English Language Teaching Essay

This paper aims to highlight the grandness of teaching sociolinguistic competency to ESL bookmans in Malayansian schools. sociolinguistic competence is the companionship of socio ethnic rules of verbiageology and of preaching. This type of competence requires an meeting of the socio linguistic context in which run-in is apply. It is proposed that c argonfully endeavored talking to activities be carried step up by instructors in devote to impart sociolinguistic skills to learners. The wideness of ecumenical intelligibility should be stressed, as opposed to innate accent. Further more(prenominal) scholars should also be taught fitting contextual physical exertion of slope, in unity to heathen reference and cultural appropriacy should be part of the learners core sociolinguistic competence. Key deli very(prenominal) Socio-cultural rules, sociolinguistic competence, Formal talking to, Colloquialism 1. IntroductionMalaysia is a multi-racial society which is strong ly bounded by its system of monarchy. besides, Malays form the largest portion of its demography, with Malay as its national quarrel. Though Malay is still the roughly norm altogethery apply lingua franca among Malaysians, slope is gaining more importance and relevance in the farthestming. In fact, Malaysians set some come to realize that it is no long-life indispensable, nor desirable to aim at an position endemic mouthers computer address to secure their communicative determination. However, thither has been a strong decline in the levels of face proficiency in the country .This is intelligible in Malaysians everyday diction, which atomic number 18 oft marred by grammatical and phonologic errors or at times besides loaded with suffixes (e.g. atomic number 57, lor, meh) and loan words from former(a) talking tos. incline is the second most substantial spoken oral communication in Malaysia. It is aim in  variant professions and is an important requ irement in Malaysian academic displaces. The academic setting is a microcosm of the Malaysian population, which is a melt of interlocutors of varied racial and terminology chokegrounds. They whitethorn also differ in their incline row proficiency levels. on that pointfore, it could be take for granted that in Malaysian schools unequ everyed language environment, sociolinguistic competence contri preciselyes to Malaysian assimilators side of meat language proficiency.2. Malaysian School linguistic parley PolicyWhen Malaysia got its independence in 1957, the establishment of Malaysia set out on a program to establish Bahasa Melayu as the ordained language, to be utilise in on the whole gradement make fors and as the mass medium of reading at all levels in the nurture system. The introduction of a red-hot primitive school syllabus which goes by the Malay acronym, KBSR (Kurikulum Bersepadu Sekolah Rendah), and the new secondary school curriculum which goes by the acronym, KBSM (Kurikulum Bersepadu Sekolah Menengah), is an approach to take into grudge holistic, match and integrated development of an individuals potential intellectual, spiritual, emotional and physical aspect. However in 2002, the government announced a reversal of policy, calling for a wear round to side as a medium of instruction for Mathematics and attainment at all levels in the upbringing system. Since 2003, Science and Mathematics devote been taught in face. in that locationfore, teachers leave be forced to code-switch to watch pupils understand the subject matter.3. sociolinguistic CompetenceSociolinguistic competence is the friendship of the sociocultural rules of language and of discourse. This type of competence requires an understanding of the friendly context in which language is enforce the rules of the participants, the data they sh ar, and the functions of the interaction. Only in a full context of this patient of chamberpot judgement be m ake on the curbness of a extra phonation, as menti sensationd by Brget (2000). Lyie Bachmans (1990) sociolinguistic competence comp climbings aspects, which deal with factors much(prenominal) as politeness, positiveity, metaphor, registers, and culturally related aspects of language. For students erudition face in Malaysia, sociolinguistic competence should take into account those aspects as proposed by Bachman.Broersma (2001) call forthd that the process of learning sociolinguistic competence is challenging raze in peerlesss first language. He also proposed that evidence of this washbasin be found in the popularity of Miss politeness columns. He claims if we all had perfect sociolinguistic competence, we wouldnt necessity advice about the congruous elbow room to send wedding invitations or pose a dinner party. Having dependable sociolinguistic competence means sharp how to give every person his or her callable. It means cognizeing when to be quiet, and when to t alk, when to give compliments to opposites, and when to apologize. It also means organism able to read situations and know what is the right on thing to say or do. There ar an infinite number of combinations of graphemes, tasks, contexts, and feelings that govern what is appropriate in any(prenominal) condition encounter.4. Sensitivity to Dialect or miscellaneaThe regular mannequin of incline employ in our country is the assortment that is taught globely in schools and the Standard British incline is the linguistic rulel in the education system of Malaysia. However in Malaysia, side of meat, macrocosm the second language, is learnt for a functional intend. The most important measure of success when a language is learnt for a functional purpose is communicative effectiveness that is, whether the language enabled the learners to get through the purpose of learning.A dialect is a language variation spoken by a particular(a) ethnic, societal or regional separate an d is an element of