) to you as you dropped a bit of paper on the floor, it is likely you would find it odd. You might assumeshe was being sarcastic or humorous, but you would not be likely to consider it a normal way of speaking to someone she knew well.Ranamal, the local dialect, differs from Bokmal, the standard dialect, in a number of quite specific ways. Each has its own pronunciation features: Ranamal, for instance, has a palatal nasal sound [p] (as in Spanish se which Bokmal does not have. Each dialect has distinctive word-forms or morphological features: the plural of the horses is hestene in Bokmal but hestan in Ranamal. And there are other wordswhich differ between the dialects too: the Bokmal word for she is hun, while in Ranamal she is ho; the Bokmal word for but is men, the Ranamal word is mcenn.The reasons why people chose Ranamal as opposed to Bokmal are similar to the reasons that lead people to select Meg as opposed to Mrs Billington in addressing an English woman. Factors such as who is being talked to, where and for what reasons are important. There is another factor which may also be relevant, namely the topic of a discussion. It is clearly illustrated in Hemnesberget in the linguistic behaviour of university students who tend to switch dialect when they discuss certain topics. They generally use Ranamal in the village, like everyone else, when they come home during vacations, but when they begin to discuss national politics with each other, it was found they tended to switch unconsciously to Bokm The topic was one they associated with discussions outside the village in the standard dialect, and so they switched to the linguistic forms they would normally use to discuss it. The linguistic variation involved in Hemnesberget is not different in kind from the variation which distinguished Sam and Jim’s accents in example 4, or the choice of vocabulary and grammar in example 5; it is simply a matter of scale. Andthe reasons for the choice of one dialect rather than another involve the same kind of social considerations-the participants, the social setting, and the topic or purpose of the interaction. Because of these similarities sociolinguists use the term variety (or sometimes code) to refer to any set of linguistic forms which patterns according to social factors. Variety is a sociolinguistic term referring to language in context. A variety is a set of linguistic forms used under specific social circumstances, i.e., with a distinctive social distribution. Variety is therefore a broad term which includes different accents, different linguistic styles, different dialects and even different languages which contrast with each other for social reasons. It has proved a very useful sociolinguistic term because it is linguistically neutral and covers all the different realisations of the abstract concept ‘language’ in different social contexts.In this example the different linguistic varieties used in Sauris are distinct languages. They are distinguishable from each other in their sounds, their grammar and their vocabulary. Italians from outside the area would not be able to understand the German dialect, nor even the Friulian, although, like Italian, it is a Romance language. The varieties are also distinguishable by the way they are used - their social distribution is different. The local people select the appropriate variety for any particular interaction according to similar social factors to those identified in earlier examples: who they are talking to, in what kind of setting, and for what purposes. Using German in the pub is generally not appropriate, forexample, though it has been done. One angry woman used German very effectively to berate her husband for ending up in the pub when he was supposed to be at the dairy with their milk, making cheese. Her use of German isolated him from his friends in the pub and emphasised her point that he was neglecting his domestic responsibilities. People may manipulate the norms to make a point-something we shall see more of in later chapters.These examples illustrate the range of linguistic variation which can be observed in different speech communities. People may use different pronunciations, vocabulary, grammar, or styles of a language for different purposes. They may use different dialects of a language in different contexts. And in some communities they will select different languages according to the situation in which they are speaking.In any community the distinguishable varieties (or codes) which are available for use in different social contexts form a kind of repertoire of available options. The members of each community have their distinctive linguistic repertoires. In other words in every community there is a range of varieties from which people select according to the context in which they are communicating. In monolingual communities thesetake the form of different styles and dialects.In a small Lancashire village my mother’s linguistic repertoire includes the styles of English she needs in the social contexts in which she operates. The way she talks to the woman selling bread in the baker’s shop is different from the way she talks to her bank manager, and that is different again from the way she talks to her grandchildren, and from the language she uses in church. In Malaysia, for similar reasons, a woman’s linguistic repertoire may include two varieties of English, two different dialects of Chinese and different styles within these, as well as standard or Bahasa Malay and a colloquial variety known as Bazaar Malay. As elsewhere, choosing