Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Department of English
College of Arts
University of Basra
By
Mustafa Abdulsahib
Mustafa111alhassan@gmail.com
January 2015
2
Contents
1-Ellis' classification
2- Hymes' classification
3-Interlanguage
4-Social Context
References
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Section one
Introduction
Section two
Social Influences
1-Ellis' classification
Ellis (1994:197) differentiates between social context and social
factors. To Ellis, social context refers to different settings in which
L2 can take place. Each setting can be seen as a context in which
a number of social factors influence learning outcomes.
2- Hymes'classification
According to Hymes' communicative competence, what the
learner needs to know depends on the social context which the
learner learns and uses language. Troike(2012:108) distinguishes
between microsocial and macrosocial factors . The microsocial
factors include features of setting and interaction that relate to
communicative events within which language is being produced
and interpreted (Troike,2006:101). Microsocial factor "deals with the
potential effects of different immediately surrounding circumstances"
(Troike,2012:108).
2. Social boundaries
Influences on second language acquisition (SLA) at this level
often involve the relationship between native and target language
groups, as well as the openness and perviousness of community
boundaries
4. Social categories
Age, gender, and ethnicity are factors of social group membership
which may potentially be relevant to second language learning.
5. circumstances of learning
They can influence SLA, such as learners’ prior educational
experiences, whether the L2 learning process is informal or formal,
and (if formal) the type of educational model learners have access
to and the pedagogical orientation of their teachers and
administrators.
(Troike,2006:101).
Section three
Elements of Language Learning
Output
Interlanguage
Learner
Input
Social context
Figure 1
1-Learner
Learner is the most important element in learning process
which has different attitude toward L2, its speakers, its culture,
some its uses, social value being learning the L2. These attitudes
have impact on second language learning (Ellis, 1994:198-201).
There are a number of social factors that can be mediated through
learner attitudes which affect language learning. Ellis mentioned
four factors: age, sex, social class and ethnic identity. He notes that
it is not those factors that determine L2 proficiency but the social
conditions associated with these variables (Ellis, 1994:198-201).
The results to date suggest that middleclass children achieve higher levels of
L2 proficiency and more positive attitudes than working class children when
the programme emphasises formal learning. This may be because they are
better able to deal with decontextualised language. However, when the
programme emphasises communicative language skills, the social class of
learners have no effect (Ellis,1994:202).
Both of input and output are parts of social context. They play
important part, and have a great influence on interlanguage.
3-Interlanguage
Interlanguage, as another element of learning process, is non-
native language which contains new forms that are not found in L1
as well as in L2 (Robinson,2013: 338). Davies & Elder(2004:559) note
that one of the goals of language learning is to construct a mental
system of L2 knowledge, what is referred to in different ways as an
interlanguage (IL). Interlanguage indicates the linguistic system
evidenced when a second language learner tries to express some
meanings in the target language. This system is different from L1
and L2 but relates to both of them (Tarone,2006:749). A learner's
interlanguage system is "neither the system of the native language nor
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the system of target language, but instead falls between the two"
(Brown, 1994, p. 204).
4- Social context
Davies & Elder(2004:554) note that there is a social and
contextual dimension to every naturally occurring use of language
and that these social factors determine the choice and form of
what is written, said or understood. Sociolinguistics helps us to see
the influences of ethnicity, gender, ideology and social rank on
language events.
Section four
Social Factors
2-Age
Age is a biological factor affecting L2 learning, but it is at the
same tame regarded as social factor. The adults use their language
in way different from that of young (schmitt,2010:151). The young
people, for instance, prefer to use non-standard variants, adults
prefer the standard variants, older people, however, tend to use
non-standard variant but not exactly as the younger people. The
young also have all sorts of slangs and modern day usage that
are not familiar to the older ones and which they count as deviant
at times (Ellis,1994:212).
3- Audience
Type of listeners or addresses specifies the language and the
style which have to be used. Conversations usually have a recipient
design (schmitt,2010:151). Speakers produce utterances with the
listeners in mind. It makes speakers to adjust their tone, accent,
style, posture and even they walk at times. Schmitt (2010:151)
refers to this as accommodation and notes that this can be an
important cause of language change over time.
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4-Social Class
There is a clear parallel between sociolinguistic phenomena
associated with social class an language change and interlanguage
development. There is also a relationship between social class and L2
achievement. Children from lower socio-economic group are less
successful educationally than those from higher group. Middle-class
children achieve higher level of L2 proficiency and more positive
attitudes than working class children when the programme emphasizes
formal language learning. Not social class itself but the experiences of
the world which members of different social classes are likely to have.
(Ellis,1994:204-207).
5- Ethnic Identity
Ethnic Identity is an important social factor. Schmitt (2010:151)
States that People are usually aware of "their personal, ethnic,
political and family identities and this is often a factor in their
language use". People pay allegiance to their family or membership
of a particular social group or organisation. This can show forth in
their language patterns and use.
A. Corresponding to normative
B. Socio-psychological
C. Socio-structural
(Ellis,1994:207).
Practical Investigations
The practical side of this paper will be applied only for one
social factor which is gender, and how male language differs from
that of female. Many experts are convinced that there are
differences between females’ and males’ way of speech. However,
there are those who believe the opposite. They do not believe in
certain differences, instead they claim that the differences are
random and have nothing to do with the sex of the speaker. Is it
possible to distinguish typical attributes for females and males?
Dialogue
(1) A: I think it was quite horrible…
(3) B: …mhm…
(4) A: Well, you know… I really felt so bad about the boy. Such a nice
boy! You didn’t feel
(6) B: Shit!
(12) A:I mean… I’m sure that he will get all the help he needs now, being
alone and
(13) everything… I cannot understand why some people think it’s his
(23) A: Please, will you hand me the Sport Magazine by the sofa?
Conclusion
References
Adamson, H & Regan, V (1991). The acquisition of community norms
by Asian immigrants learning English as a second language: a
preliminary study. Study in Second Language Acquisition, 1, 1-22.
Van Lier, L. (1988). The Classroom and the Language Teacger. London:
Longman.