The document discusses the impact of social factors on second language acquisition (SLA), emphasizing that attitudes, social class, gender, and ethnic identity significantly affect language proficiency and learning outcomes. It outlines various models explaining SLA, including the acculturation model and socio-educational model, while highlighting the importance of interaction and comprehensible input in the learning process. Additionally, it concludes that social factors indirectly influence SLA through learners' attitudes and preferences, affecting the variety and quality of language exposure.

1. EXPLAINING SECOND
LANGUAGE ACQUISITION:
EXTERNAL FACTORS

2. GROUP 4
1. WALIDA WAHID
2. PUSPITA
MAHARDIKA
3. LINDA YUANA
4. AHMAD SAEPUDIN
5. SILVIA NANDA PUTRI
ERITO
2

3. REFERENCES
Ellis, Rod. Second Language Aquisition. 1997. New York:
Oxford University Press
International Journal Article
Internet Sources
3

4. Walida_wahid@yahoo.com
SOCIAL FACTORS
AND SECOND
LANGUAGE ACQUISITION

5. Social factors have
a major role on L2
proficiency
Social factors help to shape learners’ attitudes which in turn influence learning
outcomes

6. LEARNERS’
ATTITUDES

7. “
Gardner (1985) proposes that attitude is ‘the sum total of
human’s incitements and feelings, bias or prejudice, threats,
fear, preliminary feelings and condemnations regarding any
indicated topic’. Brown (2007) describes attitude as a set of
beliefs that a learner holds toward the target language whether
it is important, interesting, boring, and so forth.

8. The target – language culture
Target language speakers
Ellis, 1997: 198
Learners show different attitude toward :
The target language
The social value of learning the L2
Particular uses of the target language
Themselves as members of their own culture

9. Baker (1998) discusses the main characteristics of
attitudes
Are Cognitive
and affective
ATTITUDES
Are
Dimensional
ATTITUDES
Predispose a
person to act
in a certain
way
ATTITUDES
Are learnt not
inherited
ATTITUDES
Tend to persist
but they can be
modified by
experience
ATTITUDES

10. Gardner and Lambert (1972) who published a
bulk of articles to explore the influence of
attitudes and motivation on second language
achievement. They eventually concluded that
learners with a positive attitude and high level
motivation will be successful in developing
proficiency in the language and vice versa.
The Role of Attitude and Motivation in SLA
Ellis, 1997: 199

11. SOCIAL CLASS
ETHNIC IDENTITY
SEX/GENDER
LEARNING STYLES
AGE
Social Factors in SLA

12. AGE
 It is generally believed that children are better at
language acquisition than adults
 Critical Period Hypothesis by Lenneberg
proposes that in child development, there is a
period during which language can be acquired
more easily than that at any other time
 According to Richards (1985:p.68) stated that
language learning may be more difficult after
puberty because the brain lacks the ability and
adaptation
 Younger age is better at language acquisition, but
adults are better at learning language rules and
systems

13. SEX / GENDER
 Sex is likely to interact with other variables in
determining L2 proficiency. Sex interacts with such
factors as age, ethnicity and particular social class
(Ellis, 1994)
 Female learners generally do better than male.
Women might be better at L2 learning than men.
They are open to new linguistics forms in the L2
input.
 Some studies suggest that females have more
positive attitude to L2 learning than males
 Females learners may also be more active strategy
users

14. SOCIAL CLASS
 It is customary to distinguish 4 groups namely lower
class, working class, lower-middle class and upper
middle class
 Preston (1989:117) pointed out that there is clear
parallel between sociolinguistics phenomena
associated with social class and language change
and interlanguage development
 It is not merely socio-economic class that produces
these effects, but rather than the experience of the
world which members of the different social class
have (Ellis, 1999:206)

15. ETHNIC IDENTITY
 Ethnic identity can exert some influences such as
corresponding to normative, socio-psychological and socio-
structural views of the relationship
 Ethnic identity as corresponding to normative means
 A normative views the relationship between ethnic identity
and L2 learning to establish to what extent membership of
particular ethnic group affects L2 achievement
 A socio-psychological views the relationship of ethnic
identity and L2 proficiency emphasizes the role of attitudes
 A socio-structural views the relationship between attitudes
and L2 learning that the effect of ethnic identity has on the
interactions between members of different ethnic groups

