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El. knyga: Folk Linguistics

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Niedzielski and Preston (both Eastern Michigan U.) defend the study of non-professional beliefs about language as one of the ethnographies of a culture, as a possible aid to applied linguistics, and as helping determine the shape of language itself. The data was collected by 11 members of a graduate-level sociolinguistics seminar in 1987-88; five were native English speakers and the rest were native speakers of non- European language. Using the network model as their fieldwork convention, they queried 68 current residents of southwestern Michigan, but not necessarily local-born natives, with only a secondary concern about filling quotas of demographic subdivisions representative of the area. The findings are arranged in chapters on regionalism, social factors, language acquisition, and general and descriptive linguistics. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Foreword vii
Acknowledgments ix
List of figures
xv
List of tables
xvi
Transcription conventions xvii
Introduction
1(40)
Background
2(31)
Objections to folk-linguistic study
3(1)
Impoverishment of data
3(4)
Inaccessibility of data
7(3)
Folk-linguistic awareness
10(6)
Communicative primary
16(2)
Prescription
18(7)
The position of folk linguistics
25(8)
Methodology and fieldwork
33(8)
Regionalism
41(86)
A survey of earlier studies
45(52)
Hand-drawn maps
46(17)
``Correct'' and ``pleasant''
63(14)
Degree of dialect difference
77(5)
Placement of regional voices
82(13)
Summary of previous research
95(2)
Conversational evidence
97(30)
Prescription and region
98(4)
The acquisition and loss of regional varieties
102(7)
Intelligibility
109(2)
Specific features
111(12)
A regional summary
123(4)
Social factors
127(74)
Ethnicity
127(19)
AAVE
127(14)
Other
141(5)
Status
146(8)
Style, slang, register, and taboo
154(36)
Styles and style-shifting
154(18)
Slang
172(8)
Register
180(2)
Taboo
182(8)
Gender
190(11)
Sex and standard English
191(5)
Powerlessness
196(3)
Other factors
199(2)
Language acquisition and applied linguistics
201(60)
First language acquisition
201(19)
Introduction
201(3)
Acquisition proper
204(1)
The forces influencing the first-language learner
204(5)
The stages of acquisition
209(2)
Language socialization
211(1)
The general concerns
211(4)
Modeling and correction
215(3)
Varia
218(2)
Language and education
220(23)
Spelling, reading, and writing
221(8)
Grammar and standard language
229(1)
Explicit instruction
229(1)
Upholding the standard
230(5)
AAVE (African-American Vernacular English) in language education
235(6)
Billingual education
241(2)
Second language acquisition
243(18)
Structure
243(1)
Phonology
243(3)
Morphology
246(1)
Syntax
246(1)
Idiom and communicative competence
247(1)
Degree of difficulty
248(1)
Comprehension
248(1)
Other conditions for learning and use
249(3)
Results
252(1)
Prescription and style
252(1)
Accent
253(1)
Social factors
254(2)
The learner
256(5)
General and descriptive linguistics
261(41)
Phonology
261(5)
Lexicon
266(4)
Syntax
270(32)
Folk grammaticality
270(12)
The passive
282(20)
The last words
302(23)
Metalanguage 1
302(5)
Metalanguage 2
307(7)
The discourse prospect
314(11)
Appendix: Fieldworker and respondent identifications and indent recording data 325(12)
Notes 337(8)
References 345(20)
Author index 365(4)
Subject index 369


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