5Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
muammo va yechimlar
THE SIGNIFICANCE OF SOCIAL LINGUISTICS IN UNDERSTANDING LANGUAGE, SOCIETY, AND CULTURE
Nasiba Temur qizi Ruzimbaeva
Teacher, Department of Pedagogy, Psychology and Languages,
Tashkent Medical Academy, E-mail: [email protected], Tashkent, Uzbekistan,
ABSTRACT
This abstract provides an overview of the field of social linguistics, its significance in society, and the challenges it faces. It highlights the relationship between language, society, and culture, and mentions various subfields within social linguistics, such as sociolinguistics, ethno linguistics, and pragmatics. The abstract emphasizes the importance of social linguistics in understanding how language functions in society and how its use can shape social reality. It also discusses the practical applications of social linguistics, including intercultural communication, education, business, medicine, and public administration. The abstract acknowledges that social linguistics has made significant contributions to society but also points out the challenges posed by new forms of communication. Finally, it mentions ethnographic research as a method to study social and cultural practices in language communities.
Keywords: Language, society, culture, social linguistics, linguistic phenomena, sociolinguistics, ethno linguistics, pragmatics, anthropology of language, communication, social reality, scientific research, intercultural communication, education, connections, culture, international level, achievements, challenges, new forms of communication,
INTRODUCTION
Currently, society is increasingly aware of the importance and significance of language in communication and interaction between people. In this regard, social linguistics is perhaps one of the most relevant scientific areas that study linguistic phenomena in the context of the social, cultural and historical environment. Swann (2009) mentioned that "social linguistics is the discipline that studies the relationship between language, society and culture" (p.5). For many decades, researchers in the field of social linguistics have explored many areas, such as sociolinguistics, ethnolinguistic, pragmatics, anthropology of language, etc. Social linguistics reflects
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today's challenges faced by society, which tries to understand how language functions in society and how its use can change and define social reality. This led to an increase in interest in social linguistics, as well as to the development and expansion of the field of scientific research. At present, social linguistics not only has universal significance for society, but also helps in solving many practical problems. In particular, many researchers in the field of social linguistics study linguistic phenomena related to intercultural communication, education, business, medicine, and public administration. In this regard, scientific research in the field of social linguistics is of great importance for society. Their results can help in establishing connections, improving communication culture at the international level, raising the level of education and reducing barriers to learning and cultural development. However, despite all the achievements of social linguistics, there are some challenges that this discipline faces. In particular, these are issues related to new forms of communication. One way to study social and cultural practices in a language community is to conduct ethnographic research, which involves observations of students, their behavior, the language forms used, and other aspects of culture in a particular language. This method allows exploring the language practice and social aspects of interaction in the language community.
Learner profile
The learners are first and second course students who decided to study in learning center to improve their English skills, as their English level proficiency was B1. Their age is between 18-21. When it comes to their L1 language some of them are Russian and others are Uzbek, it should be noted, that some of the learners did not know Russian language at all. Totally, 10 students in the group are from different regions of Uzbekistan, but not all of them. Most of the students claimed that sometimes they feel frustrated about learning English language as they are not academic enough, and can easily lost their motivation. Some students confessed that they find difficult to ask for a help when they are struggling with something and do not ask for a help at all. Students' aim of the learning English language was to pass IELTS exam while some of them wanted to work abroad after graduating the University. When interviewing students, it turned out that some students have fears. One of the main fears is the fear of failure. It seems to students that they will never be able to reach the desired level of language proficiency and get a high mark on the exam. Another fear mentioned by others is the fear of speaking in front of other people in an unfamiliar language. Students were afraid to make a mistake, not
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understand what they are being told, or say something inappropriate. This fear lead to lexical closure and decreased self-confidence.
Subgroups of learners
Students can be divided into 2 subgroups consisting of five people in each, as they differ in socioeconomic and regional factors, as well as in knowledge of additional languages. It should be noted that the students of the first subgroup who came from other regions, in addition to studying at the university, also work. Students who combine study and work are distinguished by the following. They have relatively many absenteeism. Nevertheless, they show high stability of attention, they are little distracted by extraneous things. Also, when getting acquainted with the educational material, these students more often use the opportunity to communicate with the teacher, get acquainted with additional materials, and also use the internet. I also noticed that working students from time to time express ideas of applying knowledge in life and relatively often interpret events based on knowledge. The place of residence of students also has a certain impact on learning. (It should be clarified that the division of students into two groups according to the place of residence was as follows: one group consisted of students living "at home", that is, together with their parents and in their own living space, the other - "outside the house", that is, on rented housing). Students who live at their own home with parents have a positive effect only on independence in learning. These students are more likely to get acquainted with additional material by reading relevant literature on their own, more often looking for answers to their questions on the internet. Students who live in a dormitory or rented accommodation has a positive impact on the comfort of learning activities.
