The theoretical premise of the birth of sociolinguistics is the criticism of structuralism and generative transformation theory. At the same time, it is under the premise of this theoretical criticism that sociolinguistics has established the research principle of starting from language reality and facing life language. The following is what I arranged for you for your reference.

Fan: A Sociolinguistic Analysis of English-Chinese Code-switching

I. Introduction

Code is a general term for different kinds of languages or different dialect variants of the same language. Code-switching, also known as code selection, is a phenomenon that different codes are used in bilingual system to adapt to different communication objects. [1] In sociolinguistic literature, code or code is generally used as a neutral word to refer to a language or language variant. It emphasizes that language system, as an abstract code, is composed of components bearing meaning. These elements have different expressions in different styles, registers and even different social groups. [2] The study of code-switching by sociolinguistic methods reveals the internal relationship between code-switching and social factors such as race, gender, age and socio-economic status, and summarizes some social motives behind code-switching. [3] With the rapid development of computer and network technology, modern means of communication emerge in an endless stream, and the communication between people is not limited to face-to-face communication. With the help and promotion of network technology, people in "physical absence" can also have conversations in "virtual world". Network language is an important carrier of network communication, which is impacting traditional language and culture more and more strongly and affecting society. As a new thing, network language records and reflects the development track of network culture. Therefore, code-switching in network language also presents new features. At present, there are only a handful of systematic discussions on various functional modes of code-switching, that is, which aspects of code-switching embody which functions. As a unique unconventional language form, the study of code-switching in online chat will provide good material for us to further explore the social function of code-switching.

Second, the theoretical basis

Since the 1970s, many scholars at home and abroad have made an in-depth analysis of code-switching among bilinguals from the perspectives of society, syntax, conversation analysis, psychology and pragmatics. RonaldWardhaugh interprets code as "a language or a variant of a language". [4] It can be used not only to refer to a certain language, but also to refer to a certain dialect, stylistic language, and even to refer to Pidgin and the password language that people set privately for confidentiality. He pointed out that participants, scenes and topics in communication are the basic factors that restrict code-switching. In a specific context and code-switching, there is usually only one main factor that affects it, and the others are secondary factors.

Situational Code-switching and Metaphorical Code-switching Theory

Blom & ampGumperz found that people's language choices sometimes did not necessarily meet the conventional requirements of the context at that time. This deviation leads the listener to associate with another context, which is a metaphorical code-switching. [5]Gumperz and Blom discussed the social significance of code-switching in 1972, and divided it into two types: situational code-switching and metaphorical code-switching. [6] Situational code-switching refers to those code-switching caused by changing occasions, time, topics, participants and other factors. This kind of code-switching can only be used by one language or language variant in a specific situation, and the speaker needs to change his own language to adapt to the changes of situational factors, so as to finally maintain the appropriateness of his speech. For example, the dialogue between China students and foreign teachers in oral English practice class. Metaphorical code-switching refers to code-switching implemented by communicators in the same situation in order to express certain communicative intentions, such as emphasizing, attracting attention, expressing certain emotions, transmitting certain information, etc. This paper studies Chinese chat records in daily chat, so the author only makes a statistical analysis of metaphorical code-switching in online chat.

Shuang labeling theory

The markedness theory put forward by MyersScotton has made great contributions to the sociolinguistic study of code-switching. She calls the language that determines the grammatical structure of mixed components "subject language)matrix language, and other languages involved in code-switching" EmbeddedLanguage ". According to her marking theory, there is a difference between unmarked and marked code selection. [7] She believes that code-switching represents a set of rights and obligations, and code-switching has two main purposes: unmarked selection and marked selection. Markup model explains code-switching from the perspective of social value of code. [8]Myers-Scotton elaborated the code-switching mode of markup language. She believes that all interlocutors have a set of marking rules to help them distinguish between marked codes and unmarked codes. Since 1980s and 1990s, scholars began to pay attention to the social function of code-switching and regarded it as a contextual clue. [9] In recent years, many domestic scholars have also analyzed code-switching from the perspective of sociolinguistics. Such as Zhu's code-switching function and its embodiment mode, Du Hui's code-switching and social rules. Code-switching is studied and expounded from the perspective of sociolinguistics. Unmarked code is defined as "the choice of a special language variety is a predictable medium of discourse communication under the established social standards, but marked code is unpredictable." [10] In general, code-switching in online chat belongs to unmarked selection. Under certain circumstances, both sides choose to express their thoughts with words with similar psychological feelings, so as to maintain the normal relationship of rights and obligations between the two sides and get the expected conversation results. At other times, the marked code-switching markedchoice indicates the change of topic, and the speaker intentionally deviates from the existing power or obligation relationship between the two parties and changes the tone and purpose of the conversation. [ 1 1]

Thirdly, the characteristics of "code-switching" in online chat.

