In the book The Study of Language, we can see that linguistics is not just a
school subject; it is actually a part of our daily life. In this reflection, I want to focus
on Chapter 9 (Semantics) and Chapter 19 (Language and Social Variation). I
believe that comparing these two chapters is the best way to understand the difference
between academic definitions and how people actually speak in society.
Chapter 9 focuses on Semantics, which is the study of the meaning of words
and sentences. Firstly, we learn about semantic features, which help us understand
why some sentences seem 'odd' or illogical based on the characteristics of the nouns.
Secondly, the chapter explains semantic roles like the Agent (the one performing the
action), the Theme (the person or thing affected by the action of the verb), the
Instrument (the tool used), and the Experiencer (the person having a feeling). Each
role is essential for making a logical and clear sentence. Finally, we analyze lexical
relations, including Synonymy (words with similar meanings), antonymy (words
with opposite meanings), hyponymy (words with a 'type-of' relationship), and so on.
Besides Chapter 9, Chapter 19 focuses on Language and Social Variation. The main
point of this chapter is Sociolinguistics, which shows the relationship between
language and society. It demonstrates that how we use language depends on our social
class, education level, and occupation. Moreover, Chapter 19 mentions register and
slang, which helps readers understand more clearly how we can change our speech to
suit the people around us.
In Chapter 9, the most relatable concept to real life is Prototypes, which are
best examples that come to mind when we think of a specific category. For example,
when given the category 'Fruit', most people might think of an apple or a banana rather
than an avocado or a kiwi. However, I realized that these prototypes are not fixed; they
are influenced by our individual experiences and cultures. A person living in a
tropical area might think of a banana as the prototype, while someone in Europe might
think of an apple. Another interesting point is social markers from Chapter 19.
Sometimes, we can recognize where a person comes from just by the way they
pronounce words. As a person from the Southwestern region, my pronunciation is
different from people in other regions of Vietnam. For example, when I travel, people
can easily identify my roots through my accent or specific local words. Interestingly,
even within the Southwest, there are variations. In my hometown, Bac Lieu, as well as
in Ca Mau or Soc Trang, we often use the word 'Chế' to refer to an older sister or
woman, while people in other provinces might use the standard word 'Chị'. This is a
perfect example of how our language can reveal where we come from and our culture.
Learning vocabulary through 'Prototypes' makes it easier and more practical to
remember new words. It allows me to connect words together and help me visualize
them easily. Understanding “Social Markers” reminds me to be more flexible with my
speech style to fit different social contexts. By doing this, I can communicate more
effectively and prevent unnecessary confusion or social gaps. Besides I am preparing
to become an English Teacher, I don't want to be a teacher who only forces students
to memorize vocabulary in a dry and confusing way, I want to help my students
memorize vocabulary more effectively by grouping words based on their natural
associations. I believe that being a 'language owner' means knowing both the rules and
how to apply them creatively in our society.
To sum up, these two chapters have taught me that language is not just a set of
dry grammar rules; it is a living part of our lives that connects us all. I hope the
knowledge I have learned will help me become a confident and proficient user of
English. As I look toward my future career, one question I hope to explore is how to
balance teaching 'Standard English' with the reality of different English accents and
styles from around the world. Should I focus only on British or American accents, or
should I encourage students to be confident with their own Vietnamese-English accent.
Finding the right balance between being 'correct' and being 'natural' is something I
want to learn more about.