16. Attitudes towards
Native culture Target culture
Additive
bilingualism + +
Subtractive
bilingualism - +
Semilingualism - -
Monolingualism + -
ATTITUDES AND L2 LEARNING BY Lambert (1974)
+ : positive attitudes
- : negative attitudes

17. The learner’s preference model and developing IL system
LEARNER’S CHOICE OF TARGET LANGUAGE
VARIETY
Social context and learner
attitudes interact with each other
to determine the learner’s
preference model
Preference Model
Learners'
attitudes
Preference Input Developing
Model IL System
Social
Context

18. THE SOCIAL CONTEXT OF L2 LEARNING
The learning is
considered as a result
of direct participation
and observation
without any
articulation which
underlying principles
or rules.
Natural Setting
Formal setting is held
to take place through
conscious attention to
rules and principles
and greater emphasis
is placed on mastery
“subject matter”
Educational Setting

19. TYPES OF NATURAL CONTEXT IN L2 LEARNING
Target language serves as native language
L2 functions as an official language
L2 is used for interpersonal communication
1
2
3
Judd (1978)

20. LANGUAGE LEARNING CONTEXT
 Second language learning in international context
the use of an L2 in an international setting is characterized by both non native
speaker- non native speaker interaction and non-native speaker- native speaker
interaction, here Kachru (1986:16) points out that the former is more common.
 Educational contexts
Skuttnab-Kangas (1986:1988) distinguished four types of educational
context. They are : (1) segregration, (2) mother tongue maintenance. (3)
submersion, (4) immersion. Here we will also consider a fifth type, foreign language
classroom, as an additional context found in monolingual situations.
Skuttnab-Kangas identifies a number of factors that will contribute to
educational success: (1) organizational, (2) learner-related affective factors, (3) L1-
related factors, (4) L2-related factors

21. FOUR TYPES OF EDUCATIONAL CONTEXT BY SKUTTNAB-KANGAS
Segregation
Mother tongue maintenance
Submersion
Immersion

22. SEGREGATION
segregation occurs where the L2 learner is educated
separately from the majority or a politically powerful minority,
who speak the target language as their mother tongue

23. MOTHER TONGUE MAINTENANCE
skuttnab-Kangas points out that mother tongue maintenance
can take two forms. They are weaker and stronger.
Weaker : pupils are given classes in their mother tongue,
directing at developing formal language skills, including full literacy.
Stronger : pupils are educated through the medium of their
mother tongue.
mother tongue maintenance settings, particulary those of the
strong kind, result in considerable educational success which
characterized by positive organizational factors (appropriate cultural
content in teaching materials), positive affective factors (low
anxiety, high internal motivation, and learners’ self-confidence)

24. SUBMERSION
skuttnab-kangas define a submersion programme as :
a programme where linguistics minority children with a low
status mother tongue are forced to accept instruction through
the medium of a foreign majority language with high status.

25. IMMERSION
The term “immersion” refers to a number of different contexts
which need to be clearly distinguished. As Cummins (1988)
points out, the term “immersion” has also come to be used to
refer to a variety of programmes for minority students

26. LANGUAGE CLASSROOM
 The language classroom
defined as a setting where the target language is taught
as a subject only and is not commonly used as a medium of
communication outside the classroom. In this classroom
learning situation, the role relationship between teacher and
student are likely to be a crucial

27. SUMMARY
there is some evidence to suggest that learners who have
access to natural settings achieve greater functional proficiency
than those who are limited to educational settings.
the relationship between setting and learning outcomes is
an indeterminate one, as considerable variation is evident in
each setting, reflecting the interplay of different social factors.

28. SOCIAL MODELS OF L2 ACQUISITION
The Acculturation Model
Inter-group Model
Socio-educational Model

29. THE ACCULTURATION MODEL
Schumann’s Acculturation Model was established to account
for the acquisition of an L2 by immigrants in majority language
settings. In fact, Schumann (1986) distinguished two kinds of
acculturation, depends on whether the learner views the
second language group as a reference group or not.
the extent to which learners acculturate depends on two
sets of factors which determine their levels os social distance
and psychological distance.