Just like daily conversation, in the virtual space, this kind of "code-switching" in online chat can also convey information accurately, vividly and realistically, and the listener can also accurately understand and grasp the meaning of discourse communication. However, in the process of transmitting information, the way of discourse communication adopted by both the speaker and the receiver in online chat is different from oral communication and has new characteristics. First of all, the two sides of network communication don't meet each other, only hear their voices and know their texts. The identity of the participants is relatively hidden, and there is no restriction on what to say and how to say it, which leads to the randomness of the language. In addition, online communication is mainly realized by keyboard operation. Due to the limitation of typing speed and online time, the speaker always tries to shorten the waiting time of the addressee, so he often expresses his ideas according to the characteristics of spoken English. Secondly, when a communicator switches from one language or language variant to another, one code is primary and the other codes are auxiliary. With the development of social economy and language teaching, people are not only limited to mother tongue communication, but also foreign languages. Therefore, in this paper, the author will describe and analyze the social function and motivation of Chinese-speaking Internet users by selecting some examples with Chinese as the source language and English as the embedded language, using quantitative description and qualitative analysis methods.

Fourthly, the choice of corpus.

In view of the large number of online chat tools, the most popular QQ instant messaging tool in China is the corpus selection tool, and 50 chat records collected except voice and video chat are analyzed. This is because: First of all, QQ chat is different from daily oral communication. Chatters can input text and other information by manipulating the keyboard, and can completely store chat records, which is beneficial to statistical analysis. Secondly, QQ has a wide audience and is representative. According to statistics, by the end of 2007, the total number of registered accounts of QQ instant messaging reached 77410.70 billion, the number of active accounts of instant messaging reached 300.2 million, and the highest number of online accounts reached 36 1 10,000. The information comes from Tencent official website. Thirdly, QQ provides text conversion, picture transmission, QQ expression and other services, which provides convenient conditions for a variety of code-switching.

Fifth, the social function of code-switching in online chat.

Online chatting also has the basic functions of code-switching, such as showing social status and narrowing psychological distance. Based on the analysis and statistics of 50 selected corpora, this paper finds that there is 1 12 code-switching in intra-sentence, inter-sentence or textual level. As can be seen from the above table, the top three social functions are code-switching * * 38 times, accounting for 33.93% of the total, code-switching * * 27 times, accounting for 24. 1 1%, and code-switching * * 23 times, accounting for 23% of the total. In addition, other code-switching of other social functions, such as quoting and showing off, appeared 24 times, accounting for 2 1.43% of the total. Therefore, it can be considered that the first three items are the main focus in the role of social functions. Now give an example to analyze these three functions:

An emphasis on function.

Example 1: Happy Flying Sheep 15:0 1: 19 Which university are you in?

Second, the function of euphemism.

Example 2: With the wind 10:4 1:05 What have you been up to recently? Angel 10:44: 17 Busy with paper 10:46:09! I thought you had bf, so you didn't tell us about the department. Bf, short for English boyfriend, is Angel 10:48:20. I am still single. With the wind 10:49:24 Are you free tomorrow? Come out and sit on Angel 10: 50: 02 iamsobuty, I'm going to work, and I'll chat with the wind another day 10:52:32OK, noproblem is widely used in online chat to dilute derogatory or negative semantic features in language, avoid abrupt and embarrassing communication and shorten typing time. In this case, the speaker changed her boyfriend to bf "with the wind", which played a more subtle social function of expressing her speech intention. The "angel" of the receiver, in the form of parenthesis, translated the code into English and euphemistically answered the status quo that he was still single. "The Wind" tries to seize the opportunity and invite the other party out. However, the "angel" changed the code to English and politely refused. Then she made a marked code-switching, changed the topic, and directly refused the other party's wish to continue chatting with warnings. Therefore, at this time, the receiver easily agreed to the other party's request in smooth English and got rid of the embarrassment of being rejected. Therefore, code-switching plays the social function of euphemism, making both parties feel comfortable, thus achieving the ideal communicative effect.

Third, close or open the psychological distance.

