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

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 CATEGORIESSocial 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.