42TH ELTAI CONFERENCE ,THEME:TEACHER DEVELOPMENT

PERSPECTIVE ON SECOND LANGUAGE TEACHING: A COMPLEX SOCIO CULTURAL PHENOMENON

PERSPECTIVE ON SECOND LANGUAGE TEACHING: A COMPLEX SOCIO CULTURAL PHENOMENON

-ABSTRACTThe Second language learning, which is associated with Teaching, Development and Instruction, is a complex socio-cultural phenomenon with different varia les 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 contri utes 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 '''''''''''

PERSPECTIVES ON SECOND LANGUAGE TEACHING :

A COMPLEX SOCIO CULTURAL PHENOMENON Prof.BAIRAGI PATRA Asst.Professor,REC,BBSR. PhD. Scholar ,IT$R, S(A )*I+$RSIT, ,B-)BA*$S.AR,(DIS-A,I*DIA PERSPECTIVE ON SECOND LANGUAGE TEACHING: A COMPLEX SOCIO CULTURAL PHENOMENON Introdu t!on: The Second language learning, which is associated with Teaching, Development and Instructions is a complex socio-cultural phenomenon with different varia les 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 contri utes 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 learnersteachers, 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 0no language teaching and learning ta1es place however in a classroom which is isolated from the world of experiences and personal engagements and investments of learners outside the classroom itself2 The environment in which a learner operates contains ver! rich resources of language" Therefore3 there is need for exploring the potentials of grammatical structure, meaning, varieties and overall assimilations of stated features into language development" So !o"!n#u!$t! $, which concerns 0the field that studies the relation etween language and societ!, etween the uses of language and the social structures in which the users of language live2examines how social issues affect language use in a particular societ! how the same language varies from different varia les as well as how particular cultures prefer some 1inds of language over others" (n the other hand, Sociolinguistics explores how language is used in face-toface communication and interaction" Pr% t! %" %nd So !o& u"tur%" '(r$'( t!)($ on "%n#u%#( "(%rn!n# A t*(or(t! %" +% ,#round &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! ac1ground and learner Recent theoretical research on second language learning of an! 1ind ta1ing 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 in two essential wa!s t*( $o !%" 'ro)!$!on o- "%n#u%#( "(%rn!n# $!tu%t!on$ %nd o''ortun!t!($ %$ .("" %$ t*( on$!$t(nt !n r(%$!n# o- !ntr%'(r$on%" )%r!%t!on F!r$t o- %"" the sociolinguistic view of $( ond "%n#u%#( d()("o'/(nt is strongl! in harmon! with the interaction view held ! some ps!chologists which 0represent a wide range of theories a out the relative contri utions of innate structures of the human mind and the environment which provides the samples of the language to e learned2 .hile the Swiss ps!chologist 4iaget argued that learners had ac#uired language through ph!sical interaction with the environment the ps!chologist +!gots1!5678held that thought was essentiall! internali9ed speech and speech emerged in social interaction Similarl! as $llis566: suggests the understanding of how interactional

modifications affect the comprehensi ilit! of texts $vel!n -atch 566;Teresa 4ica566:and <ichael&ong568=contend that much second language ac#uisition ta1es place through conversational interaction with regard to propositions such as interactional modification ma1es input comprehensi le comprehensi le input promotes ac#uisition therefore interactional modification promotes ac#uisition So !o"!n#u!$t! r($(%r * on $( ond "%n#u%#( d()("o'/(nt: In addition sociolinguistic research on second language development is concerned specificall! with the complexities of individual learner varia les with reference to external 0$o !o& u"tur%" -% tor$ %nd !$$u($ o- "(%rn(r !d(nt!t!($0 which are relevant to the influences of !nt(""!#(n ( %tt!tud( '(r$on%"!t1 %nd !nd!)!du%"!t1 /ot!)%t!on "(%rn(r 'r(-(r(n ($ %nd %#( in second language learning &ight own Spada5666Bell568:points out that the intra spea1er variation can e derived from the inter spea1er 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 a ilit! is su se#uentl! valued ! itself and others" Int(""!#(n ( Intelligence is 0a culturall! derived a straction that mem ers of an! given societ! coin to ma1e sense of o served differences in performance of individuals within and etween social groups2 According to Thomas566:there are eight 1inds of intelligence namel! i2 L!n#u!$t! !nt(""!#(n ( !!2 Lo#! %" &/%t*(/%t! %" !nt(""!#(n ( !!!2 3od!"1 ,!n($t*(t! !nt(""!#(n ( !)2 S'%t!%" !nt(""!#(n ( )2 Mu$! %" !nt(""!#(n ( )!2 Int(r'(r$on%" !nt(""!#(n ( )!!2 Intr%'(r$on%" !nt(""!#(n ( )!!!2 N%tur%"!$t !nt(""!#(n ( %nd !42 E/ot!on%" !nt(""!#(n ( 5Dr6 P(t(r S%"o)(1 7 Dr6 8o*n M%1(r, 9::;2 Att!tud( 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 5678%actors that ma! contri ute to a learners attitude towards second language learning are related to cognitive affective and cognitive components Thomas5678> P(r$on%"!t1 %nd Ind!)!du%"!t16

