Slang as a part of Spoken English

Today the final aim of EFL teaching is having English learners perform communication close to the one performed by native speakers, i.e. having them really speak. However, speaking does not mean only one's ability to reveal his/her thoughts fluently. This also means one's awareness of current Spoken English peculiarities. [46, 69]

The subject of this article is an important but sometimes overlooked issue of the treatment of substandard vocabulary and its place in teaching EFL. Substandard vocabulary includes slang and all its subdivisions: jargon, cant, vulgar slang.

Most definitions of slang resemble this: Slang is a highly informal language, which is not to be used in formal situations, or when speaking to a person of higher social status. [36, 5] This definition might get one to an erroneous conclusion that slang is a mere set of highly informal words.

If the final aim of teaching EFL suggests having English learners speak and development of their awareness of all Spoken English features [46, 11] and if slang belongs to the Spoken English vocabulary, it follows that slang finds its place in EFL teaching. However, there is some contradiction: even though most experts in methodology and EFL teachers are conscious of this final aim, they avoid slang in teaching considering it rude and vulgar. Nevertheless, not all slang words are rude vulgar. And if there are some restrictions to the use of slang, they do not always center on its rude nature. To figure these other restrictions out different native speakers from different States were interviewed. The interview consisted of two questions: 1) “Name 5 slang word that you do not use (except for vulgar ones). Explain why”. The explanations demonstrated what characteristics a slang word might have to restrict its usage (apart from being rude); 2) “Name 5 slang words that you like to use or that are frequently used by native speakers”.

The aim of this interview has been to single out other reasons of misusage of slang and to destroy the established opinion that the only restriction to the use of slang can be its rude nature and to suggest analyzing the interview results and, probably, reconsidering the status of slang for including it in EFL teaching, which would emphasize the essence of the hypothesis. The answers have fallen into several categories:

1) Regional distribution. Many slang words have habitual associations with a certain region of the country or state. Significant differences between the slang of urban and rural districts can be revealed:

e.g. A new York resident does not use the word “wicked” (meaning “wonderful”) because it is used in Boston.

e.g. An interviewee from Maine does not use the word “phat” (meaning “pretty” or “hot”) because she lives in the rural district while this slang word is of urban character.

e.g. A Californian resident does not use the slang word “awesome” because it is mostly used in the Southern States.

e.g. “Y'all”, a slang contraction for “you all”, is not used by people in the Northern part of America because it is used only in the South”- said a representative from Maine.

2) Social distribution. It is well known that the use of some slang expressions is often restricted to certain social groups:

e.g. A representative from Arizona does not use the words “bro” (brother) and “homey” (friend) because they are used by the members of a street gang.

e.g. A Pennsylvanian resident does not use the word “dude” (friend) because it is a part of the surfer vocabulary.

e.g. An interviewee from Texas would not use the slang expression “the big house” (prison) because it belongs to a criminal vocabulary; “to punch somebody's lights out” (to knock somebody unconscious) because it refers to people who are professionally fighting; “to loose one's shirt” (to loose one's money) because it is mostly used in gambling.

3) Pragmatic reasons (politeness or correctness). Some interviewees pointed out slang words which they did not use to avoid impoliteness or incorrectness.

e.g. A male representative from Virginia would not call a young woman “chick” because it is some sort of impolite.

e.g. A Maine resident does not use the slang expression “my bad” (my fault) because she finds it grammatically incorrect.

Fashion and obsolescence. One of the main characteristics of slang words is that they may date and go out of fashion very fast.

e.g. A Wyoming resident does not use the word “hip” (trendy and fashionable) because it is an early 90's word.

e.g. A representative from South Carolina avoids using the words “threads” (clothes) and “to rock” (to dance) because these were fashionable in 80's.

5) Wrong age group. Many slang words are associated with a particular generation and the members of the previous or following generations do not consider these words as a part of their vocabulary. Mostly it is adults who avoid using youth slang:

e.g. A Californian resident of 31 does not use the phrase “hang out” (to gather for social interaction) because it is a slang phrase teenagers tend to use.

e.g. A woman of 40 from Maine does not use the phrase “sweet ride” (nice car)- the same reason.

e.g. A Virginia representative of 38 does not use the words “stems” (legs) and “kicks” (shoes) - the same reason.

6) Stereotypes.

It is connected with the regional distribution of slang and relations within a subculture. It mostly concerns black people who are said to have some certain slang words typical of these representatives of society.

e.g. An Arizona resident does not use the word “dope” (nice) because she says black people use it.

e.g. The phrases “bad ride” (nice car) and “bad threads” (great clothes) are ignored by a Californian resident on the basis of the same reason.

The results of the interview suggested above cause one to conclude that not all slang words are misused only due to their vulgar meaning. This interview aims at convincing EFL teachers that such slang items which have their own kinds of restrictions (except for being rude) should not be ignored in teaching EFL. And if a Pennsylvanian residents does not use the word “dude” for his own reasons it does not mean that no one should use it either, on the contrary, it may prove to be the most favorite slang word for people from other States. Thus, this paper calls for EFL teachers to pay a proper attention to slang and to give it the way into teaching English learners an authentic language, the one spoken by native speakers.

