Analyzing Literature through Sociolinguistics Lens: Impact on Learners’ Grammatical Accuracy

Nerissa Manuel; Elisenda Tan; Ivy Macahis Nazareth

doi:10.62596/j71wne39

Authors

Nerissa P. Manuel School of Education, Graduate Studies, Universidad De Zamboanga, Zamboanga City 7000, Philippines Author
Elisenda S. Tan School of Education, Graduate Studies, Universidad De Zamboanga, Zamboanga City 7000, Philippines Author
Ivy Macahis Nazareth School of Education, Graduate Studies, Universidad De Zamboanga, Zamboanga City 7000, Philippines Author

DOI:

https://doi.org/10.62596/j71wne39

Keywords:

Literature, Sociolinguistics, Impact, Accuracy

Abstract

This exploratory study investigates how analyzing literature through a sociolinguistic lens influences language learners’ grammatical accuracy, grounded in Interactionist Theory, which posits that language development occurs through meaningful interaction and negotiation of meaning. Despite extensive research on grammar instruction and literary analysis, there remains a gap in understanding how sociolinguistic engagement with literary texts particularly the interpretation of language use, speech styles, and social identities affects learners’ grammatical awareness and accuracy. The study involves 20 language learners, who participate in one-on-one semi-structured interviews focusing on their interpretive experiences with literary texts analyzed through sociolinguistic perspectives. Using reflexive thematic analysis, the research examines how learners attend to language variation, character speech patterns, and contextual meanings, and how these processes relate to their evolving grammatical awareness and production. Anchored in Interactionist Theory, the study expects to reveal that active engagement with sociolinguistically rich texts facilitates deeper linguistic noticing and reflection, leading to improved grammatical accuracy. By linking interpretive literary analysis to interactive language learning processes, this research contributes to a more integrated understanding of how sociolinguistic context supports grammatical development in second language acquisition.

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