How Important Is Language Variation Towards Language English Language Essay

How Important Is nomenclature Variation Towards Language position Language EssaySince incline is kind occasiond globally as the internationalist communication tool, the number of English utilisationrs increased fastly, Kachru (1992 cited in Andrews, A Tsui 2007) says. dismantle in the next few decades result witness an unprecedented rapid growth in the number of English workoutrs of English worldwide move from a rather conservative 700 to 800 millions to a much liberal auspicate of two billion. More everywhere, this f function evokes the number of English uptakers from more antithetic countries which construct impact to the conf utilised address styles, accents, dialects which is old(prenominal) with term of quarrel rendering .Furthermore, latterly the majority of English habituaters and English teachers ar non immanent babbleers of English, and they do not workout the same linguistic forms (Henry, P 2009). to boot she explains that reason run-in f orm is fundamental to understand the use of and training English in global context. Moreover, nowadays actors line magnetic declination becomes a important issue among linguists and sociolinguists because it has blood with favorable communities. The use of the expression is conf apply according to well-disposed gatherings because they do not use the lecture in similar stylus, as the steering wrangle that is used to greet and sycophancy is distinctively expressed in a grumpy cultural group (Holmes, 2008 pp.3)This paper ordain deal with the interrogatory of How distinguished does language alteration toward language commandment? This issue give contri savee nearly ideas for English teachers, especially for EFL contexts to generate aw areness of English teachers to language reading in international communication. The setting of this awareness will draw in some ideas for teachers to object teaching materials appropriate with recent phenomena of the use and the users of language which are truly conglomerate. Furthermore, the teaching aids are considered play important role to assist more understanding to the language variation itself. Besides, teachers will prepare the learners to be well(p) English users with super understanding to how to use language appropriately towards the diversity of language use and users to stave off miscommunication and maintain the politeness, and to support good career and plain in the future.DISCUSSIONLanguage tooshie severalize the person cultural setting because the language and market-gardening can not be in isolation (Sapir, E, 1920s cited in Hinkel, 1999). That is wherefore, when someone speaks an otherwisewise(prenominal) language (English), the way he/she speaks will be influenced by the way he/she thinks in his first language. As claimed by Holmes (2008, pp.153) that the way you speak is usually a good indicator of your well-disposed back terra firma with many bringing features that can be used as clues.Moreover, culture is the surface area of human beingity that includes all affable aspects much(prenominal) as activities, group systems and human behaviours (Hinkel, 1999 pp.1). Therefore, sociolinguists investigate what the connections between language and society are. Specifically, Holmes (2008,) asked three main interrogatorys in sociolinguistics that focuses on the reasons why do mass in assorted social context speak diversely, the concerns to the language in social functions, and it is used in conveying social meaning (pp.1). It is obvious that the contrary background of the language users will give impact to the variety of language.Furthermore, in term of the use of language, Holmes (2008) states that people use a language to signal their membership of particular group and to construct unalike aspects of their social identity social emplacement, gender, age, ethnicity and the winsome of social networks people belong to turn out to be important di mension of identity in many communities. For example, in term of gender, women hunt d cause to reinforce their own subordinate status they were colluding in reinforce their own subordination by the way they spoke in the interaction which is considered more polite than men (Lakoff, R cited in Holmes, 2008, p. 284). Additionally, she illustrates the example of the use tags questions. Although the use of tags questions is slightly unlike in number of men and women to use it, females watch to use tags questions to make her sentences softer and to sound more polite. Besides, the way between females and males in giving complement is different. Men tend to use short building much(prenominal) as you musical note nice, in comparison females will use longer expression than males such as oh dear, look at you, you look so gorgeous, In term of age, in Indonesia, younger people will turn to older people or to people who have higher(prenominal) position by addressing them with some term of words such as bapak (sir), and ibu (madam). It is different with western culture where younger people unless address the older people by their name. This issue reflect to the way they perish when they are not in their contexts which draw some confusion which is the position way to address older people in western country. Indonesian educatees in the beginning will feel uncomfortable to address their shoot the breeze by name they will feel they are rude and on contrary for westerners, who come to Indonesia, they will bring their culture or their way to address older people by name then Indonesian will think they are rude. That is why, by having good understanding towards language variation, it will help language users to have