Sociolinguistic variation as a tool for learner-centered independent work: revisiting Labov’s studies

Diyora Djurakulova

doi:10.47689/2181-3701-vol3-iss5/S-pp559-564

Diyora Djurakulova PhD student, Teacher, Samarkand State Institute of Foreign Languages

DOI

https://doi.org/10.47689/2181-3701-vol3-iss5/S-pp559-564

Keywords

language variation , learner-centered approach , independent learning , language pedagogy , linguistic diversity , variationist approach , critical thinking in language education

Abstract

This article investigates the sociolinguistic contributions of William Labov, focusing on how his influential research on linguistic variation in Martha’s Vineyard and New York City can inform the development of learner-centered independent work in language education. Labov’s findings show that language reflects and shapes social identity, group membership, and cultural affiliation, offering valuable insights into the connection between language and society. Building on these insights, the article argues that Labov’s methodological approach provides a strong foundation for creating meaningful and context-based assignments that promote student autonomy, critical thinking, and sociolinguistic awareness. Engaging students in authentic analysis of language use encourages deeper reflection and helps transform traditional instruction into a more personalized and socially relevant learning experience, particularly in language universities that aim to support independent and responsible language learners.

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Downloads

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Published

2025-05-25

How to Cite

Djurakulova, D. 2025. Sociolinguistic variation as a tool for learner-centered independent work: revisiting Labov’s studies. Foreign Linguistics and Lingvodidactics. 3, 5/S (May 2025), 559–564. DOI:https://doi.org/10.47689/2181-3701-vol3-iss5/S-pp559-564.