microsocial factors in SLA

1. Microsocial Factors
• a learner can use the two ways, in different situations, in order to convey the same meaning or function. The variable features of language use depend on the
speaker's communicative context that is where he learned and where he used.
• Linguistic Context.- language form and function. Phonology and speech.
• Psychological Context.-Attention in the production of language.
• Microsocial Context.- settings where the participant is able to perceive information to succeess; the way of being used, be interpreted and be negotiated.
VARIATION
• The language input is essential for language learning.
• Nature of input modification.- The language used for L1 to L2, is systematically modified and simplified comparable with bayby talk, most of the phrases are
memorized as chunks of speech.
• Nature of interactional modifications.- The social interaction is completely necessary. The repetitions or paraphrasing is how the l2 is going to acquire in a
natural way.
• Feedback.- This is a form of correction: direct and indirect by: request for clarification, rising intonation, Paraphrasing of an NNS utterance.
• Intake to cognitive processing.- the “intake” process is acquired by social interaction only that facilitates and contributes the entrance to a mental process of
learning.
IMPUT AND INTERACTION
• Based on Sociocultural Theory of Vygotsky. It theory considers interaction as an essential force for learning. Where child learns by adults.
• Interpersonal interaction.- a person has to maintain a communication and social relationship with others in certain events or situations. The symbolic
meditation occurs in Zone of Proximal Development (Vygotsky) do it through the scaffolding.
• Intrapersonal interaction. The communication that occurs inside of each individual.
INTERACTION AS THE BASIC
GENESIS OF LANGUAGE

2. MACROSOCIAL FACTORS
GLOBAL AND NATIONAL
STATUS
A language has power as a
symbol of a nation, (when
ot is been stablished); to a
person it is important to
have a native language for
national unity and, for
inmigrants it is important
because of economic or
cultural reasons.
BOUNDARIES AND
IDENTITIES
Linguistic boundaries and
national borders, serve
both to unify speakers as
members of one language
community within the
territory, and to separate
them from those outside.
People are motivated to
learn a new language to
seem others, and if they
have another language
they have to learn the new
one to communicate their
ideas however, the do not
loose their identity
INSTITUTIONAL FORCES AND
CONTRAINTS
Some institutions regulate
and organize the lives of
people I religion, education
and politics, as these social
factors determine which type
of language will be used in
certain situations. The social
status determines the
opportunities to acquire L2 ,
because of the education the
learer had received, most of
the times the public
education is not the best in
the country.
SOCIAL CATEGORIES
Social dimensions:
age, (children learn better L2
than adults, their brain is
flexible to changes)
sex (women are more likely to
be taught by native speakers,
men have personal
differences with them),
ethnicity (people of ethnic
groups who perceive they
have much in common with
others are willing to interact),
education level, occupation,
and economic status.
CIRCUMSTANCES OF
LEARNING
Differences in cognitive style
(field-dependent (FD) and
field-independent) based on
the experiences and
environment of the student.
Difference in the
circumstances has to do with
Informal / Naturalistic, where
a learner gets the new
language interact with other
because of its multilingual
environment or travels.
Formal/ Instructed language,
where it is acquired I schools
down by rules established in
accord with the needs,
beliefs, values, and customs
of their cultural settings.