IMPACT: International Journal of Research in

Humanities, Arts and Literature (IMPACT: IJRHAL)

ISSN (P): 2347-4564; ISSN (E): 2321-8878
Vol. 5, Issue 12, Dec 2017, 7-12
© Impact Journals

BASIC CONCEPTS IN SOCIOLINGUISTICS

MACHHINDRA GOVIND VARPE

Department of English, Mula Education Society’s, Arts Commerce and Science College, Sonai,
Tal-Newasa, Maharashtra, India

ABSTRACT

This research paper deals with the study of language in social context. It, also defines the concept of
sociolinguistics, communicative competence and linguistic competence. Functions of language, a useful distinction
between structural and functional approach to the study of language are dealt with.

KEYWORDS: Sociolinguistics, Community, Linguistic Competence, Communicative Competence

INTRODUCTION

We can define sociolinguistics as the study of language in relation to society. The question of who is a
sociolinguist and who is not is not so important as the question of what the difference is between sociolinguistics and
linguistics. Broadly speaking linguistics differs from sociolinguistics by taking account only of the structure or form of
language, and by excluding social contexts in which the language functions. Hymes (1974) draws a useful distinction
between the structural approach and the functional approach, to the study of language:

Table 1
Structural Functional
The linguist is interested in Describing the The sociolinguist is interested in describing the
structure (form) of language (code). structure of speech, i.e. the ways of speaking.
Analysis of code is primary and analysis of Analysis of language use is primary and analysis
language use is secondary of code is secondary.
language is seen as performing a referential language is seen as performing a gamut of
function sociocultural functions
Language is considered to be homogeneous Language is considered to be heterogeneous for
for the community. the community i.e. it comprises varieties.
Rules in linguistics deal with Rules in sociolinguistics deal with
grammaticality appropriateness.
The sociolinguist is interested in the language
The linguist is interested in the native
user's communicative competence, i.e. his/her
speaker's linguistic competence, i.e. his/her
ability not only to produce grammatical sentences
ability to produce and understand the
of his/her language but also his/her ability to use
grammatical sentences of his/her language.
them appropriately in a socio-cultural context
The linguist is interested in analyzing the The sociolinguist is interested in analyzing
sentence, out of context. meaningful discourse.

Functions of Language

In the preceding section we referred to the notion of functions of language. There are several models of language
functions. Traditionally linguists have talked about three overlapping functions of language:

• Cognitive function, i.e. the expression of ideas, concepts and thoughts.

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 8 Machhindra Govind Varpe

• Evaluative function, i.e. conveying attitudes, values, etc.

• Affective function, i.e. transmitting emotions and feelings.

This traditional model was found to be unsatisfactory: so several revisions have been suggested. One such
suggestion is by Halliday (1973). He suggests the following three functions:

Ideational function, i.e. the expression of experience

interpersonal function, i.e. the expression of the speaker`s role in the speech situation to establish and maintain
social relations.

Textual function, i.e. the choice of grammatically and situation appropriate sentences, and the ordering of content
in a cohesive and logical manner.

Sociolinguists generally refer to the following six functions of language:

Expressive function, i.e. utterances express the speaker`s feelings. For example: I am feeling great today.

Directive function, i.e. utterances attempt to get someone to do something. For example: Clear the table.

Referential function, i.e. utterances provides information. For example: My wife is pregnant.

Metalinguistic functions, i.e. utterances comment on language itself. For example: `Decoction` is not a
common word.

Poetic function, i.e. utterances focus on aesthetic features of language. For example: a poem; an ear-catching
motto, a rhyme. She sells sea-shells on the sea-shore. Neighbour`s envy – Owner`s pride.

Phatic function, i.e. utterances expresses solidarity and empathy with others. For example: How are you?

Linguistic Versus Communicative Competence

The linguist is interested in describing the structure of language, i.e. the rules that deal with grammaticality. Most
modern linguistic theories are concerned with this. Consider, for example, a statement by Chomsky (1965:3):

Linguistic theory is concerned primarily with an ideal speaker listener in a completely homogeneous speech
community, who knows its language perfectly and is unaffected by such grammatically irrelevant conditions as memory
limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of
the language in actual performance.

Hymes (1971) in a powerful theoretical paper, attempts a critique of this approach to language, and points out
that:

• Chomsky's theory posits ideal objects in abstraction from socio-cultural features. Acquisition of competence
is seen as independent of socio-cultural features and performance as adulteration of ideal competence.

• ii. Chomsky's theory takes language structure as a primary end in itself and depreciates language use.

Hymes illustrates with a number of examples that, there is nothing like a homogeneous speech community, or an
ideal native speaker-listener. What actually exist are a combination of community diversity, differential competence and a

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 Basic Concepts in Sociolinguistics 9

repertoire of codes/varieties/styles.

Hymes, therefore, argues that we require "a theory that can deal with a heterogeneous speech community,
differential competence, and the constitutive role of socil-cultural features". (277) a linguistic theory that can take into
account factors, such as the ones stated above is called a theory of communication competence.

Hymes' formulation of the theory of communicative competence rests on the recognition of the following four
points:

• Whether and to what degree something is formally possible, i.e. something which is grammatical

• Whether and to what degree something is feasible, i.e. something which is acceptable

• Whether and to what degree something is appropriate in relation to a context.

• Whether and to what degree something is in fact done, actually performed.

