Language socialization

• 1) primary (language socialization of the child);
• 2) intermediate (language socialization of a teenager);
• 3) sustainable (linguistic socialization of an adult individual).

In each of the stages, the individual goes through a process of socialization, which is different in different intensity. The famous Soviet psychologist Leontyev, Alexei Nikolaevich argued that “every single person learns to be a person. To live in society, it is not enough for him that nature gives him at his birth. He must also master what was achieved in the process of historical development of human society. ” A person acquires the pronunciation skills of words and sounds exclusively in society.

With the differentiation and complication of relations between a growing person and the world around him, the number of social communities to which the same individual simultaneously belongs is multiplied. Up to a year or two, a child is just a child of his parents, and this is one of his few (so far) social roles . Then he is sent to kindergarten, and he becomes a member of another community. Then there are peer groups in the yard, a school class, sports sections, collectors' clubs, etc. After graduation, a person becomes a member of such social groups as an institute, factory, army. He not only participates in the joint activities of the people who make up this or that particular group, but also observes how they play various roles. Therefore, becoming an adult, he forms an idea of ​​a variety of social roles, including those that he himself has never performed.

All this is directly related to language acquisition. Socialization is impossible without mastering the speech, and not the speech in general, but the speech of the given social environment, the norms of speech behavior inherent in this environment. Language is both a component of socialization and its tool. ^[one]

Children who come to school from different socially and culturally different families often show unequal language proficiency and unequal ability for verbal communication. The differences concern the active vocabulary, the ability to speak coherently, and the speech adaptation to the conditions of communication. These differences persist in the school years, although the joint training of children of different social backgrounds to a certain extent equalizes their speech, reduces the difference in language proficiency. ^[one]

English psychologist [1] B. Bernstein compared the speech of two groups of adolescents. The first group included children from lower social strata who did not receive a systematic education and worked as messengers; in the second, students and graduates of the so-called high public schools. In both groups - an equal number of adolescents of the same age. Their intellectual level was also approximately the same (this was established by special tests). Each of the members of these two groups gave a short interview on the same topic - how he relates to the possible cancellation of a penalty in football. The interview was recorded on a tape recorder and then subjected to linguistic analysis. This analysis confirmed the hypothesis advanced by B. Bernstein, according to which the representatives of the first group (the lower social layer) use a less rich and less diverse dictionary than the representatives of the second group. Experiments were done to study and differences in the syntactic abilities of adolescents from different social groups: it turned out that the children from poor families have a more limited and uniform syntax than students and graduates of private schools. ^[2]

• Jargonism
• Vernacular ;
• Anglicisms
• Americanisms ;
• Vulgar-abusive ( Invective vocabulary ).

All these features often indicate an unacceptably low level of communication and speech culture of a large part of the youth.

Knowing the language means:

• be able to express a given meaning in various ways;
• be able to extract meaning from what has been said in a given language, in particular, to distinguish externally similar, but different in meaning, expressions and find a common meaning from externally different expressions;
• be able to distinguish linguisticly correct statements from incorrect ones.

Apresyan, Yuri Derenikovich was one of the first in Russian linguistics to divide the concept of "language proficiency" into the following components:

• Linguistic (involves the free "manipulation" of the language regardless of the nature of its use in certain areas of human activity.)
• Encyclopedic (assumes knowledge not only of the word, but also of the “world of the word,” that is, the real world that lies behind the word.)
• National-cultural (involves the possession of the nationally determined specifics of using language tools. Speakers of a language, having mastered the dictionary, grammar, system of pronunciation and intonation tools of a given language from childhood, imperceptibly, most often unknowingly, absorb national forms of culture, material and These cultural customs are often associated with the specific use of language, its expressive means.)

1. Bondaletov V. D. Social Linguistics - M .. 1987
2. Mechkovskaya N. B. Social Linguistics - M., 1996
3. Belikov V.I., Krysin L.P. Sociolinguistics. - M., 2001
4. Reformed A. A. Introduction to Linguistics - M., 1967
5. Berezin F.M. History of linguistic teachings - M., 1977
6. Basil Bernstein. Class, Codes and Control. - London and New York: Routledge & Kegan Paul Ltd, 1971.