Language in Society: Understanding Sociolects and Speech Patterns

Ilkhom Tukhtasinov

, Sevara Ziyayeva

and Dilrabo Bakhronova

Uzbekistan State World Languages University, Uzbekistan

Keywords: Foreign Languages, Speech Portrait, Education, Sociolect, Linguistic Personality.

Abstract: The importance of communicative competence, especially sociolinguistic competence, has become

increasingly prominent in foreign language teaching, driven by rapid advancements in information technology

and significant changes in economic and everyday activities. This shift necessitates the incorporation of

sociolinguistic factors in the speech behaviour of communicants. This article introduces a scientifically

significant three-fold classification of a speech portrait, relevant both linguistically and in language teaching

methodology. The classification encompasses: the extent of speech characteristics addressed by the subject;

the typicality or atypicality of speech characteristics among specific speaker groups; and the level orientation

of individual speech traits. Enhancing sociolinguistic competence in students learning foreign languages such

as English, German, and Spanish requires the development and implementation of new educational and

linguistic tasks. These tasks should focus on recognising sociolinguistic speech indicators and adapting speech

behaviour to the social context, with social dialects or sociolects highlighting distinctive speech features like

words, collocations, and syntactic constructions.

1 INTRODUCTION

The development of sociolinguistic competence is a

crucial aspect of foreign language teaching,

especially considering the rapid advancement of

information technologies and transformative changes

in economic and daily activities. This competence

requires an understanding of sociolinguistic factors

that influence the speech behavior of communicants.

In this article, we propose a three-fold classification

of a speech portrait that holds significant scientific

value both linguistically and linguo-methodologically.

This classification focuses on: 1) the breadth of

speech characteristics covered by the subject; 2) the

typicality or atypicality of speech characteristics for

specific groups of speakers; and 3) the level

orientation of individual speech characteristics.

Enhancing sociolinguistic competence among

Foreign language students necessitates the

development and implementation of a novel typology

of educational and linguistic tasks to recognize

sociolinguistic indicators of speech and adapt speech

behavior accordingly in various social contexts. One

critical aspect to consider in this process is the

https://orcid.org/0009-0002-1463-8606

https://orcid.org/0000-0002-2012-7426

influence of social and biological factors on speech

behavior, which lead to the formation of distinctive

speech portraits, known as sociolects.

Social dialects, or sociolects, represent specific

features of speech, such as words, collocations, and

syntactic constructions, within functionally

developed languages. These sociolects are not

complete systems of communication, but rather

speech characteristics with clear socio-group

markings. Recognizing and understanding speech

portraits are essential skills for philological students

to comprehend individual and collective properties

embodied in linguistic personalities, which possess

linguistic, psychological, ethno-cultural, age, gender,

and social characteristics typical of specific

communities.

This article aims to present a comprehensive

classification of speech portraits that will contribute

significantly to linguistic and linguo-methodological

research. The classification will focus on the scope,

typicality/atypicality, and level orientation of speech

characteristics exhibited by individuals. By

understanding speech portraits, language learners can

navigate diverse linguistic situations and develop

more effective communication strategies.

678

Tukhtasinov, I., Ziyayeva, S. and Bakhronova, D.

Language in Society: Understanding Sociolects and Speech Patterns.

DOI: 10.5220/0012912300003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 678-682

ISBN: 978-989-758-723-8

In the subsequent sections of this paper, we will

delve into various aspects of speech portraits,

exploring different directions of their study, including

linguopersonological, pragmatic, linguo-poetic, and

linguacultural perspectives (Bakhronova, 2016). The

proposed classification will shed light on how

philological students can enhance their

sociolinguistic competence by recognizing and

interpreting speech portraits based on their linguistic

and socio-cultural characteristics. Through these

insights, language educators can develop targeted

methodologies to foster students’ sociolinguistic

competence effectively.

In the pragmatic aspect, a speech portrait emerges

as a distinctive amalgamation of speech strategies and

tactics. The linguo-poetic perspective on speech

portrait studies regards it as “one of the ways of

introducing an artistic image” (Tolmachev, 2008)

Additionally, the analysis of the speech portrait, as it

pertains to “the ways and levels of discursive

implementation of the values of culture and

linguacultural” , is primarily conducted within the

realm of linguacultural studies.

This paper aims to present a comprehensive

classification of the speech portrait, focusing on three

crucial aspects that we believe hold significant

scientific value in both linguistic and linguo-

methodological terms. These aspects include:

• The scope of the subject's speech

characteristics covered.

