By Yenny Tanzino
16 Oct 2010

Perspective Focus Framework
Linguistic
Psychological
Social
Internal
External
Languages and the brain
Learning processes
Individual differences
Microsocial
Macrosocial
Transformational-Generative Grammar
Principles and Parameters Model
Minimalist Program
Functionalism
Neurolinguistics
Information processing
Processability
Connectionism
Humanistic model
Variation Theory
Accomodation Theory
Socialcultural Theory
Ethnography of Communication
Acculturation Theory
Social Psychology

When we talk about what is being acquired in SLA, it is not enough just to talk about the language itself. We must also include the social and cultural knowledge embedded in the language being learned, that is required for appropriate language use.

 Categorizing objects & events and expressing experiences in a different ways.
 Understanding their own and other roles as members of communities w/ sociopolitical bounds.

 What a speaker need to know to communicate appropriately within a particular language
community.
 It involves knowing:
 1. vocabulary, phonology, grammar & other aspects of linguistic structure.
 2. When to speak (or not), what to say to whom, and how to say it appropriately in any given situations.
 3. The social & cultural knowledge which enable speakers to use and interpret linguistic forms.

 A group of people who share knowledge of a common language.

 Microsocial factors the potential effects of different surrounding circumstances.
 Macrosocial factors relates SLA to broader cultural, political, and educational environments.

1. L2 variation
2. Input & interaction
3. Vygotsky’s Socialcultural Theory

 Characteristic of L2 learner language  it’s highly variable
 Due to changes that occurs in what learners know & can produce as they progressively achieve higher levels of L2 proficiency.
 There’s also variation in learners’ L2 production at every stage along the way of their social context.

1. Linguistic contexs
2. Psycological contexts
3. Microsocial contexts

1. Linguistic contexs elements of language form & function associated w/ the variable element.
Ex: comi ng, bri ng
2. Psycological contexts
3. Microsocial contexts

1. Linguistic contexs
2. Psycological contexts factors associated w/ the amount of attention which is being given to language form during production, the level of automaticity versus control in processing, or the intellectual demands of a particular task.
Ex: This is a nice car.
3. Microsocial contexts

1. Linguistic contexs
2. Psycological contexts
3. Microsocial contexts
Features of situation & interaction which relate to communicative events within which language is being produced, interpreted, & negotiated.
This include:
 Level of formality
 Participants’ relationship to one another
 If the interaction is public or intimate

 Variation that occurs in learners’ language as they develop increasing competence over a period of time
 Developmental continuum

 Variation occurs in different contexts at a single point in time.
 Correspond to informal-formal features associated w/ linguistic register.

 Speakers change their pronunciation & even grammatical complexity of sentences they use to sound more like whomever they’re talking to.
 Native speakers tend to simplify their language when they’re talking to an L2 learner who is not fluent.
 L2 learners may require somewhat different varieties of the target language when they’ve different friends.

 Language input to the learner is necessary for either L1 or L2 learning to take place.
 Behaviorist learning theory  input is important to form the stimuli & feedback which learners respond to
& imitate.
 Krashen’s Monitor Model  comprehensible input not only necessary but sufficient in itself to account for
SLA.
 Proponents of UG  exposure to input, a necessary trigger for activating internal mechanism.

 Psycological approaches  input which is attended to as essential data for all stages of language processing.
 Social approaches  input primarily as ‘data’ for essentially innate linguistic & cognitive processes

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 Language addressed by L1 speakers to L2 learners is different from the one addressed to native speakers.
 Utterances by native speakers to language learners are grammatical, simplified input may omit some obligatory elements. ___you like it?
 Foreigner Talk:
Long pauses
Careful articulation
Retention of full forms

 Social interaction is essential for L1 acquisition.
 No children can learn their initial language just by listening to tape recordings, radio broadcast,or TV program.
 For L2 learners, interaction is essential but not absolutely necessary.

 Feedback from NSs make NNSs aware that their use isn’t acceptable & provides a model for correctnes.
 Corrective feedback is necessary for most learners to achieve native-like levels proficiency.
 Negative feedback

 Input contributes to acquisition only if it becomes intake, not if it goes in one ear and out the other.
 According to the Interaction Hypothesis, social interaction facilitates SLA because they contribute to the accessibility of input for mental processing:
“ negotiation for meaning”
 Some learners are more successful than others includes the degree of access to social experience which allows for negotiation of meaning & corrective feedback.

 Interaction not only facilitates language learning but is a causative force in acquisition.
 All of learning is sees as essentially a social process which is grounded in sociocultural settings.
 Learning occurs when simple innate mental activities are transformed into more complex mental functions.
 This transformation involve: symbolic mediation (a link between a person’s current mental state & higher order functions that’s provided by language).
 The results include learners’ awareness of their own mental abilities & more control over their thought processes.

 Communicative events & situations which occur between people.
 According to S-C Theory, mental functions that are beyond an individual’s current level must be performed in collaboration w/ other people.
 Others help the learner in language development through scaffolding (verbal guidance) which happens w/ a learner as an active participant.
 Ex: Teacher providing help to a student when performing any task

 Communication that occurs within an individual’s own mind.
 When translating to oneself.
 Private speech provides good evidence that even when we’re not interacting w/ other, they’re assimilating input.
 Audible private speech takes place where imitation of other controlled response to linguistic input is considered normal behavior.
 Private writing in which individuals record language forms & other meaningful symbols on paper, to help store items in memory, organize thought, solve problems w/out intention to communicate w/ others.