SOCIOLINGUISTICS

SOCIOLINGUISTICS

1.    SOCIOLOGY: TALK ABOUT SOCIETY.

2.    SOCIOLINGUISTICS IS THE STUDY OF LANGUAGE IN RELATION TO SOCIETY (HUDSON)

3.    DIVISIONS: MACROLINGUISTICS: IS THE STUDY OF RELATIONSHIP BETWEEN SOCIETY AND LANGUAGE. IT INVESTIGATES HOW SOCIAL STRUCTURE INFLUENCES THE WAY PEOPLE TALK AND HOW LANGUAGE VARIETIES OF USE CORRELATE WITH SOCIAL ATTRIBUTE SUCH AS CLASS, GENDER, SEX, AND AGE. MICROLINGUISTICS: IS THE STUDY OF LANGUAGE USED IN THE SMALL GROUP INTERACTION. IN INVESTIGATES WHAT SOCIETIES DO WITH THEIR LANGUAGE: SPEECH ACTS, SPEECH EVEN, ETC. SPEECH ACT: IS AN UTTERANCE AS FUNCTIONAL UNIT IN COMMUNICATION AND IT IS DISTRIBUTED INTO TWO PARTS: PROPORTIONAL MEANING: MEANING IS THE BASIC SEPARATE MEANING OF THE UTTERANCE WHICH IS MOVED BY THE PARTICULAR WORDS OF LANGUAGE. ILLUCTIONAR MEANING IS THE EFFECT OF UTTERANCE OR WRITTEN TEXT WHICH HAS READER AND LISTENER. SPEECH EVEN IS PARTICULAR PURPOSE WHEN PEOPLE EXCHANGE IN GREETING AND INQUIRING. THE ELEMENTS OF SPEECH EVENT ARE SETTING, PARTICIPANT, THE ROLE OF RELATIONSHIP, MESSAGE AND MEDIA.

4.    VARIETY IS THE SET OF LINGUISTIC ITEMS ON THE SIMILAR SOCIAL DISTRIBUTION.

5.    LANGUAGE VARIETIES: PIDGIN: A.  BAHASA BARU DARI CAMPURAN BEBERAPA BAHASA. B.  A LANGUAGE WITH NATIVE SPEAKER,  C. A CONTACT LANGUAGE BECAUSE THERE IS NO ONE FIRST LANGUAGE USED. D. THE PRODUCT OF MULTILINGUALISM SITUATION IN WHICH THOSE WHO WISH TO COMMUNICATE MUST FIND OR IMPROVISE A SIMPLE LANGUAGE SYSTEM THAT WILL ANABLE THEM TO DO SO. E. OCCURS USUALLY IN EQUATOR AREA, BECAUSE THERE ARE A LOT OF NEWS COMERS WITH DIFFERENT LANGUAGES AND THEY HAVE IN INTERACT EACH OTHER USING ALTERNATIVE LANGUAGE. CREOLE: A. A PIDGIN THAT HAS BECOME THE FIRST LANGUAGE OF A NEW GENERATION OF SPEAKERS. B. A PIDGIN WHICH HAS EXTENDED IN STRUCTURE AND VOCABULARY TO EXPRESS THE RANGE OF MEANINGS AND SERVE THE RANGE OF FUNCTIONS REQUIRED OF A FIRST LANGUAGE, C. CREOLIZATION IS THE PROCESS OF PIDGIN TURNING INTO CREOLE.

6.    SOCIAL VARIABLES WHICH MAKES LANGUAGE VARIETIES APPEAR: AGE: GENDER: SOCIAL ATTRIBUTE WHICH OWNED BY A MEMBER OF A SOCIETY. ETHNICITY: ETHNOLECT IS A LANGUAGE VARIETY WHICH APPEARS BECAUSE OF ETHNIC VARIETIES. SOCIAL STATUS: SOCIOLECT IS DIFFERENT LANGUAGE VARIETY WHICH APPEARS BECAUSE OF SOCIAL STATUS OF THE SPEAKERS. GEOGRAPHY: DIALECT IS A VARIETY OF LANGUAGE IN RELATION IN THE PLACE WHERE THE SPEAKER LIVE AND IS CONSISTENCE DIFFERENCES IN PRONOUNCIATION, VOCABULARY, INTONATION, STRESS, AND ASSOCIATED TO THE GEOGHRAPHICAL LOCATION. DIGLOSSIA: IS THE LANGUAGE VARIETY AS THE RESULT OF CERTAINS STATUS, LOCATION AND SITUATION OF THE SPEAKERS. INDIVIDUAL: IDOLECT IS THE VARIETY OF LANGUAGE IN RELATION TO INDIVIDUAL FEATURES.

