CC BY
12
ISSN 1991-9468 (Print), 2308-1058 (Online)
УДК 378:316.342.2
doi: 10.15507/1991-9468.113.027.202304.694-703 Original article
http://edumag.mrsu.ru
Sociocultural Values and Pragmatics of Caste Address Form in Multilingual Pakistani Student
and Teacher Discourse
M. A. Soomro
Quaid-e-Awam University of Engineering, Science & Technology, Nawabshah, Pakistan RUDN University, Moscow, Russian Federation [email protected]
Abstract
Introduction. Pakistani universities' multilingual and multicultural classrooms can create communication difficulties when trying to understand the attitude and meanings conveyed by caste address forms in student and teacher discourse. Address forms are influenced by sociocultural values, they reflect speakers' linguistic reality and convey the social structure of the society. Among the variety of address forms in Pakistani English speakers' caste as a category of address form represents their cultural identity and norms. This article aims to present the findings of the study regarding the use of caste as a category of forms of address among multilingual Pakistani English speakers in a university setting.
Materials and Methods. The author shares the results based on data collected from a vast range of tools such as discourse completion task questionnaires, open-ended interviews, official letters issued by the universities, and validated by ethnographic observation. A total number of n = 447 responses were received from public sector universities of Pakistan. The analysis of data was based on a mixed method of both quantitative and qualitative approaches and draws on an interdisciplinary theoretical framework based on cultural linguistics, cross- and intercultural pragmatics, cultural studies, theory of address forms, World Englishes, and sociolinguistics. Results. The results reveal that caste address form usage in Pakistani English has socio-pragmatic dynamics. The students and teachers used caste as an address form in a variety of ways that adhere to sociocultural values to achieve their communicative needs. The caste usage showed closeness/intimacy, respect, and informality among both students and teachers. These results suggest that caste as the category of address forms is interpreted as an instrument that interlocutors use to discursively construct appropriate, situation-based aspects of their lingua-cultural identities. The results have implications for language learning and teaching, sociolinguistics, and academic discourse.
Discussion and Conclusion. In the multilingual academic setting, this study's results suggest the influence of social and cultural values on the communication etiquettes of interlocutors. Pakistani English speakers adhere to their communication norms acknowledging varieties of sociopragmatic knowledge to achieve communicative needs. To sum up, results reveal variance in the use of caste as a category of address form showing multilingual Pakistani English speakers' cultural and bi-multilingual identity. Their use and choice of address form express respect, intimacy/closeness, and informality at the same time, however, European addressing styles indicate either respect or intimacy.
Keywords: caste, address form, sociocultural values, identity, multilinguals, university setting
Funding: This publication has been supported by the RUDN University Strategic Academic Leadership Program.
Conflict of interest: The author declares no conflict of interest.
© Soomro M. A., 2023
0 1 Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License.
INTEGRATION OF EDUCATION. Vol. 27, No. 4. 2023 £
For citation : Soomro M.A. Sociocultural Values and Pragmatics of Caste Address Form in Multilingual Pakistani Student and Teacher Discourse. Integration of Education. 2023;27(4):694-703. https://doi.org/10.15507/1991-9468.113.027.202304.694-703
Оригинальная статья
Социокультурные ценности и прагматика кастовой формы обращения в многоязычном пакистанском дискурсе студентов и преподавателей
М. А. Соомро
Университет инженерии, науки и технологий Куэйд-и-Авам, г. Навабшах, Пакистан Российский университет дружбы народов, г. Москва, Российская Федерация [email protected]
Аннотация
Введение. Многоязычные и мультикультурные аудитории пакистанских университетов могут создавать трудности в общении при попытке понять отношение и значения, передаваемые кастовыми формами обращения в дискурсе студентов и преподавателей. Использование форм обращения зависит от социокультурных ценностей. В Пакистане каста носителей английского языка как категория формы обращения отражает их культурную самобытность и нормы. Цель статьи - представить результаты исследования по использованию касты как категории формы обращения среди многоязычных пакистанцев, говорящих на английском языке в университетской среде.