Learning context
As we know, the quality of education largely depends on the right educational center. In this case, the learning context of the students is the language learning center, which uses only the latest methodological technologies and teaching aids. At these language courses of the learning center, students are selected ways of mastering foreign speech, taking into account the individual characteristics of the individual. It should also be noted that each student has his own priorities in the process of developing writing skills, as well as auditory and visual memory. The study center employs qualified teachers who have extensive experience in teaching foreign languages. They use modern teaching methods that help students learn the language quickly and effectively, as well as implement new knowledge into practical use. In the classroom, students can use interactive whiteboards, computer programs and
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other learning tools that help them better absorb the material and progress quickly. The learning center also hosts various activities such as social evenings, excursions and cultural events that help students better understand the culture and traditions of the language they are learning.
Ethnic demographics and social context play an important role in foreign language learning. Ethno-linguistics reveals how foreigners use standard and nonstandard colloquial variants of speech. It should be considered that "language demographics can also influence how students learn a language" (Fought, 2011, p.238). Some nationalities are more inclined to use non-standard variants of colloquial speech, while others tend to use the standard version. These differences can be seen in grammar, vocabulary, pronunciation and intonation. During the course of learning a foreign language, students often come across non-standard speech variants and may experience difficulty in understanding such colloquial variants. This is due to the fact that non-standard variants of speech often differ from standard variants in the construction of sentences, the use of collocations, vocabulary, intonation, etc. Thus, students may have difficulty understanding and using nonstandard variants of speech, which may make it difficult for them to communicate with native speakers. On the other hand, understanding non-standard speech patterns can help students improve their communication skills in the target language. For example, students may learn some spoken expressions that native speakers use frequently, but these expressions are not standard speech. This will improve the way social groups understand and communicate in this language.
Pedagogical implications Given the above needs and the individual characteristics of students, it can be concluded that I must carefully select effective teaching methods in order to attract students to cognitive activities. Teaching an adult audience has a number of features, the importance and consideration of which will help to effectively use methodological techniques. Motivation takes on a special significance in teaching students, as many students mentioned that their motivation quickly disappears. It is also worth increasing the speech activity of students through a communicative approach in order to create optimal conditions for natural communication. I will try to use a variety of teaching methods using videos, audio recordings and visual aids. In working with these students, the cognitive-communicative method fully justifies itself, i.e. learning through cognition, comprehension and understanding of the language system. Pure imitation and reproduction will only give positive results at the initial stage. Such goals are met by methods that implement a student-centered
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approach. These include the following technologies: collaborative learning, project method, student portfolio, Internet technologies, etc. Thus, the teaching methods correctly chosen by the teacher make it possible to design an interesting educational lesson that ensures the achievement of the set didactic goals, educational and developmental tasks, and the formation of the necessary knowledge and skills in students. Sociolinguistic analysis of contexts and learners can have a significant impact on learning. It can help educators better understand their students and develop optimal learning strategies. In this context, sociolinguistic research can have various pedagogical implications that can be useful for developing materials, evaluating academic achievement, and so on. One of the main findings of sociolinguistics is that context can be a key factor that has a great influence on the learning process. For example, my summative assessment shows that students who grow up in multilingual households are more likely to communicate in a variety of ways and learn more effectively than those who come from monolingual environments. Thus, knowledge of the context becomes an important tool for instructors, who can use this information to create more effective teaching strategies. The analysis of sociolinguistic features of students is also of great importance. Sociolinguistic analysis of students' language competence can help to better understand how and how well students can use language, and thereby create more effective learning materials and strategies. For example, if students have insufficient language competence in a certain area, then it is necessary to develop special materials that will help them master the new material.
Language assessment
Assessment is the most versatile communication tool for teachers. What is assessed, how and by what criteria, to what extent objectively and/or fairly, with what comments/rituals is it accompanied? From the solution of these issues depends on whether the relationship between the teacher and students businesslike, respectful, trustworthy. In other words, will the teacher authoritative enough to not only give the student knowledge, but also to exert on him personal influence, carry out the educational process. According to Swann (2003) "assessing students based on their race and gender is a complex and sensitive issue in education". The assessment should be based on the skill and characteristics of the student, and not on his race and gender. However, certain aspects may influence the assessment. One aspect to consider when evaluating students is the cultural context and possible differences in learning culture between groups of race and gender. Being sensitive to these differences will help you evaluate how different groups of students perform in class and how assessment needs to be tailored for each group. Another important aspect is
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
_mumovayechimlaL
some social inequality that may exist in society. The fault here may be cultural capital and social conditions in which different groups of students live. Social inequality may well affect student performance. Some students may be forced to contend with additional challenges that may be essential to their academic success and affect grades. It should also be taken into account that people from different cultures may have different understanding of certain concepts, which can affect how students perceive material in the classroom. This can have an impact on students' intercultural interaction and the grade they receive. However, the responsibility for assessment rests with the teacher. A strict territorial assessment of works that does not take into account many conditions may not be fair from the perspective of a group or individual assessment. It is important to understand here that the teacher must evaluate students based on objective criteria in order to avoid possible problems with student discrimination. Bough (2005) mentioned that "one solution could be to use performance-based evaluation". This will take into account the difference in the abilities of students and use collective experience to solve learning problems. However, apart from the technical and academic aspects, student assessment can raise ethical issues. One way to improve the ethical aspects of student assessment is to use a variety of methods and techniques. The variety of methods used in assessment can help teachers ensure that they are assessing students' knowledge and skills in several ways, which increases the objectivity of assessment. In addition, the use of nonstandard assessment methods, such as written essays or projects, can help smooth out differences between students of different ability levels and prevent excessive competition between them.