P(r$on%"!t1 refers to the thin1ing and ehavior that is directed outward and in ward $!senc1 ,567? @anssen Ara ows1i 566=4ersonali9ation activities provide the learners their real life experiences or ideas and to appl! their issues or concerns to some controversial topics Individualit! implies 0a situation where learners are given a measure of freedom to choose how and what the! learnt at an! particular time2)r 566B ;== Ind!)!du%"!<%t!on activities allow the learners to act at their own pace in their own manner and st!le / on the topics or content of their own choice Mot!)%t!on <otivation involves 0the attitudes and affective states that influence the degree of effort that learners ma1e to learn an &;2$llis 5667 7CAenerall! spea1ing, four 1inds of motivation have mainl! een identified !n$tru/(nt%", !nt(#r%t!)(,!ntr!n$! %nd (4tr!n$! Aardner &am ert 567; Deci567C"L(%rn(r$ /ot!)%t!on %nd 'r(-(r(n ($ in language learning are generall! due to their learning st!le and eliefs that influence the strategies chosen for them to stud!" Their prefera le and intentional ehaviours and thoughts engaged during learning will affect their language encoding process" A#( The idea that there is an age factor in second language development has long een a su Dect of de ate Biologicall! it is argued that there is a specific and limited time period for language ac#uisition called the Critical 4eriod -!pothesis and so on had reported that the age of starting to learn a second language earlier showed a noticea le influence on accent" -owever ,regarding the cognitive ,affective and environmental perspectives in second language development the age factor will e filled with complicated explanations"

Ad)%nt%#($ o- % $o !%" '(r$'( t!)( on $( ond "%n#u%#( % =u!$!t!on A social perspective of second language ac#uisition focuses on the learning process with the goal of exploring the 1inds of classroom tas1s that appear to facilitate second language learning The purpose of these tas1s is to ta1e into account the interpla! etween the content of the curriculum and the process ! which it is reali9ed Therefore in the process of accomplishing instructional o Dectives classroom interactive processes ta1e place among the participants and lead to the creation of a whole range of learning opportunities which ma! cause man! unexpected contri utions thus creating great advantages considered to e the reali9ation of communicative competence as well as performance in relevant social situation"Slimani,;??5 A/'"!-1!n# o''ortun!t!($ %nd to'! $

The social perspective of second language development encourages interactive learning B! learning interactivel! or colla orativel! learners are assigned to learn ! group or pair wor1 in which the! participate and support each other" This increases opportunities for the learners to tal1 <oreover,through the o servation of the classroom contri utions from the learner the teacher collects more t!pical topics that are of interest to the learner "-ence, the learner is an active part of the classroom planning rather than Dust an inactive passivel! fed receiver 4rovo1ing more negotiation of meaning, also ! wor1ing in pairs or groups without the instructors control the learners sense a relaxed learning atmosphere of casualness without threat or competition The! will displa! their a ilities 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 of comprehensi le input" @aco s -all ;??; 4romoting thin1ing, interactive and cooperative learning has learning o Dectives that are academic, affective and social &earners implementing those tas1s are compelled not onl! to thin1 of their own ut also of their group mem ers as well Team wor1 offers challenges for the learner to choose a est response among several options to ma1e decisions and to anal!9e arguments or generate insights into particular meanings and interpretations ! critical thin1ing &ee<aureen@aco s5668, Catering for the specific needs of different learners" L%n#u%#( D()("o'/(nt %nd In$tru t!onA So !%" P(r$'( t!)( on S( ond L%n#u%#( D()("o'/(nt %nd In$tru t!on assist the learners in fostering an intrinsic motivation and a desire to invest effort in the learning for its own sa1e" Then the! will0 find their own wa! ta1ing charge of their learning2and0 ma1e their own opportunities for practice in using the language inside and outside the classroom2Brown ;??5 ;?6