Материалы и методы. В статье приводятся результаты, основанные на данных, собранных с помощью широкого спектра инструментов - анкеты для завершения дискурса, открытые интервью, официальные письма от университетов, подтвержденные этнографическими наблюдениями. От университетов государственного сектора Пакистана получено 447 ответов. Анализ данных проведен с использованием смешанного метода (количественного и качественного подходов) и опирается на междисциплинарную теоретическую базу, основанную на лингвокультурологии, кросс- и межкультурной прагматике, культурологии, теории форм обращения, локализированных разновидностях английского языка и социолингвистике.
Результаты исследования. Использование кастовой формы обращения в пакистанском английском имеет социопрагматическую динамику. Каста как категория формы обращения интерпретируется как инструмент, используемый собеседниками для дискурсивного конструирования соответствующих аспектов своей лингвокультурной идентичности. Носители пакистанского английского языка придерживаются своих коммуникативных норм, признавая разнообразие социопрагматических знаний для удовлетворения коммуникативных потребностей. Выявлены различия в использовании касты как категории формы обращения, демонстрирующей культурную и двуязычную идентичность пакистанских англоговорящих. Их использование и выбор формы обращения одновременно выражают уважение, доверие, неформальность.
Обсуждение и заключение. В многоязычной академической среде результаты данного исследования доказали влияние социальных и культурных ценностей на коммуникативный этикет собеседников. Материалы статьи могут быть полезны при изучении языка, социолингвистики и академического дискурса.
Ключевые слова: каста, форма обращения, социокультурные ценности, идентичность, многоязычие, университетская среда
Финансирование: данная публикация была поддержана Программой стратегического академического лидерства Российского университета дружбы народов.
Конфликт интересов: автор заявляет об отсутствии конфликта интересов.
Для цитирования: Соомро М. А. Социокультурные ценности и прагматика кастовой формы обращения в многоязычном пакистанском дискурсе студентов и преподавателей // Интеграция образования. 2023. Т. 27, № 4. С. 694-703. https://doi.org/10.15507/1991-9468.113.027.202304.694-703
Introduction
Address forms are not only words used for reference between interlocutors, rather they also adhere to sociocultural values. Address forms vary across cultures and languages and help interlocutors build and maintain relationships. The study's goal is to find out how students' and teachers' use of the caste address form is influenced by sociocultural values and pragmatic meanings.
Previous research studies on the use of address forms ranged primarily from social dimensions such as solidarity, power, distance, and formality. Addressing practices offer wider dimensions than earlier ones, they show a unique social and cultural relationship reflected and indexed in their communication. However, this study focuses on social, cultural, and pragmatic meanings of caste address form in different contexts from a Pakistani perspective in academic discourse.
The study treats address forms as part of interactions that construct lingual and cultural identities in communication behavior. Pakistani English has not received much attention among researchers in addressing forms among other World Englishes paradigms. Therefore, this study focuses on the nativized usage of address forms and examines addressing practices in an academic setting. Additionally, the fascinating use of nativized address forms is one of the main factors driving this investigation, with the author's personal experience serving as a secondary motivation.
This paper is part of a continuing research project on Pakistani English addressing styles in academic discourse. The study hypothesizes that caste address form is used differently depending on the context and discusses the influence of sociocultural factors. Therefore, this paper aims to examine and interpret sociocultural factors and pragmatic meanings of caste address forms in academic settings. The study's main question is: What sociocultural values and pragmatic meanings are demonstrated by the use and preference of caste as a category of address form?
Literature Review
This section is divided into sub-themes each reviewing literature selected for this study. The first sub-themes define the concept of caste in Pakistani society and its role. The second reviews a variety of sources related to the notion of address forms across cultures and contexts, and the last deals with pragmatic functions of address forms.
The Notion of Caste and Its Role in Pakistani Society. It's crucial to define the notion of caste for readers to comprehend this article as a whole. Caste is, however, considered within the identical construct of speakers in this study as opposed to sociological debate and caste-related stereotypes in Pakistani society.