good communication from different countries.What is more, according to Chaer Agustina (1995 cited in Prasastie 2006), the term of language variation is based on two smells existing the first is language variation is language happens as the result of the va riation in society and variation in language function. Further they explains that if the users of a language are homogeneous group in term of ethnic, social status or fields of job, the variation will not exist which means that the language itself become uniform. Additionally, the second opinion they mention that language variation already exist in baffle to fullfill its function as a mean of interaction in doing various community activities. The ship canal of teachers speak will be different to the shipway of people who work in fish market. Teachers will speak repair than fish seller because the image or their work place background determine to the ways they speak.Based on Holmes (2008) in general language variation is divided into regional variation which portion outs international varieties, intra-national or intra-continental variation, cross-continental variation, social variation which covers social accent, and social dialects which covers stock(a) English, caste dialects , social grad dialects (vocabulary, orthoepy, grammatical patterns).In ordinance to make the idea of language variation clearer and why it is considered significant for language teaching, the source provides one example of social dialects because the look for of social dialects in many different countries has revealed a pursuant(predicate) birth between social class and language pattern (Holmes 2008, p. 141). Moreover, she explains that in caste dialects courting where the categorisation of people is based on the grossness of social and economy which generally reflects the use of social dialects (pp. 141).Holmes (2008) takes Indonesia as the sampling where social divisions are clear cut. In addition, she writes about an Indonesian student who was trying to explain to her English friends about the complication of social dialects in Java and the ways in which Javanese speakers signal their social background. This student describes how almost every different word fit together in patterns or levels use which depend on who we are talking to. Further, Holmes (2008) presents some samples of words use in Java such as Padjenengan as you in English to point someone from higher class social status, and kowe as you to refer to someone for low class social status. some other(prenominal) sample which is similar to Java social dialects, in Aceh the use of different vocabulary likewise indicates the different social background of the speakers. The word ulon tuan (I) in English is considered from high social class and educated person discriminate to use the word ke which is considered rude and impolite and the speaker are sham from low social class and uneducated person.Despite of that, the variation of language does not only cover both the users and the use but as well the contexts and the adressees of the language that affect the code variety (Holmes 2008, pp. 235). Consequently, some people are more aware of some factors like how they communicate to people wh o they a lot and will meet and what are the contexts of the communication whether it is formal or versed situation in order to maintain politeness or to line of battle to what particular social class the speakers belong. Moreover, Fukada Asato (2004, pp. 1994-1995) emphasises the intention of how polite the speakers are in certain situations by using the verbal strategies. Additionally,Holmes (2008, pp.270) said that The rules for polite behaviour differs from one speech community to another and it is culturally determined which different speech communities emphasize different functions and express particular functions differently. For instance, the strategy of defense or request is different between China or japan or Indonesia. In context of China, the Chinese speakers are not probable to use negative politeness in form of indirect request if face threatening act is not significant or the relationship between speaker and hearer are close.Lee, C.F.K (2004) stated the result o f cover up through her paper about it. She said that since politeness is basic and indwelling in communication in many cultures, people are prone to use redressive actions, for instance, the negative politeness strategy of being indirect, to subjugate the face-threatening act or minimising the feeling of imposed on (Lee, C.F.K 2004 p.58).However, Brown and Levinson argue (1987 cited in Lee, C.F.K 2004, pp.58) that the use of redressive actions are different from one culture to another cultures because the consideration of relationship and social distance. For instance, in Japanese culture teachers are highly respected, hence season students or Japanese speakers are talking to teachers, they use of referent and addressee honorific forms to give rise to politeness that they acknowledge their addressee and this acknowledgment due to teachers place (Haugh, M. 2005, pp.63).Beside politeness issue that teachers moldiness aware in their teaching due to the language variation is to te ach students how to interact with other speakers appropriately to neutralise miscommunication or misunderstanding that usually occurred in intercultural communication. Leigh, J (2004) states that we should not be surprised therefore, to see that the interaction of diverse insular behaviours across cultural borders often leads to unintended misunderstanding even conflict. Furthermore, he explains that this misunderstanding may appear as the received meaning of the various exotic