The responses to the second question of the interview, “Name 5 slang words that you like to use or that are frequently used by native speakers”, were analyzed with the aim of issuing a recommendation for EFL teachers. The responses give a general picture of current slang words used in the USA today and suggest including them in Teaching EFL so that to provide English learners with “authentic tools” for the development of their linguistic competence (as the hypothesis suggests). (Appendix 4)

Every year many people from Kazakhstan leave for the USA as international students. On the arrival all international students must sign up for classes of English as a Second Language (ESL), where they learn real and authentic English. ESL classes focus on slang so greatly that there are special classes on American slang. For example, professor A.C. Kemp teaches American slang classes at Cambridge Center for Adults Education; Bessie Karras Lazaris guides Program at California State University, Northridge. [28, 69] This ultimately proves that slang is relevant in teaching English and its popularity in the filed of teaching EFL is the matter of time. David Burke, the author of “The Slangman Guide to the Street Speak” (Slang Dictionary) says: “Now every ESL teacher understands how important slang is, even conventional ESL courses are increasingly including slang in their curricula.” Burke says that to avoid pitfalls students must be prepared to recognize different forms of Spoken English. He predicts that the Test of English as a Foreign Language (TOEFL) - the premiere exam for foreign students planning to enter American Universities - will soon include slang and idiomatic expressions. [34, 215]

If TOEFL contains questions on slang, EFL students will have to inevitably know slang. That is why Burke's prediction is a reasonable ground for including slang in EFL teaching.

To emphasize the hypothesis of the paper and to prove that slang is relevant in teaching EFL, college 1^st-, 2^nd-, 3^rd-, and 4^th- year students were tested. The slang test contained 10 questions and for each question 4 variants of answers were suggested (Appendix 6). The test included the most popular slang words used in the United States. 80 students were tested. The aim of doing this test was to figure out whether the students knew slang or not. The results were different but no student got 100% of right answers and no one even got 50% of right answers, there were some students who had no right answers at all. On the completion of the analysis of the test results it was discovered that out of 80 students (100%) 8 students (10%) got 4 right answers, 10 students (13%) got 3 right answers, 20 students (25%) got 2 right answers, 17 students (21%)- 1 right answer and 25 students (21%) got no right answer. The slang test results are displayed in the diagram. (Appendix 7) The test results reflect the students' knowledge of slang and they support the opinion that slang should be involved in EFL teaching.

Thus it must be concluded that according to the hypothesis of this paper and with regard to the practical aim of teaching EFL and to the results of the slang test, slang should be paid a proper attention in teaching, for it contributes to the development of one's linguistic competence thus reinforcing his/her awareness of the Spoken English peculiarities.

Review on Chapter II

While studying the practical significance of slang the following sources have been analyzed: literature, songs, movies and Internet. The analysis of these sources has been aimed at displaying the most typical examples and situations where slang can be revealed and how it can be applied. The sources have proved to contain a lot of slang expressions, which are very hard to understand if one does not know slang. That is why this analysis has proved the hypothesis set.

Besides, the paper identifies the place of slang in teaching English as a Foreign Language (EFL). To identify its place there has been the interview with Native American speakers performed. With regard to the hypothesis of the paper and the final aim of teaching EFL knowledge of slang is of much importance. But it proves to be avoided in the classroom, because it is thought to be entirely rude. The interview has been aimed at figuring out the reasons of misusage of slang and to correct an opinion that slang is avoided only because it is rude; and to suggest analyzing the interview results and, probably, reconsidering the status of slang for including it in EFL teaching, which would emphasize the essence of the hypothesis. The paper suggests teaching slang in schools, for it also promotes the development of one's linguistic competence.

The interview consisted of two questions: 1) “Name 5 slang word that you do not use (except for vulgar ones). Explain why”. The explanations demonstrated what characteristics a slang word might have to restrict its usage (apart from being rude); 2) “Name 5 slang words that you like to use or that are frequently used by native speakers”.

The answers have fallen under the following groups:

Regional distribution.

Social distribution.

Pragmatic reasons (politeness or correctness).

Fashion and obsolescence

Wrong age group.

Stereotypes.

Conclusion

The research work made on the theme “Slang as a part of the English language” helps to make the following conclusion: due to the fact that there is a growing necessity to learn an authentic language, slang should also be learned because it is also a part of the language.

The aim of the paper has been analyzing the importance of knowledge of slang. Accordingly, there has been suggested a hypothesis that knowledge of slang is a very important component in the development of one's linguistic competence, for it simplifies communication and guarantees more accurate understanding.

