MEG-04 Block 7 Summary | Language in Use-II

Here you will get the detailed summary of IGNOU MEG 4 Block 7 – Language in Use-II.

We have provided the summary of all units starting from unit 1 to unit 5.

Introduction

Block 7 of the IGNOU MEG-4 course, Language in Use – II, builds on the sociolinguistic foundation established in Block 6 by delving deeper into code use, language planning, interactional patterns in conversation, and second language acquisition (SLA). This block examines how individuals and societies make conscious and unconscious language choices, how those choices are planned at policy levels, and how they unfold in real-time communication and learning contexts. It is especially useful for students interested in applied linguistics, language education, or multilingual societies.

Unit 1 – Multilingual Use of Codes

This unit explores how multilingual speakers use different linguistic codes—languages, dialects, or registers—depending on the social setting, purpose, or audience. It emphasizes the dynamic and strategic use of multiple languages in both formal and informal settings.

Key Points:

Code-switching: Alternating between two or more languages in conversation.
- E.g., switching from Hindi to English within a sentence or between sentences.
Code-mixing: Mixing elements of different languages in a single utterance.
- Common in bilingual societies like India.
Domains of language use: Family, education, religion, government, media—each may call for a different language.
Functions of code use:
- Identity expression, emotional nuance, solidarity, secrecy, or authority.

The unit emphasizes that code choice is not random, but socially meaningful, and reveals important cultural and relational information.

Unit 2 – Language Planning

This unit addresses language planning, the deliberate efforts by governments or institutions to influence how languages are used within a country, especially in multilingual contexts.

Major Areas:

Types of Language Planning:
- Status planning: Deciding which language(s) have official status.
- Corpus planning: Developing a standardized grammar, script, and vocabulary.
- Acquisition planning: Promoting language learning through education.
Goals of Language Planning:
- National integration, education, modernization, cultural preservation.
Case Studies:
- India’s “three-language formula” and ongoing debates over Hindi, English, and regional languages.
Challenges:
- Balancing linguistic diversity and national unity.
- Resistance to imposed languages or scripts.

The unit encourages critical thinking on language politics, especially relevant in postcolonial and multilingual nations.

Unit 3 – Conversational Analysis

This unit introduces the field of conversational analysis (CA), which studies the structure and patterns of naturally occurring spoken interaction.

Topics Covered:

Turn-taking: How speakers manage when to talk and when to listen.
Adjacency pairs: Paired utterances like question-answer, greeting-greeting.
Repair mechanisms: How speakers handle errors, interruptions, or misunderstandings.
- E.g., “Sorry, I meant to say…”
Speech acts:
- Acts like requesting, apologizing, commanding, promising—each with different forms depending on context and politeness.
Discourse markers:
- Words like well, you know, actually that manage the flow of conversation.

The unit shows how everyday conversation follows unwritten but systematic rules, and how these can vary across cultures.

Unit 4 – Learner Factors in Second Language Acquisition – I

This unit and the next explore individual differences in how people acquire a second language (L2), focusing on internal factors like cognition, motivation, and aptitude.

Key Factors:

Age: Younger learners often achieve better pronunciation, but adults may learn grammar more consciously.
Language Aptitude: Natural ability to learn languages.
Motivation:
- Integrative (desire to integrate with the culture) vs Instrumental (for career, exams, etc.)
Cognitive Style:
- Field-dependent vs field-independent learners.
- Analytical vs holistic processing.

This unit underscores that second language learning is not uniform; psychological and cognitive profiles influence outcomes significantly.

Unit 5 – Learner Factors in Second Language Acquisition – II

This unit continues the exploration of learner variables by focusing on external or social factors, as well as strategies learners adopt.

Key Points:

Personality:
- Extroverts may practice more through interaction; introverts may prefer written or private study.
Learning Strategies:
- Cognitive: Repetition, summarizing, deducing rules.
- Metacognitive: Planning, monitoring, evaluating.
- Social: Asking for help, collaborating.
Language Anxiety:
- Fear of making mistakes can hinder fluency and willingness to participate.
Cultural Background:
- Learners from different cultures may have different views on error correction, classroom participation, and authority.

This unit emphasizes the complex interaction between learner traits and the learning environment, reinforcing the importance of individualized approaches in language teaching.