30. DISTANCE
 social distance :
concerns the extent to which individual learners become
members of the target-language-group and achieve contact
with them.
 psychological distance :
concerns the extent to which individual learners are
comfortable with the learning task and constitutes.

31. FACTORS AFFECTING SOCIAL AND PSYCHOLOGICAL DISTANCE
 Social distance :
1. Social dominance
2. Integration pattern
3. Enclosure
4. Cohessiveness
5. Size
6. Cultural congruence
7. Attitude
8. Intended lenght of
residence
• Psychological distance:
1. Language shock
2. Culture shock
3. Motivation
4. Ego permeability

32. THE INTER-GROUP MODEL
 The intergroup theory has become more complex over time in an effort to
incorporate the results on on going research about the factors influence the inter-
group linguistics behaviour.
 The condition under which subordinate group members are most likely to acquire
native- like proficiency in the dominant group’s language. These are :
(1) when in-group indentification is weak or L1 do not function as salient
dimension of ethnic group dimension
(2) when inter-ethnic comparison are quiescent
(3) when perceived in-group vitality is low
(4) when perceived-in group boundaries are soft and open
(5) when the learners identify strongly with the other groups.

33. THE VARIABLES AFFECTING L2 ACQUISITION ACCORDING TO THE
INTER-GROUP MODEL
 Identification with own ethnic group
 Inter-ethnuc comparison
 Perception of ethnolinguistics vitality
 Perception of in-group boundaries
 Identification with other social groups

34. THE SOCIO-EDUCATIONAL MODEL
gardner’s Socio-education Model reflects the results of
work begun at McGill University in the 1950s and still carried
on today. This model was develop to explain L2 learning in
classroom settings. This model seeks to interellate four aspects
of L2 learning : (1) the social and cultural milieu, (2) individual
learners differences, (3) the setting, (4) learning outcomes

35. CONCLUSION
Social factors govern the learner’s choice of reference group, which affects the variety of the target language they choose as
their model.
Some of major conclusions :
1. Social factors have a general impact on the kind of learning.
2. There is no evidence that social factors influence the nature of the processes responsible for interlanguage development
in informal learning.
3. The relationship between social factors and L2 achievement is an indirect rather than a direct one.
4. Regarding the role of social factors, few definite conclusions are currently possible
5. Many learners may not be targeted on the standard dialect of the target language
6. Some contexts are likely to result in successful L2 learning than others
7. A social model of L2 acquisition will need to consider factors that account for both the amount and the quality of the
contact.
8. A social theory of L2 acquisition will also need to consider how historical structural factors shape individual learner choice

37. InputandInteractionandSLA
“ The Study of Second Language Acquisition “
Rod Ellis
Muchamad Saepudin (0203518088)

38. Outline
Introduction
Method for investigating input and
interaction
The characteristics of input to
language learners
interlanguage talk

39. Behaviorist
• Apropriate stimuli
• Imitate
• Practice
• Produce
• Stimuli and feed back
occure environtment
• Outside
Mentalist
• Mentalist view
emphasizes learner
“black box”
• Learner mental ability
• Inside
Interactionist
• Social Interaction
• Environtment
• Learners innate ability
• (Out and Inside)
INTRODUCTION

40. Input And Interaction
 Input is used to refer to the language that is addressed to the L2
learner either by native speaker or by another L2 learner
 Interaction is the conversation constructed by the learner and his
partner
 Therefore, input is the result of interaction

41. 1. Input hypotesis (Krashen)
 Input hypotesis: The availability of (comprehensible) input (i+1) is the only necessary and sufficient
condition for language acquisition to take place
 Claims of input hypotesis
- Learner progress along natural order provide (i+1) input
- Input becomes comprehensible as a result of simplification and contextual and extralinguistic
clues (pre-modifed input)
- Sufficient amount of comprehensible input is the main feature of effective SLA
- Speaking is a result of acquisition
Krashen (Second Language Acquisition) Second Language Acquisition Theory

42. 2. Acquisition-Learning Hypothesis (krashen)
This hypothesis states that there are two second language learning systems, each system separated from
each other but interrelated. These two things are the acquired system and learned system.
Acquired system refers to the subconscious process developed by a children when learning his first
language (native language).
learned system refers to the children's effort to master the simple structure of a second language. Usually
this is done in a formal situation.

