SOCIAL ASPECTS OF INTERLANGUAGE

1. SOCIAL ASPECTS OF INTERLANGUAGE SeptiaKurniawardani2201410016 • Agnetia Dian Saputri 2201410017 • NuriFajarwati 2201410021

2. Interlanguage as a stylistic continuum Elaine Tarone : stylistic continuum Learners develop a capability for using the L2 and that this underlies ‘all regular language behaviour’. Your Footer Goes Here

3. Different style which learners access in accordance with a variety of factors.

5. Tarone herself has acknowledged the model also has a number of problems:

6. Howard Gile’s accommodation theory. This theory of stylistic variation but which is more obviously social. The seeks to explain how learner’s social group influences the course of L2 acquisition. Accommodation theory suggests that social factors, mediated through the interactions that learners take part in, influence both how quickly they learn and the actual route that they follow.

7. The Acculturation Model of L2 Acquisition A similar perspective on the role of social factors in L2 acquisition can be found in John Schumann’s acculturation model. The Schumann theory on acculturation is mainly based on the social factors experienced by those learning English as their second language within the mainstream culture.

8. There are several social factors that Schumann accounts for the rate of second language acquisition:

10. There is a taxonomy of eight factors which control social distance that determine how close an individual will come to becoming like the TL group:

12. Schumann (1975, as cited in Ushioda, 1993) lists five affective factors that may increase the psychological distance: • Language Shock: Disorientation caused by learning a new linguistic system. • Culture Shock: Stress, anxiety and fear caused when entering a new culture, the routines activities suddenly become major obstacles. • Culture Stress: Prolonged culture shock, such as, homesickness, and questioning self identity. • Motivation: Instrumental and integrative. • Ego permeability: The amount in which an individual gives up their differences in favor of the TL group.

13. SOCIAL IDENTITY AND INVESTMENT • Bonny Peirce has two views about the relationship between social context and L2 acquisition • The girl which is working with me pointed at the man and said: • ‘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 so bad and I didn’t answer her nothing. • 1. The notions of “subject to” and “subject of” are central. She has studied an adult immigrant learner of English in Canada named Eva. Your Footer Goes Here

14. The theory of social identity assumes that power relations play a crucial role in social interaction between language learners and target language speakers. • Eva became subject to a discourse which assumed an identity she didn’t have. • She was also the subject of the discourse had she attempted to continue on which the interaction could proceed, for example, by asserting that she didn’t watch the TV program of which Bart Simpson was the star.

15. 2. Language learners have complex social identities Your Footer Goes Here

16. 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.

17. Reference Ellis, Rod. 1997. Second Language Acquisition. Oxford: Oxford University Press. pp 37-42