Caste is social identification, a marker of dignity, and social privilege. "Caste is a socially constructed identity that imposes structural disadvantages on subordinate groups" [1, p. 1]. In other words, the caste system, which identifies the status and social distinctiveness of the interlocutor, is the most prevalent form of social organization. The term caste is used to describe the uniqueness of social stratification [2], and its identity embedded within occupational differences, which are connected to status and ideas of purity and pollution [3].
It is undisputed that caste (zat in Sindhi/ Urdu language) systems in South Asian nations derive from Hinduism, but numerous studies have found that Muslim societies are also highly hierarchized and comprised of social groups with varying social status1. Islam generally encourages an egalitarian viewpoint, but in the South Asian context, it also works with a hierarchical system. Islamic caste is classified mainly into two categories the ashraf (an Arabic plural for shanf that means "nobleman") and the non-ashraf. The former is supposedly descended from Muslim Arab immigrants e.g. Syed, Ansari, Qureshi, etc., while the latter were Hindus who converted to Islam i.e. Shaikh, etc. This brief distinction between castes demonstrates that, due to the interlocutors' decadence, caste is more than just a socially constructed identity rather it also encompasses sociocultural values. Caste creates a hierarchy of relationships based on
1 Dumont L. Homo Hierarchicus, Essai sur le système des castes. Paris, Gallimard; 1966. p. 254-273.
INTEGRATION OF EDUCATION. Vol. 27, No. 4.
status that includes features like endogamy, heredity-based professional specialization, and hierarchical relationships2 [1; 2]. In Pakistani culture, a person's social values can vary depending on their caste, profession, ethnicity, religion, and lifestyle [4].
The caste system has an impact on how people interact with one another and can be used to identify what social group speakers belong to. Thus, caste is used as a socially constructed identity marker in this study, relinquishing any cultural taboos or dogmas associated with castes in Pakistani society.
Forms of Address across Cultures and Contexts. This section provides an overview of the use of address forms across cultures and contexts. Therefore, this study examines literature from interdisciplinary disciplines.
Address forms are also known as forms of address or address terms. They are simply defined as words, specific affixes, or expressions interlocutors use to designate the person (addressee) while communicating3. Address forms are "social action through which interpersonal and societal relations are encoded and negotiated in and across culture and languages"4. While explaining the address forms5 scheme of address forms is considered an essential landmark, she classified them into main three types of pronouns of address i.e. you or T/V, verbs of address, and nouns of address. However, in this study, our main concern is nouns of address or nominal address forms. Most languages have the following classification of address forms 1. Kinship terms, 2. Titles, 3. Teknonyms, 4. Terms of endearments, 5. Personal names, 6. Honorifics, and 7. Occupational terms6. Most interesting to mention is that her study lacked data on South Asian countries. Therefore, it is important to remind the audience that caste is another emerged category of address forms, and it
is particularly relevant to the South Asian countries' contexts.
The pronouns of address with a focus on dimensions of power and solidarity. Since then address forms as a research domain has been European-centric. The phenomenon scope widened in some different perspectives in different languages and cultures with the continuous attention of researchers. Addressing practices is bound to the social, linguistic, and cultural values of the communicators. The choice of address forms is person-oriented such as age, gender, social status, and relationships. The semantics of address forms relies on social relationships7. Addressing interlocutors varies across languages and cultures. For instance, in the South Asian context particularly in Pakistan, the use of kinship terms for older people is a common practice to show respect.
On the other hand, the European address system pronominal address form 'you' is used to show equality and solidarity8. Address forms, therefore, are influenced by interpersonal relationships and social and cultural values. These features reveal information about the social background of the interlocutor and the relations between the interlocutor and the addressee.
Address forms have been investigated in several empirical studies of languages which prove they are culture-specific reasons that regulate the choice of address forms [5-7]. The choice of address forms shows cultural differences as each culture has its peculiarities, rules, and norms that regulate the choice of addressing practices between interlocutors9. Interesting details about the influence of the sociocultural context on language are revealed when comparing the various dialects of the same language [7; 8].