• The typicality or atypicality of speech

features among certain groups of native

speakers.

• The level orientation of the highlighted

features of an individual’s speech.

By exploring these aspects, we seek to provide

valuable insights into speech portraits and their

relevance in the development and improvement of

sociolinguistic competence. Understanding the

speech portrait's multidimensional nature is essential

for language educators and learners alike, as it

enables effective communication in diverse linguistic

and cultural contexts.

The purpose of this research is to scientifically

establish and develop effective, theoretically

grounded, and experimentally tested methods for

enhancing the sociolinguistic competence of Foreign

language students in linguistic universities.

Additionally, this study aims to explore the concept

of sociolects and speech portraits, specifically

focusing on the uniqueness of language use within a

social context. Our research contends that

understanding and integrating the concept of social

dialects, the speech behavior of its representatives,

and the formation of their speech portraits are crucial

aspects in fostering sociolinguistic competence

among Foreign language students.

This study seeks to propose a model for

improving sociolinguistic competence among

philology students, which will encompass a

structured algorithm comprising stages of mastering

basic terminology and socially marked language

units, sociolinguistic analysis, and the development

of socially appropriate speech behavior. Furthermore,

this research will demonstrate that enhancing

sociolinguistic competence in Foreign language

students should primarily involve teaching them the

skills and abilities to recognize the speech portrait of

sociolect speakers, allowing them to construct speech

behavior that aligns with the social context of

communication.

2 OBJECTIVE

• To classify and analyze speech portraits

in various social contexts.

• To develop educational tasks for

enhancing students' sociolinguistic

competence.

• To study the impact of social and

biological factors on communication.

3 RESEARCH METHODOLOGY

Our research methodology focuses on enhancing

sociolinguistic competence among German language

students majoring in philology. We initiated a

controlled experimental study involving 149 third and

fourth-year students across select universities,

integrating our specialized training into their

curriculum. The study aimed to validate the efficacy

of our novel approach in improving sociolinguistic

competence compared to traditional methods.

Data collection comprised multifaceted tasks

assessing students' ability to analyze sociolinguistic

indicators in foreign language texts. These tasks

encompassed identifying communication variables,

socio-physiological traits of speakers, social status,

and socially marked linguistic features shaping the

speaker's portrait.

The final stage involved a comprehensive survey

mirroring the initial tests, ensuring consistency in

evaluation. This survey assessed students' proficiency

in recognizing socio-physiological characteristics,

communication variables, social status,

sociolinguistic markers, and the social role

influencing speech behavior. We curated test

Language in Society: Understanding Sociolects and Speech Patterns

679

materials from diverse sources including

coursebooks, textbooks, and fictional works.

Quantitative analysis employed two approaches:

comparing results between control and experimental

groups, and contrasting final survey outcomes with

initial assessments. This dual analysis facilitated a

nuanced understanding of the impact of our

specialized training on sociolinguistic competence.

Throughout the experimental process, particular

emphasis was placed on integrating theoretical

knowledge with practical application, utilizing

innovative pedagogical and information

technologies. Tasks and exercises were meticulously

designed to hone sociolinguistic analysis skills,

considering socio-physiological nuances,

communication variables, and social factors

influencing speech behavior.

4 ANALYSIS

The analysis of the comprehensive survey across both

control and experimental groups indicates a

noteworthy disparity in favour of the experimental

cohort. This discrepancy suggests a marked

effectiveness in elevating sociolinguistic competence

amongst students within philological departments of

tertiary institutions through the application of the

devised methodology.

Furthermore, upon comparing the final survey

outcomes between the two groups with the baseline

data, a tangible enhancement in sociolinguistic

analytical skills and proficiencies is discernible.

Specifically, the experimental groups demonstrated a

commendable 16.5% surge, significantly surpassing

the 5.7% improvement observed within the control

counterparts. These findings underscore the efficacy

of the proposed methodology in fostering substantive

advancements in sociolinguistic aptitude among

learners of foreign languages.

Figure 1: Dynamics of Improvement in Sociolinguistic

Competence Among Students in the Experimental and

Control Groups Compared to the Results of the Initial

Assessment Test.