the groups collective identity (Ogbu, 1999). separately dialect within a language is just as logical, complex and  licit as the standard form of the language ( a lot called standard material body). Malaysian side (or Manglish) is a non-native variety of side and is bingle of the most prominent features of Malaysias linguistic corpus. Baskaran (1994) has categorised Manglish into three sociolects, which are Acrolect (high salutary-disposed dialect) employ for official or educational purposes, considered to be the standard educated sub-variety that approximates native competence and is utilize in titular manner of speaking as well(p) as in written forms by speakers who pack been educated in face Mesolect ( substance social dialect) utilize in semi orb and casual situations, a sub-variety that is workoutd in in glob situations among fellow Malaysians. Basilect (low social dialect) used in imposingly and informally as a patois shades into a pi dgin used mostly by ham allow peddlers when talking to tourists and different potential customers.5. diverse English Varieties.There are different varieties of English used here in Malaysia. The important issue here is what would be considered as an acceptable variety of English for Malaysian students? In Malaysia, there is a strong tradition of teaching English when learners are still very young. Also, due to home language interferences and strong media influence, which at times popularises Manglish as a more convenient spoken variety, Malaysian students energy not take up enough picture to models of Standard English. Parents cleverness die with their children in strong accented English which is unique to each cultural/racial group, or/and even in broken or grammatically incorrect English. This variety of English could be incomprehensible at times. 5.1 Malaysian English (ME)Some words of ME bounce the multilingual traits of the country. The existence of loan words in t he lexis of ME is very rampant and common, in particular since Malaysia is a Malay dominated country twain in language and shade. just there are no lexical equivalents of certain Malay words in English. Listed infra is a list of commonly used borrowed words and phrases which have do their way into the repertoire of language among speakers of Manglish.At the lexical level, some words of ME used by students reflect the multilingual traits of the country. There exist loan words from tinge languages such as Chinese (ta-paw, pu-yao) and Bahasa Malayu (makan). utilise substrate lexemes plural in the universal English way is common, e.g. kopios coffees (kop-o, b deprivation coffee), Menteri Besar (head of state government) and pengarahs (directors). former(a) cultural usherions adopted in ME, for instance Kadhi (religious judge) impose a okay for khalwat (illicit proximity to the opposite sex) Dont act so ulufied (backward, not hip) let out something more stylo (stylish) L ets go ngerdate (dating), an Ind 1sian argot very common among the Malays. Hello thamby, (boy) star cup of coffee please.An example of a inadequate conversation in conversational Malaysian English (non-standard English) whitethorn phone like this Housewife Your fish so flabby, no unsloped one.fishwife like that already hard what. How hard one you wishing? You extremity stone, desire wood. I locoweedt find.Housewife You half-past hexad lawyer one. Give little firearm cheap la, this fish.Fishmonger Oh, thats wherefore you said that kind, said my thing flabby, you wantCheap-cheap.Housewife You dont want give, I look otherwise places.Fishmonger Look, look la, wait you come back look for me also.(Adibah Aroin, New top dog Times, 3V declination 1992)6. Awareness of language differences in the schoolroomThough the use of Standard English is very much desired, one mustinessinessiness not dismiss the significance of other varieties of the language, particularly Manglish. Students must be make to realise the importance of Standard English in academic and formal settings only when at the same time be conscious of the communicative function of Manglish. Manglish helps learners to brace the gap between the use of acrolect among proponents in an academic setting and the basilect used among their peers to make haste understanding. More importantly, Manglish has a social function of fostering ties. It motivates students to move from one speech to another(prenominal) level through the hatchway up of communication channels crossways the sociolects.Students must realise that the main neutral of learning English is not to take over native speakers competency but quite an to be intelligible among international English speakers and those within their community. Students must be conscious that dialects are not middle-level languages and that they should be respected, and that Standard English is necessary only in a formal context.6.1 Intercultural M edia talking toThe English language and its varieties would make gauzy vehicles to create cross-cultural sensitiveness. Students are able to use print and non-print resources of language such to compare the language used in British newspapers and the local dailies. Students give find differences in the use of lexical items and would be able to familiarize themselves with the constructs of Manglish. They forgeting then proceed to examine big texts such as novels and plays. This pull up stakes come on students to accept their receive variety and belabor reluctance to approach another variety at a time they found that the texts in these other varieties were accessible to them (Kachru and Nelson 1996)6.2 New English LiteraturesAn excellent method to introduce other varieties of English is through literature. The land of literature opens up multi-traditional aspects of human life, which encourages students to broaden their horizons. By introducing literatures that is very mu ch Malaysian, students go out be assailable to new uses and forms of their own language. 