7.    CHOOSING CODE: DIGLOSSIA: IS THE USE OF TWO DIFFERENT LANGUAGE VARIETIES FOR DIFFERENT PURPOSES IN COMMUNITIES. BILLINGUALISM: IS THE CHARACTERISTICS OF A SPEAKER OR A COMMUNITY WHO USE TWO LANGUAGE. MULTILINGUALISM: IS THE CHARACTERISTICS OF A COMMUNITY WHO USE TWO LANGUAGE. CODE SWITCHING: IS A CHANGE FORM ONE LANGUAGE VARIETY BECAUSE OF THE SITUATION CHANGING AND IN ORDER TO UNDERSTAND EACH OTHER. 1. SITUATIONAL CODE SWITCHING: SITUATION CLAIMS US TO MOVE OR CHANGE CODE OR LANGUAGE TO ANOTHER. 2. METAPHORICAL CODE SWITCHING: TOPIC CLAIMS US TO MOVE OR CHANGE OUR LANGUAGE OR CODE TO ANOTHER. CODE MIXING: IS THE VARIETY OF LANGUAGE USED BY SPEAKER WITH ANOTHER VARIETY TO EMPHASIZE MEANING: MENCAMPUR ADUKAN BAHASA KODE/PENGGUNAAN BERBAGAI BAHASA DALAM SATU TOPIK PADA SITUASI ATAU SAAT TERTENTU UNTUK MENYAMPAIKAN MAKSUD DAN AGAR LEBIH GAYA DALAM PIDATO) BORROWING IS THE CHANGING PROCESS FROM ONE VARIETY INTO ANOTHER VARIETY TO MAKE THE DOMINANT LANGUAGE. STANDARD LANGUAGE: IS THE ONLY KIND OF VARIETY, WHICH WOULD BE CALCULATED AS THE PROPER OF FORMAL LANGUAGE, AND ALSO ACCEPTED AND USED BY SOCIETY. – A LANGUAGE CAN BECOME LANGUAGE STANDARD BY PASSING SELECTION. CODIFICATION (MUST HAVE WRITTEN DICTIONARIES OR GRAMMAR BOOK TO FIX VARIETY). ELABORATION OF FUNCTION, AND ACCEPTANCE.

8.    SPEECH COMMUNITY IS AGROUP OF PEOPLE WHO INTERACT BY SPEECH MEANS.

9.    INTERSECTING COMMUNITY INDICATING THE SPEAKERS OF PLACES HAVE SOME IDEA OF HOW A TYPICAL PERSON FROM EACH TYPICAL SPEAKES, THAT IS OF WHAT IT’S LIKE TO BE A MEMBER OF PARTICULAR SPEECH COMMUNITY. NEWYORK SPEECH, LONDON SPEECH. ETC.

10. REGIONAL AND SOCIAL VARIATION: DIALECT ATTRASES: ARE MAPS TO HOW GEOGHRAPICAL LIMIT OF THE DISTRIBUTION OF A PARTICULAR LINGUISTICS FEATURE BY DRAWING A LINE (ISOGLOSS) OR ISOGLOSS ARE LINES ON MAP TO SHOW MANY TOTAL OF CROSSING AND THAT A PARTICULAR SET OF LINGUISTICS FEATURE APPEARS TO TO BE SPREADING FR4OM ONE SELECTION (A LOCAL AREA) INTO NEIGHBORING LOCATION.

11. REGISTER IS THE SET OF VOVABULARY ITEMS ASSOCIATED WITH THE SEPARATED ACCORDING TO PROFESSION AND THE SOCIAL GROUP: AIRLINES PILOT, BANK MANAGERS, SALES SHOP ASSISTANCE, MUSICIANS, ETC. HAVE DIFFERENTS REGISTER (MASING-MASING KELOMPOK MEMILIKI PEMBENDAHARAAN YANG BERBEDA)

12. TALK IS KEEPING COMMUNICATION OPEN AMONG INDIVIDUALS. IT OFFERS AN EMOTIONAL RELEASE AND CAN BE USED TO PREPARE INDIVIDUALS THAT THEY ARE STEPPING OUT OF BONDS. SO PURPOSE OF POTENTIALLY DANGEROUS CONFLICT BETWEEN INDIVIDUALS.