The experimental groups of students demonstrated a

notably elevated erudition and adeptness in

sociolinguistic skills when undertaking the

designated control tasks. Their responses exhibited a

heightened level of coherence and depth, an outcome

ascribed to the rigorous scientific underpinnings of

the prescribed system of tasks and exercises tailored

to bolster sociolinguistic proficiency in the Foreign

language. This system is characterised by a

methodical approach to the curation and presentation

of sociolinguistic teaching materials. The devised

tasks and exercises were meticulously structured in a

hierarchical and sequential manner, with

interconnections that encompassed a broad spectrum

of subtleties within sociolinguistic speech analysis.

The devised system of tasks and exercises, with

its primary aim of augmenting the sociolinguistic

competence of Foreign language students in

philological faculties, serves to enhance their grasp

across all dimensions of this proficiency. It not only

substantially broadens and organises their

sociolinguistic knowledge but also nurtures their

professionalism and unleashes their creative

potential. The integration of both conventional and

innovative pedagogical approaches alongside

information technologies assumes a central role in

facilitating this transformative process.

5 SUGGESTIONS

In the context of Uzbekistan's comprehensive

computerization drive, the professional development

of foreign language specialists is increasingly reliant

on their adeptness with modern information and

computer technologies. This necessity stems from the

broader imperative for professionals across all

domains to seamlessly integrate these technologies

into their work. Furthermore, there's a specific

emphasis on foreign language specialists needing to

stay abreast of contemporary scientific and

educational advancements to enhance their

professional proficiency. Given the foundational role

of educational institutions in cultivating information

technology skills and fostering a culture of

information consumption, educational

computerization is deemed crucial, perhaps even

more so than in other sectors.

In the realm of philology, teaching sociolinguistic

competence to foreign language students extends

beyond mere knowledge acquisition. It encompasses

a holistic approach that involves continuous

enhancement through systematic organization,

correction, and consolidation of skills. The ultimate

goal is to empower students to navigate diverse socio-

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

680

communicative contexts confidently, allowing them

to construct speech effectively regardless of the

setting.

When designing curricula to enhance

sociolinguistic competence, several key

considerations come to the fore. Firstly, creating a

conducive psychological environment in the

classroom is paramount for nurturing students'

motivation to develop sociolinguistic abilities—a

factor that significantly influences their professional

aptitude. Secondly, educators must gauge and

accommodate students' existing levels of

sociolinguistic competence when structuring the

learning process. A cyclic approach to curriculum

design is advocated, ensuring consistent cultivation

and refinement of sociolinguistic skills over time.

Integral to this approach is the seamless

integration of sociolinguistic training materials into

the content of specialized subjects. This not only

reinforces theoretical knowledge but also provides

practical applications that deepen students'

understanding. Additionally, incorporating exercises

focusing on grammatical forms, syntactic structures,

and text comprehension serves to further hone

sociolinguistic abilities, preparing students for

nuanced communication in diverse contexts.

A critical aspect of sociolinguistic competence

lies in students' ability to discern sociolects and

construct socially appropriate communicative acts.

This proficiency hinges on their understanding of the

myriad biological and social factors influencing

communication behavior. Mastery of these skills

entails selecting suitable verbal and non-verbal

communication expressions within specific speech

etiquettes, encompassing nuances of intonation,

vocabulary, and discourse markers.

In summary, the cultivation of sociolinguistic

competence among foreign language students

demands a multifaceted approach that prioritizes

motivation, tailored curriculum design, seamless

integration of materials, and practical skill

development. By addressing these considerations,

educators can equip students with the necessary tools

to navigate diverse linguistic landscapes confidently

and effectively.

6 CONCLUSION

Central to our discussion are two key solutions to the

issue at hand:

Firstly, we firmly assert that the acquisition of

proficiency in recognizing sociolinguistic speech

indicators is not solely derived from the study of

isolated linguistic facts tied to social contexts. Rather,

it is through a holistic examination of sociolinguistic

nuances present in the entirety of selected textual

material that students can truly grasp these intricacies.

This underscores the paramount importance of

meticulously curating authentic texts that reflect the

socio-cultural fabric of diverse societies within the

context of foreign language education.

Secondly, we advocate for a deliberate emphasis

on teaching the recognition of sociolinguistic speech

indicators through the exploration of social

components embedded within the semantics of

language units. This emphasis must traverse various

linguistic levels, encompassing lexical,

phraseological, phonetic, and morphological-

syntactic dimensions. Such a focused approach

should be consistently upheld across all classes within

the curriculum of foreign language courses.