the appropriate variety from this wide linguistic repertoire depends on social factors.On the whole people acquire their knowledge of varieties and how to use them appropriately in the same way that they acquire their knowledge of most other aspects of language-by extensive exposure and a process of osmosis. The Chinese Malaysian, like my Lancashire-born mother, built up her linguistic repertoire by hearing the different varieties in use in the community she lives in. More formal varieties-and especially distinctive written varieties -may involve moreconscious learning, but most varieties in a person’s linguistic repertoire are acquired with little conscious effort.SOCIAL FACTORS, DIMENSIONS AND EXPLANATIONSSocial factorsIn each of the examples discussed, certain social factors have been relevant in accounting for the particular variety used. Some relate to the users of language - the participants; others relate to its users -the social setting and function of the interaction. Who is talking to whom (e.g. wife-husband, customer -shop-keeper, boss-worker) is an important factor. The setting or social context (e.g. home, work, school) is generally a relevant factor too. The aim or purpose of the interaction (informative, social) may be important. And in some cases the topic has proved an influence on language choice. University students in countries which use English for tertiary education, such as Tanzania, Indonesia and Papua New Guinea, often find it easier to discuss their university subjects using English, for example, just as the students from Hemnesberget used standard Norwegian rather than the local dialect to discuss national politics.Not all factors are relevant in any particular context but theycan be grouped in ways which are helpful. In any situation linguistic choices will generally reflect the influence of one or more of the following components:1. The participants:a. who is speaking andb. who are they speaking to?2. The setting or social context of the interaction: where are they speaking?3. The topic: what is being talked about?4. The function: why are they speaking?In this book the focus will be on speech, but the same questions can be asked about written communication, as example 5 illustrated. Throughout this book, these social factors will prove important in describing and analysing all kinds of interaction. They are basic components in sociolinguistic explanations of why we don’t all speak the same way, and why we don’t all speak in the same way all of the time.Social dimensionsIn addition to these components it is useful to take account of four different dimensions for analysis which relate to the factors above and which have been only implicit in the discussion so far.These are:1. A social distance scale concerned with participant relationships2. A status scale concerned with participant relationships3. A formality scale relating to the setting or type of interaction4. Two functional scales relating to the purposes or topic of interaction.The solidarity - social distance scaleIntimate Distant DistantHigh solidarity Low solidarity Low solidarity This scale is useful in emphasising that how well we know someone is a relevant factor in linguistic choice. In Wales, the choice of Meg vs Mrs Billington reflects consideration of this dimension, for instance. People’s choice of Ranamal vs Bokmal in Hemnesberget, or German rather than Italian in Sauris, similarly reflects judgements about a relationship on this dimension.The status scaleSuperior High statusSubordinate Low statusThis scale points to the relevance of relative status in some linguistic choices. The choice of sir by Ray in the first example, for instance, signalled that the school principal was of higher status and entitled to a respect term. Similarly the name avoidance by her secretary and the use of Mrs by the caretaker reflected the higher status of Margaret Walker-Billington, since she called both of these people by their f irst names. Sam’s[hi-dropping in example 4 reflected his lower social group status in the society as a whole, while the educationally and occupationally higher-status Jim dropped none.The formality scaleFormal High formalityInformal Low formalityThis scale is useful in assessing the influence of the social setting or type of interaction on language choice. In a formal transaction such as one with the bank manager in his office, or at a ritual service in church, the language used will be influenced by the formality of the setting. For a friendly chat, people use colloquial language. In Hemnesberget, Bokmal was the language of school and government offices. Ranamal wasthe language of the home. The written language of notices is often very formal and impersonal, as example 5 illustrates. Often degrees of formality are largely determined by solidarity and status relationships. But not always. A very formal setting, such as a law court, will influence language choice regardless of the personal relationships between the speakers.The referential and affective function scalesThough language serves many functions, the two identified in these scales are particularly pervasive and basic. Language can convey objective information of a referential kind; and it can also expre ss how someone is feeling. Ray’s utterance Yeah, that bastard Sootbucket kept us in again simultaneously expresses information about why he is late, while also conveying his feelings about the teacher referred to. Gossip may provide a great deal of new referential information, while also clearly conveying how the speaker feels about