44. TYPES OF INPUT
Input
Authentic
Produced in the
course of
communication
Real (Spoken or
Written) language
Modified
Baby Talk
Foreigner talk

45. CHARACTERISTICS OF INPUT
Spoken language
- Faster
- Phonological Process (additional, elision,
aspiration, etc)
- Ephermal
- Delivery rate control by speaker / source
- More redudant (Usually)
Written Language
- Permanent
- Graphic representation
- Delivery rate control by reader
- Less redudant
- More lexically dense

46. Foreigner Talk
 foreigner talk is a simplified version of a language that is sometimes used by native speaker
(NS) when addressing non native speaker
 Long (1981)

47. Long (1983a) suggest that four factors appear to induce ungrammatical FT.
 The learner’s level proficiencyn in L2 ungrammatical FT is more likely when the learner’s
proficiency is low.
 Social Status (status of native speaker ungrammatical FT is more likely when the native
speaker think he or she higer of status.
 The native speaker has prior experience of using FT but only of the “limited kind” used to addres Non-
NS of low proficiency.
 Spontaneous occurence of the conversation

48. Interactional
Modification
Discourse Management
 Amount and type of information conveyed
 Use of Question
 Here-and – now orientation
 Comprehension checks
 Self- Repetition
Discourse Repair
Repair Of communication
breakdown
 Negotiation of meaning (requests for
clarifiation, request for confirmation,
self-and- other- repititions)
 Relinquishing topic
Repair of learner error
 Avoidance of other correction
 On-record and off-record corrections

49. CHARACTERISTICS OF FOREIGNER TALK
 Slow speech rate
 Loud speech
 Long pauses
 Simple Vocabulary (Few slang, high frequency words)
 More repetition
 Elaboration (definition and explanation)
FUNCTION OF FOREIGNER TALK
 To promote communication
 To signal, implicitly or explicity, speakers’ attitudes toward their interlocutor
 To teach the target language implicity

50. INTERLANGUAGE TALK
Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning
language (Larry Selinker)
Larry Selinker Revision to
Jean D’Souza (1977)

51. THE EFFECT OF
INPUT AND
INTERACTION
ON
ACQUISITION

52. THE EFFECT OF INPUT AND INTERACTION ON
ACQUISITION
Input and interaction in
second language
acquisition
Input and interaction in
first language
acquisition
52

53. “
Input and interaction
in first language
acquisition
53

54. INPUT
There is a close relationship between the frequency
of specific linguistics features in mother's speech
and the growth of the same features in their children
Gleitman 1977
54

55. INTERACTION
interaction help children to form vertical construction
Example
Child : Hiding?
Adult : what’s hiding?
Child : balloon
vertical construction prepare child for horizontal
construction (meaningfuk statement)
55

56. Expansion promote the development of acquisition
Example
Child : pancake away
duh duh. Stomach
Adult : pancakes away in the stomach. Yes,
that’sright
56

57. “
Input and interaction
in second language
acquisition
57

58. Click to
add title
Input and interaction in second language acquisition
Input Frequency
Comprehensible Input
Collaborative Discourse
1
2
4
Learner Output
3

59. INPUT FREQUENCY AND
SECOND LANGUAGE
ACQUISITION
 Ungrammatical
input
 Formulaic Speech
59

60. UNGRAMMATICAL INPUT
60
Ungrammatical input has a direct effect on acquisition
Subjectless utterance in the input closely matched
those in the learners’ output from time to the next.
Gass and Lakshmanan (1991)

61. FORMULAIC SPEECH
61
How do learners learn formula?
One possibility is that they respond to the high frequency
of certain patterns and routines in the input.
No research clearly demonstrate input frequency is a
major determinant of the acquisition of the formula

62. CONCLUSION
62
There is a littel evidence to support the claim
that frequency affect L2 acquisition, but there is
also little evidence to refuse it
Input frequency is one of the factors
influencing development, combine with other
factors (e.g L1 transfer and communicative
method)

