The Role of Sociolinguistic Competence in Developing Second Language Learners' Proficiency (original) (raw)

Abstract

The study investigates the role of Sociolinguistic Competence in developing second language (L2) learners' proficiency. Some linguists argue that if sociolinguistic competence is incorporated in teaching L2, it would enhance learners' spoken and written proficiency. Learners find it hard to establish fluent spoken and written communications because L2 learning is replete with teaching, learning and internalization of language rules. Learners are exposed to linguistic rules without explicit instruction on the culture of the language. The research aims at examining whether explicit knowledge of sociolinguistic competence enhances L2 learners' fluency or not. The study is supported by the sociocultural theory, while Oral Reading Methodology was used for data collection where approximately thirty Senior Secondary school students were selected from each of seven schools to read two passages of almost the same length. The first passage which reflected the Hausa culture presented a story about a poor girl. The use of language (English) in the passage is purely Nigerian. The second passage reflected the English culture and was a story about a young girl; the use of language in the passage was native-speaker version. The subjects were timed to read the two passages with a short interval between the readings. The findings showed that in the first passage, the reading was fluent and the subjects comprehended the message. In reading the second passage, the subjects were less fluent. Their comprehension of the message contained in the passage was poor. The implication is that lack of exposure to the English culture makes it difficult for L2 learners to comprehend some ideas, thoughts, experiences or attitudes especially

Key takeaways

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  1. Sociolinguistic competence significantly influences L2 learners' proficiency in spoken and written communication.
  2. The study involved 203 students from seven schools, assessing reading fluency and comprehension across cultural contexts.
  3. L2 learners performed better with culturally familiar texts than with those reflecting English culture.
  4. Explicit instruction in sociocultural aspects is necessary for effective L2 teaching and learning.
  5. Findings indicate a lack of exposure to English culture hinders L2 learners' comprehension and fluency.

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FAQs

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What findings highlight the importance of sociolinguistic competence in L2 proficiency?add

The study found that explicit teaching of sociolinguistic competence significantly improved L2 learners' fluency, with reading comprehension scores showing a 19% increase in familiarity with context when using culturally relevant materials.

How did cultural context affect learners' reading fluency and comprehension?add

Learners showed 17% higher reading fluency and comprehension when reading a Hausa-culture-based passage compared to a British English culture passage, indicating a strong influence of cultural familiarity on language processing.

What assessment method was used to measure fluency and comprehension in the study?add

The study utilized Amer's Oral Reading Method, where students were timed while reading and their performance was assessed based on defined criteria, including fluency, comprehension, and context familiarity.

What can explain the learners' success with the Hausa culture passage?add

Students performed strongly on the Hausa culture passage due to their familiarity with context, leading to smoother reading with minimal mispronunciations, while the English passage resulted in confusion with 31% of new words.

What challenges do teachers face in teaching sociolinguistic competence?add

Teachers cited insufficient time to cover curricula and lack of confidence as major barriers to incorporating sociocultural issues in language instruction.