those referred to. It is very common for utterances to work like this, though often one function will dominate. In general the more referentially oriented an interaction is, the less it tends to express the feelings of the speaker. Radio broadcasts of the weather forecast tend to put the emphasis on information or the referential function, for instance. By contrast, interactions which are more concernedwith expressing feelings often have little in the way of new information to communicate. Talk between neighbours over the fence at the weekend about the weather, for instance, is more likely to be mainly affective in function, and intended to convey goodwill towards the neighbour rather than important new information. In fact the specific content of the conversation is rarely important.These scales will be referred to and illustrated further in subsequent chapters. Together with the social components identified in the previous section they provide a useful framework for discussing language in its social context in different speech communities, and for discussing the ways in which language reflects its users and the uses they put it to.Referentia 1HighLowinformation ——————————————informationcontentcontentAffectiveLowHighaffective ——————————————affectivecontentcontentLooking for explanationsSociolinguists aim to describe sociolinguistic variation and, if possible, explain why it happens. Why, for example, should Ray describe a teacher differently when talking to his mother and when answering the school principal? Why do different people call my friend Margaret by different names? Why should a formal grammatical construction with formal vocabulary soundsarcastic when used by your mother?The first two steps which need to be taken are:1. to identify clearly the linguistic variation involved (e.g. vocabulary, sounds, grammatical constructions, dialects, languages)2. to identify clearly the different social or non-linguistic factors which lead speakers to use one form rather than another (e.g. features relating to participants, setting or function of the interaction).Then we can begin to look for patterns which will help to formulate an explanation of why people use one set of forms in some contexts, but different forms in others. When the two sociolinguists Blom and Gumperz visited Hemnesberget what did they ask? First of all, ‘what are the linguistic forms used in this village?’ Secondly, ‘w hat are the social factors which lead people to use one set of forms rather than the other?’And finally,‘can we explain why particular social factors lead to the use of one set of forms rather than another?’In other words the sociolinguist’s aim is to m ove towards a theory which provides a motivated account of the way language is used in a community, and of the choices people make when they use language.The relationship between linguistic choices and the social contexts in which they are made is sometimes easiest to see when different languages are involved. The first section of this book focusses on multilingual speech communities and describes some of the ways in which social considerations affect language choice. But there is plenty of language variation in monolingual communities too, and it is just as socially meaningful. The second section of the book focusses on social features of the language user. It explores the range of social information conveyed about participants by their linguistic choices within one language. In the third section the focus shifts to the uses of language, and the influence on language of the social context in which it is used and the functions it expresses. AN SWERS TO EXERCISES IN CHAPTER 1Answer to exercise 1 (a)Ray greets his mother with the friendly form hi, compared to the more distant and formal good afternoon used to the school principal. He uses mum, an address form which indicates that he gets on well with her. He could have used no address form at all. Note that he uses the respectful address form sir to the principal. Finally he refers to his teacher as that bastard and uses a nickname Sootbucket for him, an indication that he is treatinghis mother as an intimate. This contrasts with the way he refers to the teacher when talking to the principal, when he uses Mr Sutton.We choose our words carefully according to whom we are talking to. Language choices convey information about the social relationships between people as well as about the topic of discussion. The kind of information which is relevant to language choice includes how well we know the other person and whether they are socially superior.Answer to exercise 1 (b)Most people greet friends and family differently from those they do not know so well, and from those who are in a superior relationship to them, such as the school principal or the boss at work. Often nicknames or endearments are used between people who know each other well (e.g. mornin’sweetheart, hello love). It is common to avoid names and use only a formal greeting, such as good morning, to superiors. The particular forms you use may vary from those suggested, but the general patterns described here should apply.Answer to exercise 2This is just an example of the kind of list you might make.NameSpeakerWhen/whereRobertgrandparentshome, lettersteachersschooldoctorsurgery, hospitalmotherwhen annoyedRobbiemother, father most of the timeRobbie-Bobmotherwhen feeling affectionateRobfriends, brother most of the timeBobfriendsoutside home to annoy meRobert Harris parentswhen very annoyedMr Harris strangersletters, shopsParents often call children by a variety