SOCIOCULTURAL COMPETENCE IN UNDERSTANDING FORMS OF ADDRESS: CASE STUDY OF KINSHIP TERMS IN DIFFERENT CULTURAL CONTEXTS

In the process of second language teaching, sociopragmatic and pragmalinguistic aspects of learning are given much importance, while sociocultural competence is by and large neglected, eventho' it is the key to understanding the other and it enables the learner to use the target language in accordance with its norms and traditions. The present paper aims to show the importance of sociocultural knowledge in the process of second language learning, in this case, the use of address forms to implement the speech act of addressing others in different cultural contexts, i.e. English, Indian, Arabic and Russian. The paper demonstrates the close link of address forms to cultural value systems, relationship and ethnic identity. Numerous studies have revealed that each language has a wide range of address forms which may include zero forms, pronominal forms and nominal forms (names, kinship terms, titles, and teknonyms) (e.g. [1 - 9] and many others). Drawing on G. Hofstede's cultural dimensions [9, 10] the paper demonstrates culture specific use of kinship forms of address in Eastern cultures (Syria, Jordan and India) and Russia which contrast with the Western, mainly British traditions and highlights their function and pragmatic meaning. The paper further shows how speakers of a particular language conceptualize their social relationships and argues that the sociocultural organization of society and key values of the target culture should be given importance in foreign language teaching (FLT) classroom as they impart the understanding of politeness and communicative behaviour. The paper contributes to the understanding of address forms in different cultural contexts and its results can be used in the classes of second language teaching and intercultural communication.