Abstract For Six Small Research about Linguistics
This analysis discusses about nationalism and the conflict countries such as Yugoslavia, Serbia and Croatia have faced conflict because citizens in the countries want to gain national identity. This analysis illustrates the conflict Serbia and Croatia had, and how the battlefield has shifted into the dictionaries. The dictionary battle conflict illustrates the use of the Serbo-Croatian language. This language has three key languages based on the word for what in each form of language. The languages include the Stokavian, kajkavan and Cakavian. Stokavian on the other hand, had three different dialects known as Ekavian, Ijekavian, and Ikavian emanating from a phonological disparity between e, ije, and I. The two standard languages were Ekavian and Ijekavian for both Serbian and Croatian respectively.
This article clearly indicates that a majority of the Croats and Serbian view their standard languages as entirely independent. With this notion, the Croats often try extremely hard to emphasize the differences while the Serbian try to down play all the differences that exist claiming that only one language incorporates various variants. Although studies and analysis from bells criteria indicates that, these languages are completely different in the sense that they are both standardised. The two languages have vitality, which indicates that they have a living society of the language speakers. It is also evident that Serbian and Croatians share similar times and history and language emerged as a basis for developing unity, which is not true currently. The two languages have incongruity but this cannot be a valid basis for concluding that the languages are similar. This conflict has created conflict between the two nationality creating animosity and the two currently look down on each other.
Walls of the tongue: a sociolinguistic analysis of Ursula K. Le Guin’s the Dispossessed by Daniel W. Bruhn
This analysis focuses on the issues of sociolinguistics, which concentrates on studying linguistic behaviour and language in relation to social and cultural factors. Currently sociolinguistics has the notion that an individual only understands language only when preoccupied from its social background. This article evaluates the stories written by Le Guin who is also fluent in concepts of linguistics sociolinguistic is driven by variation, gender is this issues, power, language contact and acquisition since these are the key aspects that the society contributes to language.
This analysis highlights the utilization of the concepts in the Dispossessed beginning with a social analysis of communal planet called Anarres. This section indicates how Edward Sapir and his English student Benjamin Whorf engaged in research to develop an effective way of evaluating the relationship between the community and language. They came up with a hypothesis that language aids in sharpening the process of thoughts in an individual’s brain a fundamental element utilised in the Dispossessed. This section also highlights that individual personality is effortlessly highlighted with language. The section of Urras has both the social analysis and individual analysis in the county of A-Io , which is the direct opposite of Anarres.
The work of Le Guin employs the key elements of Sociolinguistics effectively in his stories and novel the dispossessed. The purpose of the analysed elements exhibit good science fiction by establishing a sense of the other and the alien, the society in Anarres is made realistic through the strange and foreign sociolinguistic elements. Lastly, it assists an individual to understand the difference between Iotic and Pravic a key contribution to the novel creating the idea of the wall clearer since there is a disparity between the Urrasti and Anarresti languages.
The socio-linguistics of SMS: An analysis of SMS use by a random sample of Norwegians by Rich ling
Short messaging system (SMS) or texting, emerged in the late 1990 and has experienced rapid growth since statistics indicate that in Norway approximately 280000 texts are sent in an hour, which can result to approximately 6.7 million texts per day in a Norway, which has over 4 million individuals. This analysis focuses on the linguistic level of texts, which appear to be trans-linguistic haul queen. A text has various elements that might cause individuals to imagine they are speaking rather than writing. This form of communication is effective and instant although it is informal in nature unlike spoken language.
An individual might text what they feel, for example, I am bored. This statement illustrates text written in the present tense and first person. Texts are associated with lack of ceremony and this varies with the age of the writer, is analysis indicates that women in their teens use salutation both at the beginning and at the end in their messages, which is similar to a written letter. A SMS is short lived when compared to letters since a phone can delete messages when they exceed limit. This analysis indicates that a SMS is addressed to an individual while written material is available for anyone to read.
This article was effective thorough the use of a database that categorised messages in different levels. Individuals tend to reveal their personal information through sms than in oral meetings. In addition, individual start and end relationships through messages through sending grooming messages.
