Abstract

Until fairly recently, psycholinguists and linguists have tended to provide an understanding of language without due concern to the situation in which it was spoken; it is as though they have largely considered context to be a static given. Such a viewpoint is rather surprising when most of us could recount instances during a day when our style of speech has changed. For instance, we are aware how often our speech becomes grammatically less complex with our children, that we tend to speak more formally, enunciate more precisely with our superiors, talk more slowly for foreigners, and so forth. Indeed, the nature of the setting, the topic of discourse and the type of person to whom we are talking all interact to determine the way we speak in a particular situation. In many ways, sociolinguistics emerged as an attempt to fill this yawning gap in the language sciences and it has made a tremendous impact on psycholinguistic theory in the last decade. For example, people are now looking at language development not only with an emphasis on how children acquire rules of grammar (their linguistic competence), but also on the process which enables them to use these rules appropriately in different social situations (their communicative competence). Such thinking has also made a contribution to foreign language dearning techniques as educators seem more aware that if people are to become really skilled in another language they should not only know the grammatical rules for its use but the social ones as well.