Language change and variation is a problematic issue to teachers because it tries to destandardize a language and cause trouble in students’ language learning. This essay focuses is divided into four parts. It will first define the difference between lexical change and lexical variation in English, then it would investigate in the the reasons why there are such lexical changes. After lexical change, lexical variations would be analyzed according to their characteristics and taxonomized into different types. The essay would end with an educational implication relating to teaching of vocabulary.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Distinction between lexical change and lexical variation in English
- Causes for English lexical change: Social Network Influence
- Causes for English lexical change: Becoming a norm in a speech community
- Causes for English lexical change: Prevalence of a Variation by Community of Practice
- Causes for English lexical change: Flawed familial language acquisition
- Major types of lexical variation: Intra-speaker variations
- Major types of lexical variation: Inter-speaker variations
- Learning and Teaching of Variations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay aims to define and differentiate between lexical change and lexical variation in English, explore the reasons behind these phenomena, and discuss their educational implications for vocabulary teaching. The analysis incorporates micro- and macro- perspectives, considering social networks, speech communities, and communities of practice.
- Distinction between lexical change and lexical variation
- Causes of lexical change in English (social networks, speech communities, communities of practice, flawed language acquisition)
- Types of lexical variation (intra-speaker and inter-speaker variations)
- The impact of lexical change and variation on language teaching and learning
- The importance of context and local variations in English language education
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This introductory section lays out the essay's structure and central argument: that language change and variation pose challenges for educators but understanding their causes and types is crucial for effective vocabulary instruction. It sets the stage for a four-part exploration of lexical change and variation, culminating in pedagogical implications.
Distinction between lexical change and lexical variation in English: This section establishes a clear distinction between lexical change (alterations in word choice over time) and lexical variation (differences in word choice among different groups at a given time). It provides examples such as the evolution of "omnibus" to "bus" (lexical change) and regional variations in words for "splinter" (lexical variation), illustrating the core concepts with concrete instances and referencing relevant scholarly works (Holmes, 2008; Trudgill, 1994).
Causes for English lexical change: Social Network Influence: This section explores how social networks influence lexical change. It introduces Milardo's (1988) model of exchange, interactive, and passive networks, demonstrating how the spread of new lexical items is influenced by the frequency and nature of social interactions. The analysis highlights that the extent of a lexical feature’s influence is determined by the social network structure where it originates, explaining why some changes spread widely while others remain localized.
Causes for English lexical change: Becoming a norm in a speech community: This section examines the role of speech communities in establishing lexical change. It explains that lexical changes become entrenched when they are adopted as shared norms within a speech community, citing Labov's (1966, 1972) work on the use of certain words among black speakers. The section discusses how factors like race, sex, and social class define speech communities and contribute to the development of distinct lexical features, emphasizing the role of community identity in shaping language.
Causes for English lexical change: Prevalence of a Variation by Community of Practice: This section delves into the role of communities of practice in the emergence and prevalence of lexical variation and change. It outlines Meyerhoff's (2002) three-stage model (mutual engagement, jointly negotiated enterprise, shared repertoire) and incorporates Wenger's (1998) insights on the nature of engagement (positive or negative) and the specificity of shared purpose. The discussion highlights how the interaction and shared activities within communities of practice foster the creation and dissemination of unique lexical variations.
Causes for English lexical change: Flawed familial language acquisition: This section argues that imperfect language acquisition within families is a significant driver of lexical change. It presents the argument that children do not perfectly replicate their parents' language, due to peer influence and contextual variations in language use (Labov, 2001; Roberts and Labov, 1995; Wilson & Henry, 1998; Hart & Risley, 1995). The section explains how this imperfect transmission process contributes to the ongoing evolution of the lexicon.
Major types of lexical variation: Intra-speaker variations: This section focuses on intra-speaker variation, meaning the changes in lexical choices a single person makes depending on the context. It gives examples such as register variations (formal vs. informal "-ing" usage) and dialect variations (e.g., the strategic use of Southern English by Anglo-Texas saleswomen (Johnstone, 1999)), demonstrating how individuals adapt their language to suit different social situations and audiences.