Example 3:Sky 16:30: 15 Hello! Broken hair 16:30:38 hello! Sky 16:3 1: 17 misses you. How are you? I'm fine, thank you! Sky 16:35:29 Why did you break your hair so politely16: 37: 34 iamdoingmyhome sky16: 40: 45 All right, get busy! In Example 3, the speaker greets each other with a casual "hello". However, when transcoding, the receiver responds in a relatively formal way. This marked code-switching shows that the receiver has the right to deviate from the speaker and keep a distance from him. When the speaker asks questions in spoken language in a relaxed and friendly way, the recipient will "have a long hair" and answer in English to distance himself from the speaker. "Sky" feels that the other party is deliberately keeping a distance from itself, but still insists on talking with the speaker in spoken Chinese to narrow the distance with the other party, so as to narrow the distance. However, Broken Hair has undergone obvious code-switching, once again deliberately deviating from the existing dialogue right and changing the tone to widen the psychological distance. From this example, we can see that the sky tried to close the psychological distance with the broken hair three times, but it was rejected by the broken hair and deliberately alienated. Thus, code-switching can be used as a communicative strategy. Choosing code in a specific relational state can intentionally deviate from communication habits, thus changing the social relationship between the speaker and the receiver.

Conclusion of intransitive verbs

From the perspective of sociolinguistics, this paper selects QQ chat records as the corpus, and makes a preliminary discussion on English-Chinese code-switching in online chat. As a new way of communication, online chat has unique social functions and characteristics. Through the observation and analysis of online chat, this study concludes that Chinese-English code-switching in online chat has social functions such as emphasis, euphemism and psychological distance. These features and social functions are not isolated from each other, but * * * restricts code-switching.

Fan: A Sociolinguistic Analysis of Foreign Language Teaching

I. Introduction

Sociolinguistics is a marginal subject, which first appeared in the United States in the 1960s. Sociolinguistics is a discipline that studies the social essence and differences of language from different social science angles by using the theories and methods of sociology and linguistics. Sociolinguistics mainly pays attention to the sociality of language, which is manifested in the following aspects: first, it pays attention to the dynamics of interdisciplinary practical application, and second, it pays attention to the expression of social functions of language. It focuses on the relationship between language and various social factors, explores and studies the laws of language and its application, and opens up a broader and brand-new field for better linguistic research. At the same time, it has brought great and far-reaching influence to foreign language teaching.

Second, the basic concepts of sociolinguistics

Sociolinguistics is mainly a subject that studies the social phenomena of language. It focuses not on the core structural system of language, but on the marginal part of language, that is, it mainly focuses on people's language expression in daily life. This paper studies the relationship between language and society, investigates the phenomenon of language use in social context, and describes and explains various changes in language use from the perspective of sociolinguistics. Then, according to the different research objects, sociolinguistics can be roughly divided into macro sociolinguistics and micro sociolinguistics. Macrosociolinguistics mainly studies global issues, such as language planning, language policy, language standardization and text reform. Micro-sociolinguistics studies language variation under various social conditions, such as the influence of social factors such as nationality or race, class, gender and age on language use, people's attitude and evaluation of various variants, the structural characteristics and social functions of various language variants, and so on.

Third, the status quo of foreign language teaching in China

For a long time, foreign language teaching in China has attached importance to language teaching and neglected cultural teaching. Both teachers and learners will spend most of their time and attention on the study and explanation of vocabulary and grammar, without paying attention to the exploration of the application function of language in cultural characteristics and social practice. Therefore, students' overall language use ability is unqualified, mainly because they can't communicate effectively and fluently in foreign languages and can't really spread our traditional culture. At present, from the perspective of sociolinguistics, the problems existing in foreign language teaching are mainly manifested as follows: First, foreign language teaching is influenced by the traditional teaching mode, that is, language teaching is emphasized while cultural teaching is ignored. Moreover, students' oral English ability is not paid enough attention to and cultivated, which gradually makes students afraid to speak English and produces fear of English. In particular, I am afraid to communicate in English in public places, and I am very nervous during the conversation, which makes students unable to communicate fluently in English. Therefore, teachers should actively help students overcome their nervousness in teaching activities, and don't feel nervous and shy in cross-cultural communication. Secondly, students are used to learning English by rote, and they often pass some English tests by rote, which leads to learners not learning English in a certain language environment, but taking it out of context and the purpose is too clear. Thirdly, teachers mainly improve students' communicative competence through well-designed training modes in class. Then, compared with the actual communication scene, this teaching mode obviously lacks certain authenticity, and also lacks the opportunity to accumulate actual combat experience, which makes classroom teaching unable to connect with the actual social and cultural development. Then, it will inevitably lead to the failure of cross-cultural communication and foreign language learning.

Fourthly, the guiding role of sociolinguistics in foreign language teaching.

1, pay attention to the cultivation of communicative competence.

