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Social Aspects of
Interlanguage

Company LOGO
LOGO

Group Members:

Linna Endah N

2201411072

Nurul Hitoniah

2201411067

Tahti Munnisa

2201411069

Anida Zenitha Rahmah

2201411071
LOGO

Social aspects play an important role in
interlanguange development. There are three
different approaches to incorporate social factors on
the study of L2 acquisition:
 Interlanguage as consisting of ‘different style’
which learners called upon under different
conditions of language use
 Concern how social factors determine the input
that learners use to construct their interlanguage
 Considers how the social identities that learners
negotiate in their interaction with native speakers
shape their opportunities to speak and, thereby, to
learn an L2
LOGO

Interlanguage as a stylistic continuum
Stylistic continuum
Learners develope a capability for using the L2 and that this underlies
“all regular language behaviour”

Careful style
Evidence when learners are consciously attending to their choise
of linguistic forms, as when they feel the need to be correct.

Vernacular Style
Evident when learners are making spontaneous choice of linguistic forms
as is likely in free conversation
LOGO

Tarrone’s problems

Problems

1. Reasearch has shown that learners
are not always most accurate in
their careful style and list accurate
in their vernacular style.
2. The role of social factors remain
unclear.
LOGO

Howard Giles’s Accomodation Theory
Description of
the contents
A process of
convergen

People try to make
their speech
similar to that of
their addressee in
order to emphize
social
cohesiveness

• People try to
make it different
in order to
emphasize their
social
destinctiveness
LOGO

ahAccording to Giles’s theory, social factors influence interlanguage
development via the impact they have on the attitude that determine
the kinds of language use learner engage in.
This theory suggest that social factors, media ted draw the interaction
That learners take part in, influence both how quickly they learn and
The actual route that they follow.
LOGO

THE ACULTURATION MODEL OF L2
ACQUISITION

John Schumann’s acculturation model:
this model, which has been highly
influential, is built around the metaphor
of “distance”
LOGO

The Alberto’s errors occurred
here:

He could not develop well the form of negative form,
He continued to use declarative word order rather than
inversion in question , example, Where you get that?
He acquired virtually no auxiliary verbs, and he failed to
mark regular verbs for past tense
The grammatical features that he did seem to have
acquired as positive transfer from his native language
LOGO

Why Was
This?

Schumann
entertained a
number of possible
reasons, example:
-Intelligence and
age
-Age and dismissed
all of them
LOGO

This led him to consider whether
the reasons that have been advanced
for the formation of pidgin (very
simple contact language used
among speakers who have no
common language)
LOGO

Schumann proposed that pidginization in L2 acquisition
results when learners fail to acculturate to the target
language group, that is, when they are unable and
unwilling to adapt to a new culture.

The main reason learners fail to acculturate is Social distance
LOGO

What is Social Distance?
This concerns the extent to which individual learners
become members of a target language group and therefore
achieve contact with them

Good learning situation: there is little social distance because
the target language group and L2 learners group is interacted
each other, communicate each other, and both groups wish the
L2 group can assimilate the target language well
LOGO

What is Psychological Distance?
Such is language shock and motivation

Learners fail because:
first , it fails to acknowledge that factors like
“integration pattern” and “attitude” are not fixed
and static, but potentially, variable and dynamic,
fluctuating in accordance with learners’ changing
social experience
LOGO

Social identity and investment
in L2 learning
LOGO

(Bonny Peirce’s view)
“Do you see him?”, I said
“Yes. Why?”
“Don’t you know him?”
“No. I don’t know him”
“How come you don’t know him?
Don’t you watch TV? That’s Bart
Simpson.”
It made me feel so bad and didn’t
answer her nothing.
LOGO

Language learners have complex social
identities that can only be understood in terms
of the power relations that shape social
culture.
LOGO

Learning is successful when learner are able to
summon up or construct an identity that
enables them to impose their right to be heard
and thus become the subject of the discourse.
Successful learners are those who reflect
critically on how they engage with native
speakers and who are prepared to challenge
the accepted social order by constructing and
asserting social identities of their own choice.
LOGO