63. COMPREHENSIBLE INPUT AND
SECOND LANGUAGE ACQUISITION
 Interactive-
noninteractive input
and comprehension
 Comprehensible
input and
acquisition
 Input/interactional
modifications and
acquisition 63

64. INTERACTIVE-NONINTERACTIVE INPUT AND COMPREHENSION
64
 Non interactive concerns speech rate
 A number of studies provide evidence to suggest that slower
rate aids comprehension (Long 1985, Kelch 1985, Mannon
1986 etc)
 Interactive discourse deals with the amount & type of
information, and the extent in negotiating meaning (Derwing
1989)
 There is mixed evidence regarding the value of linguistically
simplified input for promoting comprehension

65. COMPREHENSIBLE INPUT AND ACQUISITION
65
 The evidence is primarily indirect
 Commonsense assumption that learners need to understand input in
order to learn from it
 The evidence is correlational in nature (caretaker & foreigner talk co-
occur with succesful acquisition)
The criticism :
 Learners can assimilate useful information about L2 without
understanding input (Freeman 1983)
 comprehensible input can fasilitate acquisition but is not a necessary
condition of acquisition, does not guarantee that acquisition will take
place

66. INPUT/INTERACTIONAL MODIFICATIONS AND ACQUISITION
66
 Native speaker responded to non native speaker triggers
by modifying their utterances (Pica 1992)
 It helps acquisition, at least when it is concerned into
vocabulary
 Contextual cues help learners in better comprehension
and retention of the words (Li 1989)
 Opprotunities to modify input interactionally improves
comprehension (Zaki 1991)

67. Learner Output
and acquisition
67

68. LEARNER OUTPUT AND ACQUISITION
68
Output plus correction
try out rules-use the correction to confirm (Krahsen)
metalinguistics information-the correctness of learner’s
production- directly&indirectly
 Comprehensible output
Learners need the opportunity for meaningful use of their
linguistics resource to achieve full gramatical competence

69. Collaborative
Discourse and
Second language
acquisition
69

70. COLLABORATIVE DISCOURSE AND SECOND LANGUAGE
ACQUISITION
70
Joint effort of native and non native speakers :
 The use of an incorporation strategy (borrowing form-
extending elements)
 Functions (repeting utterance)
 Vertical constructions (building up an utterance over
several turn
However, collaborative discourse may remove the neesd for
learners to acquire certain morphological features

71. External Factors Affecting Second Language
Motivation : The Role of Teacher Burnout and
Family Influence
Soroor Rostami
MA Student of TEFL, Imam Reza International University, Mashhad, Iran
Afsaneh Ghanizadeh
Assistant Professor of TEFL, Imam Reza International University, Mashhad, Iran
Behzad Ghonsooly
Professor of Applied Linguistics, Ferdowsi University, Mashhad, Iran

72. Objective of the study
• To investigate the role of two external factors ( teacher burnout and Family
influence) in learner’s motivation.

73. Introduction
• In a recent study, Ghanizadeh and Jahedizadeh (2015) identified six de-
motivators in language classes, namely teachers, characteristics of classes,
experiences of failure, class environment, class materials, and lack of interest.
• Teacher burnout is defined as "a syndrome of emotional exhaustion,
depersonalization, and reduced personal accomplishment" that can occur
among individuals who work with people in some capacity.
• Second aspect of the burnout syndrome is depersonalization which occurs
when teachers develop impersonal and even dehumanized perception of others.
• The third attribute of the burnout syndrome, is reduced personal
accomplishment. Related symptoms of teacher burnout include hopelessness,
depression, anxiety, fatigue, frustration, powerlessness, failure, and inability

74. • Family influence is undeniable that family is a key factor in understanding the
affective basis of instructed SLA. Accordingly
• parents may become involved with young students’ schooling when the youths
experience either behavioral problems or poor grades.

