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  • Understanding children’s non-standard spoken English: a perspective from variationist sociolinguistics /
Tác giả CN Levey, Stephen.
Nhan đề Understanding children’s non-standard spoken English: a perspective from variationist sociolinguistics /Stephen Levey
Thông tin xuất bản 2012
Mô tả vật lý p. 405-421
Tóm tắt In order for schools to develop systematic and realistic strategies for extending chil¬dren’s linguistic repertoires, it is imperative that teachers and allied professionals have access to scientifically informed accounts of the variable but structured nature of the everyday speech used by children. Because there is insufficient information addressing grammatical variability in school children’s speech, it is easy for teachers to misinter¬pret normal social patterns of variation as the product of error or confusion. This article addresses die lacuna in our understanding of grammatical variation in childhood by presenting a case study of variable subject-verb agreement in the speech of children aged between seven and 11. A detailed quantitative analysis of the co-variation between non-standard and standard variants in children’s discourse reveals a heterogeneous, but intricately patterned, system. Furthermore, socially motivated patterns of variation re¬main stable across the age range examined and are unaffected by increasing exposure to formal education. The tenacity of vernacular norms raises a number of important issues pertinent to the teaching and learning of standard spoken English, including the extent to which children can be expected to substitute standard variants for non-standard ones in spontaneous discourse
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Primary school education.
Thuật ngữ không kiểm soát National Curriculum.
Thuật ngữ không kiểm soát Non-standard English.
Thuật ngữ không kiểm soát Sociolinguistic analysis.
Thuật ngữ không kiểm soát Children.
Thuật ngữ không kiểm soát Grammar.
Thuật ngữ không kiểm soát Variation.
Thuật ngữ không kiểm soát Educational policy.
Nguồn trích Language and education- 2012, Vol26, N.5
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039|a20200722091149|bhuongnt|y20160822084245|zkhiembt
0410|aeng
1001|aLevey, Stephen.
24510|aUnderstanding children’s non-standard spoken English: a perspective from variationist sociolinguistics /|cStephen Levey
260|c2012
300|ap. 405-421
3620|aVol. 26 (September 2012)
520|aIn order for schools to develop systematic and realistic strategies for extending chil¬dren’s linguistic repertoires, it is imperative that teachers and allied professionals have access to scientifically informed accounts of the variable but structured nature of the everyday speech used by children. Because there is insufficient information addressing grammatical variability in school children’s speech, it is easy for teachers to misinter¬pret normal social patterns of variation as the product of error or confusion. This article addresses die lacuna in our understanding of grammatical variation in childhood by presenting a case study of variable subject-verb agreement in the speech of children aged between seven and 11. A detailed quantitative analysis of the co-variation between non-standard and standard variants in children’s discourse reveals a heterogeneous, but intricately patterned, system. Furthermore, socially motivated patterns of variation re¬main stable across the age range examined and are unaffected by increasing exposure to formal education. The tenacity of vernacular norms raises a number of important issues pertinent to the teaching and learning of standard spoken English, including the extent to which children can be expected to substitute standard variants for non-standard ones in spontaneous discourse
65017|aNgôn ngữ|2TVĐHHN.
653|aPrimary school education.
653|aNational Curriculum.
653|aNon-standard English.
653|aSociolinguistic analysis.
653|aChildren.
653|aGrammar.
6530|aVariation.
6530 |aEducational policy.
7730|tLanguage and education|g2012, Vol26, N.5
890|a0|b0|c0|d0

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