of names depending on how they feel towards them. The person in the example above is called Robbie by his mother in most circumstances, but when she is annoyed with him she calls him Robert or even Robert Harris. Friends often have a range of names for each other too. Friends call him Rob most of the time, but Bob when they want to tease or annoy him.In some cultures people have one name which is used only in the family and another for use outside. In some cultures people have a ceremonial name used only on very formal occasions. Marital status is sometimes relevant to choice of address form(e.g. Miss vs Mrs and choice of surname).Answers to exercise 3Possible answers:(a) addressing your mother(i) at home alone with her: mum, mummy, mom, ma, Tess (ii) on the telephone with friends listening: mother, mater, Tess (iii) in a shop: mother(b) referring to your mother(i) at home to another family member when she is present: mum, mom(ii) at home to another family member when she isn’t present: the old lady, our mom(iii) to a friend who doesn’t know her: my mum(iv) to a sales assistant in a shop when she is present: my mother In addressing and referring to your mother, the term you use is likely to reflect your social background, and may differ according to which country you live in. In England, for instance, some members of high social groups use mummy well beyond childhood, while others use mater or mama, especially in reference. Members of lower social groups sometimes use ma, especially for address. Some members of middle social groups use their mother’s first name in address, especially when theybecome adults. Some use her first name in referring to her in front of others. In some families mum changes to mother as she and the children grow older.In general the following factors are among those relevant in selecting appropriate terms of address: family norms of address between children and parents at different stages; audience (who is listening?); social context (is it formal or public, or private and personal, for instance).In reference the relationship between the speaker and the addressee is also relevant as well as how well they know the person being referred to.Answers to exercise 4（1）Vocabulary choices. Tender vs give, state vs tell, destination vs where you’re going, exact vs right. Useof please in (c).Syntax. Both sentences use imperative structures, but the more format verbs in (c) assist in avoiding the use of the personal pronouns me and you which occur in (d). The deter mine is omitted before exact fare and destination, which increases the impersonality of the expression. These are both places where your could have occurred, for instance.(2)The medium of expression is relevant since (a) and (c) are much more likely in writing than in speech. Written and spoken language differ in many specific ways. Whether spoken or written, sentences (a) and (c) are also more format and distancing. If they were spoken they would be appropriate only in the most formal context, between strangers or people who did not know each other well, or where the speaker was far superior or more powerful than the addressee. Sentences (b) and (d) would be appropriate in speech in informal contexts. The address form in sentence (b) shows the speaker knows the addressee and suggests they know each other well. It could be seen as softening the directive, making it gentler.Answers to exercise 5(a) (i) This is a recorded telephone message and therefore the speaker does not know the hearer. This is reflected in the lack of address term and the formal syntax.(ii) Its primary function is to provide referential information. It is not intended to provide information on how the speaker is feeling.(b) (i) Despite the initial greeting good morning which can be used to strangers and acquaintances, the speaker clearly knows the addressee well. Two affectionate endearment terms are used(little one, pet). These are terms appropriately used downwards in status (e.g. mother to child, older person to younger, nurse to young patient).(ii) The use of the tag form (didn’t you?) is an attempt to elicit a response. However it is not a request for information -the answer is self-evident since it is provided in the utterance itself. This is clearly an utterance with a high affective content.(c) (i) The address forms (Mr Clayton, sir), as well as the initial phrase, as apology for interruption (Excuse me), suggest this is an utterance from a subordinate to a superior and that the two do not know each other well.(ii) The primary intention of this utterance appears to be to provide referential information. Note, however, that it might have other functions too if we knew more about the context. The secretary might be indirectly (and therefore politely) asking ifs/he might leave since s/he has finished a particular task. Utterances often serve more than one function.Concepts introduced (in the order they occur in the chapter) StyleDialectVariety/code。
社会语言学共16页PPT资料
1. Sociolinguistics
1.2 Two Fundamental Concepts
Speech community: a group of people who form a community (e.g. a village, a region, a nation) and share the same language or a particular variety of a language.
Class: I did it yesterday. I done it yesterday. Gender: 讨厌 Age: netspeak Ethnic group: They mine, You crazy. [Black English] Individuality: idiolect (a personal dialect of an
Macro-sociolinguistics (sociolinguistic study of society): the study of language use to know more about a given society or community, e.g. bilingualism, language planning, language standardization, etc.
