SOCIAL ASPECTS OF INTERLANGUAGE

Septia Kurniawardani2201410016Agnetia Dian Saputri2201410017Nuri Fajarwati 2201410021

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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’.

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

At one end of the continuum is the careful style

At the other end of the continuum is the vernacular style

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Imagine that we collect samples of spoken English form a number of Japanese

learners over a period of time and under different conditions of language use-free speech, reading a dialogue, and reading

lists of isolated words, what would we find ?

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

1. Later research has shown that learners are not always most accurate in their

careful style and least accurate in their vernacular style.

2. A second problem is that the role of social factors remains unclear.

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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.

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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.

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

social factors

Limited integration of cultural groups

Size of minority group-the group is more self-sufficient the larger they are

How tight-knit the group is

The variance of characteristics between their culture and the mainstream culture

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Majority groups attitude towards the minority group

Language learner expects to stay a short time in the country

Motivation, culture shock and attitude of language learner

Language learner and mainstream culture both view each other as equal

Language learner and mainstream culture both desire assimilation

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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:

1. Dominance/subordination

Relating to the perceive status of a group in relation to another.

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4. Degree of cohesiveness of 2LL group

intra group contacts (cohesive), or inter group contacts (non-cohesive)7. Inter-group attitudinal evaluations

Positive or negative attitudes to each other.

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• 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.

Schumann (1975, as cited in Ushioda, 1993) lists five affective factors that may increase the psychological distance:

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SOCIAL IDENTITY AND INVESTMENT• Bonny Peirce has two views about the relationship between social

context and L2 acquisition

She has studied an adult immigrant learner of English in Canada named Eva.

1. The notions of “subject to” and

“subject of” are central.

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.

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• 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.

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2. Language learners have complex social identities

complex social

identities

multiple and

contradictory

Investment

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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.

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Reference

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