Major types of lexical variation: Inter-speaker variations: This section examines inter-speaker variations, focusing on variations across social classes, genders, and ethnic groups. It provides examples like the differences between Received Pronunciation and Cockney accents (Ash, 2002; Jamie, 2014), the use of phrases like "you know" and "sort of" in New Zealand women's speech (Cheshire, 2002), and the phenomenon of "crossing" observed by Jacobs-Huey (1997) where individuals adopt lexical features of an ethnic group they identify with. The distinctions between sex and gender in language variation (Chambers, 1992) are also highlighted.
Learning and Teaching of Variations: This section shifts to pedagogical implications, discussing the challenges teachers face in dealing with lexical variation and the importance of embracing local contexts in language instruction. The author's personal experience with the term "dai pai dong" exemplifies the tension between prescribed standards and actual language use, arguing for a more inclusive approach that recognizes and values local lexical variations. The section emphasizes the need for teachers to stay updated on contemporary language changes.
Schlüsselwörter (Keywords)
Lexical change, lexical variation, language variation, sociolinguistics, speech community, community of practice, language acquisition, English lexicon, vocabulary teaching, register variation, dialect variation, social class, gender, ethnicity, Hong Kong English.
Frequently Asked Questions: A Comprehensive Language Preview on Lexical Change and Variation in English
What is the main focus of this essay?
This essay focuses on defining and differentiating between lexical change (alterations in word choice over time) and lexical variation (differences in word choice among different groups at a given time) in English. It explores the reasons behind these phenomena and discusses their educational implications for vocabulary teaching.
What are the key themes explored in the essay?
The key themes include the distinction between lexical change and variation, the causes of lexical change (social networks, speech communities, communities of practice, flawed language acquisition), types of lexical variation (intra-speaker and inter-speaker variations), and the impact of these phenomena on language teaching and learning. The importance of context and local variations in English language education is also highlighted.
What are the causes of lexical change in English, as discussed in the essay?
The essay explores several causes: the influence of social networks (using Milardo's model), the establishment of norms within speech communities (referencing Labov's work), the role of communities of practice (drawing on Meyerhoff and Wenger's models), and the impact of flawed familial language acquisition (citing various researchers like Labov, Roberts, Wilson, Henry, Hart & Risley).
What are the different types of lexical variation described?
The essay distinguishes between intra-speaker variation (changes in lexical choices made by a single person depending on context, such as register and dialect variations) and inter-speaker variation (variations across social classes, genders, and ethnic groups, providing examples like differences between Received Pronunciation and Cockney, and the phenomenon of "crossing").
How does the essay address the implications for language teaching and learning?
The essay emphasizes the challenges teachers face in dealing with lexical variation and advocates for a more inclusive approach to language instruction that recognizes and values local lexical variations. It stresses the importance of embracing local contexts and staying updated on contemporary language changes.
What specific examples are used to illustrate lexical change and variation?
Examples include the evolution of "omnibus" to "bus" (lexical change), regional variations in words for "splinter" (lexical variation), the strategic use of Southern English by Anglo-Texas saleswomen (Johnstone, 1999), differences between Received Pronunciation and Cockney accents (Ash, 2002; Jamie, 2014), and the use of phrases like "you know" and "sort of" in New Zealand women's speech (Cheshire, 2002).
What are the key scholarly works referenced in the essay?
The essay references works by Holmes (2008), Trudgill (1994), Milardo (1988), Labov (1966, 1972, 2001), Meyerhoff (2002), Wenger (1998), Roberts and Labov (1995), Wilson & Henry (1998), Hart & Risley (1995), Johnstone (1999), Ash (2002), Jamie (2014), Cheshire (2002), and Jacobs-Huey (1997), among others. These works provide theoretical frameworks and empirical evidence to support the arguments presented.
What is the overall conclusion of the essay?
The essay concludes that understanding the causes and types of lexical change and variation is crucial for effective vocabulary instruction. It advocates for a more inclusive and context-aware approach to language teaching that acknowledges the dynamic nature of language.
What are the key terms used in the essay?
Key terms include lexical change, lexical variation, language variation, sociolinguistics, speech community, community of practice, language acquisition, English lexicon, vocabulary teaching, register variation, dialect variation, social class, gender, ethnicity, and Hong Kong English.
- Citar trabajo
- Bachelor of Education (Music) Kwan Lung Chan (Autor), 2017, Change and variation of English lexis and its educational implication, Múnich, GRIN Verlag, https://www.grin.com/document/448226