Mot!)%t!on %nd Int(r($t V%r!%t!on $tud!($ $sta lishing motivation and interest variation studies have found that motivation is ver! strongl! related to achievement in language learning eg" Aardener &am ert 567; Aardner 568? A social perspective on second language learning ma1es language learning a deepl! social and cultural aspect that re#uires the incorporation of a wide range of comprehensive contents t*( L2 u"tur( the learners life experience and famil! ac1ground individual personalities and learning st!les ps!chological and linguistic factors which ring some specific and organic contents into the classroom Dorn!ei,;??5"

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 unpredicta le diverse meaningful interesting and vivid output thus stimulating the learners motivation and their longing for participation in the language classroom" Produ !n# or%" -"u(n 1 The interactions among the learners in the classroom provide ade#uate activities for each participant to air their voices" It also o liges the learners to open their mouths and tal1 fre#uentl! -ence there are more chances for the learners to practice rather than Dust to listen to the teacher Their a ilit! to spea1 is improved" <onitoring what was learned in a colla orative classroom learners contri ute to each other and are made more aware of their own the! can in fact do a su stantial proportion of the monitoring on their own <oreover classroom interaction offers an operational wa! of understanding what the learners perceive the! have learned which0 ma1es it possi le to relate learning claims to the immediate environment from which the! emerged in order to see if it is possi le to esta lish a relationship2Slimani ;??5 ;86 Cr(%t!n# % 'o$!t!)( /utu%" "(%rn!n# (n)!ron/(nt Classroom d!namics can provide a comprehensive feed ac1 from the learners, such as a wide diversit! of opinions, references, values, man! different experiences and st!les of learning The rich dissimilar feed ac1 compels the instructors to adDust 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 challenges in a etter wa! -ence a positive mutual learning classroom climate etween the teacher and the learner can e created that promotes genuine language learning,

M(t*odo"o#1 o- t(% *!n# 7 Curr! u"u/: %rom the a ove mentioned theories and advantages it is inferred that the following deserve consideration 4roposals for tas1- ased language teaching6 The process-oriented sociolinguistic approach provides impetus for the development of tas1- ased language teaching 4roponents of tas1- 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 spea1er of the target language the learner receives the 1ind of input needed to facilitate learning

Curr! u"u/ r()!(.> Curriculum should e designed in proportion to the learners receptive capacit! / development needs, further sustaina l! of his motivation needs to e received incorporating state of the art" It is proposed that classroom tas1s that involve negotiation of meaning should form the asis of the language teaching curriculum and that tas1s 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 ta1e into account one form of assistance that is the contextual information which includes careful thoughts a out the different varia les of the &earners performances the socio cultural settings and the exposure to the second language -owever, am itious teaching contain ma! e inade#uate deliver! mechanismE method e devised suita le fitted in the frame wor1 of teaching" -ere, I suggest that teacher need to follow up participating / contextuali9e teaching" This ma! ta1e the use of Audio +isual teaching / group d!namics, dialogue method and interactive approaches with relevant cognitive exercises" Con "u$!on A social perspective approach to second language development examines0 the relationship etween societ! and second language learning2 It high lights the specific social factors that affect second language learning, Although second language learning is a complex phenomenon with different varia les 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 ma1es sense in the language classroom B! viewing the advantages and teaching implications of the sociolinguistic approach it can e concluded that a social perspective of second language development contri utes 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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