Ìóêàøàåâà Àéíà
Æóìàìóðàòîâíà
Åâðàçèéñêèé Íàöèîíàëüíûé Óíèâåðñèòåò èì.
Ë.Í. Ãóìèëåâà, Êàçàõñòàí
TEACHING AND
LEARNING SLANG IN CLASSROOM: PROCEDURE AND RESULTS OF ANALYSIS
Slang is language
which takes off its coat,
spits on its
hands – and goes to work.
Carl Sandburg
This article deals with the main reasons of slang
study in the English language lessons, and also procedures of drafting and
realization of questionnaire and analysis conducted among the Kazakh- and
Russian-speaking studentship.
Slang
in English Classes. To comprehend native speakers' language is the
principle problem for our students. Our secondary schools teach the students
only the bases of the English language. Our universities do not prepare them to
the American streets, accommodations, pubs where American teenagers use their
own language, the language that differs from that of their parents. They use
slang. None of the most
advanced and flexible ways of
teaching English in any country can keep pace with modern quickly developing English. Now it is well known that none of the
Americans speak the exact English we study.
Some scholars divide the English language into two different
groups: the Standard English language
and Non-standard language (slang among them). Slang is one-third part of the
colloquial speech. This fact proves that slang comes to be a very considerable
part of English, etc. teaching slang in the EFL classroom can cause a positive
impact on student motivation. The best guarantee for overall success, according
to Naiman, Frohlich, Stern, and Todesco (1995), are “. . . attitude and
motivation.” [1; 59] According to Gardner's (1972) language learning motivation
can be categorized as integrative versus instrumental. Instrumental motivation
is related to the functional use of language - as a tool - to accomplish
certain objectives. Integrative motivation is characterized by a genuine
interest in integrating with the speakers of the target language [2; 132]. This
is reiterated by Rubrecht who refers to it as "a learner's desire to enter
into the target language and interact with native speakers." [2; 73]
Another way in
which slang positively affects motivation is that it offers both relevancy and
authenticity, both of which are directly linked to student motivation. If
students feel that what they are studying is relevant to their everyday lives,
and usable when communicating with native speakers, they will be more motivated
to study. Students also desire to go beyond the textbook and speak real, living
language. Slang allows for them to do this as it has real world application. It
is the way native English speakers speak when speaking with friends and
coworkers. If we want to motivate our students to excel, where they can put
what they are learning to work, then teaching slang is an ideal way to do it
[3; 56].
Learning slang can be a motivator because it taps into
what students want to be as a part of the group or the in-crowd. It is more colorful
and descriptive terminology – far more than formal language – begs for
inclusion. It engages minds through humor and sarcasm and cynicism. Young
people especially revel in the creative expressionism which is on display –
just listen to rap or hip hop. Research shows that if students find learning
fun and engaging, then they are more likely to succeed, and they have a better
chance of remembering more of what they learn. In other words, success breeds
success [3; 176]. This is tied to the affective domain, the emotional part of
the brain. In his affective filter hypothesis, Krashen maintains that optimal
learning takes place when a positive attitude is present, as negative emotions
lead to a strong affective filter that can serve as an impediment to learning.
Researchers like Mori show that student attitudes and beliefs are predictors of
success. So if the students find value in what they are learning, then they
will have a greater potential for success. Hence the importance of connecting
what they need to learn to what they want to learn.
Teaching slang demonstrates to students that English
is not a stilted and stale language. It is forever changing, evolving to suit
the needs of its users. Slang, in particular, breathes new life into the
language and makes it vibrant and living. We need look no further than the
differences between generations. Teenagers are notorious for wielding words and
forming new euphemisms, especially when it comes to sex. For example, sexual
intercourse becomes horizontal dancing. Things that are good are called bad.
Slang serves several purposes, but the main one seems
to be to enhance informal communication. In many cases, it makes conversations
more informal and enables the user to more closely connect with others in the
group. According to the Concise New Partridge Dictionary of Slang and
Unconventional English: “We have considered for inclusion all unconventional
English that has been used with the purpose or effect of either lowering the
formality of communication and reducing solemnity and/or identifying status or
group and putting oneself in tune with one's company” [4; 114]. It could be
argued that this is particularly valuable in the ELT context where group
membership is highly valued.
