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Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
Social aspects of interlanguage
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Social aspects of interlanguage

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  • 1. SOCIAL ASPECTS OF INTERLANGUAGE Introduction to Second Language Acquisition, Unnes Rina Ardiyanti Candra Arifiana Etik Indriani Lina Sofia Andriani Members : (2201411014) (2201411015) (2201411017) (2201411019)
  • 2. Introduction Three approaches to incorporating a social angle of L2 acquisition : 1. Interlanguage as consisting of different styles 2. How social factors determine the input that construct interlanguage 3. How the social identities learners negotiating in their interactions with native speakers
  • 3. Elements Interlanguage as a stylistic continuum The aculturation model of L2 acquisition Social identity and investment in L2 learning
  • 4. Interlanguage as a stylistic continuum Careful style Elaine Tarone Stylistic Continuum Vernacular style Convergence Howard Giles Accomodation Theory Divergence
  • 5. Stylistic Continuum Learners develop capability for using the L2 and this undelies all regular language behaviour.
  • 6. Careful Style Evident when learners are consciuosly attending to their choice of linguistic forms, as when they need to be correct.
  • 7. Vernacular Style Evident when learners are making spontaneous choices of linguistic forms as is likely in free conversation.
  • 8. The Model’s Problems in Tarone’s Theory 1.Learners are not always most accurate in their careful style and least accurate in their vernacular style. 2.The role of social factors remains unclear.
  • 9. In short, Tarone’s theory seems to relate more to psycholinguistic rather than social factors in variation.
  • 10. Howard Giles’s Accommodation Theory Explain how a learners social group influences the course of L2 acquisition. The key idea is social accommodation
  • 11.  Convergence process : When people interact with each other they either try to make their speech similar to that of their adressee in order to emphasize social cohesiveness.  Divergence process : When people interact with each other they either try to make it different in order to emphasize their social distinctiveness.
  • 12. According to Giles’s theory, social factors influence interlanguage development via the impact they have on the attitudes that determine the kinds of language use learners engage in.
  • 13. The Acculturation Model of L2 acquisition John Schumann’s acculturation model : social factors determine the amount of contact with the L2 individual learners experience and thereby how successful they are in learning.
  • 14. The Model’s Problems in Schumann’s Theory 1. It fails to acknowledge the factors like ‘integration pattern’ and ‘attitude’ are not fixed and static but variable and dynamic fluctuating in accordance with the learners changing social experiences. 2. It fails to acknowledge that learners are not just subject to social conditions but can also become the subject of them.
  • 15. Social Identity and Investment in L2 Learning Bonny Pierce’s view in relationship between social context and L2 acquistition. Language learners have complex social identities that can only be understood in terms of the power relations that shape social structures.
  • 16. The learner’s success require investment, something learners will only make if they believe their efforts will increase the value of their ‘cultural capital’.
  • 17. THANK YOU

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