Social context of language learning


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Social context of language learning

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Social context of language learning

  1. 1. Social context of languagelearningWhat is social context referred to?A setting in which learning takes placeClassroom settings vary in terms of :•teacher/student ratios•teacher preparation•instruction•technological backup•availability of teaching materials•the relative importance of learning an L2
  2. 2. • Is learning a second language ‘on the street’ same as learning in a class room?• Which way do you think would be most effective?• Is there anything special about natural language learning?• Should we create the same environment in our class rooms? Can we?• Are there special contributions that only instruction and not natural exposure can provide?
  3. 3.  Natural acquisition contexts Informal learning occurs through direct participation and observation ◦ Workplace, ◦ Home ◦ media ◦ International conferences ◦ Business meetings
  4. 4. Types of natural acquisitioncontexts• Majority language contexts monolingual – immigrant learners of L2 English in USA, UK, Australiabilingual – speakers of L1 French learning L2 English in Canada• Official language contexts – ‘New Englishes’ of countries like Nigeria, India• International contexts – L2 used for interpersonal communication (the use of L2 English for business communication in Japan)• Minority L2 contexts –L1 speakers of English learning Punjabi in London
  5. 5. Educational acquisition contextsEducational settings such as schools and universitiesFormal learning takes place through conscious attention to rules and principlesEmphasizes on mastery of subject matter
  6. 6. The L2 classroom context The role relationships between teacher and student influence learning in a classroom Traditional Instruction ◦ Grammar-translation ◦ Audiolingual ◦ Students learn vocabulary and grammar ◦ Goal is often to pass an examination ◦ Teacher typically acts as a ‘knower/informer’ and the learner as an ‘information seeker’
  7. 7.  Communicative Instruction ◦ Emphasis on interaction, conversation and language use ◦ Often topics are of general interest to the learner ◦ The teacher can be a ‘producer’ or ‘referee’ and the learner ‘actor’ or ‘player’
  8. 8. Innovative approaches(communicative language teaching) Learners are rarely corrected Language is not presented step by step. Wide variety of vocabulary and structures Many hours each day Different kinds of language events: greetings, arguments, newspapers etc… Emphasis on getting meaning across clearly
  9. 9.  Learner encounters many people who speak that language Have to use limited 2nd language ability to respond to questions and get information Modified input available in many one to one interactions
  10. 10. Traditional instruction Errors are frequently corrected Input simplified and sequenced by teacher. Few hours per week Teacher is the only proficient speaker student has contact with Limited range of discourse types Pressure to speak and write accurately Teacher often uses native language to give instruction or in other classroom management events
  11. 11. Communicative language teaching Limited error correction. Meaning is emphasized Input is simplified and made comprehensible through contextual cues. Limited time for learning Limited contact with proficient native speakers/more exposure to interlanguage of other learners
  12. 12.  Variety of discourse types are presented through role playing and real life material Little pressure to perform at high levels of accuracy. Modified input - teacher makes every effort to speak at the level of language learners can understand
  13. 13. THANK YOU!