On the Teaching and Learning of L2 Sociolinguistic Competence in Classroom Settings

| June 28, 2006
On the Teaching and Learning of L2 Sociolinguistic Competence in Classroom Settings

Keywords: sociolinguistic competence, communicative competence, classroom observation, communicative language teaching

Ming-chung Yu
National Chengchi University, Taiwan

Bio Data
Ming-chung Yu obtained his doctoral degree from Harvard University in 1999, and is currently an associate professor of Applied Linguistics at National Chengchi University in Taiwan. He has published articles in Language and Speech, The Modern Language Journal, Journal of Pragmatics, and Pragmatics. His current research interests include TESOL, cross-cultural pragmatics and second language acquisition.

It is well-recognized that in acquiring a new language, second language (L2) learners, in addition to learning structural, functional, and discoursal rules, have to internalize sociolinguistic rules that can guide them in the choice of appropriate forms. Research has amply shown that even advanced learners’ communicative behavior, due to a lack of sociolinguistic competence, may often deviate from L2 conventions so as to cause many cross-cultural misunderstandings. The study reported in this paper was an investigation of classroom practice and its effects on the learner’s development of sociolinguistic competence. The purpose is to examine and discuss, based on the data obtained from classroom observation, what foreign language teachers may need to pay close attention to when teaching a foreign language.


See pages 111-131

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Category: Quarterly Journal, Volume 8 Issue 2