It is important to educate students in the target language culture, but in the context of economic globalization, it is increasingly important to have good communication skills. Therefore, it is particularly important to be able to express your views and opinions accurately in a foreign language. The ultimate goal of language teaching is to enable language learners to use their language knowledge and skills to communicate. Therefore, it is very important to create a good context in the process of learning a language. To cultivate learners' communicative competence, it is necessary to provide a suitable language environment so that language learners can consolidate, strengthen and train their language knowledge and skills to a certain extent and cultivate better language skills. Secondly, we should strengthen the teaching staff. Compared with traditional teaching, it is necessary to use communicative approach in language learning. The application of communicative approach requires teachers to communicate freely with students in foreign languages and teach students the language points they should master. At the same time, grasp the appropriateness of using language in communication and so on. At the same time, in the examination, we should not only examine students' mastery of language points, but also include the cultivation and improvement of language application ability. Only in this way can students realize the importance of language use ability and pay more attention to language use ability in the process of learning language.

2. Combine foreign language teaching with cultural teaching.

Language and culture are inseparable and interdependent. Language is a carrier of culture, a tool of communication, an important part and main form of expression of culture. In teaching Chinese as a foreign language, it is necessary to teach the corresponding culture at the same time, and the two are inseparable. Similarly, to learn a language, you must know the relevant cultural knowledge before you can really learn a language. If learners want to learn a language well, they must understand its culture. The relationship between language and culture determines that the essence of foreign language teaching is actually the cultivation of intercultural communicative competence. Foreign language teaching is not only language teaching, but also culture teaching. Sociolinguistics pays attention to and studies the social attribute of language, that is, the cultural attribute. That is, what kind of people should say under what circumstances. For example, people of different ages say different things; People of different status say different things; Different occupations, different nationalities, different genders and different regions all speak different languages. Then, in the process of language teaching, as the disseminator and exporter of knowledge, teachers should not only teach what words have what function, what meaning and what usage, but also explain how to say different words and what words are suitable for what occasions according to different communication objects. However, in China's foreign language teaching, learners just lack in-depth understanding and learning of western culture, and neglect mother tongue learning, which often leads to "cultural oscillation" or cultural conflict in cross-cultural communication, so mistakes will occur in the communication process. This will not only fail to achieve the communicative purpose, but also lead to some misunderstandings, which will lead to the interruption or failure of communication. Obviously, without understanding the cultural knowledge related to the language, it is impossible to communicate smoothly and effectively. It can be said that the teaching of cultural knowledge is actually to teach learners how to use language correctly, and the two are inseparable.

3. Pay attention to the cultivation of students' discourse ability.

As far as sociolinguistics is concerned, language units are communicative units of language, not grammatical units. In addition, we infer that the communicative unit of language is the whole text, not an independent word or sentence. Then in our usual traditional Chinese teaching, we usually divide an article into paragraphs, simple sentences and words. However, knowledge points related to communicative function are rarely mentioned. In language learning, students learn the pronunciation, part of speech, meaning and spelling of words, and analyze the structure of some difficult sentences according to grammatical functions, but it is not enough to master the whole text. In other words, foreign language teaching in China mainly focuses on the analysis and understanding of sentences, which means that the basic unit of teaching is sentences. When students study an article, they get correct explanations of uncommon words and some difficult sentences, but they don't know much about the overall semantic structure of the full text. Such as the theme of the full text, how to develop, how to demonstrate or explain, the general structure of the full text, the relationship between the parts, etc. In fact, these are all questions that need to be asked and solved when learning a language. Of course, these problems should be reduced to problems that can be discussed in the macro-vision structure of discourse. Moreover, there are many language phenomena that cannot be explained and analyzed by simple grammar knowledge. For example, in daily life, the language that many foreigners often use, that is, spoken language, although not grammatical, exists in reality and is often used. At the same time, most of us can understand their meanings. However, text teaching focuses on the overall understanding and grasp of the text, not just the meaning of words and sentences. Because the thinking form of westerners emphasizes the expression of personal views, the expression of ideas is simple and clear, and it has the characteristics of "individualism", so westerners obviously highlight the writing techniques of directly cutting into the subject and getting to the point. At the same time, West Renye Fang is used to grasping things individually and understanding things through logical analysis. However, the idea of writing an article is usually from point to surface, from individual to whole. Learning language from the perspective of discourse teaching can not only understand the form and meaning of language, but also understand the influence of some social factors on language. Using sociolinguistic theory, teachers and learners can effectively broaden their horizons.

Verb (abbreviation of verb) conclusion

To study foreign language teaching from the perspective of sociolinguistics, both foreign language teachers and foreign language learners should be aware of not only learning the language itself, but also paying attention to other social factors related to language learning. For example, the speaker's cultural environment, the speaker's occupation, age, gender and so on. In the process of language learning, language should combine these factors to improve learners' language application ability. In this way, students can truly realize the inevitable connection between language and society, so as to learn language better and use language effectively and freely.