社会语言学论文 13页

期末论文题目：OnForeignLanguageTeachingFromthePerspectiveofSociolinguistics所在学院：外国语学院专业：学科教学英语学号：2016281020066作者姓名：谭立力任课教师：游长松2017年1月15日1\nOUTLINEAbstractKeywordsI.IntroductionII.TheBasictheoryandStudyMethodsofSociolinguistics2.1TheBasictheoryofSociolinguistics2.2TheStudyMethodsofSociolinguisticsIII.SociolinguisticsandForeignLanguageTeaching3.1CommunicativeCompetence3.2CulturalTeaching3.3DiscourseTeaching3.4ContextualTeachingIV.ConclusionBibliography2\nOnForeignLanguageTeachingfromthePerspectiveofSociolinguisticsAuthor:TanLiliStudentNumber:2016281020066CourseName:SociolinguisticsAbstract:Theaimofthispaperistodiscusstherelationshipbetweensociolinguisticsandforeignlanguageteachinganditsinfluenceandenlightenmentuponlanguageteaching.Sociolinguisticsstudieslanguagemainlythroughthestudyofsocialfactors,whichhasagreatimpactonlanguageteaching,especiallyonthedevelopmentofstudent’scommunicativecompetenceandonthelanguageteachingwhichcentersoncultureanddiscourse.Atfirst,thispaperbrieflyintroducesthebasictheoriesandstudymethodsofsociolinguistics;then,itpointsoutthatweshouldteachlanguageitselfanditsrelevantsocialfactorsaswell,paymuchattentiontocommunicativecompetenceandsocialculture,andstressthediscourseandcontextualteaching.KeyWords:sociolinguistics;foreignlanguageteaching;communicativecompetence;culture;discourse;context;discourseteaching;contextualteaching.I.IntroductionTherealwaysexistsmisunderstandingorconfusioninourinteractionwithpeoplewhospeakEnglishduetotheinappropriatenessoflanguageuse.Linguistsdefinethismisunderstandingorconfusionaspragmaticfailurewhichconsistsoftwoparts:pragmalinguisticfailureandsociopragmaticfailure.Theformerconcernstheproblemsinpronunciation,vocabulary,grammarandlanguageskills,whichcanbesolvedbythetrainingofbasiclanguageskills;thelatterismorecomplicatedthantheformer,whichcannotbesolvedmerelybythelanguagetrainingbecauseitisrelatedtosocialandculturalfactors,suchasculture,class,religion,age,genderandpsychology.Thesubjectofthestudyonsociolinguisticsistherelationshipamonglanguage,societyandcultureaswellastheprinciplesoflanguageappliedinsocialinteraction.Itis,therefore,necessarytolearnandstudysociolinguisticssoastosolvethesesociopragmaticproblems.II.TheBasictheoryandStudyMethodsofSociolinguistics2.1TheBasictheoryofSociolinguistics3\nWeallknowthatlanguage,whichcomesintobeinganddevelopswiththeemergenceanddevelopmentofsociety,isusedinacertainsocialenvironment,andtheuseoflanguageisinfluencedbytheusers’social,ethnicandculturalbackgroundaswellasbythesituationinwhichspeechcommunicationsoccur.Sociolinguisticsstudiestheinterrelationshipbetweenlanguageandsociety,orinotherwords,itstudiesthelanguagethroughthestudyofsociety.Sociolinguisticsexemplifiesastudytendencyoflinguistics.Languagestudycanbecarriedoutaccordingtothecharacteristicsoflanguageitself;thatistosaylinguisticscanbecompletelyconsideredasascience,suchasstructuralismrepresentedbyBloomfield,anAmericanlinguist.Despitethis,linguisticsstillhascountlesstieswithotherdisciplines.Structuralism,forexample,iscloselyrelatedtobehaviorisminpsychology,soitcanbeseenasalinguisticsstronglylinkedwithpsychology.Besides,linguisticscanbedividedintotwobranches:first,linguisticscloselyrelatedtopsychology,whichstudieslanguagefromtheinsideoforganisms;second,linguisticsstronglytiedtosociology,whichstudieslanguagefromamongorganisms.Butsociolinguisticsrepresentsthethirdbranchoflinguisticsstudy.Sociolinguisticsisanedgediscipline,forwhichlinguistsalwaysdifferintheirviewsonitsresearchcontent,objectsandrange.But,Iagreewithoneopinionthatthestudyofsociolinguisticscanbedividedintothefollowingfivekinds:Sociolinguisticsrelatedtolinguistics