On the completion of the research work the following tasks have been accomplished:

Studying and systematizing the theoretical material on the topic;

Defining the notion “slang”;

Tracing the origin and sources of slang;

Singling out the classification of slang, its forms and characteristics;

Analyzing the use of slang in movies, literature, songs and Internet;

Interviewing native American speakers;

Describing the results of the research work.

The methods used in the course of research work are:

Analysis of the theoretical material;

Content-analysis;

Study of literary works;

Analysis of the American movies;

Analysis of the songs;

Method of research work;

Interview.

In the course of analyzing the theoretical material on the topic facts about it has been discovered that slang is understood as a language of a high colloquial type, below the level of standard educated speech and consisting either of new words or of current words employed in some special sense. Slang is believed to be stupid and vulgar because it occurs in informal conversation, accompanied by grammatical errors. But there is an opposite opinion: the reasonable use of slang promotes lively speaking it keeps the language fresh and alive.

Slang is said to have originated mostly in subcultures of occupational and professional groups. Teenagers, criminals and uneducated people also play a great role in creating and maintaining slang. Since slang is a part of spoken English, it diffuses verbally, and not only via real communication but also via television and even the Internet

There are two classifications identifying the place of slang: 1) cant, jargon and argot together make special slang. There is also general slang, which is not restricted to any particular professional group; 2) slang, jargon, argot and cant together make a group of social dialects. All of them are regarded as independent. Colloquialisms have no place in either of these classifications. It is quite a different phenomenon and should be differentiated from slang.

Slang expressions arise in the same ways that other words come into being. Slang words can be presented in different forms: old words used in new meanings, clipped or lengthened words, metaphors and metonymies, acronyms, coinages, blends and rhyming slang.

Slang can be regarded not only from the lexical point of view as a particular vocabulary typical of Spoken English; it can be viewed phonetically, orthographically and grammatically. These can be standard words applied with some phonetic, orthographic or grammatical alterations, what brings to the utterance some slangy coloring, expressiveness and freshness.

There are two languages that are also said to belong to slang: rhyming slang - the language of the Cockneys, Polari - the language of gay men. But they are said to be extinct because rhyming slang has almost lost its rhyming slang and there seems to be no ground to call this language rhyming; gays now have no need to encode their speaking (with acquiring equal rights), and therefore they do not need this language.

While studying the practical significance of slang the following sources have been analyzed: literature, songs, movies and Internet. The analysis of these sources suggests practical examples and situations where slang can be revealed and how it can be applied. Literary sources analyzed are:

“The Catcher in the Rye” by JD Salinger;

“A Patchwork Planet” by Anne Tyler;

“Rachel's Holiday” by Marian Keyes;

The movies watched are:

Don't be a Menace South Central (while drinking your juice in the hood).

Dumb and Dumber

Pulp Fiction

Finding Forrester

The songs listened to are those performed by: Smash, Britney Spears, Jamelia, Roxette, Craig David, Ronan Keating, Madonna, Mariah Carey, Black Eyed Peas, Shakira, Rondor Music, Eminem.

To trace the slang units in the Internet the English-speaking chat-room at mail.ru has been visited.

Besides, the paper identifies the place of slang in teaching English as a Foreign Language (EFL). To identify its place the interview with Native American speakers has been carried out.

With regard to the hypothesis of the paper and the final aim of teaching EFL knowledge of slang is of much importance. But it proves to be avoided in the classroom, because it is thought to be entirely rude. The aim of the interview has been to single out the reasons of misusage of slang and to destroy the established opinion that the only restriction to the use of slang can be its rude nature and to suggest analyzing the interview results and, probably, reconsidering the status of slang for including it in EFL teaching, which would emphasize the essence of the hypothesis. The paper suggests teaching slang in schools, for it also promotes the development of one's linguistic competence. To emphasize the hypothesis of the paper and to prove that slang is relevant in teaching EFL college 1^st-, 2^nd-, 3^rd-, and 4^th- year students were tested. The aim of doing this test was to figure out whether the students knew slang or not. The test results display the students' knowledge of slang and they support the opinion that slang should be involved in EFL teaching, because no student got 100% of right answers and there was no student to have got even 50 % of right answers, there were some students who had no right answers at all.

After studying and systematizing the theoretical material on the theme and after analyzing the practical significance of slang, the hypothesis suggested has been proved and one can come to a conclusion that knowledge of slang is of great importance and considerably simplifies comprehension of chat phrases, literary works, movies and songs. It gives a PC user/reader/TV watcher or any listener great opportunities to express his/her thoughts effectively and to understand an idea of a literary work /movie/song. It is necessary to mention that such sources as those analyzed contain many slang words and expressions and one has a good chance to get acquainted with them and then use them in his/her speech thereafter thus filling a gap between him/her and native speakers.

Now on the completion of the paper it would be correct to state that slang, as a part of the English language should also be paid a proper attention in teaching. The urgency of this problem consists in the fact that people of our country contact with native speakers more than ever and they feel a great demand to know an authentic language.

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