Social factors in second language acquisition

Social factors in second language acquisition

1. Language:

   • factors related to students’ first and second languages
     • linguistic distance
     • students’ level of proficiency
     • the dialect

2. Native language proficiency

   • not only oral language and literacy
     • meta linguistic development,
     • training in formal and academic features of language use,
     • knowledge of rhetorical patterns
     • variations in genre and style

3. Knowledge of the second language

   • Students’ prior knowledge of the second language is of course a significant

4. Language attitudes

   • There are some factors that could be negative or positive
     • the peer group
     • the school
     • the neighborhood
     • society
   • Teachers should take some decisions to avoid problems

5. Peer groups

   • Teenagers tend to be heavily influenced by their peer groups
   • peer pressure
     • undermines the goals set by parents and teachers
     • reduces the desire of the student to work toward native pronunciation

6. Dialect and register

   • Learners may need to learn a dialect and a formal register in school that are different from those they encounter in their daily lives

7. The Learner

   • Students come from diverse backgrounds and have diverse needs and goals

8. Diverse goals

   • earners’ goals may determine
     • ow they use the language being learned
     • how native-like their pronunciation will be
     • how lexically elaborate and grammatically accurate their utterances will be,
     • how much energy they will expand to understand messages in the target language

9. Role models

   • Students need to have positive and realistic role models who demonstrate the value of being proficient in more than one language

10. Home support

    • Some educators believe that parents of English language learners should speak only English in the home

11. Age

    • There are some stages where leaners will be under pressure
      • high pressure
        • teenagers
        • adults
      • low pressure
        • children
        • middle- teens

12. Social class

    • social class is determined by:
      • evel of education
      • accupation
    • successful
      • higher class
      • less: lower class

13. Learners’ choice of target language variety:

    • depends crucially on the social context and how this shapes learners’ attitudes towards the varieties they come into contact.

14. The language classroom

    • Language learning does not occur through:
      • memorization
      • repetition
    • However, lectures are important

15. Motivation and language aptitude

    • intrinsic motivatio
      • basic human needs for competence
      • autonomy,
      • relatedness
    • ntrinsically motivated activities
      • engages
      • valuables
      • interesting

16. Gender

    • In stable sociolinguistic stratification, men use a higher frequency of nonstandard forms than women
    • the majority of linguistic changes, women use a higher frequency of the incoming forms than men

17. Learner Attitudes

    • 1. the target language,
    • 2)the target language speakers,
    • 3)the target language culture,
    • 4)the social value of learning the L2,
    • 5)particular use of the target language, andture.
    • 6)themselves as members of their own cul

18. The Learning Process

    • Intrinsic and Extrinsic motivation
    • Learning styles
    • quality of classroom interaction

19. created by: Karen Lucio

20. Bibliography: Beebe, L. M. (Ed.) (1988). Issues in second language acquisition. New York: Newbury House.

Bilder und Dateien der Mindmap