The role of sociolinguistic approach for personal assessment in anthropocentric paradigm
Start Date
26-3-2021 2:10 PM
End Date
26-3-2021 2:20 PM
Description
This article is motivated by anthropocentric direction in modern science manifested by the era of globalisation. One of the most highlighted areas of focus in anthropocentrism is the significance of personal factor. This dimension is to be revealed in current language teaching. The objective of the study is to examine the relevance of sociolinguistic approach for self-expression assessment.
The findings illustrate that anthropocentric paradigm in methodology is manifested largely in linguodidactics, which investigates at the interdisciplinary level the laws of interaction of language, consciousness, culture and society. Furthermore, it explores the processes of a person's mastery of language in educational conditions and in terms of cross-cultural contacts with representatives of other linguistic society. In that regard the importance of self-identity in intercultural communication is growing. As a result linguodidactics faces the necessity to specify this self-expression during the educational course.
The research supported the prediction that sociolinguistic approach can facilitate this assessment. The process of familiarising students with linguistic variability in L2 comprehension serves as a key element to cultural appreciation. Namely students’ ability to interpret sociolinguistic parameters of a foreigner’s speech may serve as one of the possible tools for assessing the identity of foreign language learners. According to this principle, a person via dialect, region, social status etc. expresses him-/herself to individuals and groups who have a different cultural and linguistic background.
These findings add to the evidence indicating that we should account for sociolinguistic approach to conceive and assess self-expression in dialogue of cultures.
Recommended Citation
Rykova, M. (2021, March). The role of sociolinguistic approach for personal assessment in anthropocentric paradigm. Presented at the Postgraduate Conference on Interdisciplinary Learning: Re-Imagining Postgraduate Studies in the 21st Century and Beyond. Lingnan University, Hong Kong.
The role of sociolinguistic approach for personal assessment in anthropocentric paradigm
This article is motivated by anthropocentric direction in modern science manifested by the era of globalisation. One of the most highlighted areas of focus in anthropocentrism is the significance of personal factor. This dimension is to be revealed in current language teaching. The objective of the study is to examine the relevance of sociolinguistic approach for self-expression assessment.
The findings illustrate that anthropocentric paradigm in methodology is manifested largely in linguodidactics, which investigates at the interdisciplinary level the laws of interaction of language, consciousness, culture and society. Furthermore, it explores the processes of a person's mastery of language in educational conditions and in terms of cross-cultural contacts with representatives of other linguistic society. In that regard the importance of self-identity in intercultural communication is growing. As a result linguodidactics faces the necessity to specify this self-expression during the educational course.
The research supported the prediction that sociolinguistic approach can facilitate this assessment. The process of familiarising students with linguistic variability in L2 comprehension serves as a key element to cultural appreciation. Namely students’ ability to interpret sociolinguistic parameters of a foreigner’s speech may serve as one of the possible tools for assessing the identity of foreign language learners. According to this principle, a person via dialect, region, social status etc. expresses him-/herself to individuals and groups who have a different cultural and linguistic background.
These findings add to the evidence indicating that we should account for sociolinguistic approach to conceive and assess self-expression in dialogue of cultures.