The reason for choosing a university is due to a rapid increase in the mobility of multicultural and multilingual environments. Teachers believe multilingualism and collaborative use
2 Ibid.
3 Fasold R. Sociolinguistics of Language. Oxford; 2000.
4 Braun F. Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures. In: Contributions to the Sociology of Language. Berlin: Mouton de Gruyter; 1988. p. 10. https://doi. org/10.1515/9783110848113
5 Brown R., Gilman A. The Pronouns of Power and Solidarity. In: T. A. Sebeok (ed.). Style in Language. Cambridge: MIT Press; 1960. p. 253-276.
6 Ibid.
7 Fasold R. Sociolinguistics of Language.
8 Braun F. Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures; Brown R., Gilman A. The Pronouns of Power and Solidarity.
9 Braun F. Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures.
of languages are possible assets that can benefit students' language learning [9]. Multilingualism is the ability to speak and understand more than two languages by an individual or a group of people to meet the communicative needs of a particular situation10. Multilingual academic contexts are general in Pakistan, the students and teachers belong to different urban and rural areas. When they congregate in the universities there encounter challenges to cope with proper usage of address forms based on the contexts and the status of the addressee. However, Pakistani universities multilingual environment may provide varieties of pragmatic meanings due to the different role of the addressee.
Therefore, in this paper, to the best of our knowledge, no study has so far investigated examining caste as a category of address forms in Pakistani English and interpreting the sociocultural values highlighting how they influence the speaker's communication and pragmatic meanings. Whereas, the categories of address forms have been explored in the academic discourse [5].
Socio-pragmatics of Addressing Practices. Address forms usage is based on sociocultural realia, for instance, the status, their relationship, and the settings (i.e. office, classroom). For instance, Hungarian address form was studied related to metapragmatic reflections which revealed that informants signaled a degree of formality, evaluated attitude based on the addressee, respect, degree of proximity/ closeness, variations in emotional distance, gender, age, and social status [10].
Examining forms of address in the discursive practice of Chilean Spanish in a variety of settings [11]. The study found that addressing practice in Chilean Spanish was dynamic and interpreted as tools to build relevance, time-specific aspects of their identities. Analyzing categories of address forms in Pakistani English in multilingual academia [5] shows that Pakistani speakers of English use names and kinship terms dominantly from local languages and English.
Moreover, they noticed that English forms of address were used in formal contexts such as offices, and classrooms, and local address forms were employed in informal situations.
Several studies have found that each variety of Englishes has distinct features that validate the World Englishes concept [12]. Address forms functions and pragmatics vary to the interlocutors, settings, and relationships. The factors such as time, effort, and psychological burden on the addressee and lesser exposure to university education [13].
Materials and Methods
Data Collection Tools and Participants. The data set is based on the investigation of address forms in an academic setting through the discourse completion task (DCT) questionnaire, open-ended interviews, and official letters issued by the universities. Further, it was supplemented and verified by ethnographic observation. 252 questionnaires and 195 open-ended interview responses reaching a total n = 447 responses from students and teachers of public sector universities. The respondents' participation was voluntary a consent form was obtained and all the user names and castes are pseudonyms to avoid any conflict of interest and adhering to the research ethics.
Questionnaires and open-ended written interview results are presented after official letters. To strengthen the claim and validate the data through ethnographic observation and the letters are issued by the university for teachers (faculty members) on different subjects. The excerpts are discussed in line with results on Pakistani sociocultural values expressed by caste address form.
Conceptual Framework. This study focused on the correlation between address forms and situational factors consisting of the social characteristics such as age, gender, educational background, or ethnicity of interlocutors, their relationship i.e. student-teacher, and the setting such as office, or classroom. Focusing on these conceptualizations, the present study investigates the use of caste as a category of address forms as part of the interlocutor's (students-teachers) communicative patterns and addressing styles.
