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Script For El 100 Report

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33 views5 pages

Script For El 100 Report

Uploaded by

immafilthyhuman
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SCRIPT FOR EL 100 REPORT

(SOCIAL DIALECT)

GOOD MORNING EVERYONE MY NAME IS KENNETH S. YACAPIN ONE OF YOUR DISCUSSANT IN GROUP
12. I AM HERE TO DISCUSS THE 2 TOPICS WHICH ARE: SOCIAL DIALECT AND SOCIAL MARKERS.

(first slide)
Social linguistics is a relationship between language and society; one should know
that this development of investigation is done with the help of linguistics that
interacts with other academic disciplines that have to do with languages, such as
sociology, social psychology, and anthropology. If we try to analyze a language
from a social perspective, we use all these connections based on the urban
dictionary, which states that in sociolinguistics, a social dialect is associated with a
certain socioeconomic class, ethnicity, or age group. It is a combination of the
turns social or socio-economic, with dialect. (PPT)

Social dialect or sociolect is a dialect that concerns social status and class. This
means that social class refers to the difference between people in education,
wealth, and prestige. The traditional study of regional dialects concentrates on the
speech of rural areas, whereas the study of sociolect is concentrated in towns and
cities.
In linguistics, a sociolect activity is a variety of languages associated with a
particular social group.

(second slide)
That term derived from the morphemes "socio" meaning social and "-lect",
meaning a variety of languages. (PPT)

Examples of social groups that might be said to have distinctive styles of language
use include those based on socioeconomic status, age occupation, and gender.
(PPT)

(third slide)
At this point, let's talk about socioeconomic status.

The relationship between language and social class has been the subject of many
investigations. There is much evidence to confirm that members of different social
classes use language in different ways. (PPT) In Britain, for example, there is a
higher incidence of regional features in the speech of people from us lower social
class. In other words, speakers from higher social classes are more likely to use
standard English and their speech will tend to be closer to received pronunciation.

(fourth slide)
Age, probably the most notable difference here is between the speech of teenagers
and the speech of older members of the same community. Teenagers have a large
and ever-changing lexicon of slang words and expressions. (PPT) This vocabulary
serves to strengthen their identity as a social group and separates them from older
generations. Speakers from the previous generations have been found to use
archaic or old-fashioned Lexus which may not be commonly used in the English
language; today there will often be more differences between the vocabulary of
young and old speakers from within a markedly similar community.

(fifth slide)
Occupation.
Any trade or profession, second-hand car dealers, lawyers, accountants, doctors,
builders, estate agents, etc, will have its specialist semantic field and vocabulary.
(PPT) In part, this will be made up of technical terms associated with the
pragmatics of a particular occupation but it will probably also include some slack
in formal vocabulary developed and used between members of the same
occupation, either because it is humorous or because it is shorter and more
economical than its standard English equivalent.
As with the language of teenagers, the effect of having such a distinctive social act
is to re-enforce the exclusivity of the curve.

(sixth slide)
Gender refers to the possibility that men and women use language in different
ways. (PPT) Research suggests that women tend to use more prosodic features,
that channel empathic stress, and men tend to be more direct in their speech using
very fluent features, and fillers in nonfluent poses. Furthermore, research also
suggests that women interrupt each other less frequently than men with occasional
overlap; instead, this suggests that women are more receptive and supportive as
listeners and can sense when it is socially acceptable to take the floor and begin
their turn to speak. It also indicated that men sent it to be more competitive and
assertive in their pitches and more likely to interact.

Here I provided some examples of social dialect.


First, we have African-American vernacular English.
So what is African-American vernacular English?
According to langfocus African-American vernacular English, which you
may also be referred to as (Ebonics) is a group of dialects of English that develop
among African-American communities in the United States. However, it shouldn't
be assumed that all African-Americans speak and comprehend it as their first
language because many do not.

(PPT) Due to the expressive and innovative nature of these


dialects, they are very influential and they are the source of
many slang expressions and idioms that are used in general
American English and even international English.

Now, let’s take a look at these words as they represent


some part of being one that African American people often
use.
• Strap – gun, usually a pistol.
• Hood – neighborhood, often where someone grew up.
• Paper – money.
• Crib – house, or place of dwelling
• Feds – federal government

THE SECOND EXAMPLE IS THE CONYO LANGUAGE


Conyo:
The term is aimed towards the youth of the upper class, or, at least, those
who want to be perceived as belonging to this social class. Because of this,
Dr. Borlongan describes Conyo English as a sociolect, a specific language
used by a social group.
And as you can see, I also provided some example phrases on how people
use it as their daily language.
Example:

• “It’s so init here, diba?”


• “Can you make para here, boss?”
• “Those shoes are so mahal talaga!”
• “Yow pare! Do you still have some spare coins ba? So I can make bayad na
sana kay Manong driver”

My next topic is social markers.

SOCIAL MARKERS
Social markers in language and speech are cues conveyed through verbal and
nonverbal means that serve to identify individuals to the groups to which they
belong.
Social markers can be linguistic, paralinguistic, or extralinguistic in form, and can
range from intentional to unintentional and uncontrollable. They help to provide
context for social organization. Extralinguistic cues are those that may be
conveyed through gestures and physical appearance. However, social markers in
language and speech focus on the paralinguistic and linguistic cues that mark
social categories. Relevant social categories that are made distinctive through
language and speech markers include age, sex and gender, social class, ethnicity,
and many others. Scholars across disciplines of psychology, social psychology,
linguistics, and communication have approached the study of social markers from
different perspectives, resulting in theoretical and methodological advancements.

There are pronunciation features that function as social markers.


One feature is the final pronunciations of -ing with [n] rather than [angma] at the
end of words such as sitting and drinking.
Pronunciations represented by sittin and drinkin are typically associated with
working-class speech.
Another social marker is called [h] dropping, which makes the words at the hat
sound the same. It occurs at the beginning of words and can result in utterances,
and sayings that sound like I am so hungry I could eat an orse. In contemporary
English, this feature is associated with lower class and education.
These are just some pictures of social markers, but these features tell you and
reflect your personality from which social group the occupation category you
belong, which will result in people who are studying a language, can nearly
understand from which social group they belong.
And that concludes my report, thank you so much for listening and I hope that you
learned a lot.

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