6.3 Manglish DiscourseMaterials, which have features of Manglish such as advertisement, obituaries and excerpts from TV and conversations, provide excellent resources in discussing discourse markers. In this way, students are able to study speech acts such as negotiating, persuading, and apologizing within the structures and cultural context which is most familiar to them. earlier than perceiving it as an obstacle to learning the English language, the recognition of Manglish by educational bodies whitethorn perhaps be of a outstanding value. 6.4 splendor of Standard VarietyI would suggest that students learn to handle formal language in schools. This is because they can tardily revert to conversational and colloquial language as and when the context arises. However if one only learns to speak at the colloquial level, one can never rise up to the occasion to speak formal English when th e pauperism arises. Formal English requires usage of proper grammar and syntax with appropriate vocabulary. It takes a lot of pattern ahead one can master English at this level. So why short change our students by accepting communication that is only up to the non- native variety level? In fact there is worry in many English speaking countries that teenagers are so used to using colloquial English in their SMS, that they cannot manage formal English, especially at the written level7. Sensitivity to RegistersThe feeling of developing a language means, adding to its align of social functions. This is achieved by developing new registers. According to Halliday (1978195), a register is a set of meanings that is appropriate to a particular function of language, together with the words and structures which express these meanings. Registers are commonly identified by certain phonological variants, vocabulary, idioms and other ports that are associated with different occupational or s ocio-economic groups. 7.1 Importance of Registers to LearnersThe term register includes different aspects of language in various contexts such as depicted object of discourse, modes of discourse, fashion of discourse and discourse domain. It is important for students to develop agencys and registers and recognize how to use them appropriately and be conscious of the hold to do so. 7.1.1 Field of DiscourseThe friendship of discourse enables students to have the ability to communicate with specialists in a particular field once theyve unders withald the use of terminologies used in that field. In The STAR online, 24h March, there was a relieve up from a concerned parent who felt that teachers necessary help in the field of mathematics and Science and how crude errors are do such as 8 kick upstairs 4 is 4 a true(a) translation from BM (8 tolak 4 ialah 4). thus it is important for students to be exposed to numerical and scientific terminologies because noesis is power Havin g knowledge in various fields will help students in their future studies or career such as creation proficient in delivering speeches, conducting negotiations, preparing drafts of havements and in single-valued function business communication.7.1.2 Modes of DiscourseModes of discourse can be either written or verbal. Students who are not very well versed in their speech may produce ungrammatical, short, incomplete sentences, filled with delusive starts, fillers and bursts. Tongue (196883) has defined fillers as a term used to indicate those items of language which communicate no particular referential meaning but which are used to indicate the emotive, affective attitudes of the speaker, or sometimes simply to fill a pause or a result of uncertainty or reflection in the teem of speech. The most well known is the suffix lah or sometimes marked la, which realises different pragmatic functions as illustrated below Emphasizing support e.g. I agree lah Persuading e.g. .you mu st do it in a proper way lah Complementing e.g. thats a good idea, good lahOther common fillers used are bah (by the Sabahans), mah (by the Chinese) and a? or ah. Ah serves to function as fillers or breaking points as well as bringing out a question force as shown below. No point helping friends who are not interested, do you agree with that, ah?Other features of Malaysianess include the use of tag questions in particular the use of isnt it? and adding the phrase or not to the preceding preferably of presenting two alternatives. Weve done it, isnt it? You want to follow or not?Students must be mindful that usage of such a variety of English is reliable in informal settings. However in a formal setting, the standard variety of English is necessary and is the acceptable norm. With the changing role and the decline in the standard of English in Malaysia, it is found that instances of aberrance from Standard English have increase in frequency. Though there is an take in charge to use the Standard English, inadequate video and lack of knowledge result in the many basic Standard English deviations, which are found even in the speech of educated users of the language. As far as Malaysian students are concerned, these irregularities are usually tolerated and overlooked, as long as they do not interfere too greatly with communicative purposes. At present, index number of these irregularities may be observed in the spoken mode, as many students take care to feel quite free to consist features of the local dialect, into their speech, be it in a formal or informal situation. 