behaviours messages which are found offensive, even they were not meant to be so. In another words, the miscommunication can be happened because of the different interpretation of the words or expressions or question used to convey the meaning according to different speakers. For example, the question of did u have a good weekend? This question gets different responds from different speakers like Australian speakers will respond the question with short respond such as oh it was great, turn French speakers w ill give long respond by telling the whole news report about their weekend that includes who were the participants, what happened, where did they spend the weekend and many other information. This case obviously shows that some typical conversational routines in French and Australian English, and the miscommunication that may arise between two speakers from different cultural backgrounds (Beal, C 1992, pp.23). Moreover, based on the sample above, Beal (1992) explains the indication that even the trivial day-after-day phrase may accelerate various understanding related to the evaluate responses. In addition, Leigh, J (2004) states It is no wonder, therefore, that language is a function of animal(prenominal) and social environment, and that there is great idiosyncratic in each of the numerous language around the world.In language teaching, teachers may not merely emphasise learners to acquire linguistics features or the how to use the language in communication without considering the important of culture from not only the language but as well as from the cultural background of the various English users all over the globe where English is as lingua franca for international communication. Moreover, Hinkel (1999) illustrates how teachers view of ourselves, our students, and relationship among cultures are represented not only through translucent instruction regarding cultural differences in rhetorical and aesthetic values for texts, but as well as implicitly in the course content, assignments, and class discussions which engage with the students. Furthermore, Hymes and Gumperz (1960s 1970s) made explicit connection between culture and language and treated interaction and address as culturally defined practices, which means the emphasizes the need of studying to the social context that will influence the interaction of the language users.Therefore, based on the teachers awareness of language variation to the diversity of language use and users from differe nt cultural background, teachers should notice to what they must do in their teaching in order to arise the students awareness to the issue above to maintain politeness, to avoid the misunderstanding or miscommunication, and to improve their academic of language in order to get better prospect of study or occupation in future. Research has proven that students who have language variation awareness, a overconfident attitude towards learning of variation, and a clear understanding of the role of variation and identity, culture and communication (Allen, B. H 1973).Due to the facts, therefore the design of curriculum, teaching materials, aids, and techniques might be useful in preparing learners to encounter with English intercommunicate community with the wide range of diversity. The development of teaching materials according to Hinkel (1999, p. 132) are from a variety of perpectives. It means that the development of teaching materials depend on what are the aims of teaching itsel f. Because in this paper the concentration is the language variation, teachers must think wisely what are the best material can be used to introduce the variation of language and to improve their ability to use the language in the diversity of language users. For example the use of film as the materials and aids of teaching, in which students can psychoanalyze how the language used differently from different users. Moreover, movies (or other authentic media) will bring learners direction to the forms and sociolinguistic variables (Rose, K. 1999). Other possibility of teaching material is using leaflets or tourism brochure, advertisement, magazine, newspaper, radio broadcasting, TV news from different countries. And, perhaps teachers can provide preintermediate EFL text book that aims at international target cultures such as text book written by Priesack Tomscha in 1993 title One World, Secondary English that was commented by Cortazzi, M, Jin, L (1999, pp. 209) that this book i s attach to by cassettes featuring not only a range of native-speakers accents but also some from non-native speakers from around the world . Hence, students with the assistance of teacher can learn, analyse and compare how people from different countries use the language by also looking at the similarities and differences.Apart from that, there are some advantages for learners in purpose of learning and understanding more about the language variation which can make students understand of how to use the language in different situations formal and informal, and know how to use the correct expression or to adjudicate the question properly due to whom they are speaking. Moreover, by learning and understanding the language variation, students will build up their confidence to use the language due to different contexts and language users appropriately and comfortably. It also can avoid miscommunication because to have a good communication can not only when depend on lexis and syntax. Therefore, the learners at least have to master intersectional competency that is clearly explained by Celce-Murcia, et.al. (1995 cited by Hall 1995, in Hinkel 1999 pp.137). They elaborated quad points of this competence.This