13. SILENCE IS AN INDIVIDUAL’S BEHAVIOUR TO COMMUNICATE RESPECT, COMFORT, DISAGREEMENT, OR UNCERTAINTY.

14. ETHNOGRAPH OF COMMUNICATIONIS A DESCRIPTION OF ALL THE FACTORS, THAT ARE RELEVANT IN UNDERSTANDING HOW THAT PARTICULAR COMMUNICATIVES EVENT ACHIEVES IY IS OBJECTIVES. SETTING/SCENE OF SPEECH: REFERS TO THE TIME AND PLACE. IN WHICH THE SPEECH TAKE SPLACE. PARTICIPANTS INCLUDE VARIOUS COMBINATIONS OF SPEAKER-LISTENER, ADRESSOR-AUDIENCE, OR SENDER-RECEIVER. ENDS: REFERS TO THE USUAL TRADITION KNOWN AND HOPED THE RESULT OF AN EXCHANGE AS WELL AS TO THE PERSONAL GOALS THAT PARTICIPANTS SEEK TO DO ON PARTICULAR EVENT. ACT SEQUENCE: REFERS TO THE ACTUAL FORM AND CONTENT OF WHAT IS SAID, THE ACCURATE WORD USED, HOW THEY ARE USED, AND THE RELATIONSHIP OF WHAT IS SAID TO THE ACTUAL TOPIC. KEY: REFERS TO THE TONE, MANNER, OR SPIRIT IN WHICH A PARTICULAR MESSAGE IS TRANSFERED: LIGHT-HEARTED, SERIOUS, ACCURATE, SARCASTIC. ETC. INSTRUMENTALITIES: REFERS TO THE CHOICE OF CHANNEL SUCH AS: LANGUAGE, DIALECT, CODE, REGISTERS. ETC. NORMS OF INTERACTION AND INTERPRETATION: REFER TO THE SPECIFIC BEHAVIOUR AND PROPERTIES THAT ATTACH TO SPEAKING AND ALSO TO HOW THESE MAY BE VIEWED TO SOMEONE/WHO DOES NOT SHARE THEM: LOUDNESS, SILENCE, ETC. GENRE: REFERS TO CLEARLY TYPE OF UTTERANCE: SUCH AS THINGS AS POEM, IDIOM, RIDDLE, SPEECH, PRAYERS, LECTURES, ETC.

15. FORMATIVES CATEGORIES (AUSTIN) FERDICTIVES: TYPED BY GIVING A VERDICT/DECISION, ESTIMATE, GRADE, OR ASSESMENT. EXERCITIVIES: THE EXERCISING OF POWERS, RIGHT, OR INFLUENCES AS IN ORDERING/COMMAND, WARNING OR ANNOUNCING: I ANNOUNCE YOUR HUSBAND AND WIFE. COMMISSIVES: TYPED BY PROMOTING AND TO DO SOMETHING BY, FOR EXAMPLE: ANNOUNCING AN PURPOSE PRINCIPLE A CAUSE. BEHABITIVES: HAVING TO DO WITH SUCH MATTERS AS APOLOGING, CONGRATULATING, ETC. EXPOSITIVES: REFERS TO HOW ONE MAKES UTTERANCE INTO AN ARGUMENT OR EXPOSITION.

16. LANGUAGE AND GENDER: A. GENDER IS A SOCIAL CONCEPT INVOLVING THE ALL OF PSYCHOLOGICAL SOCIAL, AND CULTURAL DIFFERENCES BETWEEN MALES AND FEMALES. B. SEX IS DEFINE BIOLOGICALLY, C. GENDER DIFFERENCES: 1. DIFFERENCES IN VOICE QUALITY BETWEEN MALE AND FEMALE. 2. DIFFERENCES IN ORAL SKILLS. 3. DIFFERENT ROLES IN SOCIETY AND DIFFERENT JOBS WHICH MAY CAUSE WOMEN LIVE LONGER THAN MEN. 4. PHONOLOGICAL DIFFERENCES BETWEEN THE SPEECH OF MEN AND WOMEN. 5. DIFFERENCES IN WORD CHOICE.  D. RELATIONSHIP BETWEEN LANGUAGE AND GENDER: 1. DIFFERENT GENDER (MALE AND FEMALE) USE OF LANGUAGE DIFFERENTLY WHEN THEY ARE SPEAKING A LANGUAGE. 2. THE DIFFERENCES MAY BE THE RESULT OF DIFFERENT SOCIALIZATION AND ACCULTURATION PATTERN. E. DIFFERENCES OF LANGUAGE USE BETWEEN MEN AND WOMEN.

