15305087
Descripción
Mapa Mental por nora almeyda, actualizado hace más de 1 año
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Creado por nora almeyda
hace alrededor de 6 años
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SOCIAL CONTEXT OF SLA
- COMMUNICATIVE COMPETENCE
- MICROSOCIAL FACTORS
- VARIATION IN
LEARNER
LANGUAGE
- Changes in the production of l2
language (VARIABLE FEATURES)
depends of the communicative
contexts (Labov 1965)
- Linguistic Contexts
- Elements of language form
and function associated
with the variable element.
- Elements of language form
and function associated
with the variable element.
- Psychological Contexts
- Factors associated with the amount of attention which
is given to a language from during productio, the level
of automacity versus control in processing, or the
intelllectual demands of a particular task.
- Factors associated with the amount of attention which
is given to a language from during productio, the level
of automacity versus control in processing, or the
intelllectual demands of a particular task.
- Microsocial contexts
- Features of setting/situation and
interaction which relate to communicative
events within which language is being
produced, interpreted and negociated.
- Features of setting/situation and
interaction which relate to communicative
events within which language is being
produced, interpreted and negociated.
- Macrosocial contexts
- Features of the larger political setting
within which language learning and
use takes place, including the social
position and role of users, societal
attitudes toward specific languages
and multilingualism in general and
institutional organization.
- Features of the larger political setting
within which language learning and
use takes place, including the social
position and role of users, societal
attitudes toward specific languages
and multilingualism in general and
institutional organization.
- Linguistic Contexts
- Changes in the production of l2
language (VARIABLE FEATURES)
depends of the communicative
contexts (Labov 1965)
- INPUT AND
INTERACTION
- Language input to the learner is
absolutely necessary for either L1
or L2 learning to take place
- Nature of input modifications
- -Foreigner Talk -Baby talk (Ferguson,
1971) -modification of written input for
L2 learners -"simplification" in oral
input
- -Foreigner Talk -Baby talk (Ferguson,
1971) -modification of written input for
L2 learners -"simplification" in oral
input
- Nature of
interactional
modifications
- -Repetition by native speakers .
-Paraphrase -Expansion and
elaboration -Sentence completion and
frames for substitution -Vertical
constructions. -comprehension checks
and request for clarification.
-Negotiation of meaning
- -Repetition by native speakers .
-Paraphrase -Expansion and
elaboration -Sentence completion and
frames for substitution -Vertical
constructions. -comprehension checks
and request for clarification.
-Negotiation of meaning
- Feedback
- Direct Correction
- Indirect correction
- Direct Correction
- Intake of cognitive
process
- Nature of input modifications
- Language input to the learner is
absolutely necessary for either L1
or L2 learning to take place
- INTERACTION AS
THE GENESIS OF
LANGUAGE
- Sociocultural (S-C) Theory (Vygotsky 1962, 1978.)
Symbolic Meditation
- Interpersonal Communication
- Communicative events and situations which
occur between people. -scaffolding (Vygotsky).
- Communicative events and situations which
occur between people. -scaffolding (Vygotsky).
- Intrapersonal comunication
- Communication that occurs within
an individual´s own mind. -Private
speech -Inner speech
- Communication that occurs within
an individual´s own mind. -Private
speech -Inner speech
- Interpersonal Communication
- Sociocultural (S-C) Theory (Vygotsky 1962, 1978.)
Symbolic Meditation
- ACQUISION WITHOUT INTERACTION;
INTERACTION WITHOUT ACQUISITION
- Some individuals are able to
achieve a relatively advanced
level of L2 proficiency
without the benefit of any
interpersonal communication
or opportunity ti negotiate
meaning in the language with
others.
- Some individuals engage in
extensive interaction with
speakers of another
language without learning
that language to any
significant degree.
- Some individuals are able to
achieve a relatively advanced
level of L2 proficiency
without the benefit of any
interpersonal communication
or opportunity ti negotiate
meaning in the language with
others.
- VARIATION IN
LEARNER
LANGUAGE
- MACROSOCIAL FACTORS
- GLOBAL AND NATIONAL STATUS
OF L1 AND L2
- Symbolic Functions
- -Political identification and cohesion. -In times of conquest and empire-building
- -Political identification and cohesion. -In times of conquest and empire-building
- Symbolic Functions
- BOUNDARIES AND
IDENTITIES
- Part of the identity of language is accomplished by creating or
reinforcing national boundaries. They serve both to unify speakers as
members of one language community, and to exclude outsiders from
insider communication.
- -Acculturation. -
Acculturation model
(John Schumann,
1978)
- -Acculturation. -
Acculturation model
(John Schumann,
1978)
- Part of the identity of language is accomplished by creating or
reinforcing national boundaries. They serve both to unify speakers as
members of one language community, and to exclude outsiders from
insider communication.
- INSTITUCIONAL
FORCES AND
CONSTRAINS
- Influence of social institutions related TO SLA
- Official or unofficial policies that regulate which language is to be used in particular situations
- Language policy may result in blatant discrimination
- Access to education may be limited for minority language speakers
- Official or unofficial policies that regulate which language is to be used in particular situations
- Influence of social institutions related TO SLA
- SOCIAL CATEGORIES
- People are categorized according to
many socially relevant dimensions:
age, sex, ethnicity, education level,
occupation, and economic status.
- such categorization often influences what experiences they have, how they are perceived
by others, and what is expected of them. When they are L2 learners, members of different
social categories frequently experience different learning conditions, and different
attitudes or perceptions from within both native and target language communities.
- such categorization often influences what experiences they have, how they are perceived
by others, and what is expected of them. When they are L2 learners, members of different
social categories frequently experience different learning conditions, and different
attitudes or perceptions from within both native and target language communities.
- People are categorized according to
many socially relevant dimensions:
age, sex, ethnicity, education level,
occupation, and economic status.
- CIRCUMSTANCES OF
LEARNING
- Learner's prior educational experiences.
- Field dependent (FD) and field-independent (FI)
- Informal/naturalistic learning (it takes place in settings where people contact speakers of
another language) VS formal/instructed (it takes place in schools)
- Learner's prior educational experiences.
- GLOBAL AND NATIONAL STATUS
OF L1 AND L2
- What a speaker needs to know to communicate appropietly within a particular language community. (Saville-Troike, 2003)
- MICROSOCIAL FACTORS
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