The theory of communicative competence, in our view, takes into account not only the facts of language but also
of its use. It has therefore been widely applied to language teaching/learning situations.

Basic Concepts in Sociolinguistics

Since the basis of sociolinguistic theory is language use I would like to introduce you to certain basic concepts.

Speech Community

The term 'speech community' is widely used by sociolinguists as well as by linguists. Bloomfield defined a speech
community as "a group of people who interact by means of speech" (1933:42). Lyons (1970:326) says that a speech
community comprises " all the people who use a given language (or dialect)".

These definitions are too simplistic and do not take a number of factors into account. Gumperz (1962:26) defines
a speech that, we will define ( a linguistic community) as a social group, which may be either monolingual or multilingual,
held together by frequency of social interaction patterns and set off from the surrounding areas, by weaknesses in the lines
of communication.

This definition recognizes the fact that, a speech community can share more than one language or dialect.

Labov (1970) emphasizes shared attitudes to language in his definition of a speech community. On the other hand
LePage (1968) emphasizes group identity as a characteristic of a speech community.

Each of the above definitions allows us to define a set of people who have something in common linguistically, a
language or dialect, interaction by means of speech, a range of varieties, attitudes and group identity. So when you come
across the term 'Speech community' in sociolinguistic literature remembers that it can refer to any one or all the
characteristics discussed above.

Speech/ Verbal Repertoire

Speech repertoire refers to the range of languages or varieties of a language available for use by a speaker each of
which enables him/ her to perform a particular social role. We need this term to refer to languages, varieties, and styles that
individuals and groups have in their repertoire to communicate in social situations. We can therefore talk individual and

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 10 Machhindra Govind Varpe

community repertoires.

To quote Gumperz (1964), "verbal repertoire…is not simply composed of linguistic forms. It is always a set of
varieties each with its own internal structure". The concept of speech/ verbal repertoire allows us to deal with speech
communities of all types – monolingual, bilingual and multilingual. The verbal repertoire of the so-called monolingual
communities comprises varieties, dialects and styles. On the other hand, the repertoire of bilingual and multilingual
communities comprises two or more languages and their varieties, dialects and styles. All such communities can be studied
within the framework of the concept of the verbal repertoire.

Speech Situation; Speech Event; Speech Act

While linguists analyze language as sentences (devoid of social context), sociolinguists analyze language with
reference to the socio-cultural context in which it is used. We therefore need a format of analysis in which we take into
account concepts like the speech situation, the speech event and the speech act. According to Hymes (1974), within a
community one readily detects many situations associated with (or marked by the absence of) speech. Such situations can
naturally be described as ceremonies, fights, hunts, meals, love-making and the like. Hymes suggests that such situations
may enter as contexts into the statement of 'rules of speaking' as aspects of setting.

A speech event is a smaller unit of description than the speech situation. Hymes (1974) says that, the term speech
event will be restricted to activities or aspects of activities that are directly governed by rules or norms, for the use of
speech. For example a conversation, a lecture, a formal introduction

The speech act is the smallest unit of the concept that we are discussing. It represents a level distinct from the
sentence, and not identifiable with any single portion of other levels of grammar. A speech act is a functional unit while a
sentence is a formal unit. The function of an utterance can be signaled by a conventional formula (for example: I hereby
order you to leave this building =command), intonation (for example: `Go: Go. = command: polite request) and social
relationship between the speaker and the hearer (for example: Would you mind typing this letter? = command when uttered
by a superior: = request when uttered by an equal).

SUMMARY

The study of language in social contexts is the subject matter of sociolinguistics. A sociolinguists is interested in
the functions of language and not just form; communicative competence and not just linguistic competence. We also
discussed some basic concepts useful for the study of language in socio-cultural contexts, e.g. speech community, speech
repertoire, speech situation, speech event and speech act.

REFERENCES

1. Bloomfield, L.1933.Language. New York: Holt, Rinehart and Winston.

2. Chomsky, N.1965. Aspects of the Theory of Syntax. Cambridge, Mass: MIT Press.

3. Fishman, J.1971. Sociolinguistics: A Brief Introduction. Rowley: Newbury House.

4. Gumperz, J.J.1962. 'Types of Linguistic Community', Anthropological Linguistics, 4:28-40.

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Basic Concepts in Sociolinguistics 11

5. Gumperz, J.J.1964.'Linguistic and Social interaction in Two Communities' in Gumperz, J.J. (1971), Language in
social Groups, Stanford: Stanford University Press.

6. Haliday, M.A.K. 1973. Explorations in the Functions of Language. London: Arnold.

7. Hudson, R.A.1980. Sociolinguistics. Cambridge: Cambridge University Press.

8. Hymes, D. 1971. 'On Communicative Competence' in Pride, J.B. and Holmes, J.(eds.) 1972. Sociolinguistcs.
Harmondsworth: Penguin.

9. Lepage, R.B.1968.'Problems of Description in Multilingual Communities', Transactions of the philological

Society, 189-212.

10. Machhindra Govind Varpe, Linguistic and Communicative Competence in English, International Journal of
English and Literature (IJEL) Volume 3, Issue 2, May-June 2013, pp. 11-14

11. Lyons, J.1970. New Horizons in Linguistics.Harmondsworth: Penguin.

12. Trudgill, P.1974. Sociolinguistics: An Introduction. Harmondsworth:Penguin.

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