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7/21/2019 Intelligence in ELT
http://slidepdf.com/reader/full/intelligence-in-elt 1/9
PERSPECTIVE ON SECOND LANGUAGE TEACHING:
A COMPLEX SOCIO –CULTURAL PHENOMENON
-ABSTRACT-The Second language learning, which is associated with Teaching,
Development and Instruction, is a complex socio-cultural phenomenon with
different variales concerning the ps!chological factors of the learners and the
socio-cultural elements of the contexts"
An interactional approach to second language learning can ensure that a social
perspective of second language development and instruction contriutes to
having a positive effect on the nature and #ualit! of language learning ,which
activates the autonomous learning motivation and creates diversit! in the
learning atmosphere"
Recentl! research on developing socio-cultural and linguistic competences
simultaneousl! in the language classroom is gaining increasing attention from
$nglish %oreign &anguage practitioners and curriculum designers" The
understanding of language as a social phenomenon has increased greatl!
ecause of language teaching classrooms are diversified with learners,teachers,
institutions, cultures, contexts and pedagogies "
The environment in which a learner operates contains ver! rich resources of
language" Therefore, there is need for exploring the potentials of grammatical
structure, meaning, varieties and overall assimilations of stated features into
language development
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'''''''''''
PERSPECTIVES ON SECOND LANGUAGE TEACHING :
A COMPLEX SOCIO – CULTURAL PHENOMENON
PERSPECTIVE ON SECOND LANGUAGE TEACHING:
A COMPLEX SOCIO –CULTURAL PHENOMENON
Introduction:
The Second language learning, which is associated with Teaching,
Development and Instructions is a complex socio-cultural phenomenon with
different variales concerning the ps!chological factors of the learners and the
socio-cultural elements of the contexts "An interactional approach to second
language learning can ensure that a social perspective of second language
development and instruction contriutes to having a positive effect on the
nature and #ualit! of language learning , which activates the autonomous
learning motivation and creates diversit! in the learning atmosphere"
Recentl! research on developing socio-cultural and linguistic competences
simultaneousl! in the language classroom is gaining increasing attention from$nglish %oreign &anguage practitioners (curriculum designers" The
understanding of language as a social phenomenon has increased greatl!
ecause of language teaching classrooms are diversified with
learners,teachers, institutions, cultures, contexts and pedagogies.Consensus has een made that interactions etween teachers and learners in
the learning processes have an effect on the nature and #ualit! of language
learning ,and that )no language teaching and learning ta*es place however ,in
a classroom which is isolated from the world of experiences and personal
engagements and investments of learners outside the classroom itself+
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The environment in which a learner operates contains ver! rich resources of
language" Therefore there is need for exploring the potentials of grammatical
structure, meaning, varieties and overall assimilations of stated features intolanguage development"
Sociolinguitic! which concerns )the field that studies the relation etween
language and societ!, etween the uses of language and the social structures in
which the users of language live+:examines how social issues affect language
use in a particular societ! ,how the same language varies from different
variales as well as how particular cultures prefer some *inds of language over
others"
n the other hand, Sociolinguistics explores how language is used in face-to-
face communication and interaction"
Pr"ctic"l "nd Socio # cultur"l $%r$%cti&% on l"ngu"g% l%"rning.
A t'%or%tic"l ("c)ground
&anguages are learned in social contexts ecause language is a onding
component of the social mechanism" There is a strong influence from social
aspects concerned with the special relation of culture, famil! ac*ground and
learner . Recent theoretical research on second language learning of an! *ind
ta*ing place in a social context includes components of social integration and
sufficient contacts with the second language group and of foundations in
socio-cultural theor! and ethnographic practice.
Social factors are therefore, assumed to influence second language learning intwo essential wa!s :t'% oci"l $ro&iion o* l"ngu"g% l%"rning itu"tion "nd
o$$ortuniti% " +%ll " t'% conit%nt incr%"ing o* intr"$%ron"l
&"ri"tion
,irt o* "ll ,the sociolinguistic view of %cond l"ngu"g% d%&%lo$-%nt is
strongl! in harmon! with the interaction view held ! some ps!chologists ,
which )represent a wide range of theories aout the relative contriutions of
innate structures of the human mind and the environment which provides the
samples of the language to e learned+. .hile the Swiss ps!chologist /iaget
argued that learners had ac#uired language through ph!sical interaction with
the environment ,the ps!chologist 0!gots*!(1234)held that thought was
essentiall! internali5ed speech and speech emerged in social interaction. Similarl! ,as $llis(1226) suggests the understanding of how interactional
modifications affect the comprehensiilit! of texts ;$vel!n 7atch
(1228),Teresa /ica(1226)and 9ichael&ong(124:)contend that much
second language ac#uisition ta*es place through conversational interaction
with regard to propositions such as :interactional modification ma*es input
comprehensile ;comprehensile input promotes ac#uisition ;therefore ,
interactional modification promotes ac#uisition.