Theoretical Framework. The data were analyzed by drawing on cultural linguistics [14], cultural studies [15], sociolinguistics11, theory
10 Fasold R. Sociolinguistics of Language.
11 Fasold R. Sociolinguistics of Language; Labov W. Sociolinguistic Patterns. Philadelphia, PA: University of Pennsylvania Press; 1973. Available at: https://archive.org/details/sociolinguisticp00will (accessed 27.06.2023).
of address forms12 [6], World English paradigm13 [16; 17], and cross- and intercultural pragmatics [18; 19].
Analytical Framework. The data gathered were analyzed both quantitatively and qualitatively. Data were analyzed through descriptive percentage and frequency through SPSS v.20. The category of caste categories is proposed for addition to the main categories classified by F. Braun14. We assumed that the notion of address forms may be new to participants, thus, we proposed to explain the address forms notion. However, if any query occurred regarding the analytical scheme from the participants it was responded to. This analysis of data will help us to establish the soundness and preferences of caste address form functions in Pakistani English in a university setting both in symmetrical and asymmetrical contexts. The analysis of data is based on the DCT questionnaire and open-ended interviews. The results are shown in both qualitative and descriptive statistics.
Goal of the Study and Research Questions. The present study's goal is to investigate the use of caste as address forms among students and teachers of Pakistani bi-multilingual environments when speaking English. To define the role of context (situational, social, and cultural) in their choice of caste address form with particular attention on their stylistic and pragmatic differences.
More specifically, the discussion part answers the following questions:
1. What different sociocultural values are expressed in the use of caste as an address form?
2. Do caste pragmatics vary between interlocutors and their relationships?
Organization of the Article. In the next section, the study describes and discusses the analyzed results from the collected data, moreover, corroborates its theoretical development. The last section ends with concluding remarks, and limitations, offering future avenues for future research and implications.
Results
Questionnaires and Open-Ended Interviews. Results from questionnaires of both students and teachers (n = 252) revealed that 7.5% use caste address form among others. Results reveal different pragmatic meanings expressed by the students and teachers when using the caste address form (Table 1). The results were based on the question: do you use caste terms of address (e.g. Soomro, Talpur, Bhutto, Shaikh, Memon) when addressing as an interlocutor in the university? If your answer is yes, what do you want to express by using caste terms of address?
Results concerning caste address forms employed by students (46.89%) and teachers (34%) to express closeness or intimacy to the addressee. 40% of teachers and 30.35% of students' express respect while addressing interlocutors with caste address form. On the other hand, teachers (18%) show informality in relationships between interlocutors. Finally, 22.76% of students and 8% of teachers opted for other (stood for not using) caste as an addressing strategy.
T a b l e 1. Pragmatic meanings of caste as an address form
Caste address forms express
Students (n = 145)
%
Teachers (n = 50)
%
Closeness/intimacy
Respect
Informality
Other
Total
46.89 30.35
22.76 100.00
34.0 40.0 18.0 8.0 100.0
Source: Hereinafter in this article all tables was drawn up by the author.
12 Braun F. Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures; Brown R., Gilman A. The Pronouns of Power and Solidarity.
13 Kachru Y., Nelson C. World Englishes in Asian Contexts. Hong Kong: Hong Kong University Press; 2006. Available at: https://archive.org/details/worldenglishesin0000kach (accessed 27.06.2023).
14 Braun F. Terms of Address: Problems of Patterns and Usage in Various Languages and Cultures.
The findings from open-ended interviews revealed that both students and teachers adhered to the social, situational and cultural values when speaking in Pakistani English. The choice of caste as address form demonstrate their need to meet the pragmatic meanings, attitude, and communicate needs. For instance:
1. Student: Sir Abro, do you want to me to read this stanza? (Honorific + Caste).
2. Teacher: Qureshi, you need to see the supervisor (Caste).
Official Letters from the University. The author examined official letters issued by the university to the faculty (teachers) on different subjects (Table 2). The results have validated and strengthened the claims that caste address forms are extensively used not only in verbal interactions but in written communication also. Examined letter excerpts have been found as follows.