CONCLUSION
Language instructors play an important role in advocating for the specific needs of learners in their classroom. This is especially true for learners who may come from diverse backgrounds, have unique learning needs, or are part of a subgroup within the larger learner population. As educators, it is important to recognize and acknowledge the varying learning needs of our students, both individually, and as a group. We must strive to understand their backgrounds, cultures, and experiences, and create learning environments that are inclusive and welcoming for all. One of the most important roles that the language instructor can play in advocating for specific learners is to serve as a bridge between the learners and the larger educational community. This may involve acting as a liaison between learners and the school administration, or between learners and the larger community outside of the
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classroom. Advocacy also involves listening to learners' concerns, understanding their needs, and fighting for their rights to access the resources they need to succeed. In particular, language instructors can play a crucial role in advocating for learners who are part of a sub-group within the larger learner population. This might include learners who are new to the country, who are part of a cultural or linguistic minority, or who have a specific learning need. In these situations, language instructors must be able to recognize the unique challenges that these learners face both in terms of their language development and in terms of their overall academic progress. One important area of focus for language instructors advocating for specific learners is to ensure that their unique needs are being addressed in the instructional design. This may involve modifying lesson plans, providing additional support, or creating new materials that are culturally relevant and appropriate for the learners. Advocacy may also include working with other teachers and educational professionals to develop strategies that maximize the academic progress of these learners. Swann (2009) noted, "Another important aspect of advocating for specific learners is to provide a supportive and welcoming classroom environment" (p.74). This might include creating a classroom atmosphere that is safe and respectful, encouraging collaboration and open dialogue, and fostering a sense of community within the classroom. Language instructors can also play an important role in helping learners build connections with the larger school community, providing opportunities for learners to engage with other students, teachers and support staff. Ultimately, advocating for specific learners requires a deep understanding of the social and cultural context in which they are learning, as well as the specific challenges that they face. Language instructors must be responsive to the unique needs of their students, providing them with the support and resources they need to succeed academically and socially. By recognizing the diversity of their learners and advocating for their specific needs, language instructors can create inclusive learning environments that promote academic success and personal growth for all. As a teacher, one of the most important aspects of my job is to protect the interests of my students. My students may come from different cultures and have different levels of knowledge, however, despite all this; I must provide them with a level playing field so that they can fully master the material and achieve academic success. One of the contexts in which I faced various challenges is teaching English to students who are not native speakers. Many of them have difficulty learning the language, which makes learning difficult in general. In such situations, I try to use various methods and approaches that help my students to successfully master the language. For example, I use learning materials that match the interests and needs of
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
_mummovaycm!^
each of my students, and I use games and exercises to help them remember and understand new words and grammar structures. Another context for my students is the high levels of stress and anxiety they may experience while studying. Most of my students are elementary school students who often have trouble adapting to a new school environment. They may lack self-confidence and want to gain knowledge and understanding that will help them cope with difficult situations with confidence. I do my best to create a safe and relaxed classroom environment that allows my students to focus on learning and progress. In addition, I make sure my students have access to the resources and support they need. In the event that one of my students encounters difficulties or problems, I try to respond in a timely manner and provide them with the necessary support. Another important pedagogical consequence of sociolinguistic analysis is its impact on the evaluation of the learning process. The use of sociolinguistic criteria as a tool for assessing learning success can allow teachers to more accurately assess the learning process and understand at what stages it is necessary to improve the learning process.
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2. Fought, C. (2011). Language and ethnicity. In R. Mesthrie (Ed.), The Cambridge handbook of sociolinguistics (pp. 238-257). Cambridge University Press.
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Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
_mumovayechimlaL
9. MacIntyre, P. D., Clement, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2:A situated model of confidence and affiliation. Modern Language Journal, 82(4), 545-562.
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