Sociolinguitic r%%"rc' on %cond l"ngu"g% d%&%lo$-%nt:
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In addition ,sociolinguistic research on second language development is
concerned specificall! with the complexities of individual learner variales
with reference to external )ocio#cultur"l *"ctor "nd iu% o* l%"rn%rid%ntiti%. ,which are relevant to the influences of int%llig%nc% "ttitud%
$%ron"lit/ "nd indi&idu"lit/ -oti&"tion l%"rn%r $r%*%r%nc% "nd "g%
in second language learning (&ightown &Spada1222).Bell(1246) points
out that the intra spea*er variation can e derived from the inter spea*er or
culture or social variation ,so each group differentiates its variet! of
opportunities to express their opinions ,suggestions ,or taste to share
language from others and its second language learning ailit! is suse#uentl!
valued ! itself and others"
Int%llig%nc%
Intelligence is )a culturall! derived astraction that memers of an! givensociet! coin to ma*e sense of oserved differences in performance of
individuals within and etween social groups+. According to
Thomas(1226)there are eight *inds of intelligence ,namel!
i0 Linguitic int%llig%nc%
ii0 Logic"l #-"t'%-"tic"l int%llig%nc%
iii0 1odil/ )in%t'%tic int%llig%nc%
i&0 S$"ti"l int%llig%nc%
&0 Muic"l int%llig%nc%
&i0 Int%r$%ron"l int%llig%nc%
&ii0 Intr"$%ron"l int%llig%nc%&iii0 N"tur"lit int%llig%nc% "nd
i20 E-otion"l int%llig%nc% 3Dr4 P%t%r S"lo&%/ 5 Dr4 6o'n M"/%r! 78890
Attitud%
An attitude is considered to e a propert! of an individual personalit! ,less
enduring than temperament ut more enduring than a motive or a mood
(Thomas 1234).%actors that ma! contriute to a learner ’s attitude towards
second language learning are related to cognitive ,affective and cognitive
components (Thomas1234;
P%ron"lit/ "nd Indi&idu"lit/4
P%ron"lit/ refers to the thin*ing and ehavior that is directed outward and in
ward ($!senc* ,123< ;=anssen &>raows*i 122:)./ersonali5ation activities
provide the learners their real life experiences or ideas ,and to appl! their
issues or concerns to some controversial topics. Individualit! implies )a
situation where learners are given a measure of freedom to choose how and
what the! learnt at an! particular time+(?r 122@ :8::).
Indi&idu"li"tion activities allow the learners to act at their own pace ,in
their own manner and st!le ( on the topics or content of their own choice.
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Moti&"tion
9otivation involves )the attitudes and affective states that influence the degree
of effort that learners ma*e to learn an &8+(
$llis 1223:3).
>enerall!spea*ing, four *inds of motivation have mainl! een identified :
intru-%nt"l! int%gr"ti&%,intrinic "nd %2trinic(>ardner &&amert 1238 ;
Deci123)"L%"rn%r’ -oti&"tion "nd $r%*%r%nc% in language learning are
generall! due to their learning st!le and eliefs that influence the strategies
chosen for them to stud!" Their preferale and intentional ehaviours and
thoughts engaged during learning will affect their language encoding process"
Ag%
The idea that there is an age factor in second language development has long
een a suect of deate. Biologicall! it is argued that there is a specific and
limited time period for language ac#uisition called the Critical /eriod7!pothesis and so on had reported that the age of starting to learn a second
language earlier showed a noticeale influence on accent" 7owever ,regarding
the cognitive ,affective and environmental perspectives in second language
development ,the age factor will e filled with complicated explanations"
Ad&"nt"g% o* " oci"l $%r$%cti&% on %cond l"ngu"g% "c;uiition
A social perspective of second language ac#uisition focuses on the learning
process with the goal of exploring the *inds of classroom tas*s that appear tofacilitate second language learning.The purpose of these tas*s is to ta*e into
account the interpla! etween the content of the curriculum and the process !
which it is reali5ed. Therefore ,in the process of accomplishing instructional
oectives ,classroom interactive processes ta*e place among the participants
and lead to the creation of a whole range of learning opportunities which ma!
cause man! unexpected contriutions ,thus creating great advantages
considered to e the reali5ation of communicative competence as well as
performance in relevant social situation"(Slimani,8<<1).A-$li*/ing o$$ortuniti% "nd to$ic
The social perspective of second language development encourages interactivelearning .B! learning interactivel! or collaorativel! ,learners are assigned to
learn ! group or pair wor* ,in which the! participate and support each other"
This increases opportunities for the learners to tal* . 9oreover,through
the oservation of the classroom contriutions from the learner ,the teacher
collects more t!pical topics that are of interest to the learner "7ence, the
learner is an active part of the classroom planning rather than ust an inactive
passivel! fed receiver . /rovo*ing more negotiation of meaning, also !
wor*ing in pairs or groups ,without the instructor ’s control, the learners sense
a relaxed learning atmosphere of casualness without threat or competition.
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The! will displa! their ailities to their est to interact with colleagues for
support or ideas and to express their own points of view in order to negotiate
meanings in the light of their own contexts,thus creating amounts ofcomprehensile input" (=acos &7all 8<<8).
