Developing Sociolinguistic and Interactional Competence

Abstract

This entry provides an overview of key theoretical and empirical contributions related to two socioculturally grounded constructs—sociolinguistic competence (SC) and interactional competence (IC). Though the two constructs emerged out of research traditions with somewhat different aims, both SC and IC represent a common concern with foregrounding the mediating role of context in learners' ability to use the target language successfully across varying conditions of real‐time talk‐in‐interaction. This entry concludes with a discussion of promising pedagogical applications of SC and IC principles, including explicit teaching of sociolinguistics and conversation analysis and the design of structured opportunities to interact with speakers of the target language.

Exploring the Correlation of Sociolinguistic Competence and Speaking Proficiency, and How Learners Perceived Them

“…The findings of this study significantly echo and bolster the established body of academic literature underscoring the profound importance of sociolinguistic competence in both language acquisition and proficient communication across diverse social environments. This resonance notably aligns with the seminal works of Booven, (2018) and Thaler, (2019) whose research prominently emphasized the indispensable role of sociolinguistic awareness in facilitating language learning and fostering effective communicative skills. Furthermore, these outcomes fortify the assertions previously elucidated by Minggirovna, (2019),whose comprehensive exploration highlighted the intricate correlation between language proficiency and sociocultural comprehension.…”

“…Additionally, the present findings are in congruence with prior research emphasizing the critical significance of sociolinguistic competence in language acquisition and successful communication (Agnihotri & Khanna, 1994;Kyuchukov et al, 2018). The established correlations between sociolinguistic competence Nur Fariha, Khoirul Anwar, & Nirwanto Maruf Exploring the correlation of sociolinguistic competence and speaking proficiency, and how learners perceived them and speaking proficiency underscore the intrinsic relationship between language proficiency and the understanding of sociocultural nuances (Booven, 2018;Rahman et al, 2022). This alignment significantly underscores the consistent importance of sociolinguistic competence in molding and shaping communicative capabilities among language learners Moreover, the qualitative insights gleaned from this research resonate with earlier scholarly works that have explored sociolinguistic norms, language preferences, and challenges encountered in communicative contexts (Toomaneejinda & Saengboon, 2022).…”

“…Predominantly, research endeavours have been confined to specific language learner groups primarily situated in controlled environments within English-speaking countries. This restricted focus has inadequately represented the broader spectrum of language learners, excluding diverse linguistic and cultural contexts (Martinez & De Vera, 2019;Booven, 2018). Moreover, the literature predominantly concentrates on establishing statistical correlations between sociolinguistic competence and speaking proficiency, often overlooking contextual intricacies and socio-cultural factors influencing language acquisition (Agnihotri & Khanna, 1994;Kyuchukov et al, 2018;Mohammed, 2019) An alternative discourse within the literature acknowledges the potential complexity inherent in the correlation between sociolinguistic competence and speaking proficiency among language learners.…”