SOCIAL ASPECT OF INTERLANGUAGE

Chapter 2Rod Ellis, 2003

PP 37-42By:

Fresi yuliana rahma yusita

The Elements Interlanguage as a stylistic continuum The aculturation model of l2 acquisition Social identity and investment in l2 learning

SOCIAL ASPECTS OF INTERLANGUAGE

The prevaling persepective on interlanguage is psycholinguistic, as reflected in the metaphor of the computer. That is, researchers have been primarily concerned with identifying the internal mechanisms that are responsible for interlanguage devolopment.

Three rather different approaches to incorporating a social angel on the study of L2 acquisition can be identified:

First, views interlanguages as consisting of different ‘styles’ which learners call upon under different conditions of language use.

Second, concern how social factors determine the input that learners use to construct their interlanguage.

Third, considers how the social identities that learners negotiate in their interactions with native speakers shape their opprtunities to speak and, thereby, to learn an L2.

INTERLANGUAGE AS A STYLISTIC CONTINUUM

Elaine Tarone has proposed that interlanguage involves a stylistic continuum. She argues that learners develop a capability for using the L2 and that this underlies ‘all regular language behaviour’. This capability, which constitutes ‘an abstract linguistic system’, is comprised of a number of different ‘style’ which learner access in accordance with a variety of factors.

Elaine Tarone The careful style, evident when learners are

conciously attending to their choice of linguistic forms, as when they feel need to be ‘correct’.

Vernacular style, evident when learners are making spontaneous choices of linguistic form, as is likely in free conversation.

ELAINE TARONE

Tarone’s idea of interlanguage as a stylistic continuum is attractive in a number of ways. It explains why learner language is variable. It suggests that an interlanguage grammar, although different from a native speaker’s grammar, is constructed according to the same priciples, for native speakers have been shown to posses a similar range of styles. It relates language use to language learning.

Tarone has acknowledged, the model also has a number of problems:

First, later research has shown that learners are not always most accurate in their careful style and least accurate in their vernacular style.

Second, is that the role of social factors remains unclear

HOWARD GILES

Another theory is howard giles’s accomodation theory. This seeks to explain how A learner’s

social group influences of the course of L2 acquisition. For giles the key idea is that of ‘social

accomodation’. He suggests that when people interact with each other they either try to make

their speech similar to that of their addressee in order to emphasize social cohesiveness or to

make it different in order to emphasize their social distinctiveness.

According to the giles’s theory, then, social factors influence interlanguage development via

the impact they have on the attitudes that determine the kind of language use learners engage in.

Accomodation theory suggests that social factors, mediated through the interactions that

learners take part in, influence both how quickly they learn and tha ctual route that they follow.

THE ACCULTURATION MODEL OF L2 ACQUISITION

A Similar Perspective On The Role Of Social Factors In L2 Acquisition Can Be Found In John Schumann’s Acculturation Model. Schumann Investigated A Thirty Three Years Old, Costa Rican, Named Alberto, Who Was Acquiring English In The United States. Alberto Used A ‘Reduced And Simplified Form Of English’ Throughout.

The Problems he did not progress beyond the forst stage in

the development of negatives he continued to use declarative word order

rather than inversion in question he acquired vortually no aixilary verbs and he failed to mark regular verbs for past

tense or nouns for possession.

JOHN SCHUMANN

The main reason for learners failing to acculturate is social distance. A learner’s social distance is determined by a number of factors. Schumsnn also recognizes that social distance is sometimes indeterminate.

As presented by Schumann, social factors determine the amount of contact with the L2 individual learners experience and thereby how successful they are in learning.

Two Problems With Such A Model

First, it fails to acknowledge that factors like ‘integration pattern’ and ‘attitude’ are not fixed and static but, potetially, variable and dynami, fluctuating in accordance with the learne’s changing social experiences.

Second, It fails to acknowledge that learners are not just subject to social conditions but can also become tha subject of them; they can help to construct the social context of their own learning.

SOCIAL IDENTITY AND INVESTMENT IN L2 LEARNING

Eva, an adult immigrant learner of English in Canada. Eva felt humiliated in this conversation because she found herself positioned as a’strange woman’, someone who did not know who Bart Simpson was. She was subject to a discourse which assumed an identity she did not have.

SOCIAL IDENTITY AND INVESTMENT IN L2 LEARNING

The notion of social identity is central to the theory Pierce advances. She argues that language learners have complex social identities that can only be understood in term of the power relations that shape social structures. A learner’s social identity is, according to Pierce, ‘multiple and cintradictory’. Pierce’s social theory of L2 acquisition affords a different set of metaphor. L2 acquisition involves a ‘struggle’ and ‘investment’. Learners are not computers who process input data but combatants who battle to assert themeselves and investor who expect a good return on their effort.

CONCLUSION

Social cultural models of L2 acquisition, such as those of Giles, Schumann and Pierce, are intended to account for learner’s relative success or failure in learning an L2. That is, they seek to explain the speed of learning and the ultimate level of proficiency of different groups of learners.

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