competence involves such context-specific knowledge as (1) the goals of the interactive practice, the roles of the participants, and the topics and themes considered pertinent (2) the nonobligatory linguistic action patterns along which the practice may unfold, their conventional meanings, and the pass judgment participation structures (3) the amount of flexibility one has in rearranging or ever-changing the expected uses of practices linguistic resources when exercising these options and the likely consequences engendered by the various uses and (4) the skill to mindfully and efficiently recognize situations where the patterns apply and to use them when participating in new experiences to help make sense of the unknown (pp.137).What is more, teachers may n ot ignore the importance of learning standard language for their students because according to Andrews. S, Tsui, M.B.A (2001, pp.1-3), recently the setting of standard as benchmark for accountability and quality is the main requirements for English education. Moreover, they explain that the increase of requirement of Standard English has increased, especially in economic sector. What is more, Holmes (2001) also mentions that the number of Standard forms in everyones speech increases in formal contexts like in schools or law courts, while vernacular forms increases in relaxed casual contexts such as play ground and the home. However the Standard English users are limited. Therefore, the linguist and the educationalist suggested that the curriculum should cover language awareness to enable the mastery of language standard variety in order to achieve the equality of educational opportunity (Hawkin, 1999 cited in Andrews, S, Tsui, M.B.A 2001, pp. 1-12). Furthermore, Holmes (2001, p. 3 49) states the similar issue that Standard English has an enormous legacy of overt prestige and for well over a century it has been promoted as the only acceptable variety for use in all authorized domains, including education compare to vernacular dialects.The issue of Standard language the writer assumes is not as a hot issue in Indonesia, what is familiar for both teachers and students towards teaching English merely formal and informal English. hitherto many Indonesian have no idea about what dialects they use whether British or American, because the dictionary which is used mostly mixed between British and American dialects. The dictionary author is Hassan Sadeli. Although many other dictionaries such as Oxford or Cambridge are also available, however, many Indonesian use Hassan Sadeli dictionary because it is probably easier to use and understand. In addition, it also presents the vocabulary in two different ways English translated into Indonesian and Indonesian translated into English. That is why when Indonesian students want to continue to study abroad, and they have some difficulties in joining IELTS or TOEFL tests due to the Standard language used in those tests that Indonesian students are not really familiar with.Additionally, attitude to language is one consideration that language planners must take into account when they accept a suitable language development as an official or national language (Holmes, 2001, p. 343). Because if the language planners do not decide what language is formally used for certain contexts, official, education, and so on, hence it will draw some disadvantages for the language users who use vernacular dialects in their daily liveness without being told to also learn and master the Standard English which will offer more opportunities for future career or future study especially study abroad. So, it is not surprisingly, if it has also been found that attitudes to the way people speak affect employers decision about wh om to hire (Holmes, 2008, p. 354).CONCLUSIONLanguage teaching always brings some ideas to culture, it is not only culture of the language learn or taught (English) but as well as the culture of the users of language and the ways the users use the language which is widely range in diversity. That is why, the discussion of language variation which covers some aspects which includes language users social status background that shows how they use the language differently.The language variation is considered important in language teaching because its contribution of cultural values regards to the different ways of using the language functions or other aspects of language like vocabulary, pronunciation and so far so forth. So that students know how to adjust themselves while interacting in intercultural communication in order to maintain politeness and avoid miscommunication.The writer wish that in the future the language planner would decide which dialects as the standard language, wheth er it is British or American dialect, so teachers or educationalists would design the curriculum or books or teaching materials which can cover the differences of language (culture, users, and the use). Moreover, if the standard language has already decided both teachers and learners would action better to achieve their aims in teaching and learning the language. In another words, it will give clearer goals of learning the language.Some teachers who are from non-English countries face some difficulties in teaching cultural and pragmatic paradigm of face-to-face interactions because students would adjust problem to have direct contact with members of different communities around them (Hinkel, 1999, p. 134). What is more, the other problematic remained is the lack of teachers awareness to language variation, it is assumed because the limitation of resources and research of language variation which is considered not popular in Indonesia.