:itfocusesonthestudyofspeechusedbypeopleindailylifeanditscoreproblemislanguagevariation,suchasdialectandregister.Itregardslanguageasanorderlyheterogeneoussystem,emphasizesthatthelinguisticdatastudiedmustcomefromreallife,andintendstoenrichandperfectsociolinguistics.Sociolinguisticsrelatedtoethnology:itinvestigates,fromtheangleofethnicculture,thelanguageusingstatusandthefunctionoflanguagetohumancommunicativeactivities,placingparticularemphasisonthestudyoftheway,styles,characteristicsandnormsofspeechcommunication.Itscoreistostudyhumancommunicativecompetenceanditsultimatepurposeistosetupacomprehensivecommunicativescience.Sociolinguisticsrelatedtosociology:itisalsocalledsociologyoflanguage,whosestudyemphasisistheinteractionbetweensocietyandlanguage,whosemajortaskistosolvethemajorlanguageproblemsfacingsociety,likelanguageplanningandthepreservationofmothertongue,andwhosestudyresultsareoftenappliedtolinguistic4\ndecisionandlanguageplanning.Sociolinguisticsrelatedtosocio-psychology:itsresearchemphasisistheevaluationandattitudeofthewholesocietyoracertainsocialgrouptowardstheuseofsomelanguagevariety,suchashighvarietyandlowvariety.Sociolinguisticsrelatedtopragmatics:withconversationbeingitsmajorstudyobject,itprobesintotheprinciplesandstrategiesofconversationaswellasthestructuresandstylesofconversation.Accordingtodifferentresearchranges,sociolinguisticscanalsobedividedintomacro-sociolinguisticsandmicro-sociolinguistics.Theformer,takingsocietyasitsstartingpoint,discussesthefunctionoflanguageincommunityorganization,whilethelatter,regardinglanguageasitsstartingpoint,studiessocialdialectsandlanguagevariationandprobesintohowlanguagestructureisinfluencedbysocialfactors.Generally,fromtheperspectiveofresearchcontent,theresearchobjectsofsociolinguisticsarelanguagevarieties----largelyallkindsofdialectalvarieties,especiallysocialdialectvarieties----ratherthanthecommon-corecharacteristicsoflanguage;fromtheperspectiveofcommunicatorgroups,sociolinguisticsstudieslanguagecommunityorspeechcommunity;andfromtheperspectiveofcommunicatorindividual,itmainlystudiespeople’scommunicativecompetence.2.2TheStudyMethodsofSociolinguisticsTheresearchmethodfavoredbysociolinguisticsisfieldsurvey,whichcanhelpusdrawaprobabilisticconclusionthroughquantitativestatisticsanalysisonlanguagedata.Sociolinguisticsmakesaresearchonthesystematicrelationshipbetweenlanguagevarietiesandvariablesandthevarietiesandvariablesofsocialfactors,withsocialdialectvarietiesbeingitsmainresearchobjectsandsocialvarietiesorvariables----suchassocialclass,ageandgender----involvedinit.Thesecondstepoffieldsurveyistocarryonsamplesurvey,ofwhichsimplerandomsamplingisusuallyused.Instatistics,asimplerandomsampleisasubsetofindividuals(asample)chosenfromalargerset(apopulation).Eachindividualischosenrandomlyandentirelybychance,sothateachindividualhasthesamepossibilityofbeingchosenatanystageduringthesamplingprocess,andeachsubsetofindividualshasthesamepossibilityofbeingchosenforthesampleasanyothersubsetofindividuals.Thisprocessand5\ntechniqueisknownassimplerandomsampling.Asimplerandomsamplingisanunbiasedsurveyingtechniqueandabasictypeofsampling,sinceitcanbeacomponentofothermorecomplexsamplingmethods.Theprincipleofsimplerandomsamplingisthateveryobjecthasthesamepossibilityofbeingchosen.Randomsamplingisrequiredtodrawanappropriateconclusionandavoidovergeneralization.Ifarandomsampleis,letussay,asocialclassinanurbanareaofacity,theconclusiondrawnfromitcannotgobeyondthisrange.Sociolinguistsadoptastheirmainmethodsinterview,questionnaire,observationandexperimenttocollectlanguagedata.Whichevermethodtheyutilize,thelanguagedatamustbereal,unbiasedandfreeofdisturbing.Thelanguagedatagatheredismerelyarawpileofinformation,sotheresearchersneedtosorttheseinformationoutandconductstatisticalanalysisbeforethefinalconclusionismade.