MEN	WOMEN
-          SPEAK MORE THAN WOMEN DO	-          SPEAK LESS THAN MEN DO
-          TOPIC: COMPETITION, SPORTS, AND DOING THINGS.	-          FREQUENTLY INTERRUPT WOMEN.
-          FREQUENTLY INTERRUPTS WOMEN	-          MUCH LESS INTERRUPT MEN.
-          CHALLENGE, DEBATE, AND IGNORE MORE.	-          ASK MORE QUESTION THAN MEN DO.
-          COMPETITIVE, INDEPENDENCE, AND VERTICAL RELATIONSHIP (POWER RATHER THAN SOLIDARITY)	-          SUPPORTIVE AND NON COMPETITIVE.

17. FORMULATION: IS THE ABILITY TO ARRANGE WORDS, IS INFLUENCED BY POLITENESS AND APPROPIATENESS, AS THE CONDUCTOR AND ORCHESTATOR OF SPEECH SOUND: KARL LASLEY: A. THE TONGUE PROVIDES CLEAR INSIGHT INTO OUR STANDING OF HOW SPEECH IS FORMULATED. IT EXPLAIN THAT WHEN WE FORMULATED SPEECH WE’RE NOT ONLY INFLUENCED BY THE SOUND SYSTEM OF THE LANGUAGE WE ARE SPEAKING, WE ARE ALSO CONDITIONED BY THE WAY WORDS. B. THE POWER OF ARRANGING IN GUIDING THE DIRECTION OF SPEECH PRODUCTION AND COMPREHENSION.

18. ARTICULATION: IS THE MUSIC OR INSTRUMENTS OF OUR VOICE, SPEECH ARTICULATORS, LARYNX, PARYNX, LUNG, LIPS, LARYNX IS THE VOICE BOX WHICH HOUSES OF OUR VOCAL CORDS. PHARYNX IS A PASSAGE WAY. THE PROCESS OF ARTICULATION MIGHT APPEAR TO BE LINEAR, BUT THE LUNGS, LARYNX AND LIPS MAY BE WORKING AT ALL THE SAME TIME, AND CO-ARTICULATION IS THE NORM.

19. SELF MONITORING: PEOPLE CAN COMMUNICATE TO THEMSELVES TO KNOW THE ERRORS AND MISTAKES (CHOMSKY). ANY MISTAKES IN LINGUISTICS SHOW THE ATTENDANCE BETWEEN PERFORMANCE AND COMPETENCE. PERFORMANCE: IS THE SHOW OF OUR ABILITY IN LANGUAGE, THE WORDS WE SAY OR WRITE. COMPETENCE: ABOUT THE LANGUAGE WE HAVE MASTERED. IT MONITORS PERFORMANCE TO MAKE SURE THE OUR PRODUCTION IS ACCURATE.