While examining letters issued for teachers the results demonstrate that the caste address form is used for reference to the addressee. The socio-cultural values of caste in formal contexts and relationships show respect for the addressee. Most office letters involved the
'Honorific + Caste' form (Mr. Soomro) and 'Honorific + Combination Name + Caste' (e.g. Mr. Hassan Mustafa Soomro) (see letters 1 and 2). This tendency of choice for teachers by the university shows respect and honor in formal settings of communication.
Discussion and Conclusion
The main observations from analyzed data show that teachers and students in everyday communication contexts use caste address form when communicating in English. This indicates that past literature in line with categories of address forms varies concerning situational, social, and cultural context [5].
Results from the questionnaires and interviews show the influence of sociocultural values and caste use expresses closeness, respect, and informality depending on the situation, culture, and social context. The results demonstrate that when interlocutors interact, they utilize their sociocultural values and pragmatic knowledge to achieve communication needs. The studies have been conducted on usage, choice, and categorizing forms of address15 [5; 6].
T a b l e 2. Caste address form in the official correspondence
1. A letter issued under the seal of the Deputy Registrar (Establishment) addressing faculty members: Mr. Muhammad Atif Memon has completed all legal formalities
2. A similar letter issued under the seal of the Registrar reports that:
This University has no objection if, Mr. Hussain Abdullah Solangi travels to abroad for pursuing higher studies
3. Another letter issued to the Director (Planning & Development), refers to the faculty member: You are therefore requested to please contact Mr. Sundrani
4. While examining the letters issued by the university to the Director of Finance, similar practices of using caste address forms were observed:
It is requested that the salary of Mr. Bhutto may please be released
5. The Registrar's office while sanctioning the study leave of a faculty member writes that: However, Mr. Jamali will be relieved from his duties after completion of the legal formalities
6. The letter issued by Additional Registrar (Legal) writes as:
It is to inform you that Mr. Abdul Malik Buriro has been proceeded for study leave
7. The Director (P&D) states that: The application of Mr. Ahmed Ali Kazi has been received for the extension of the study leave
8. In another letter: You are therefore requested to please contact with Mr. Rajper and ask him to submit the progress report
9. The Registrar issued another letter as: It is therefore, request that salary of Mr. Shaikh may please be released
10. A similar letter was issued as: Pending approval of the Syndicate, Mr. Danial Ali Rajput is informed to execute the surety bond
15 Ibid.
The present study examined the use of caste as a category of address form concerning sociocultural values associated with it. Thus, the study found that apart from16 categories in the Pakistani sociocultural context caste emerges as an addition to the categories from South Asian countries. Acknowledging the fact that castes are associated with classes and have a superior pedigree from a Pakistani sociocultural perspective [20]. Accordingly, address forms gain a unique place theoretically and methodologically. Moving from conventional pronominal analyses to nominal ones with more dynamic and flexible approaches that define addressing styles in discursive practices in a multicultural changing world.
Previous studies establish the fact that address forms show sociopragmatic values i.e. degree of formality, politeness, and personal distance17 [8]. As some studies investigate sociolinguistic functions that vary across languages and cultures due to situational and contextual reasons [5; 11]. Addressing practices and sociocultural values in multilinguals concludes that the cultural and linguistic identity of speakers is reflected in the use and choice of address forms [21]. Interesting facts about the results indicate that respondents expressed more than one sociocultural value 'closeness + respect + informality' simultaneously.
These mixed values expressions among students and teachers demonstrate that there is an association between caste address forms and reflection of socio-cultural values. It is worth noting in this examination of the caste as a category of address forms in Pakistani English among multilingual teachers and students. The interlocutor's extensive use of caste clearly expresses a variety of sociocultural values closeness or intimacy, respect, and informality to the addressee in different contexts.