Ⅲ.SociolinguisticsandForeignLanguageTeachingSociolinguisticsexertsgreatinfluenceonlanguageteaching.First,thetheoryonsociolinguisticshasgreatimplicationsforthecontentandmethodsoflanguageteaching.Second,somemodernlanguageteachingmethodsarederivedfromsociolinguistics.In1970s,DellHymes,anAmericansociolinguists,putforwardtheconceptofcommunicativecompetence,whichledtotherapiddevelopmentofcommunicativeteachingmethodatthattime..Sociolinguistics,especiallyethnolinguistics,providestheoreticalframeworkfortheculturalteachingmuchadmiredatpresentandpaysmuchattentiontothecommunicativeabilityandtheaccomplishmentofcommunicativetasks,withdiscoursethroughoutthewholecommunicativeeventbeingitsresearchobjects,thusofferingsomeenlightenmentonthediscourseteaching.3.1CommunicativeCompetenceAswehavementioned,weshouldtakeitasourultimatepurposeofteachingtocultivatestudents’communicativecompetence.However,astraditionallinguistictheoryonlyemphasizesthestudyoflanguageitself,traditionallanguageteachingmerelypaysattentiontothetrainingofstudents’linguisticcompetenceandinevitablyignoresthesocialfunctionandculturalcharacteristicsoflanguage.Peoplegetfromsociolinguistictheoriesinspirationthatcommunicativecompetence,whosedevelopmentislimitedbymanyfactors,6\nisnotmerelyaboutlinguisticcompetence.Accordingtosociolinguists,communicativecompetenceisatermwhichreferstoalanguageuser'sgrammaticalknowledgeofsyntax,morphology,phonologyandthelike,aswellassocialknowledgeabouthowandwhentouseutterancesappropriately.Itconcernstwoaspects,namely,grammaticality(whichmeansconformingtogrammaticalrules)andacceptability(whichmeansculturalfeasibilityaswellasappropriatenessandrealizationinacertainsituation).Languagelearning,inHymes’opinion,cannotbeseparatedfromthesocialenvironment.Therefore,toimprovecommunicativecompetence,wemustunderstandtheculturaldifferencebetweentargetlanguagecountryandourownnation.Healsopointsoutthatalanguageshouldhaveitsownuseprinciple,oritsgrammaticalruleswouldbemeaningless.Theuseprincipleherecanbereferredtoastheappropriatenessinlanguageuseduringinteraction.Tomanysociolinguists,thiscompetenceincludesthesensitivitytoallkindsofchangingfactors,suchasregister,context,socialstatus,gender,ageandsoforth.Communicativecompetenceismadeupoffourparts:linguistic,sociolinguistic,discourse,andstrategic.Linguisticcompetencereferstotheknowledgeofgrammar,syntax,vocabularyandpronunciation.Theseknowledgeistheoutcomeoftheinternalizationoflearners’mindsratherthansomerulesandwordsremembered.Sociolinguisticcompetencereferstohowtouseandrespondtolanguageappropriately,giventhesetting,thetopic,andtherelationshipsamongthepeoplecommunicating.Discoursecompetencereferstotheabilitytounderstandandexpressoneselfinagivenlanguage.Onekindofdiscoursecompetenceisoftencalledtextualcompetence.Thisisbasicallyameasureofhowwellanindividualcanreaddifferenttextsandunderstandthem.Anotherverycommontypeofdiscoursecompetenceisrhetoricaloreffectivediscoursecompetence.Thisisoftendefinedashowwellanindividualcancontributetoaconversation.Thiskindofdiscoursecompetenceincludestwoaspects.Oneishowwelltheindividualcanunderstandwhatisbeingsaidbyarangeofspeakers.Anotherishowwelltheindividualcaninterjecthisorherownopinions,andhowwellthatpersoncanexpressideastoanaudiencewithinageneralscenario.Strategiccompetencereferstolearnvariouscopingmeasuresduringinteractions,7\nsuchasbeingcapableofhowtostartaconversation,howtoexpressyourwillingnessorunwillingnesstoconductaconversation,howtochangethesubjectintheconversationandhowtoendaconversation.StudyingChina’sEnglishteachingfromtheangleofsociolinguisticsrequireslanguageteachersandteachingdesignerstopaymuchattentiontothelanguageitselfanditsrelatedsocialfactorsaswell;itdemandsthem,throughlinkinglanguagewiththesesocialfactors,todesignteachingprocedures,defineteachingmethodsandaccomplishlanguageteachingtasks.Inaccordancewiththerequirementsofcultivatingcommunicativecompetence,weshouldconsiderthefollowingfiveaspectsduringtheorganizationoflanguageteaching:Linguisticcriteria:thelanguagetaughtmustbecontrolledandchosen.Inthepast,wechoselanguageemphaticallyintermsoftheusagefrequencyofwords.But,itisnowstressedthatweshouldchoosefromalllanguagesthosetypicalauthenticmaterialsaswellaswordsandsentencestructuresrelatedtothefutureworkourstudentswillbeengagedin.Situationalcriteria:thelanguageitemschosenmustbeorganizedbyacertainframeworkwhichcanorganizethemasnaturallyaspossible.Notionalandfunctionalcriteria:throughthelinkagebetweennotionandfunction,weemphasizestheabilitytouselanguageanddothingsvialanguage,suchasbeingcapableofhowtodeliverandfindinformation,howtoexpressfeelingsandattitudes,howtosocialize,howtoexplainandapologize,howtoaskormakepermissions,andhowtomakeadate.Rhetoricalcriteria:itreferstohowcoherentideas----suchasintroduction,debate,choiceandassessment----canbeexpressedbylanguage.Communicativecriteria:itreferstohowweinfluenceothersbylanguage,suchasknowinghowtouttersignalstointerruptothers,howtochangethesubjectduringtheconversation,andhowtoswitchcodeaccordingtothechangeintheidentityofspeakers.Theabove5criteriashouldbecarefullyconsideredinourforeignlanguageteaching.Inthisway,whatshouldbemainlytaughtisnolongervocabulary,grammarandpronunciation,butsocialknowledgeabouthowandwhentouseutterancesappropriately.ThefactthatChina’slanguageteachinghasforalongtimemerelyattachedimportancetolanguageformswithoutmuchconcernforcommunicativecompetenceisinsomesenseaconsequenceoftraditionalstructurallinguisticswhichhasgovernedthelinguisticscircle8\nforagesandhadaseriouslynegativeimpactonChina’sforeignlanguageteaching.3.2CulturalTeachingAccordingtosociolinguistictheories,languageispartofacertainculture,asocialphenomenon,andatoolthroughwhichpeopleexchangeideasandemotions.Itislikeamirrorwhichcanreflectculture.Therefore,inthelanguageteaching,weshould,whileimpartinglanguageknowledgetoourstudents,introducerelatedculturalbackground,teachcommunicativeprinciplesbyassociatingwithvarioussocialandculturalfactors,andcultivatestudents’communicativecompetence.Theintroductionofcultureinthelanguageteachingisofgreatsignificance,foritcanhavedirectinfluenceonthedevelopmentofstudents’abilitytouselanguageappropriately.Toreallygraspaforeignlanguagerequiresustocorrectlyunderstandthesocialandculturalbackgroundofthelanguagewehavelearned.Insomesense,foreignlanguagelearningcanalsobeseenasaprocessofunderstandingforeignculture.If,incross-culturalcommunication,onedoesnotknowtheculturalbackgroundofanotherspeaker’slanguage,evenifhisEnglishisprettyfluent,theremaybepossibilityofpragmaticerrorsorcultureshock,whichcanexertinfluenceontheeffectofinteraction.AsEnglishteaching,inthepast,paidlittleattentiontoculturaldifference,studentswerepronetopragmaticerrors.Thecommonpragmaticmistakesareasfollows:1.Errorsinsociolinguistics:suchaserrorsinsalutationandphaticutterances.2.Conflictscausedbydifferentvalues:differentnationshavedifferentunderstandingaboutprivacyandtaboo.Chineseliketoinquireaboutthepriceatthesightofthethingsthattheirfriendsorrelativesbuy,whichtopeoplefromAmericaandBritainisunacceptable.Therefore,teachersshouldhelpstudentsunderstandthatitisatabooforwesternerstotalkaboutthesubjectlikeage,marriage