社会语言学与英语学习

《社会语言学与英语学习》内容简介：语言是社会组合的工具。社会语言学对语言现象的一个基本认识是语言的变异性。《社会语言学与英语学习》着重研究语言与社会、语言与文化、语言与风格、语言与交际、语言与语境的关系；从社会语言学角度观察英语特点；帮助英语学习者了解在跨文化交际方面的知识，掌握英语技能，指导英语实践。
《社会语言学与英语学习》可作为英语专业本科生和研究生的教材，亦适用于英语学习者和英语爱好者，对英语教师和英语工作者也有较高的参考价值。 

谢徐萍，教授，硕士生导师，1983年毕业于南京师范大学外国语学院，现任南通大学外国语学院英语应用语言学研究所所长、研究生教研室主任，2003年赴澳大利亚昆士兰大学教育研究生院做不错访问学者。研究方向为语言学、教育心理学，主持江苏省教育厅课题及其他项目10余项，出版专著《英语读写文化（Literacy）研究》，获江苏省第二届教育科学很好成果三等奖，迄今在省级以上学术期刊发表学术论文50多篇，其中在国外MELTA、《外语界》、《学术论坛》等CSSCI核心期刊发表论文约20篇，论文多次被中国人民大学书报资料中心全文转载，并获得江苏省各类很好教育教学论文和科学研究成果奖励多项。 

1 An Introduction to Sociolinguistics
1.1 What is Sociolinguistics?
1.2 History of Sociolinguistics in the West
1.3 Language and Society
1.3.1 Language as Social Behavior
1.3.2 Language as a Communicative Means
1.3.3 Language as an Information System
1.4 Sociolinguistics and English Learning
1.5 Summary

2 Language Change
2.1 Introduction
2.1.1 Linguistic Item
2.1.2 Variety
2.1.3 Linguistic Variable
2.1.4 Speech Community
2.1.5 Networks and Repertoires
2.2 Forms of Language Change
2.2.1 Phonological Change
2.2.2 Morphological Changes
2.2.3 Lexical Semantic Change
2.2.4 Grammatical Change
2.3 Nature of Change
2.3.1 Internal and External Change
2.3.2 Family Tree
2.3.3 Wave Diffusion
2.4 Factors of Change
2.4.1 Imitation of the Prestigious
2.4.2 Slang and Dialects
2.4.3 Simplification
2.4.4 Politeness
2.4.5 Stratum Terms
2.5 General Conclusions

3 Language Variety Space
3.1 Language and Dialect
3.1.1 Dialecte and Patois
3.1.2 Size and Prestige
3.1.3 Social and Political Factors
3.1.4 Dialect and Intelligibility
3.2 Standard Languages
3.2.1 Standardization
3.2.2 Historicity and Vitality
3.2.3 Autonomy and Acceptance
3.2.4 Reduction and Mixture
3.3 Pidgin and Creole
3.3.1 Lingua Francas
3.3.2 Pidgins
3.3.3 Creoles
3.3.4 Theories of Origin
3.4 Language Loss and Revival
3.5 General Conclusions

4 Language and Gender
4.1 Male/Female Language
4.1.1 Male/Female Lexical Form
4.1.2 Male/Female Language Differences
4.2 Sexism in Languages
4.2.1 Marked and Unmarked Terms
4.2.2 Female Vocabulary
4.2.3 Sexist Language
4.3 Sex Differences and Possible Reasons
4.3.1 Social Division of Labour
4.3.2 Social Prejudice
4.3.3 Power and Control
4.3.4 Role Relations
4.4 Language Bias in English
4.5 General Conclusion

5 Varieties in the English World
5.1 English and Social Class
5.1 1 Class and Status
5.1.2 Social Class and Language Variation
5.1.3 Social Status and ' Prestige' Norms
5.2 Black English in America
5.2.1 Characteristics of Black English
5.2.2 Three Views on Black English
5.3 American English
5.3.1 History of American English
5.3.2 Characteristics of American English
5.3.3 American English and British English
5.4 Good English and Bad English
5.5 Summary

6 Language and Context
6.1 Context Views
6.2 Linguistic Context
6.2.1 Conceptual Meaning
6.2.2 Grammatical Meaning
6.2.3 Topic Meaning
6.2.4 Co[locative Meaning
6.3 Non-linguistic Context
6.3.1 Cultural Meaning
6.3.2 Stylistic Meaning
6.3.3 Status Meaning
6.3.4 Temporal and Spatial Meaning
6.4 Style of English in Application
6.4.1 Style
6.4.2 English in Advertisements
6.4.3 Features in Political English
6.5 Register
6.5.1 Context and Register
6.5.2 Features of Register
6.6 Summary

7 Cultural Variety of Language
7.1 Language and Culture
7.2 Linguistic and Cultural Relativity
7.2.1 The Sapir-Whorf Hypothesis
7.2.2 Reaction to Linguistic and Cultural Relativity
7.3 Address Forms and Culture
7.3.1 Kinship Term and Kinship System
7.3.2 Social Address
7.4 Jargon, Taboo & Euphemism
7.4.1 Jargon
7.4.2 Taboo
7.4.3 Euphemism

8 Language Contact
8.1 Diglossia
8.1.1 Definitions of Diglossia
8.1.2 Features of Diglossia
8.1.3 Extended Meanings of Diglossia
8.2 Bilinguals & Bilingualism
8.2.1 Descriptive Analysis of Bilingualism
8.2.2 Bilingual Competence
8.3 Code Choosing and Code Switching
8.3.1 Code Switching
8.3.2 Code-Mixing
8.3.3 Attitudes to Code Switching and Code Mixing
8.4 Concluding Remarks

9 Configurations of Language
9.1 Spoken and Written Language
…… 

On most occasions, people imitate the speech of those who are in higher social positions. At the same time, many upper classes also borrow slang vocabulary from lower classes, especially the youth from the higher social groups who often imitate the pronunciation or informal discourse of the lower strata. For example, in Australia the lower class people are fond of using high-rise terminal in declarative sentences as they treat a question, which is thought as vulgar and full of vernacular features by the older generation. However, many youth from the higher strata would strive to be the first in imitating it.
Different discourse styles of male and female form another important factor generating language variation. We will discuss the relationship between language and gender in chapter 4. Holmes ( 1998 ) points out that in general, women tend to introduce the prestige forms, whereas men tend to lead changes in the opposite direction, introducing new vernacular forms. Women use more standard but less vernacular forms than men. Holmes once made an investigation in a Spanish countryside and found that many women there tired of farming, went to city and began imitating standard language after they found jobs in the city ( even as baby-sitters, they could contact middle class employers). In contrast, many city upper-working class men often adopted informal forms of middle or lower-working class men, including vulgar of swear words or taboo words.……