20. COMPREHENSION: UNDERSTANDING WHAT WE HEAR OR SEE. SOUNDS, WORDS, SENTENCES, TEXTS.

21. DISSOLUTION: LANGUAGE LOSS: EVIDENCE FOR APHASIA: - NEURROLINGUISTICS IS AN OFFSPRING OF PSYCHOLINGUISTICS WHICH INVESTIGATES THE HUMAN BRAIN CREATES AND PROCESSES SPEECH AND LANGUAGE. – SENSORYCORTEX IS THE PRIMARY LOCATION FOR PROCESSING ALL SENSASITIONS TO THE BRAIN FROM THE BODY. – APHASIA: IS THE LOSS OF SPEECH OR LANGUAGE DUE TO BRAIN BROKEN. – KIND OF APHASIA: 1. BROCA’S APHASIA: THE PRODUCTION OF KEY WORDS LIKE SUBJECTS, VERBS AND OBJECTS IS DOUBTFUL AND INACCURATE. CHARACTERISTIC: SPEECH AND WRITING ARE SLOW, VERY DOUBTFUL, AND ANXIETY, COMPREHENSION IS RELATIVELY SPARED. 2. WERNIEKE’S APHASIA: INABILITI TO. SPEECH AND LAGUAGE DISORDER: - SUTTERING/STAMMERING: IS A COMMON SPEECH PROBLEMS FOUND BY SPEECH PATHOLOGISTS, WHICH OCCUR MOST FREQUENTLY ON THE INITIAL WORD OF A SYLLABLE, AND ON STOP CONSONANT. IT IS CAUSED BY THE ABSENCE OF UNAMBIGUOUS LATERALIZATION OF SPEECH TO THE LEFT HEMISPHERE. – AUSTIN/CHILDHOOD SCHIZOPHRENIA: CAUSED BY HUMAN INTERACTION AND IN CONTRAST TO A NORMAL CHILD, IGNORE AGE AND FACE CONTACT. CREATES A LACK OF SOCIAL INTERACTION AND EARLY COMMUNICATIVE BONDING. – LANGUAGE LOSS FORM INHERITTEED DISORDER. DOWN SYNDROME. A DISORDER THAT OCCURS ABOUT ONCE IN EVERY 600 BIRTHS AND ALONG WITH MARKED ANATOMICAL ABNORMALISTICS, LEAVES THE CHILD MODERATELY TO SEVERELY UNPAIRED IN ALL COGNITIVE FUNCTIONS. IT CREATES POOR ARTICULATION AND THROUGH COMPREHENSION IS NOT SIGNIFICANTLY AFFECTED, EXPRESSIVE SPEECH IS DOUBTFUL AND LIMITED. – LANGUAGE LOSS THROUGH AGING: LONG AND SHORT TER MEMORIES.

22. SENTENCE COMPREHENSION AND MEMORY: - PROCESSING UNITS: SENTENCE- CLAUSE- PHRASE-WORD: - A SENTENCE/CLAUSE AS PROCESSING UNITS: 1. AT THE END OF A SENTENCE, THE INTERPRETER CAN JOIN INFORMATION TO SUMMARY. 2. AFTER SUMMARY HE ELIMINATE FROM WORKING MEMPRY MOST INDIVIDUAL WORDS AS WELL AS SYNTACTIC STRUCTURE, TO MAKE WAY FOR A NEW SENTENCE/CLAUSE. PARSING STRATEGY: FUNCTION TO COMPREHEND A SENTENCE. IS THE STRUCTURAL ANALYSIS OF A SENTENCE TO SORT OUT WHICH WORD OR PHRASE IS THE S.O. COMPLEMENT, AND THE MODIFIER IN RELATION TO A VERB. THE STRATEGIES ARE: CANONICAL NVN=SVO: CLEAR MARK INCLUDE PUNCTUATION MARKS IN WRITTEN TEXTS IN SPEECH. E.G, WHY CAN’T WE EAT, JOHN? JOHN, WHY CAN’T WE EAT? LATE-CLOSURE: THE PARSER ATTACHES INCOMING ITEMS INTO THE CLAUSE/PHRASE CURRENTLY BEING CONSTRUCTED. MINIMAL ATTACHMENT: THE PARSERS ATTACHES MATERIAL INTO THE COMPONENTSTRUCTURED BEING CONSTRUCTED.

23. SENTENCE COMPREHENSION MODELS: AUTONOMOUS VS INERACTIVE PROCESSING: AUTONOMOUS MODULAR PROCESSOR CONSIST OF 3 PROCESSES: LEXICAL PROCESSOR: FIND AGAIN WORDS FROM THE LEXICON FROM LEXICON USING ONLY PHONOLOGICAL INFORMATION. STRUCTURAL PROCESSOR: PRODUCES A CONSTITUENT STRUCTURE FOR A SENTENCE USING ONLY SYNTACTIC INFORMATION. INTERPERATIVE PROCESSOR: IS THE PRODUCT OF STRUCTURAL PROCESSING CONSTRUCT A REPRESENTATION OF THE MEANING OF THE SENTENCESUSING THE KNOWLEDGE OF THE WORD, WHICH INTEGRATES INFORMATION OVER SENTENCES, MAKING INFERENCES OF NECESSARY (DISCOURSE PROFESSSOR). PRAGMATIC SEMANTIC VS SYNTACTIC FACTORS: PRAGMATIC AND SEMANTIC FACTORS CAN AFFECT THE PROCESSING OF A SYNTACTICALLY AMBIGOUS SENTENCE MORE THA SYNTAX DOES. SO THE INTERPRETER IS LIKELY TO USE KNOWLEDGE OF THE WORD TO ARRIVE AT PLAUSIBLE INTERPRETATION. THOSE FACTORS ARE USED INTERACTIVELY IN SENTENCE PROCESSING.