,income,price,death,poverty,ageing,andobesity.3.Culturalmistakesrefertopragmaticerrorsthatareunacceptablefromtheculturalperspective.Chinesepeopleoften,forexample,showtheirmodestythroughself-deprecation,whichusuallymakeswesternersconfusedbecausetheybelievethatthisactisamanifestationoflackofconfidenceorevencapacity.Whensomeonegivesusapraise,therightwayistowillinglyacceptitandthenmakesomeadditionalexplanationaboutwhatyouhaveachievedorhad.9\nWhatsociolinguisticspaysattentiontoisthesocialattributeorculturalattributeoflanguage.Thatistosay,peopleshouldconducttheirconversationaccordingtothecertainsituationtheyareinandtheirownidentity.Differentutterancesmaybeusedbydifferentpeopleintermsoftheirage,occupation,gender,nationality,andregion.Mostimportantly,iftherelationshipbetweenspeakersisdifferent,theutterancestheyusemayalsobedifferent.Thus,languageteachersshouldnotonlyteachthemeaningandfunctionofthewordsorphrases,butalsosocialknowledgeabouthowandwhentouseutterancesappropriately.Otherwise,therewillappearaninterestingphenomenonthatincross-culturalcommunication,thelanguagestructuresandformsusedbyaforeignlanguagespeakerconformtothegrammaticalrules,butwhathesayisunacceptableinacertainoccasiontothetargetlanguagespeaker.InmanydomesticEnglishtextbooks,sentences----suchas“What’syourname?”,“Howoldareyou?”,and“Whereareyougoing”----aretaughtattheveryearlystageoflanguageteaching,buttheyareseldomusedinEnglish-speakingcountries.As“What’syourname?”appearssomewhatgruffandimpolite,peoplefromEnglish-speakingcountriespreferanotherrelativelyeuphemisticalgreeting----“MayIhaveyourname?”orYourname,Please?”.Itisrudetoaskabouttheageofstrangers,especiallywomen,sinceagehasbecomeasocialtabooinwesternsociety.Andinwesterners’opinion,wheretheyaregongingisnotyourbusiness.Wecanthereforeseethatwordscannotonlyexpressdesignativemeanings,butalsotransmitculturalinformationandreflectsociallifeofhuman.Inaddition,idioms,proverbs,andallusionsarecloselyrelatedtoculture.Giventhis,inthelanguageteaching,languageteachersshouldhavearesponsibilitytointroducerelevantculturalbackgroundandcreateaculturalenvironmentinwhichstudentscanpracticeEnglishappropriately.3.3DiscourseTeachingSociolinguisticsreferstodiscourseasthespokenorwrittenlanguageunitinpractice,andthelanguageentiretymadeupofaseriesofcontinuesutterancesorsentencesintheprocessofcommunication.Eithershortorlong,itisderivedfromcontext.Andcontextinturnplaysaroleinchoosingthestructure,subject,andstyleofthediscourse.Thelanguageunitconcernedinsociolinguisticsiscommunicativeunitratherthangrammaticalunit.Andthecommunicativeunitoflanguageisdiscourse.Thatistosay,itis10\ndiscourseratherthanasinglewordorsentencethatplaysaroleinacommunicativeevent.Discourseisaunitoflanguageuseandasemanticunit;itcanbebothwrittenandspokeninitsform;itisalanguageunitbeingusedaswellasacommunicativeactivity.HuangGuowen,aprofessorofSunYat-senUniversity,whospecializesindiscourseanalysis,arguesthatculturalcontextreferstoallthemeaningsexpressedbydiscourseinasocietyandculture;anydiscoursecannotbeseparatedfromthecertainculturalenvironment.Inthisway,sociolinguistics,togetherwithdiscourseanalysis,opensthewayfordiscourseteaching.Theultimatepurposeoflanguageteaching----trainingstudents’communicativecompetence----determinesthatteachingactivitiesmustbeorganizedatthelevelofdiscourse,thatis,theteachingmodefromawholetexttoitsdetailedlanguagepoints.Macrocontextfactorsdefinethelanguagestyleoftext(thedegreeofformalityinlanguageuse)andthelanguageform(spokenorwritten).Whendealingwithlanguagepointsinthecontext(microcontext),teachersshouldteachtheusageofwordsandhowandwhentheyareusedinpracticalcommunicationaswell,whichdifferentiatesessentiallysociallinguisticsfromstructurallinguisticsandthetraditionalgrammar--translationmethodderivedfromit.Discourseteachingbelongstothefunctional--notionalteachingcategory,theunderlyingtheoryofwhichissemanticmacrostructureandpragmaticmacrostructuretheory.Accordingtosemanticmacrostructuretheory,teachersshouldthereforeguidetheirstudentstoexploretheauthor’smainideaandthenexplainandanalyzenewwords(andthemeaningsandusageofphrasesandsentences).Inaccordancewithpragmaticmacrostructuretheory,teachingEnglishbymeansofdiscourseanalysis,wecanimprovetheefficiencyoflanguage-skilltraining,overcomethedeficiencyoftheexplanationoflanguageformsinisolation,andenablestudentstouselanguageeffectivelyandappropriately.3.4ContextualTeachingContextistheenvironmentinwhichlanguageisused.Contextofculturereferstothesocialandculturalbackgroundrelatedtospeechcommunication.Itcanbedividedintotwoparts:first,theculturalcustoms,whichcanbeseenasacertaingroupofpeople’slifepatternsproducedinsociallifeandpassedonfromgenerationtogenerationandcanbe11\ntakenastheircollectivehabitsintermsoflanguage,behaviorandpsychology,posingregulationsandconstraintsonthem.Second,socialnorms,whichrefertovariousregulationsandlimitsthatasocietymakesonsocialcommunication.Hallidayfirstpointedoutthatanydiscourseexertsitsfunctioninacertaincontext,fromwhichwecanabstractseveralcharacteristicsrelatedtodescriptionandanalysis.Languageincludesgrammar,discourse,andsocialcontext.Thatistosay,vocabularyandgrammarformclauses,anditisthesequentmeaningsindiscoursewhichsurpassclausesthatformandreflectsocialcontext.Indiscourse,choiceofmeaning,wordingandphrasing,structureandlayout---thisallisplacedonsocialactivities.Aslanguageisusedinacertainenvironmentofcommunication,wemustcombinelanguagewiththeenvironmentitrelieson.Andifweanalyzealanguagesegmentinisolationwithoutreferencetothecertaincontext,itwillbedifficultforustodefineitsstructureandmeaning.Thereexistsaninterdependentrelationshipbetweencontextandlanguageuse.First,toachievetheaimofcommunication,weshouldconsider,intheprocessoflanguagechoice,theeffectofcontext,sincecontexthasinfluenceonthelanguagechoice.Second,languagechoicealsoinfluencestheconstructionofcontext.Andcertaindiscoursemeaningsaredynamicallyproducedbytheinteractionbetweencontextandlanguagestructure.Startingwithrealcontextthatlanguagedependson,takingcommunicativesituationasthepremiseofourlanguageteachingandstudentsasitssubjects,weshouldovercomeinaradicalwaytheobstaclesofcommunication,suchasdumpEnglishandpragmaticerrors,avoidtheloseofcommunicativesituation(causedbycontextualambiguity)andthenegativeimpact(posedbyincompletecontextualinformationoncommunicativeactivities),andhelptrainstudent’scommunicativecompetencenecessaryfortheirfuturelifeandwork.IV.ConclusionInconclusion,languageteachersandteachingdesignersshouldbroadentheirhorizon,bringvitalitytolanguageteaching,andpaymuchattentiontolanguageitselfanditsrelatedsocialfactorsaswell.Inaddition,theyshouldcombinelanguagewiththesefactorstodetermineteachingaims,suchasimprovingstudents’communicative12\ncompetence,designingteachingprocedures,choosingteachingmethodsandaccomplishingteachingtasks.DespitethedeficienciesinChina’slanguageteachingpractice,sociolinguistictheoriesandpractice,insomesense,openanewavenueforustorealizeinacorrectwaylanguagephenomenaandgraspthemostessentialcharacteristicsoflanguage,andplayanimportantlyinstructionalroleinourlanguageteaching.Bibliography[1]Hymen,D.HFoundationsofSociolinguistics:Anethnographicapproach[M],UniversityofPhiladelphiaUniversityPress,1974.[2]刘小青.社会语言学与外语教学[J].山东外语教学，2003（2）：4-5.[3]黄国文.语篇分析的理论与实践[M].上海外语教育出版社,2001.[4]王纲.普通语言学基础[M].湖南教育出版社,1987.13