||A practical study on bernstein’s socio-linguistic code theory in japan : differences in linguistic code in children in the 1st year
136 , 2016-03 , Graduate School of Human Sciences
The aim of this paper is to consider two issues from the viewpoint of Bernstein’s socio-linguistic code theory. First, do children have a tendency for differences in linguistic performance? Second, what are the environmental factors that provide for a different linguistic code? First section summarizes the socio-linguistic code theory that is referred to as the main concept in this paper. Second part, showing the outline of the investigation, clarify differences in the socio-linguistic code that each child uses gives rise to differences among children in linguistic performance. Finally, this paper examine environmental factors that make the difference in each child’s socio-linguistic codes. Specifically, this research conducted an investigation on “story making” among first graders in elementary school and analyzed the relationship between linguistic performance and family background. To analyze the data, this paper focus on the subject or case particle omissions observed characteristically in the Japanese language from the point of view of context dependence. As a result, two findings were obtained. First, children who did not have an elabo¬rated code and who were apt to omit subjects showed a tendency to require a long period of time before making an utterance. The other finding shown in this paper is that acquisition of the elaborated code was dependent on parents’ occupations and family structure. Regarding this point, the paper further points out the probability that the personal modes of control pattern of using an elaborated code are especially enhanced among the white collar class. Additionally, since there is a difference in acquisition codes by family structure, the chances for the acquisition of the elaborated code are relatively low in a fatherless family and among children who have older siblings.