Some linguists have cautioned that slang should meet
certain criteria before being defined as slang. Dumas and Lighter suggest that
slang may lower “. . . the dignity of formal or speech or writing.” [1; 61]
They say that the speaker needs to be well-versed in the subject matter and
that slang must be recognized as a “. . . taboo term in ordinary discourse with
speakers of high social status or greater responsibility.”[1; 61] Finally, they
say that it must be made clear that slang is a substitute for “. . . a
well-known conventional synonym.” [1; 61] In other words, the teaching of slang
must also incorporate clear instruction on its correct pragmatic usage. Slang
can be taught much the same way conventional vocabulary is taught. Movies, in
particular are an extremely rich source for slang. This author believes that
film scripts can be used to enhance the learning experience in the second
language classroom, as well as films with and without subtitles.
Explanation of the author’s motivation. Passing practice at high
school ¹60 the author has tried to motivate students to study American slang.
It was a huge interest for the author to conduct the questionnaire related to
her diploma work, for finding out of the students’ level of slang knowledge
among the high school and university.
The author found out that many, namely more than 50% ate not familiar
with slang. Those students who know slang to a certain extend are either
participants of Linguistic Olympiads or rather frequently visit the USA (4
students in the author’s class have had their experience of living in the USA
for more than a year) or study English individually with native speakers. A
questionnaire was conducted among the 9th-11th class
students. Before conducting it, the author and her class discussed at the round
table, where the agenda was “Is it necessary to study slang at school?” The
audience split into cons and pros, but a greater part was sure that studying
slang at school, they would not have a difficulties communicating with American
teenagers. For 11 class students this was an especially important question,
because many of them were going to study in the States for their higher
education. Therefore, the discussion on necessity of studying slang at school
turned out to be of utmost interest as it closely referred to their nearest
future.
Further the
questionnaire was conducted among the first-, second-, third year students of
L.N.Gumilyov Eurasian National university in Kazakh and Russian groups.
Conducting it, the author came to the conclusion, that the Russian and Kazakh
groups, namely about 70% are familiar with American slang, but less than 50%
use it in their colloquial speech. It shows the objective picture of Standard
English being taught at the University level. The knowledge of American slang
among the ENU studentship is purely individual, connected with personal knowing
of some slang units. As a rule, the knowledge of these slang units is limited
by some definite spheres like music, cinema, video clips, etc.
However,
according to the questionnaire results express definite assurance in a strong
necessity of special study of slang at university level.
The conclusion is
that the middle percent of the American slang knowledge at a university and at
school is equal 47%, which shows that slang is less known among our students.
For greater distribution slang need to be studied at school and university, to
pay more attention to it, to motivate students for its study.
Questionnaire data analysis.
This section shows the final results of counting out
American slang knowledge level among Kazakh- and Russian speaking studentship
in percent and quantitative correlation.
The informants are:
·
109 students of ¹ 60 Lyceum of
Astana city (we have had an opportunity to pass our teaching practice, where we
have conducted our research). The informants’ age is from 15 to 17.
·
122 students of L.N. Gumilyov
Eurasian National University. These students’ age is from 17 to 20.
Firstly,
the answers for the questions are investigated.
The
graph below shows the opinions how many
students understand slang language. The graph
includes all the participants’ answers (school and university students). This
shows that about 72% of the participants
understand slang meanings, 22% of the respondents do not understand slang units
and 16% of students have restrained from the answer.
To
the question if slang language should be allowed into use in
educational institutes 97 participants out of 231
participants or 42% of the respondents disagree with the use of slang language in educational institutes. 52%
of the tested agree that it should be allowed to use in educational system; 3%
of participants strongly agree and 3% - cannot answer the question.
When
asked the question if slang language influenced their
English most of the people replied in the
affirmative. Either greatly, slightly or
moderately but slang has influenced their English.
