The Social Context for Language Learning—A Neglected Situation?

This paper offers an examination of classroom language learning from the perspectives of research and teaching. It addresses two questions: (1) What are the specific contributions of the classroom to the process of language development?; and (2) In what ways might the teacher exploit the social reality of the classroom as a resource for the teaching of language? The paper explores the classroom as a special social situation and identifies certain aspects of classroom language learning that seem to be neglected by current research. It offers also new directions for research and proposals for language teaching deduced from particular social and psychological characteristics of classroom life.

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LANGUAGE ACQUISITION IN CHILDHOOD STAGE: A REVIEW

IJOLTL Indonesian Journal of Language Teaching and Linguistics ◽

10.30957/ijoltl.v4i1.260 ◽

2019 ◽

Vol 4 (1) ◽

pp. 53-64

Author(s):

Teguh Budiharso

Keyword(s):

Second Language Acquisition ◽

Social Context ◽

Language Acquisition ◽

Language Development ◽

Language Learning ◽

Early Stage ◽

Simple Sentence ◽

Natural Approach ◽

The Social ◽

Compound Sentence

This paper reviews the language acquisition theory in childhood stages. Five models of baby’s language development including pre-linguistic, holophrastic, telegraphic, simple sentence, and compound sentence are central of discussion. In the early stage, characteristics of language development and language learning in the kindergarten level are discussed integratedly. In the area of Second Language Acquisition (SLA), Krashen Theory in Natural Approach is prevalent, prevailing frontier concepts in children language development. In the social context, language view that has closed relationship to culture is included. This way, norm, etiquette, values, and other aspects of communication are valuable to teaching children in the early stage.

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Update Chapter English Language Learning Using Social Media

IJET (Indonesian Journal of English Teaching) ◽

10.15642/ijet2.2017.6.2.265-271 ◽

2017 ◽

Vol 6 (2) ◽

pp. 265-271

Author(s):

Evi Mahsunah

Keyword(s):

Social Media ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Learning Strategy ◽

Language Teaching ◽

English Language Teaching ◽

Media Technology ◽

The Social ◽

Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

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CALL, the foreign-language undergraduate and the teaching of grammar: a linguistic and political battlefield

ReCALL ◽

10.1017/s095834400000522x ◽

1992 ◽

Vol 4 (7) ◽

pp. 3-5 ◽

Cited By ~ 6

Author(s):

Peter Metcalfe

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

Language Teaching ◽

Recent History ◽

Present Generation ◽

The Social ◽

History Of

The recent history of the teaching of grammar, both for first- and second-language learning, has produced highly polarised and acrimonious debate. The repercussions have extended beyond the boundaries of linguistics into the social and political domain. The present generation of foreign-language undergraduates has been profoundly (if unknowingly) affected by this debate, as reflected in their approach to the learning of grammar, and any consideration of the methodology of language teaching, including that of CALL, must take account of it.

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The Methodological Dilemma of Evaluating the Variation Unit in Romans 11:31

Novum Testamentum ◽

10.1163/156853610x497915 ◽

2011 ◽

Vol 53 (2) ◽

pp. 165-182

Author(s):

David A. Kaden

Keyword(s):

Social Context ◽

Textual Criticism ◽

Social Situation ◽

Original Text ◽

Secondary Literature ◽

Early Christian ◽

Full Treatment ◽

The Social ◽

Scholarly Attention

AbstractRomans 9-11 has attracted much scholarly attention, and the amount of secondary literature is nearly overwhelming. Yet, no serious scholarly-length article has emerged that wrestles with the textual issues of 11:31. Why? How might a full treatment of this variation unit impact the interpretation of the surrounding chapters? This article seeks to answer these questions by examining the social situation of Jewish-Christian relations and hostilities from the late first to the late second centuries CE. It reflects a trend in early Christian textual criticism away from questing after an “original” text to instead examining the social context of variation units.

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The Social Context of Luke's Community

Interpretation A Journal of Bible and Theology ◽

10.1177/002096439404800408 ◽

1994 ◽

Vol 48 (4) ◽

pp. 379-389 ◽

Cited By ~ 19

Author(s):

Halvor Moxnes

Keyword(s):

Social Context ◽

Urban Culture ◽

Eastern Mediterranean ◽

Ethnically Diverse ◽

Social Situation ◽

The Other ◽

Urban Setting ◽

Diverse Group ◽

The Social ◽

The One

Apparently, the social situation in which Luke's community lived was that of an urban setting in the Eastern Mediterranean. This situation was shaped by the honor and patronage culture of the Hellenistic city. At the heart of the Lukan community's ethos lay its common meals. The purpose of these meals was dual: On the one hand, they forged a common identity for a socially and ethnically diverse group of Christians; on the other hand, they functioned as a criticism of urban culture.