The most significant finding of variations in the caste usage between students shows intimacy or closeness and informality due to their social characteristics like peer age and educational level. Whereas, when communicating with senior students it switches from closeness to respect. In contrast to students in Britain or the US, it is practically unheard of for Greek students to address faculty members
informally, particularly using their first names. However, previous research focuses on dimensions of power and solidarity in European contexts [6] ignoring the potential effects of a multicultural and dynamic situation in academic settings.
Whereas, the sociocultural values expressed by address forms in European and other contexts indicate either respect or intimacy [6; 11]. In multilingual academic settings, sociocultural values influence the choice of titles e.g. senior and junior among students, these trends adhere to show honor and respect, and the importance of hierarchy [5]. Moreover, analyzing university teachers and non-teaching staff English communication the results reveal addressing practices adhered to the local values of speakers to meet the sociopragmatic purpose [22; 23].
In addition, students use caste for teachers in most cases based on the level of formality in the relationships, otherwise, they prefer not to opt for caste address form. A similar claim was endorsed that situations institutional formality is expected in many different contexts, this is very evident in the university setting. In another study, university teachers and non-teaching staff interaction in academic settings reveals a variety of categories. These categories of address forms are under the influence of local values changing the pragmatic functions to meet the communication needs [22]. "A creative mixture of different categories of English and native address form while speaking English to express their values, attitudes, and identity" [23, p. 241]. Thus, the analysis of findings is reasonably relevant and corroborates with previous studies for theoretical development in this area.
The caste is generally used to show identity which is a social construct of interlocutors in our case students and teachers. As mentioned earlier, caste address form is a contextual variable adhering to social, cultural, and situational obligations between interlocutors. Analyzing data, the study results suggest that students and teachers use caste in varieties of ways.
First, the relationship between the speaker and addressee, the interlocutors demonstrate
16 Ibid.
17 Brown R., Gilman A. The Pronouns of Power and Solidarity.
caste functions as closeness and informality. On the contrary, second, teachers employ the token of honor and respect in formal contexts when addressing each other. Lastly, overall students' and teachers' usage indicates that sociocultural values and pragmatic purposes may be achieved with caste address form.
Due to data limitations, however, we could not possibly establish the fact that how it is used in digital communication i.e. social media apps, and computer-mediated communication i.e. emails, etc. Further research is required in this direction. The present study
did not consider gender variability (between the student and the teacher) in the choice of caste address form. These factors are important to explain the main purposes of sociocultural differences in the use and choice of address forms in particular caste terms of address.
Results on the theoretical part contribute to the theory of language and sociocultural values' role in language development and communication behavior. However, most significantly the present research also relates to sociolinguistics, cross- and intercultural pragmatics, and academic discourse.
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Submitted 31.05.2023; revised 28.08.2023; accepted 06.09.2023.
Поступила в редакцию 31.05.2023; поступила после рецензирования 28.08.2023;
принята к публикации 06.09.2023.
About the author:
Muhammad Arif Soomro, Assistant Professor of Linguistics, Quaid-e-Awam University of Engineering, Science & Technology (Sakrand Road, Nawabshah 67480, Pakistan), Ph.D. Student of the Chair of Foreign Languages, RUDN University (6 Miklukho-Maklay St., Moscow 117198, Russian Federation), ORCID: https://orcid.org/0000-0002-1503-5375, Scopus ID: 58040977600, Researcher ID: GLR-8282-2022, [email protected]
The author has read and approved the final manuscript.
Об авторе :
Соомро Мухаммад Ариф, ассистент лингвистики Университета инженерии, науки и технологий Ку-эйд-и-Авам (67480, Пакистан, г. Навабшах, Сакранд Роуд), аспирант кафедры иностранных языков Российского университеты дружбы народов (117198, Российская Федерация, г. Москва, ул. Миклухо-Маклая, д. 6), ORCID: https://orcid.org/0000-0002-1503-5375, Scopus ID: 58040977600, Researcher ID: GLR-8282-2022, [email protected]
Автор прочитал и одобрил окончательный вариант рукописи.
