Concepts of Sociolinguistic Competence

On Age. Majority of the respondents belong to the age bracket 21-25 which makes up 52.0 percent of the total. The inclusion of age as a profile variable was taken up from the injunctions of Schroeder (2010), wherein he regarded sociolinguistic competence as knowing and understanding how to speak given the circumstances you are in such as the status of participants, the purposes of interactions, and the norms or conventions of interactions. Thereby, given the age-bracket of most of the respondents, it sets the congenial condition in which they are already immersed in several social situations that require them to partake in negotiations and other forms of social transactions so that it is viable to test them in their sociolinguistic skills which they have been employing into the said situations.
On Sex. There are more males than females comprising 82.0 percent and 18.0 percent respectively. The pattern is likewise true even taking the sex-distribution of the respondents as they are clustered into the three Universities. The inclusion of sex as a profile variable was inspired from Nadel’s (cited by Gumperz, 2011) contention that speech behavior is one of the attributes that gives information on the nature of the role behavior expected in a community. Thus, speech behavior reflects the role of an individual in a given society. This does not only limit to the role but also to the status, gestures, etiquette of the individual.
This study draws such context by associating them to sex roles. Accordingly, even as the respondent population accounts for the predominance of male, the number of female students still paved for sufficient exploration into their peculiar sociolinguistic traits and which are comparatively analyzed with those of their male counterpart.
On Native Language. There are 34.0 percent of the respondents who speak Arabic while
6.0 percent speak Somali. Majority of the respondents are from Arab speaking countries.
The employment of native language as one of the profile variables takes from the scholarly assertion of Gumperz (2011) that one of the factors that determine the language behavior of a community is varietal distribution in which it is claimed that speech differences increase as the geographical distance increases due to large gaps in communication. The existence of social norms in a particular community limits the freedom of intercommunication so as to preserve the native language. On the other hand, social change causes the breakdown of social norms which results to breakdown of language barriers between varieties.
Since Arabic is from the Semitic language family, its grammar is very different from English. There is a large potential for errors of interference when Arab learners produce written or spoken English (Shoebottom, 2016). ⁷
In another study by Unciano (2006), ESL learners were accounted to have frequent tendencies to project the linguistic rules of their first language to the target language, which is an interlanguage strategy. This study draws from such contention to further explore if sociolinguistic rules and conditions are also featured as an aspect in the phenomenon of language transfer in the accounts of Arabic speakers pursuing English as a target language.
Table 7 indicates the profile of the respondents with regards to the number of years studied the English language, length of stay in the Philippines, and exposure to the English language