77% of the participants
say that slang has influenced their English. 17%
of recipients have answered to this question that slang influences their speech
moderately, it influences 24 % of the recipients greatly and to 35% of the
respondents it influences slightly. Slang units do not influence the speech of
the 22% of the respondents.
The informants
were asked to give the translation and the meaning of slang. First group of the
informants is the pupils of ¹ 60 high school. The total number is equal to 109.
The graph shows the knowledge growth
of American slang in high school. The knowledge of slang in 9 grade is 25%, in 10 grade – 37%, in 11grade - 41%. The most familiar slangs are cow, nuts, chick,
bubs, amigo, oh wow, hush, shit. The steady increase of slang knowledge can
be seen on the graph.
Second tested
group is the students of L.N.Gumilyov Eurasian National University. Total
number of tested is 122 informants. The graph shows the knowledge growth of American slang in
Eurasian National University. The knowledge of slang in 1st
course is 54%, in 2nd course – 57%, in
3 course - 70%. The most familiar slangs are cow, nuts, chick, bubs, amigo, puta, one in
the oven, rap, VIP, mike, B-ball, etc. In the trend for slang knowledge it
can be seen that a steady increase take place between II and III course, with
obesity levels rising by 57 % to 70%. The reason of this growth is that
students annually go to the USA under different programs (one of the most
popular is “Work and Travel” or CCUSA). Our students often have the experience
to be taught by native speakers.
In author’s research 231 students participated in the
questionnaire. Having made the experiment and studied the results it is known
that out of 100 slang units, offered in the questionnaire, the recipients 52% of them, and 40% of
them prefer to use slang in their speech. The answer to the question if slang language should be allowed to use in educational institutes 97 participants out of 231
participants or 42% of respondent disagrees with this opinion. However, 52% of tested informants strongly
believe that the knowledge of slang is necessary along with the knowledge of
Standard English because of:
1.
The
popularity of the English language in the world and, consequently, in
Kazakhstan supported by the State Program on trilingual education in
Kazakhstan;
2.
The
influence of American culture in various spheres upon Kazakhstani youth
(through mass media, etc.);
3.
Frequent
travelling to the USA (under various student programs);
4.
Tutorials
with native speakers besides classes at schools and Universities;
5.
Interest
in the American youth language;
6.
Watching
a huge number of films, musical clips, and songs in American English;
7.
Slang
is a game, mask and attempt to overcome commonness (respondents’ opinion);
8.
Slang
renovates constantly (a scientifically proved fact );
9.
Slang
includes certain lexical and word-formation possibilities;
10.
Slang
is emotionally colored.
42%
of recipients do not agree to study slang in educational institutes because of
1.
The
standard understanding of the language study (in the standard frame);
2.
The
negative role of slang in cross-cultural communication;
3.
Non-standard
vulgar lexis.
4.
Slang
cannot be the basis of national culture, i.e. slang units have the “degraded”
lexical meaning and cannot transmit the exact information;
5.
Slang
makes colloquial language a means of primitive communication.
The slang
language influences our English whether we admit it or not. We forget the
difference between a formal and informal
piece of writing and we are using the slang language not only in our
colloquial speech or sms but also in our professional fields. More and more
people start using and understanding the slang language. Slang language is not
confined to one language; it is deepening its roots in every language. The use
of American slang is promoted by the use of cell phones and internet. As the
use of cell phone and chatting on internet, watching American music video is
rapidly increasing; the use slang language is also increasing proportionally.
Bibliography
1. Jon Lieb “Slang: Breathing Life Into English”
- 2009
2. Gardner, R., Lambert, W. “Attitudes and motivations in second
language learning”- Rowley, Massachusetts: Newbury House - 1972
3. Bodycott, P., Crew, V. “Investigating the practices and potential
of the home stay experience for students studying abroad” - manuscript
submitted for publication - 2000
4. Bandura, A. (1977)”Social learning theory” -
Englewood Cliffs: Prentice Hall – 1977.
5.
Dalzell, T., Victor, T. “Sex Slang” – Routledge – 2005
6. Wentworth,
H., Flexner S. “The dictionary of American slang” New York: Crowell - 1960