MODULE 1- LECTURE 5- (P:55)
AL as you studied in last units
focused on:
(how we can teach language better-What
type of individual differences in LL)
This unit focuses on:
Social Influences on Language
Learning:
SOCIAL INFLUENCES :
1.0 introduction:
1.1 Objectives is to :
1.1.1 know the types of learners.
1.1.2 Know the social factors affect
learners’ understanding of a L.
3.0 MAIN CONTENT
3.1 Act of L. Learning:
This act needs to know;
1.Grammatical system
2.How to use it in real situation(in class
or work in conversation)
The Applied Linguistics tries to
examine: what goes on in the
mind of learners in relation to
environment.
WHAT GOES ON IN THE LEARNERS’ MIND??
Many go on in the same time in learners’
minds’, but linguists couldn’t see that
physically, but they try to arrive to
information about the different matters
affect L learning to solve the real world
problem.
THE WORD:(( SOCIAL))
Has two contexts:
() social context
() social factors
(both has social factors influence learning
outcomes)
As stated by Ellis 1994:
STUDIES LIKE: ELLIS’ SOCIAL FACTORS ARE:
1. Age 2. sex 3. social class 4. ethnics identity
5. Natural settings ( or education settings )
where informal learning occurs
()- Ellis’ social Aspects:1997
*social determinants – situation domains (field)situational contexts- situational variables (changes)learning environment- external constraint (barriers)
Brown & Fraser1979: use the term situation, but
“they divided in to two: scenes and participants.
Later they divided it into setting& purposes”
Long(1998:9):
Uses social setting and environment.
Other scholars like: Stern(1983) and Spolsky
(1989) use same terms
ALL THESE STUDIES POINT TO THAT FACT:
That language learning takes place in social contexts
that contain many social factors.
Krashen(1981) describe language learning that
is consciously studying the language and acquisition is
subconscious internalizing it(accept it)
Learning language is revealed(show) through the
interlanguage
PRODUCT OF LEARNING FORM IN:
() the Actual language used by learners
() Process of learning (psychological factors+ social
context factors)
Barkhuizen 2004:554) separate bw :
a) Language products and b) language education
Saying:
)Language education refers to: practice- proecedureprovision(item). He notes that:
There is a connection bw : social context
and language learning and learning
cannot take place in a social vacuum
(blank)
ND L- LEARNING- as Barkhuizen 2006
L2(2
3.2
input
learners
Inter-language
output
Social
context
Self Assessment question
P: 58
Mention some variables that affect language learning:
1. Age, sex. Social class , ethnics ID( as
Ellis:1994)
2. learning environment+ external constraints
(restrictions) as Ellis& Robert(1989)
3. Others call it social setting and situations.
Other say interchangable(cross)
6. Barkhuinzen 2006 mentions five factors affect
LL(input- learners (interlanguage) output- social
context
3.2.1
Learners:
Ellis state ssocial factors as you know as :
Social
class
L
age
sex
Ethnic ID
THE ABOVE
as he claims never determine language proficiency
L2…but social conditions.
Finally he adds:
1. Youngers are more successful at learning languages
2. Men: Use high frequency of no standard form than
women.
3.Women: are better than men in learning L2, bcz they
are open to new linguistics form and rid of
interlanguage form other than target Language.
Ellis Sum up
THE STUDIES FINDINGS
about social Class & Learning:
1.Middle class children achieve highly
levels in L2 proficiency
2. More positive attitudes than working
class children in formal learning.9due to
de/context/ualized
SOCIAL CLASS
Being in high class helps to qualifies you for a life
affluences (rich) as:
Educate in good school.
(but lower class go to weak government school) as in
Nigeria.
In USA: as stated by Hood(2000)
() The social stratification(classes) of school children
begins from first grade as follows:
() High class children monitored into college-bound
course in secondary school
() Lower level reading groups are tracked into industrial
and technical classes.
() Middle class achieve higher level are working class
tracked in linguistics and cultural homes.
() some are dropped from school while some proceed to
college.
() L2 students may be classified as intellectually
deficient bcz of low English proficiency then tracked to
inappropriate courses.
Ethnicity
Ellis 1994 states that there is an agreement that
ethnicity play important role in LL
3.2.3
Input/ output
INPUT(P:60)
input
Is the
type of language input received by
learner when: listening/ reading inTL.
Setting: may be in: classroom- natural
setting or SLA lab.
()input: part of social context
Input/ output work together in interlanguage.
Output: reflect that acquisition may occurs when the
learners have to make efforts to ensure that out put is
comprehensible (Swain:1985)
Discuss
Self assessment: explain the diagram to show the
relationship bw some variable inLL
3.3
L Learners
LL GOALS:
1. Construct a mental system
2. Effective comm.
Learners’ system:
Fall and Mixed bw: L1 & L2
Brown:1994
William Pellowe (1986)states that :
Errors and strange L exist not as bad habits but as
hypotheses while L exploration and formation
HE ADDS
There is interaction bw language forms in a learner’s system
When learners starts to learn new forms, formerly mastered forms
becomes destabilized ‫ (زعزعه‬upset) and the rule in the new context
temporarily destabilizes the learners’ understanding of the rule.
But Pellowe notes that learners interlanguage system develops is when:
- When learners recognize The diff. bw what they produce and what native
speaker produces..
- when they don’t speak the way native speakers speak
- When notice the gap bw their own language and that native speakers then
Improvement occur
P: 61
P: 61
homehh
P: 61
3.4.4 IDENTITY
P: 62