In essence, the devised system of tasks and

exercises aimed at enhancing sociolinguistic

competence among foreign language students within

philological faculties serves as a catalyst for

bolstering proficiency across all facets of the studied

competence. It not only expands and organizes

students' sociolinguistic knowledge but also nurtures

their professionalism and creative potential.

Moving forward, it becomes evident that the

effective cultivation and execution of foreign

language proficiency within a social context hinge

upon a robust foundation of knowledge pertaining to

the overarching features of foreign communication.

The process of fortifying sociolinguistic competence

among foreign language students necessitates

equipping them with the requisite skills to discern the

speech profiles of sociolect speakers. This

discernment lays the groundwork for comprehending

the subtleties of language usage within social contexts

and subsequently crafting socially appropriate speech

behaviors, all while considering the reference speech

profile of a philologist-teacher.

In their pursuit of linguistic proficiency,

philology students are tasked with the responsibility

of selecting linguistic units that seamlessly align with

both the prevailing socio-communicative context and

the persona of a teacher. Mastery of the fundamentals

of an exemplary philologist-teacher's benchmark

speech profile facilitates this endeavour and prepares

students for their future professional endeavours.

Ultimately, the elevation of sociolinguistic

competence among foreign language students aims to

equip them with the acumen to accurately identify the

speech profiles of various sociolects based on

individual and collective traits inherent in linguistic

personas. This encompasses linguistic,

psychological, ethnocultural, age, gender, and social

characteristics prevalent within a given community.

Armed with this proficiency, students are poised to

adeptly navigate diverse social communication

Language in Society: Understanding Sociolects and Speech Patterns

681

contexts and appropriately adapt their linguistic

expressions to suit the demands of each situation.

REFERENCES

Bakhronova, D.K. (2016). Linguacultural peculiarities of

zoomorphic phraseological units. Vestnik

Chelyabinskogo gosudarstvennogo universiteta, 9

(391), 36-43.

Fallon, E., Walsh, S., & Prendergast, T. (2013). An

Activity-based Approach to the Learning and Teaching

of Research Methods: Measuring Student Engagement

and Learning. Irish Journal of Academic Practice, 2(1),

Article 2.

Fedorova, E.Y., Vasyleva, S.N., & Burlakova, O.P. (2018).

Peculiarities of the application of informational and

communication technologies in teaching foreign

languages at a military university. Vestnik ChHPU im.

Y.Ia. Yakovleva, 1 (97), 175-185.

Kovaleva, Y.Y. (2003). Formation of methodical

competence of future teachers of English as a second

foreign language: based on German as the first foreign

language: Abstract of dissertation. Tomsk. 21 p.

Kozirev, V.A., & Cherniak, V.D. (2010). Speech portrait of

a modern teacher: search for an ideal. Universum:

Vestnik Hertsenovskogo universiteta, 1, 37-42.

Maltseva, D.G. (2001). Germany: country and language.

Landeskunde durch die Sprache: Linguistic-cultural

dictionary. – M.: Russkie slovari. – 416 p.

Mishra, D., Bakhronova, D., & Djalilova, U. (2023).

Activity-Based Learning: An Analysis to Teach

Learners Using Online Methodologies. In T.D.L.

Nguyen & J. Lu (Eds.), Machine Learning and

Mechanics Based Soft Computing Applications (pp.

217-229). Springer.

Mullynova, O.A., & Mullynova, T.A. (2017). Working

with special texts in classes of Russian as a foreign

language at a military university. Philological Sciences.

Questions of theory and practice, 2, 203-205.

Nykyforova, O.O. (2003). Stereotypes about politicians in

the German language image of the world. Vestnik

Leningradskogo gosudarstvennogo universiteta im.

A.S. Pushkina, 1(3), 167-174.

Ponomarenko, Y.V., & Shchytova, N.G. (2008). On the

issue of creating a group speech portrait of a

contemporary young person (based on syntax).

Izvestiya Rossiiskogo gosudarstvennogo

pedagogicheskogo universiteta im. A.Y. Hertsena, 49,

165-170.

Tolmachev, T.A. (2008). Methodical potential of using

communicative strategies of intercultural speech

behavior in the process of teaching a foreign language

at a language university. World of Science, Culture,

Education, 4(11), 95-98.

Vorozhtsova, Y.B. (2007). Basics of linguodidactics.

Yzhevsk. 113 p.

Yamaletdynova, A.M., & Medvedeva, A.S. (2016). Modern

information and communication technologies in the

educational process. Vestnik Bashkirskogo

universiteta, 21(4), 1134-1141.

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

682