Social Aspects of Interlanguage
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Social Aspects of Interlanguage AFRIANTO AKHMAD M. 2201410018 M. JAMALUDDIN 2201410039 APRILYA DWI PERMATASARI 2201410083 From Second language Acquisition book by Rod Ellis Chapter 4, page 37 - 42
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From Second language Acquisition book by Rod Ellis Chapter 4, page 37 - 42. Social Aspects of Interlanguage. AFRIANTO AKHMAD M.2201410018 M. JAMALUDDIN2201410039 APRILYA DWI PERMATASARI2201410083. Three Different Approaches of studying social aspect of L2 acquisition. - PowerPoint PPT Presentation
Transcript of Social Aspects of Interlanguage
Social Aspects of Interlanguage
AFRIANTO AKHMAD M.2201410018
M. JAMALUDDIN2201410039
APRILYA DWI PERMATASARI2201410083
From Second language Acquisition book by Rod Ellis
Chapter 4, page 37 - 42
Three Different Approachesof studying social aspect of L2 acquisition
Interlanguage as consisting of different 'styles'
How social factors determine the input that learners use to construct their interlanguage.
How the social identities that learners negotiate in their interactions with native
speakers shape their opportunities to speak and, thereby, to learn an L2.
Interlanguage as astylistic continuum
Proposed by Elaine Tarone She said that interlanguage involves a stylistic
continuum. She argues that learners develop a capability for
using the L2 There are different 'styles' which learners access in
accordance with a variety of factors.
Interlanguage as a stylistic continuum
Some Styles of L2 acquisition
Interlanguage as a stylistic continuum
Vernacular Style
Careful Style
Careful style
It happens when learners are consciously attending to their choice of linguistic forms, as when they feel the need to be 'correct'
Interlanguage as a stylistic continuum
Careful Style
Vernacular Style
It happens when learners are making spontaneous choices of linguistic form, as is likely in free conversation
Interlanguage as a stylistic continuum
Vernacular Style
Accommodation Theory
Conducted by Howard Gile social factors influence interlanguage
development via the impact they have on the attitudes that determine the kinds of languages use learners engage in
Interlanguage as a stylistic continuum
The Acculturation modelof L2 acquisition
This approach is conducted by John Schumann
The theory is built around the metaphor of ‘distance’.
The Acculturation model of L2 Acquisition
The Case At first, Schumann got the theory from his
study he studied Alberto, a thirty-three-year-old
Costa Rican whom acquiring English in the United States
Over a ten month period, Alberto appeared to have fossilized or pidginized at the early stage
He doesn’t show any significant improvemntThe Acculturation model of L2
Acquisition
The Case
o Schumann then consider for the formation of a pidgin
o He proposed that learners are unable or unwilling to adapt to a new culture because of the social distance and psychological distance from L2 group.
o A good learning situation is one where the social distance is little
o Psychological distance such as language shock and motivation are also account for this.
The Acculturation model of L2 Acquisition
Two problems of this model
o it fails to acknowledge that factors like ‘integration pattern’ and ‘attitude’ are variable and dynamic.
o Second, it fails to acknowledge that learners are not only subject to social condition but also the subject of them
The Acculturation model of L2 Acquisition
Social Identity and Investment in L2 learning
The notion of ‘subject to’ and ‘subject of’ are central of the relationship between social context and L2 acquisition.
Social identity and Investment in L2 learning
Social Identity and Investment in L2 learning
According to Pierce’s point of view, the notion of social identity is central to the theory
A learner’s social identity are ‘multiple and contradictory’
Social identity and Investment in L2 learning
Social Identity and Investment in L2 learning
Learning process can be called successful if learners are able to construct an identity that enables them to impose their right to be heard
To realize this, it requires investment, something learners will only make if they believe their efforts will increase their value of ‘cultural capital’.
Social identity and Investment in L2 learning
Social Identity and Investment in L2 learning
Social theory of L2 acquisition involves ‘struggle’ and ‘investment’Learners are battling to assert themselves and investor who expect a good return on their effortsSocio-cultural models of L2 acquisition are intended to account for learner’s relative success or failure in learning an L2.
Social identity and Investment in L2 learning
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