Texting is similar to writing since it does not ignore the interlocutors, it is more retained in comparison to spoken language since it does not utilise adverbs and adjectives broadly. It is the most effortless, private and effective mode of communication available in the world.
A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study
of Texts in English Textbooks Used at Junior High School by Lies Amin Lestari IKIP Surabaya
This article focuses on the textbooks available for both the teachers and students and the sociolinguistic aspect used by the writers and publishers while producing these books. This analysis illustrates that it is vital for the writers to publish books that benefit both the students and the teachers in the learning process. An English teacher should choose a book using a certain criteria, for example, the authenticity of the lingo as utilised by the native speakers and the culture correctness. It is evident that three books used in high schools have been analysed leading to a conclusion that some words are sociolinguistically inappropriate and intolerable although the textbooks were fit for teaching.
The lack of suitable books equipped with the latest curriculum causes numerous writers to publish books to meet the requirement of the students and teachers. Textbooks labelled "Disusun Berdasarkan Kurikulum 1994" flood the market. All the writers try to persuade the English teachers and head teachers to utilise their textbooks. A thorough analysis of the book indicates that the books contain all the requirements of the 1994 curriculum since the material inside integrates the themes required and provided. It is evident from the study that the aims of learning English at the high schools were for students to be capable of reading, speaking and writing English in relation to the theme selected in the curriculum.
Dimopoulos, K., Koulaidis, V., Sklaveniti, S. (2005). Towards a framework of socio-linguistics analysis of science textbooks: The Greek case [Abstract]. Research in Science Education, 35, 173-195.
This study was conducted with the aim of providing a framework for understanding how the language adopted in Greek school science textbooks project pedagogic messages. The study covered all school science subjects offered in schools; Biology, Chemistry, Physics and encompassed primary and lower secondary educational levels. The analysis was performed using a combination of socio-linguistics and pedagogical perspectives. The analysts used dimensions of content specialization to classify the messages, social pedagogical relations to frame them and the linguistic code corresponding to the school science textbooks to formalize the framework. The classification and formality are employed in identifying how through content and codes, science textbooks tend to pitch students against the interior of the subject’s body of knowledge. The framing of the messages was done to identify the manner in which science textbooks position students as learning subjects in relation to the school science discourse.
The study found that the educational level than the subject discipline influences the type of pedagogic messages projected by the science textbooks more. The findings supported the conclusion that as the education level rises, there is a gradual move towards more specialized presentation of scientific knowledge, especially in terms of the codes used. At the same time, there is a paralleled increase in student autonomy particularly their ability to access the textbook materials. The findings of this study have implications on how teachers and students should approach science textbooks. This could influence the role that both teachers and students take in the internalization of the pedagogic messages in textbooks and how this information can be used to influence the way science textbooks are authored and produced.
Kanjuki Agnes (u.d). Socio linguistic analysis of graffiti in secondary schools: A case study of selected schools in Nyandarua district [Abstract]
Graffiti is a form of expression in which drawings and words are put on public surfaces by unknown authors. Graffiti is largely viewed as illegal in many jurisdictions because their messages are often viewed as a threat to authority. The absence of widespread acceptability does not negate the fact that graffiti is an efficient form of self-expression and public communication. In Kenya, students in secondary schools have adopted graffiti as a way of expressing their opinion in the school system that does not give them avenues to take part in discussion and contribute to decisions. This study set out to investigate graffiti in terms of its nature, stylistic features, content and perception in Kenyan secondary schools using schools in Nyandarua district.
The hypothesis for the study was that graffiti uses specific stylistic features in language to pass messages on social issues to which teachers and students have differing attitudes. Texts were collected from 10 secondary schools in Nyandarua but only 200 texts were sampled for analysis; 20 from each school. From each of the ten schools, two teachers and five students were enlisted to respond to different interview schedules. The data collected was sampled both qualitatively and quantitatively to arrive at the conclusion made. The study adopted a socio-linguistic approach to research and used Leech’s Model of Stylistic Analysis and Critical Disclosure Analysis to arrive at the findings. The study found that graffiti uses capitalization, figurative language, shortened words and symbolism to communicate messages of love, sex, religion, politics, and student welfare and school authority. The relevance of this study will be in the adoption of its findings by school administrators, teachers and policy makers in understanding students and their concerns.
