Evaluations – Expectations – Use

Universities are characterised by mobility speakers from different regions meet, bringing along dif- ferent verbal repertoires, language competences and communication patterns. As a result, linguistic diversity shapes universities, resulting in a coordination problem: How should one speak with one another in university? Which languages and varieties should be used? These problems require a solu- tion, e.g. social norms, prescribing certain language choices. The present thesis deals with language norms within university taking the example of the University of Salzburg as a case study. It focusses on norms that regulate the choice of language varieties of Ger- man, in particular diatopic varieties, viz. different dialects, colloquial and standard languages. The project aims to analyze which linguistic varieties are felt to be appropriate in an academic setting in general as well as in specific teaching/learning contexts, for both students and instructors. It is asked, which normative expectations and evaluations in respect of language choice can be exhibited and whether there are corresponding regularities in language use. It is also considered, whether significant differences occur between certain groups, e.g. with respect to gender, first language or local origin. The thesis is incorporated in the project VAMUS (= Verknüpfte Analyse von Mehrsprachigkeiten am Beispiel der Universität Salzburg), which aims to gather insights into forms and functions of different languages and language varieties at the University of Salzburg. The thesis uses the data raised by VAMUS, consisting of (1) questionnaire data, (2) interview data and (3) video recordings of different lectures. This data is examined using various methods combining the analysis of the language use itself with statements about language use. Based on a (newly devolved) praxeological approach of linguistic norms it is assumed that norms consist of regularities in language use due to social evaluations and expectations. Therefore on the one hand evaluations and expectations are considered by investigating 1.026 questionnaires as well as 123 semi-structured interviews; the former are analyzed quantitatively by statistical analysis, the latter qualitatively by using a content analysis. To determine regularities in language use on the other hand, the video recordings of different lectures are studied by employing a so-called variable analysis.

No additional funding sources recorded.