24. WORD: MEANING, MEMORY, AND RECOGNITION: WORD IS THE ASSOCIATION OF A PARTICULAR GRAMMATICAL EMPLOYMENT (TAYLOR, 1991). WORDS CAN BE EASY TO COMPREHEND AND PRODUCE IF THEY ARE COME FREQUENT AND MEANINGFUL FOR STUDENTS.

25. CHARACTERISTIC OF WORDS: DEFINABLE, LAMILIARITY, FAMILIARITY, FREQUENCY, IMAGERY, PRONOUNCEABLE, CONCRETENESS, MEANINGFULNESS.

26. MORPHEME: MORPHEME IS THE SMALLEST MEANINGFUL UNIT IN A LANGUAGE OR MEANING LINGUISTIC UNIT WHICH ALTHOUGH SMALLER THAN WORDS. E.G: UNKIND, UN MEANING NOT” FREE MORPHEME: MORPHEME WHICH CAN STAND ALONE (WORD). BOUND MORPHEME: WHICH CAN’T STAND ALONE. E,G: SUFFIXES: -IY, ED, ES, EST, D, S,  PREFIXES: -UN, DIS, IR, PRO, ANTI,

27. COMPONENT OF WORD. ROOT: OF, ABOUT, AND, IN. ETC, STEM: WORK+S= WORKS, A PART OF WORD WHICH AN INFLECTIONAL SUFFIX IS ADDED. PREFIX: ANTI, DIS,UN, ETC. DERIVATIONAL SUFFIX: -ION, EST, ABLE, NESS, ETC. INFLECTIONAL SUFFIX: -S, ES, ETC. BY KNOWING WORD COMPONENTS WE CAN COMPREHEND WORD MEANING.

28. AMBIGUOS WORD: ARE POLYSEMOUS: WORDS HAVE MORE THAN ONE MEANING HOMOPHONES: HAVE THE SAME SOUND PATTERN BUT DIFFERENT MEANING AND SPELLING.  AND HOMOGRAPH: WORDS HAVE THE SAME SPELLING BUT DIFFERENT MEANING AND SOUNDS.

29. SEMANTIC MEMORY: - WORDS AND ALL KINDS OF SEMANTIC INFORMATION ARE  SAVED IN SEMANTIC MEMORY. – SEMANTIC INFORMATION IS ORGANIZED IN MEMORY RELATES TO HOW PEOPLE RESPOND TO WORD AND THEIR INFORMATION IN A VARIETY OF VERBAL TASKS. – THE ORGANIZATION OF SEMANTIC INFORMATION IN MEMORY CAN BE INFERRED BY LOOKING AT PEOPLE’S VERBAL BEHAVIOUR SUCH AS: WORD RECOGNITION ASSOCIATION.

30. WORD ASSOCIATION: ARE TEACHED TO OPEN A PERSON’S SEMANTIC MEMORY. VERBAL HABITS, KNOWLEDGE OF OBJECT, THOUGHT PROCESS. ETC. EG: TABLE..... CHAIR.

31. WORD RECOGNITION: IT TAKES A MEASURABLE DEPENDING ON TYPES OF WORDS, CONTEXT, AND THE READER’S SKILL. STAGES: 1. LEXICAL ACCES: IS ACCESING A LEXICAL ENTRY BY MATCHING THE VISUAL CHARACTERISTIC OF A WORD WITH AN ITEM IN MENTAL LEXICON. 2. DECISION/MEANING INTERPRETATION. PROCESSES: FRELEXICAL PROCESS: ANALYZES A WRITTEN OR SPOKEN INPUT. IDENTIPYING IT AS PARTICULAR WORD, RECOGNITION IS ACHIEVED WHEN A UNIQUE ENTRY IT THE MENTAL LEXICON ACTIVATED. LEXICAL ACCES: ACTIVATES SEMANTIC, PHONOLOGICAL, ORTHOGRAPHIC, AND OTHER INFORMATION RELATED WITH LEXICAL ITEMS. POST LEXICAL ACCES SELECTA: EXPLAINS OR AND INTEGRATES LEXICAL INFORMATION IN OREDER TO COMPREHEND SENTENCES AND DISCOURSE. OTHER PROCESSES: BOTTOM UP PROCESS: WORD RECOGNITION STARTS WITH THE SENSORY DATA AND THE FORMS IN SMALL UNITS, WHICH ARE THEN COMBINED INTO LARGER ONES. TOP DOWN PROCESS: WORD RECOGNITION STARTS WITH A TARGET WORD HOPED FROM CONTEXT AND KNOWLEDGE OF THE WORLD AND CHECK WHETHER SENSORY DATA ARE CONSISTENT WITH THE TARGET.