References

Ellis, Rod. 1997. Second Language Acquisition. New York: Oxford University Press.
Company LOGO

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Ppt isla linna

  • 2. LOGO Group Members: Linna Endah N 2201411072 Nurul Hitoniah 2201411067 Tahti Munnisa 2201411069 Anida Zenitha Rahmah 2201411071
  • 3. LOGO Social aspects play an important role in interlanguange development. There are three different approaches to incorporate social factors on the study of L2 acquisition:  Interlanguage as consisting of ‘different style’ which learners called upon under different conditions of language use  Concern how social factors determine the input that learners use to construct their interlanguage  Considers how the social identities that learners negotiate in their interaction with native speakers shape their opportunities to speak and, thereby, to learn an L2
  • 4. LOGO Interlanguage as a stylistic continuum Stylistic continuum Learners develope a capability for using the L2 and that this underlies “all regular language behaviour” Careful style Evidence when learners are consciously attending to their choise of linguistic forms, as when they feel the need to be correct. Vernacular Style Evident when learners are making spontaneous choice of linguistic forms as is likely in free conversation
  • 5. LOGO Tarrone’s problems Problems 1. Reasearch has shown that learners are not always most accurate in their careful style and list accurate in their vernacular style. 2. The role of social factors remain unclear.
  • 6. LOGO Howard Giles’s Accomodation Theory Description of the contents A process of convergen People try to make their speech similar to that of their addressee in order to emphize social cohesiveness • People try to make it different in order to emphasize their social destinctiveness
  • 7. LOGO ahAccording to Giles’s theory, social factors influence interlanguage development via the impact they have on the attitude that determine the kinds of language use learner engage in. This theory suggest that social factors, media ted draw the interaction That learners take part in, influence both how quickly they learn and The actual route that they follow.
  • 8. LOGO THE ACULTURATION MODEL OF L2 ACQUISITION John Schumann’s acculturation model: this model, which has been highly influential, is built around the metaphor of “distance”
  • 9. LOGO The Alberto’s errors occurred here: He could not develop well the form of negative form, He continued to use declarative word order rather than inversion in question , example, Where you get that? He acquired virtually no auxiliary verbs, and he failed to mark regular verbs for past tense The grammatical features that he did seem to have acquired as positive transfer from his native language
  • 10. LOGO Why Was This? Schumann entertained a number of possible reasons, example: -Intelligence and age -Age and dismissed all of them
  • 11. LOGO This led him to consider whether the reasons that have been advanced for the formation of pidgin (very simple contact language used among speakers who have no common language)
  • 12. LOGO Schumann proposed that pidginization in L2 acquisition results when learners fail to acculturate to the target language group, that is, when they are unable and unwilling to adapt to a new culture. The main reason learners fail to acculturate is Social distance
  • 13. LOGO What is Social Distance? This concerns the extent to which individual learners become members of a target language group and therefore achieve contact with them Good learning situation: there is little social distance because the target language group and L2 learners group is interacted each other, communicate each other, and both groups wish the L2 group can assimilate the target language well
  • 14. LOGO What is Psychological Distance? Such is language shock and motivation Learners fail because: first , it fails to acknowledge that factors like “integration pattern” and “attitude” are not fixed and static, but potentially, variable and dynamic, fluctuating in accordance with learners’ changing social experience
  • 15. LOGO Social identity and investment in L2 learning
  • 16. LOGO (Bonny Peirce’s view) “Do you see him?”, I said “Yes. Why?” “Don’t you know him?” “No. I don’t know him” “How come you don’t know him? Don’t you watch TV? That’s Bart Simpson.” It made me feel so bad and didn’t answer her nothing.
  • 17. LOGO Language learners have complex social identities that can only be understood in terms of the power relations that shape social culture.
  • 18. LOGO Learning is successful when learner are able to summon up or construct an identity that enables them to impose their right to be heard and thus become the subject of the discourse. Successful learners are those who reflect critically on how they engage with native speakers and who are prepared to challenge the accepted social order by constructing and asserting social identities of their own choice.
  • 19. LOGO References Ellis, Rod. 1997. Second Language Acquisition. New York: Oxford University Press.