1. Social Aspects of
Interlanguage
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Group Members:
Linna Endah N
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Nurul Hitoniah
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Tahti Munnisa
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Anida Zenitha Rahmah
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Social aspects play an important role in
interlanguange development. There are three
different approaches to incorporate social factors on
the study of L2 acquisition:
 Interlanguage as consisting of ‘different style’
which learners called upon under different
conditions of language use
 Concern how social factors determine the input
that learners use to construct their interlanguage
 Considers how the social identities that learners
negotiate in their interaction with native speakers
shape their opportunities to speak and, thereby, to
learn an L2

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Interlanguage as a stylistic continuum
Stylistic continuum
Learners develope a capability for using the L2 and that this underlies
“all regular language behaviour”
Careful style
Evidence when learners are consciously attending to their choise
of linguistic forms, as when they feel the need to be correct.
Vernacular Style
Evident when learners are making spontaneous choice of linguistic forms
as is likely in free conversation

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Tarrone’s problems
Problems
1. Reasearch has shown that learners
are not always most accurate in
their careful style and list accurate
in their vernacular style.
2. The role of social factors remain
unclear.

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Howard Giles’s Accomodation Theory
Description of
the contents
A process of
convergen
People try to make
their speech
similar to that of
their addressee in
order to emphize
social
cohesiveness
• People try to
make it different
in order to
emphasize their
social
destinctiveness

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ahAccording to Giles’s theory, social factors influence interlanguage
development via the impact they have on the attitude that determine
the kinds of language use learner engage in.
This theory suggest that social factors, media ted draw the interaction
That learners take part in, influence both how quickly they learn and
The actual route that they follow.

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THE ACULTURATION MODEL OF L2
ACQUISITION
John Schumann’s acculturation model:
this model, which has been highly
influential, is built around the metaphor
of “distance”

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The Alberto’s errors occurred
here:
He could not develop well the form of negative form,
He continued to use declarative word order rather than
inversion in question , example, Where you get that?
He acquired virtually no auxiliary verbs, and he failed to
mark regular verbs for past tense
The grammatical features that he did seem to have
acquired as positive transfer from his native language

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Why Was
This?
Schumann
entertained a
number of possible
reasons, example:
-Intelligence and
age
-Age and dismissed
all of them

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This led him to consider whether
the reasons that have been advanced
for the formation of pidgin (very
simple contact language used
among speakers who have no
common language)

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Schumann proposed that pidginization in L2 acquisition
results when learners fail to acculturate to the target
language group, that is, when they are unable and
unwilling to adapt to a new culture.
The main reason learners fail to acculturate is Social distance

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What is Social Distance?
This concerns the extent to which individual learners
become members of a target language group and therefore
achieve contact with them
Good learning situation: there is little social distance because
the target language group and L2 learners group is interacted
each other, communicate each other, and both groups wish the
L2 group can assimilate the target language well

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What is Psychological Distance?
Such is language shock and motivation
Learners fail because:
first , it fails to acknowledge that factors like
“integration pattern” and “attitude” are not fixed
and static, but potentially, variable and dynamic,
fluctuating in accordance with learners’ changing
social experience

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Social identity and investment
in L2 learning

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(Bonny Peirce’s view)
“Do you see him?”, I said
“Yes. Why?”
“Don’t you know him?”
“No. I don’t know him”
“How come you don’t know him?
Don’t you watch TV? That’s Bart
Simpson.”
It made me feel so bad and didn’t
answer her nothing.

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Language learners have complex social
identities that can only be understood in terms
of the power relations that shape social
culture.

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Learning is successful when learner are able to
summon up or construct an identity that
enables them to impose their right to be heard
and thus become the subject of the discourse.
Successful learners are those who reflect
critically on how they engage with native
speakers and who are prepared to challenge
the accepted social order by constructing and
asserting social identities of their own choice.

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References
Ellis, Rod. 1997. Second Language Acquisition. New York: Oxford University Press.

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