32. L2 ACQUISITION: THE WAY PEOPLE LEARN A LANGUAGE OTHER THAN THEIR MOTHER TONGUE INSIDE OR OUTSIDE CLASSROOM. FACTORS: EXTERNAL: A. THE SOCIAL ENVIRONMENT. B. THE INPUT THAT LEARNERS RECEIVE THE SAMPLE OF LANGUAGE. INTERENAL: A. LEARNER COGNITIVE MECHANISM, B. LEARNER’S GENERAL KNOWLEDGE OF WORLD, WHICH HELP THEM TO UNDERSTAND L2 INPUT.  C. COMMUNICATION STRATEGIES. D. KNOWLEDGE OF HOW LANGUAGE IN GENERAL WORKS. E. PERSONAL FACTORS: INDIVIDUAL APPROACH TO ACQUIRING L2 SUCH AS GROUP DYNAMIC, ATTITUDE TO TEACHER AND COURSE MATERIAL.

33. BERNSTEINS'S CODE: 1. THE WAY HOW A CHILD OR PEOPLE ACQUIRES A SPECIFIC CULTURAL IDENTIFY AND RESPONDS TO THAT IDENTIFY. VARIETIES OF LANGUAGE IN USE IN SOCIETY: A. ELABORATED: FORMAL CODE IS A LANGAUGE USE WHICH POINTS TO THE POSSIBILITIES INTRINSIC IN A COMPLEX CONCEPTUAL HIERACHY FOR THE RECOGNIZING EXPERIENCE. CHARACTERISTIC: - MAKES USE OF ACCURATE GRAMMATICAL ORDER AND SYNTAX TO ARRANGE WHAT IS SAID. – USES COMPLEX SNTENCES THAT USED A RANGE OF DEVICES FOR CONJUNCTION AND SUBORDINATION. – USES PREPOSITIONS TO SHOW RELATIONSHIP OF BOTH A TEMPORAL AND LOGICAL NATURE. – SHOW FREQUENT USE OF PRONOUN I, - USES WITH CARE A WIDE RANGE OF ADJECTIVES AND ADVERBS. – ALLOW FOR REMARKS TO BE QUALIFIED. RESTRICTED: PUBLIC CODE: LANGUAGE OF IMPLICIT MEANING CHARACTERISTIC: - USES SHORT, GRAMMATICAL SIMPLE, AND OFTEN UNFINISHED SENTENCES. – USES A FEW CONJUNCTION SIMPLY AND REPETIVELY, - USES LITLE SUBORDINATION. – TEND TOWARD A DISLOCATED PRESENTATION OF INFORMATION. – LIMITED IN THE USE OF ADJECTIVES AND ADVERBS. – MAKES FREQUENT USE OF IMPERSONAL PRONOUN SUBJECTS. CONFOUND REASON/CONCLUSION. - MAKES FREQUENT APPEAL TO SYMPATHETIC CIRCULARITY: YOU KNOW?    

34. CORRELATION BETWEEN SOCIOLINGUISTIC AND ENGLISH TEACHING: SOCIOLINGUISTIC AS THE SCIENCE PREPARECONCEPTS OF MECHANISM, AND THE SYSTEMATIC INFORMATION FOR THE STUDY OF LANGUAGE.

35.CONTRIBUTION OF SOCIOLINGUISTICS TO ENGLISH TEACHING IS THAT BY LEARNING SOCIOLINGUISTICS, WE CAN DEVELOP ENGLISH TEACHING WHICH IS SUITABLE WITH COMMUNITY NEEDS.

36. BLACK ENGLISH: THE ENGLISH USED BY BLACKS WHO LIVE IN NEW YORK CITYWHICH HAS CERTAIN PHONOLOGICAL, MORPHOLOGICAL, AND SYNTACTIC CHARACTERISTIC. E.G: WORDS LIKE THING AND THIS MAY BE PRONOUNCED AS AS TING AND DIS.