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Social context od SLA

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Magdalena Seredynska

on 20 March 2013

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Transcript of Social context od SLA

Sociocultural (S-C) Theory interaction not only facilitates language learning but is a causative force in acquisition
learning occurs when simple innate mental activities are transformed into "higher order"

two types of interactions:
interpersonal
intrapersonal (private speech, inner talk) Microsocial factors variation in learner language
variable features = multiple linguistic forms which are systematically or predictably used by different speakers of a language

communicative contexts:
linguistic
psychological
microsocial Communicative competence basic notion of sociolinguistics
knowledge of linguistic structure
when to speak (or not)
what to say to whom
how to say it appropriately in a given situation
social and cultural background knowledge Macrosocial factors how identity, status, and values influence L2 outcomes, and why

global and national status of L1 and L2
boundaries and identities
institutional forces and constrains
social categories
circumstances of learning of Second Language Acquisition Social context L1 learning for children is an integral part of their socialization into their native language community Accommodation Theory
different register variation between language form and function, e.g. phonological variables attention to language form during its production situation and type of interaction free variation during the process of L2 development:
one form used for a variety of functions
new forms learned, but used interchangeably
variant forms begin to be used systematically
non-target forms eliminated Zone of Proximal Development (ZPD) symbolic mediation is interpersonal interaction between learners and experts

mental functions that are beyond an individual's current level must be performed in collaboration scaffolding political functions of language
e.g. interest in learning Chinese unifying speakers of one language community and excluding outsiders; acculturation language policy (official or unofficial)
wealth and social status determining opportunities for SLA age, sex, ethnicity, educational level, occupation, economic status, religion and cultural background
members of different social categories often experience different learning conditions field-dependent (rural) vs. field-independent (competitive urban)
informal vs. formal
also culture-based language learning strategies Thank you for your attention!

And now some follow-up exercises :)
Full transcript