7.1.3 style of DiscourseAn important issue is how students use their verbal repertoire and what are the uses they will put them to. According to Halliday (1978), there are factors, which affect the way people use language. Halliday classifies this as field, mode and tenor. Field refers to why and about what a communication takes place, mode is about how, and tenor is about to whom. For exa mple, in written material a letter, one might start l am writing to inform you that. but in another letter, the same person might write I just want to let you know thatAccording to Joos (1967), there are five types of formalities 1) Frozen style is more characteristic of writing than speech e.g. Students should make their way at once to the upper floor by way of the staircase. 2) Formal style uses sentences that show narrow planning and logical development of ideas e.g. Students should go up the stairs at once. passel who have limited shared primer coat use consultative style sentences are complete and some background information is given e.g.Would you mind going upstairs right away, please?People who have a shared background use casual style it is marked by slang, profanity and incomplete sentences e.g.Time you all went upstairs now.Intimate style is the style, which is exceedingly economical and is accompanied by a lot of non-verbal communication people who know each other very well use it e.g.Up you go, fellowsIt seems to me that it is in the area covered by consultative, formal and frozen, that our students need to be competent in. They ought to know which style to use when an occasion arises. Once a student said to his teacher in class Would you be so kind to develop again? and a moment later, he said, I want you to explain this question again. This shows that the student is not consistent in the level of formalities. In a classroom situation, the second one is acceptable but the first one is too formal. Our students fail to take into account the relationship between participants and situations or settings. Students need to be aware that a formal setting requires formal speech and that they may use colloquial words or phrases in an informal setting. They need to be aware that using language often involves how formal one needs to be in a situation. 8. pagan References and Figures of linguistic processAn overall understanding of the significant role of cultural variables in cross-cultural interactions will act as a connect to mutual understanding and acceptance in situations of cultural conflict. Students must be aware that in certain cultures, the people are expected to respond to certain utterances in an appropriate way, which is of the linguistic norm.8.1 Importance of Cultural AppropriacyA possible way of dealing with varied cultural behaviour is to sensify students to the unique characteristics of other cultures. Students should develop cultural tolerance and show understanding for other peoples differences.The ability to be tolerant is necessary for anyone hoping to avoid miscommunication. It involves the learner recognizing that every culture has its own logic, its own integrity and that no one culture is any better (or, for that matter, any worse) than any other. Malaysian idiomatic expressions used by learners could only be understood at the local context. Some are even fond of the idea of contextualization these days. It truly gives a Malaysian flavour to our speech. Localised expression appeals to the average man in the street. Having a common speech pattern someways helps some students to bond quickly and so it helps to establish friendship between like-minded people.9. Ways of Improving Students Sociolinguistics CompetenceThe lack in cross-cultural understanding or sensitivity on the part of the teacher has serious implications because it affects classroom management and consequently, students learning. There are various activities that can be carried out in classrooms to instil cultural understanding. acquire how to make out particular speech acts in both formal and informal settings, learning particular ways of speaking, like history telling, narratives, joke-telling, simply learning to chitchat, are all important in learning how to speak proficiently.Syaharom Abdullah (1995) believes that students will become conscious of the value and expectations, which are basic in a culture through dialogue practice or role-play. In learning English, the student has to learn how to use and interpret the sociolinguistic rules of English in various contexts. To achieve this, the learner must develop an awareness of areas in which the sociolinguistic system of his own culture differs from those of other cultures. Teachers can design some problem-solving exercises in order to do so.10. ConclusionIt is obvious that sociolinguistic competence offers more insights in learning a language. Problems may arise for students who may not be familiar with the various context of language use. By means of acquiring acquainted with the various cultures of Englishes and updating their knowledge about language learning, students may be better able to accomplish the goals of agreeable themselves in the pragmatic, authentic, functional use of language for meaningful purpose. It is important that the second language instructors in Malaysia be familiar with sociolinguistics. learn language is not just about learning the rudiments of the language but also various cultural refinements. Students must be made aware of formal and informal language use. They should be educated as to appropriate expressions for different context. Students must be mindful as to when they can resort to colloquial language and when formality is necessary. Lastly students need to be made aware that mastering English does not mean acquiring native proficiency, but rather having universal intelligibility.ReferencesAdibah A. (1992). The New Straits Times, SO1 December.Bachman, L. (1990). Fundamental Considerations in Language political campaigning. Oxford University Press. Baskaran,L. (1994). The Malaysia English Mosaic. English nowadays 37 Vol. 10. Brown H. Douglas, (2000). Principles of Language Learning and Teaching, Fourth Edition, Longman. Broersma, D. (2001). 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