/romoting thin*ing, interactive and cooperative learning has learning
oectives that are academic, affective and social. &earners implementing
those tas*s are compelled not onl! to thin* of their own ut also of their group
memers as well .Team wor* offers challenges for the learner to choose a est
response among several options to ma*e decisions and to anal!5e arguments
or generate insights into particular meanings and interpretations ! critical
thin*ing (&ee9aureen&=acos1224), Catering for the specific needs of
different learners"
L"ngu"g% D%&%lo$-%nt "nd IntructionA Soci"l P%r$%cti&% on S%condL"ngu"g% D%&%lo$-%nt "nd Intruction assist the learners in fostering an
intrinsic motivation and a desire to invest effort in the learning for its own
sa*e" Then the! will) find their own wa! ,ta*ing charge of their
learning+,and) ma*e their own opportunities for practice in using the
language inside and outside the classroom+(Brown 8<<1 :8<2).
Moti&"tion "nd Int%r%t V"ri"tion tudi%
$stalishing motivation and interest variation studies have found that
motivation is ver! strongl! related to achievement in language learning (e.g"
>ardener &&amert 1238 ;>ardner 124<). A social perspective on second
language learning ma*es language learning a deepl! social and cultural aspect
that re#uires the incorporation of a wide range of comprehensive contents :t'%
L< cultur% ,the learner ’s life experience and famil! ac*ground ,individual
personalities and learning st!les , ps!chological and linguistic factors ,which
ring some specific and organic contents into the classroom (Dorn!ei,8<<1)"
These contents can not onl! e adapted for multilevel learners :from the
elementar! to the advanced , ut also e used to alwa!s ensure a more
unpredictale ,diverse ,meaningful, interesting and vivid output ,thus
stimulating the learner ’s motivation and their longing for participation in the
language classroom"
Producing or"l *lu%nc/
The interactions among the learners in the classroom provide ade#uate
activities for each participant to air their voices" It also oliges the learners to
open their mouths and tal* fre#uentl!. 7ence ,there are more chances for the
learners to practice rather than ust to listen to the teacher . Their ailit! to
spea* is improved" 9onitoring what was learned in a collaorative classroom
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,learners contriute to each other and are made more aware of their own ;the!
can in fact do a sustantial proportion of the monitoring on their own.
9oreover,classroom interaction offers an operational wa! of understandingwhat the learners perceive the! have learned ,which) ma*es it possile to
relate learning claims to the immediate environment from which the! emerged
in order to see if it is possile to estalish a relationship+(Slimani 8<<1 :
842).
Cr%"ting " $oiti&% -utu"l l%"rning %n&iron-%nt
Classroom d!namics can provide a comprehensive feedac* from the learners,
such as :a wide diversit! of opinions, references, values, man! different
experiences and st!les of learning. The rich dissimilar feedac* compels the
instructors to adust their teaching pedagog! in accordance with the learners
demand and interest ,evaluate their learners’ receptive and productive
competence ,and develop their professional techni#ue to meet the challengesin a etter wa! .7ence a positive mutual learning classroom climate etween
the teacher and the learner can e created that promotes genuine language
learning,
M%t'odolog/ o* t%"c'ing 5 Curriculu-:
%rom the aove mentioned theories and advantages ,it is inferred that thefollowing deserve consideration . /roposals for tas*-ased language teaching4
The process-oriented sociolinguistic approach provides impetus for the
development of tas*-ased language teaching ./roponents of tas*-ased
language teaching point out that second language ac#uisition research shows
that successful language learning involves learners in negotiation of meaning.
In the process of negotiating with a spea*er of the target language ,the learner
receives the *ind of input needed to facilitate learning.
Curriculu- r%&i%+=
Curriculum should e designed in proportion to the learners receptive capacit!
( development needs, further sustainal! of his motivation needs to e
received incorporating state of the art" It is proposed that classroom tas*s that
involve negotiation of meaning should form the asis of the language teaching
curriculum and that tas*s can e used to facilitate practice of oth language
forms and communicative functions. A comprehensive curriculum of
assistance of one form or another The classroom implementation curriculum
firstl! needs to ta*e into account one form of assistance ,that is ,the
contextual information which includes careful thoughts aout the different
variales of the &earner ’s performances ,the socio cultural settings and the
exposure to the second language.
7owever, amitious teaching contain ma! e inade#uate deliver! mechanism
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method e devised suitale fitted in the frame wor* of teaching"
7ere, I suggest that teacher need to follow up participating ( contextuali5e
teaching" This ma! ta*e the use of Audio 0isual teaching ( group d!namics,dialogue method and interactive approaches with relevant cognitive exercises"
Concluion
A social perspective approach to second language development examines) the
relationship etween societ! and second language learning+ .It high lights the
specific social factors that affect second language learning, Although second
language learning is a complex phenomenon with different variales
concerning the ps!chological factors of the learner and the socio-cultural
elements of the contexts ,the interactional approach to second language
learning still ensures a successful method which ma*es sense in the languageclassroom .B! viewing the advantages and teaching implications of the
sociolinguistic approach ,it can e concluded that a social perspective of
second language development contriutes to setting up a climate of mutual
learning oth for the teacher and the learners , which activates the
autonomous learning motivation and creates diversit! in the learning
atmosphere.
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