2. Language Variation
社会语言学课件
社会语言学课件第一章社会语言学综述1.1（一）社会语言学研究的对象什么是语言？语言是人类最重要的交际工具和思维工具；语言是一种文化，并且是诸多人类文化的载体；语言是一种资源（战略资源，国际语言博览会，语言红利）；语言是一个人或一个族群最重要的身份标示……一个重要的事实：语言会发生变化社会语言学是语言学的一门分支学科，是研究语言与社会多方面关系的学科，同时也从不同的社会科学的角度去考察语言。
最基本的出发点就在于把语言看成是一种社会现象，主张把语言放到其得以产生和运用的人类社会的广大背景中去研究和考察。
思考：语言与社会是一种怎样的关系？观点一：社会结构影响或决定语言结构语言是在社会中使用的，社会必然制约语言的使用。
（思维决定语言）观点二：语言结构影响或决定社会结构。
代表人物：萨丕尔、沃尔夫。
萨丕尔—沃尔夫假说：语言结构影响人们对世界的看法（即语言决定思维）。
观点三：社会和语言之间不存在任何关系。
语言和社会是各自独立自足的。
或者承认在语言和社会之间存在某种关系，但是目前要确认它们之间的关系还为时尚早，所以暂且只考虑语言本身。
观点四：社会和语言的影响是双向的、互动的。
社会语言学家普遍认同的一种观点：语言和社会之间存在互动关系，语言是社会的重要组成部分，在社会中被人们使用，是最重要的交际工具和思维工具，语言会对社会产生一定的影响；社会是动态发展的，人们处在不同的社会背景中，社会的各种因素和个人的不同特征也会对语言产生影响。
社会语言学强调语言和社会之间的紧密联系，关注语言和社会之间的双向作用，但重点是社会对语言的影响和制约。
社会语言学研究的根本立足点：承认语言和社会的紧密联系。
试图把语言从社会背景中剥离出来是困难的，也不是不可能的。
人们在交际过程中受到各种因素的影响，语言呈现出差异或变化，社会语言学家用“变异（variation）”这个概念来指称自己的研究对象，社会语言学研究的正是语言和社会之间的共变（co-variance）关系。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
语言和社会是各自独立自足的； 第四，社会和语言的影响是双向的、互动的。
第一章 什么是社会语言学
第一节 社会语言学研究的对象
社会语言学研究的是语言和社会之间的共变 （co-variance）关系。 1．社会因素对语言结构的影响,社会因素包括
阶级、阶层、职业、语境； 2．社会因素对语言功能、语言地位的制约作用 3．与语言使用有关的问题，包括语言政策、
语言规划、双语、双言现象、双语教育等
第一章 什么是社会语言学
第一节 社会语言学研究的对象
4．由社会因素引起的语言关系，包括 语言接触、语言影响、语言融合等
5．个人因素对语言的影响，包括年龄、 性别、受教育程度、心理状态、性格 等；
第一章 什么是社会语言学
第一节 社会语言学研究的对象
我国学者，如杨永林教授：
简而言之,社会语言学是研究语言与 社会之间关系的一个语言学分支。详而 论之,社会语言学研究涉及两个方面的 问题:一是语言结构,二是社会语境。通 过研究两者之间的交互作用,社会语言 学试图透过社会文化现象分析研讨言语 行为,并通过语言使用现象说明社会结 构及其内在机制问题。
社会语言学
人文学院
话题：
“男女有别”
在中国人的生活习俗、成 语当中，都有“男女有别” 之说。《礼记-效特牲》：“ 男女有别，然后父子亲；父 子亲，然后义生；义生，然 后礼作，礼作，然后万物安 。”
男女恋爱时心理差异：
*男人尽量想把复杂的过程弄简单， 女人则想将简单的事情弄复杂。 *男人希望女友经历越少越好， 女人却希望男人经历越多越好。 *男人希望是女人的初恋情人， 女人却想成为男人的最后的情人。 *男人吻女人是一种回收的贷款， 女人吻男人是一笔放出去的投资。
第一章 什么是社会语言学
第一节 社会语言学研究的对象
陈松岑《社会语言学导论》： 苏联语言学家赫玛诺娃的说
