1. From Second language Acquisition book by Rod Ellis Chapter 4, page 37 - 42 Social Aspects of Interlanguage AFRIANTO AKHMAD M. 2201410018 M. JAMALUDDIN 2201410039 APRILYA DWI PERMATASARI 2201410083

2. Three Different Approachesof studying social aspect of L2 acquisition • Interlanguage as consisting of different 'styles' • How social factors determine the input that learners use to construct their interlanguage. • How the social identities that learners negotiate in their interactions with native speakers shape their opportunities to speak and, thereby, to learn an L2.

3. Interlanguage as astylistic continuum • Proposed by Elaine Tarone • She said that interlanguage involves a stylistic continuum. • She argues that learners develop a capability for using the L2 • There are different 'styles' which learners access in accordance with a variety of factors. Interlanguage as a stylistic continuum

4. Some Styles of L2 acquisition Careful Style Vernacular Style Interlanguage as a stylistic continuum

5. Careful style It happens when learners are consciously attending to their choice of linguistic forms, as when they feel the need to be 'correct' Careful Style Interlanguage as a stylistic continuum

6. Vernacular Style It happens when learners are making spontaneous choices of linguistic form, as is likely in free conversation Vernacular Style Interlanguage as a stylistic continuum

7. Accommodation Theory • Conducted by Howard Gile • social factors influence interlanguage development via the impact they have on the attitudes that determine the kinds of languages use learners engage in Interlanguage as a stylistic continuum

8. The Acculturation modelof L2 acquisition • This approach is conducted by John Schumann • The theory is built around the metaphor of ‘distance’. The Acculturation model of L2 Acquisition

9. The Case • At first, Schumann got the theory from his study • he studied Alberto, a thirty-three-year-old Costa Rican whom acquiring English in the United States • Over a ten month period, Alberto appeared to have fossilized or pidginized at the early stage • He doesn’t show any significant improvemnt The Acculturation model of L2 Acquisition

10. The Case • Schumann then consider for the formation of a pidgin • He proposed that learners are unable or unwilling to adapt to a new culture because of the social distance and psychological distance from L2 group. • A good learning situation is one where the social distance is little • Psychological distance such as language shock and motivation are also account for this. The Acculturation model of L2 Acquisition

11. Two problems of this model • it fails to acknowledge that factors like ‘integration pattern’ and ‘attitude’ are variable and dynamic. • Second, it fails to acknowledge that learners are not only subject to social condition but also the subject of them The Acculturation model of L2 Acquisition

12. Social Identity and Investment in L2 learning The notion of ‘subject to’ and ‘subject of’ are central of the relationship between social context and L2 acquisition. Social identity and Investment in L2 learning

13. Social Identity and Investment in L2 learning According to Pierce’s point of view, the notion of social identity is central to the theory A learner’s social identity are ‘multiple and contradictory’ Social identity and Investment in L2 learning

14. Social Identity and Investment in L2 learning Learning process can be called successful if learners are able to construct an identity that enables them to impose their right to be heard To realize this, it requires investment, something learners will only make if they believe their efforts will increase their value of ‘cultural capital’. Social identity and Investment in L2 learning

15. Social Identity and Investment in L2 learning Social theory of L2 acquisition involves ‘struggle’ and ‘investment’ Learners are battling to assert themselves and investor who expect a good return on their efforts Socio-cultural models of L2 acquisition are intended to account for learner’s relative success or failure in learning an L2. Social identity and Investment in L2 learning

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