1. Social Aspects of Interlanguage Second Language Acquisition SLA1 此簡報可能會牽涉到聽眾的討論 活動，也就是所謂的執行項目。 因此在進行簡報時﹐可充份利用 PowerPoint 來記錄這些執行項 目： 於投影片放映狀態按下滑鼠右鍵 選取〔會議記錄簿〕 選取〔執行項目〕 標籤 將出現的意見都記錄於此 按下〔確定〕以結束此對話方塊 在簡報進行到最後時 ﹐ PowerPoint 將會自動的建立一 個執行項目投影片﹐並將你所記 錄的內容顯示在該投影片上

2. 2015/10/3SLA2 Approaches Social styles Interlanguage as consisting of different ‘styles’ Acculturation model How do social factors determine the input that learners use to construct their interlanguage? Social identity How do social identities shape learners’ opportunities to speak and learn L2?

3. Social Styles

4. 2015/10/34 Stylistic variations Stylistic continuum (Elaine Tarone) Accommodation theory (Howard Giles)

5. as an abstract system containing different ‘styles ’ Interlanguage

6. Vernacular style Make spontaneous choice of lingusitic forms Careful style Consciously choose the appropriate linguistic forms. Style continuum

7. 2015/10/3SLA7 Example  Japanese pronouncing /z/ in ‘zoo’ and ‘church’.  Reading lists of isolated words = more accurate  Free speech = least accurate

8. 2015/10/3SLA8 Advantages  Explain the variability of learner language

9. 2015/10/3SLA9 Problems  Learners are not always most accurate in the careful style  If you emphasize  The role of social factors remains unclear  Social groups are involved among native speakers.  The concept ‘social group’ is not necessarily applicable to L2 classrooms.

10. 2015/10/3SLA10 Accommodation theory  How a learner’s social group influences the course of L2 acquisition  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 (convergence) or  to make it different in order to emphasize their social distinctiveness (divergence)

11.  Convergence  L2 learners are motivated to speak like an L2 native speaker.  Positive learning takes place.  Divergence  Learners want to maintain their own social group.  Less learning takes place. Accommodation theory in L2 acquisition

12. John Shumann (1978) Acculturation Model

13. 2015/10/3SLA13 Acculturation model  Acculturation: the process of becoming adapted to a new culture (Brown, 1980)  An L2 learner’s individual experience of contact with the culture of the target language  Better experience of acculturation = better L2 acquisition

14.  10-month study of untutored acquisition of English by 6 native speakers of Spanish.  Interested in development sequences in negative formation, question formation, and so on.  Alberto did not progress. Intelligence – IQ test indicated no problem Age – but other adult learners were progressing Pidginization – restriction to communication Shumann’s study

15.  What is the difference between a Pidgin language and a Creole language?  Creoles are spoken as a first language by children of Pidgin speakers.  Some evidence that BVE is a creole language (from Gullah), English and W. African languages.

16.  What is a Pidgin language?  A language developed by speakers of distinct languages who come in contact with one another and share no common language.  Pidgins are usually based on a dominant language (English, French, Dutch, Russian), but contain relatively more / less lexical / syntactic items from other languages.  Venues:  trade, plantation  Examples:  Sabir (Mediterranean); Tok Pisin (Papua New Guinea); Hawaiian Pidgin English

17.  Schumann noticed that Alberto’s speech was characterized by pidgin-like features, and he asked, Why? His hypothesis (the pidginization hypothesis):  “the speech of the SL learner will be restricted to the communication function if the learner is socially and / or psychologically distant from the speakers of the target language” (Schumann. [1976]. Second language acquisition: The pidginization hypothesis. Language Learning, 26, 391-408). Schumann’s hypothesis:

18. 2015/10/3SLA18 What’s behind the Acculturation model  The extent to which learners acculturate depends on:  Social distance: the extent to which learners become members of the target-language group and achieve contact with them.  Psychological distance: the extent to which learners are comfortable with the learning task and constitutes a personal rather than a group dimension.

19. 2015/10/3SLA19 Acculturation theory (4)  Problems  difficulty of measuring acculturation  presuppose that social factors have a direct effect on L2 acquisition. Social factors are not static.