法“社会语言学是研究语言同 社会生活诸现象之间因果联系 的一门语言学学科”
第一章 什么是社会语言学
第一节 社会语言学研究的对象
陈松岑《社会语言学导论》： 英国语言学家特鲁杰（特鲁
吉尔）的话来概括：社会语言 学就是“联系社会对语言的研 究”
同年秋天，美国社会科学院 组成社会语言学委员会。
第一章 什么是社会语言学
第二节 社会语言学的兴起 产生的原因—社会大背景：
第二次世界大战结束后的 数月里，国际政治、经济、文 化产生的多元变化所引发的社 会及语言问题。
新加坡的官方语言是什么？
第一章 什么是社会语言学
第二节 社会语言学的兴起
❖在世界范围内，新独立国家官 方语言或通用语言的确立问题; 民族划分中的语言识别问题;社 会发展和文化教育中的语言使用 问题等，这一系列与语言的实际 使用情况密切相关的社会需求， 成为催生社会语言学的主要外部 条件。
6．语言因素对社会因素的影响。
第一章 什么是社会语言学
第一节 社会语言学研究的对象 陈原《语言与社会生活—社会语言学札记》
“探究语言的发展和社会的发 展如何息息相关,这就是语言学的 新领域,也就是社会语言学（SL） 的领域。我们在这种研究中，即 从语言现象的发展和变化中，能 够看到社会生活中的某些奥秘。 ”
第一章 什么是社会语言学
第一节 社会语言学研究的对象 《中国大百科全书·语言文字卷》
“研究语言和社会多方面 关系的学科, 从不同的社会科 学( 诸如社会学, 人类学, 民族 学, 心理学, 地理学, 历史学等 ) 的角度去考察语言。”来自第一章 什么是社会语言学
第一节 社会语言学研究的对象 社会学家费希曼Fishman（1972）
第一章 什么是社会语言学
第二节 社会语言学的兴起
❖全球范围内的人口大流动，使 语言问题变得更加复杂：个人使 用双语、家庭使用双语、社区使 用双语的现象越来越普遍。这些 现象可能影响语言功能的正常发 挥，甚至还可能引发某些社会问 题，因而促使许多语言学家关注 社会生活中的语言现象。
问题：
男女有别，从语言学的角度来认识， 有没有道理？
性别测验：这是谁对谁说的？ “你真坏！” 瞧你那傻样！”
《男女交际中的两性差异》
《你误会了我—交谈中的男人和女人》
[美] 德博拉·坦嫩 Deborah Tannen 周红 祝畹瑾 译 北京大学出版社 2000年12月
第一章 不同的话语 不同的天地 第二章 不对等
—女人和男人，话不投机话呢！” 第十章 容忍不对等—开通交流渠道
话题：
春节晚会上的语言 如何看待？
精辟——屁精
2009年春晚之后，著名性 学专家李银河博客发文：赵本 山应向全国的“同志”道歉， 因为他的小品《不差钱》中说 服务员是“屁精”是有辱同性 恋，是对同性恋者的歧视。
话题：
春节晚会上的语言 如何看待？
第一章 什么是社会语言学
第二节 社会语言学的兴起
为什么有了“语言学”， 还会产生“社会语言学”？
社会语言学=社会+语言学 “社？会语言学 ”Sociolinguistics 最早出现在美国学者H.Currier 的论文中(参见祝畹瑾《社会语
第一章 什么是社会语言学
第二节 社会语言学的兴起
1964年在美国召开第9届国 际语言学大会确立社会语言学 议题，同年夏季的美国语言学 会讲习班赞同正式以“社会语 言学”命名该学科。
2010年春晚： 冯巩、、阎学晶、韩雪等相声剧 《不能让他走》
阅读书目：
《语言与文化》，罗常培著，
北京大学1950年 语文出版社1989年
阅读书目：
《语言与社会生活—社会语言学札记》
陈原著
三联书店1980年
阅读书目：
《社会语言学导论》
陈松岑著
北京大学1985年
第一章 什么是社会语言学
第一节 社会语言学研究的对象
采用了一个格言式的说法,来说明社 会语言学所涉及的变量:
什么人对什么人,（Who to Whom ）
为了什么目的,（For what） 什么时候,（When）
第一章 什么是社会语言学
第一节 社会语言学研究的对象 美国社会语言学家 拉波夫（Labov）
—城市方言学派： 称社会语言学为 “世俗语言学”