75. Analysis of introduction
Definition of keyterms
Prev. Research
It is brief explanation about keyterms

76. The factors in learning L2 Motivational Self System Model
• Criterion measures
• Instrumentally promotion
• Attitudes to learning English
• Family influence

77. Methodology & the analysis
• Participant : 120 EFL teachers along with 1270 of their students who were
selected from different private language institutes and high school in
Mashhad.
• Instrument : L2 Motivational Self system questionnaire
- Appropriate to be used dealing with the number of
participant
- The questionnaire also stated inform of the paragraph
but do not mention the list of question

78. Instrument
• This questionnaire is composed of two major parts: the first part consists of 25
items measuring the learners' attitudes and motivation concerning English
learning on a 6-point Likert scale ranging from "strongly disagree" to
"strongly agree" and the second part consists of 10 questions about the
learners' background information (e.g. gender, nationality, age, overseas
experience, and self-rated English proficiency levels).

79. PROCEDURE & the analysis
• Collect data in April and May 2014
• All teachers received the Maslach burnout inventroy (MBI-ES) scale.
• Simultaneously, all or a number of the students questionnaire.
• To collect reliable data, the researchers explained the purpose of completing
the questionnaite and asked them not to write a neme on them
• They just were required to provide demographic information
• Analyzed the data using SPSS software
• A structural equation modeling (SEM) analysis was performed to examine the
cuase-effect relationshiip between learners’ motivation, teacher burnout and
family influence variable
The explanation is directly stated

80. Result
• it represents the schematic relationships among teacher burnout, family influence, and
different components of motivation.
• The results showed that teacher burnout adversely impacted students' affective learning and
their state motivation, and teacher nonverbal immediacy reduced the negative effect of
teacher burnout on students. Moreover, students reported the lowest motivation and
affective learning with high burnout and low immediacy teachers, and the highest
motivation and affective learning with low burnout and high immediacy teachers

81. Discussion
• The result demonstrated the negative impact of teacher burnout on learners’ criterion
measure.
• Criterion measure assesse the learners’ international efforts toward learning English.
It seeks to explore to what extent learners like to dpend time studying English.
• The finding show that teacher burnout had considering the role of teachers in shaping
learners’ motivation to spend time studying English.
• The result revealed that teacher burnout negatively influenced learners’ criterion
measure and their attitudes to learning English.
• Three direct, positive, and significant paths leading from family influence to
learners' criterion measure, instrumentality promotion, and attitudes to learning
English indicate that the role of family in motivating children is still strong in Iran.
These findings imply that parents in Iran view English learning as a venue opening
up better educational opportunities inside and outside the country or offering the

82. Conclusion
• The present study aimed to address the importance of teacher and family in
fostering motivation for learning English as a foreign language.
• First, given that Iran is regarded as a family-centered country, giving parents a
voice, providing them with information, and encouraging parental
partnerships with school can have substantial influence on shaping learners'
academic mindset and motivation.
• Second, the impact of teachers' status and their emotions on affecting learners’
motivation should not be neglected

83. Regulation strategies which might help teachers deplete
burnout
• Diefendorff, Richard, and Yang (2008, p. 503) put forward the following emotion regulation
strategies which might help teachers deplete burnout:
• 1) Seek out individuals who make you feel good;
• 2) Keep yourself busy working on other things;
• 3) Do something enjoyable to improve your mood;
• 4) Try to solve the problem;
• 5) Find humor in the situation;
• 6) Think about how the other person feels;
• 7) Consider how things could be worse;
• 8) Pretend you are in a good mood;
• 9) Turn your attention to something that doesn't bother you,
• 10) Remind yourself that you cannot control everything

84. The implementation of the research in
material and in Indonesian context
• External factors higly affected in the way how the students learning SLA
• The syndrome of teacher burnout should be one of the awareness of the
teacher to avoid to be happened
• Family influence very affected the student’s characterictis to learn something
new in their life outside of family context
• Motivation as the core to achieve the goals of learning

85. Q and A
• Pak yani :
• 1. why are male and old learner slower to achieve SLA , how to solve the
problems ?
• 2. how to anticipate social class and ethnic identitiy problem ?

86. Mas Andi
• 1. what is basic concept of SLA?
• 2. how do we apply the kind of theories in the classroom ?

87. Bang syaiful hauqe
• What are the differences between learning and acquiring ?

88. Aa’ Roofa
• Situation : There is a family who mom speaks French and Dad speaks
English. Then they have a child born in China. There are 3 languages here.
• What are the effects from the environment for child in learning SLA ?