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Features of the social situation of first-grader development in the context of humanistic education

Zbornik radova Uciteljskog fakulteta Prizren-Leposavic ◽

10.5937/zrufpl2014181b ◽

2020 ◽

pp. 181-190

Author(s):

Karine Breškovskaja ◽

Elena Dekina

Keyword(s):

Theoretical Analysis ◽

Social Situation ◽

First Grade ◽

Research Problem ◽

Educational Process ◽

Psychological Characteristics ◽

Humanistic Education ◽

Scientific Analysis ◽

The Social ◽

Development Of Students

The article presents a scientific analysis of the problems of the social situation of the development of students in the context of the humanistic education paradigm, characterizes the features of the social situation of the development of a first grader in the context of humanistic education. During the study, the authors carried out a theoretical analysis of the literature on the research problem, which allowed to identify: age and psychological characteristics of the social situation of the development of a first grader; the main directions of diagnosing the features of the social situation of the development of first-grade students. The results obtained contribute to the creation of an effective social situation for the development of a first-grader within the framework of the organization of the educational process in the humanistic education paradigm.

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INTERPERSONAL MEANINGS OF MODALITY IN JACINDA ARDERN’S SPEECHES ON COVID-19

LET Linguistics Literature and English Teaching Journal ◽

10.18592/let.v10i2.3995 ◽

2020 ◽

Vol 10 (2) ◽

pp. 137

Author(s):

Evelina Ayu Kristianti

Keyword(s):

Discourse Analysis ◽

New Zealand ◽

Social Context ◽

Meaning Making ◽

Systemic Functional Linguistics ◽

Social Situation ◽

Language Function ◽

Written Text ◽

The Social ◽

The Difference

Systemic Functional Linguistics (SFL) is a theory which analyses the language function to understand the meanings and purposes of language in written text or speech. In this research, SFL is employed to discover the interpersonal meanings on Jacinda Ardern’s speeches on COVID-19, seen from the modality since it is one of the most important elements in SFL which shows the speaker’s attitudes. This research uses Jacinda Ardern’s speeches on 20 April 2020 and 15 July 2020. Halliday’s modal category is used as the theoretical framework; thus, the interpretation will derive from his theory. This research also employs discourse analysis as the approach in order to understand the relation between language elements and social context in meaning-making. This study had different implementation of modal category from what Halliday had proposed which is triggered by the social situation during pandemic in New Zealand. This research discovers that the first speech only uses two types of modality which are probability and obligation, meanwhile the second speech uses all types of modality. The difference between the first and the second speech is due to the different circumstances. However, in general, the interpersonal meanings represented from the modality in the speeches are the commitment, empathy, dan quick respond of the speaker. Keywords- interpersonal meanings, modality, speech, Jacinda Ardern’s speech, COVID-19

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Who gets caught at maturity gap? A study of pseudomature, immature, and mature adolescents

International Journal of Behavioral Development ◽

10.1080/01650250244000326 ◽

2003 ◽

Vol 27 (3) ◽

pp. 253-263 ◽

Cited By ~ 53

Author(s):

Nancy L. Galambos ◽

Erin T. Barker ◽

Lauree C. Tilton-Weaver

Keyword(s):

Social Context ◽

Transition To Adulthood ◽

Pop Culture ◽

Psychological Characteristics ◽

Peer Involvement ◽

Pubertal Status ◽

The Social ◽

Close Friendships ◽

Older Siblings

This research examined links among adolescents’ maturity status, their biological, social, and psychological characteristics, and parents’ perceptions of their adolescents’ maturity. The participants were 430 Canadian adolescents in the sixth and ninth grades, and a subsample of their parents. Pattern-centred analyses confirmed the existence of three clusters of adolescents differing in maturity status: pseudomature (25%), immature (30%), and mature (44%). Further analyses found differences among the clusters in adolescents’ pubertal status, the social context (presence of older siblings and friends), and their desired age, involvement in pop culture, school and peer involvement, and close friendships. Analysis of mother and father reports revealed some differences in how parents of pseudomature, immature, and mature adolescents perceived their adolescents’ maturity, and in how they felt about their adolescents’ maturity. There were few grade differences in the findings. The results suggest that pseudomature adolescents, and to a smaller extent, immature adolescents, are caught in a maturity gap, which could have longer-term implications for their transition to adulthood.

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THE SOCIAL CONTEXT OF MODELING

Social Behavior and Personality An International Journal ◽

10.2224/sbp.1981.9.2.129 ◽

1981 ◽

Vol 9 (2) ◽

pp. 129-137 ◽

Cited By ~ 4

Author(s):

Jon E. Walker

Keyword(s):

Social Context ◽

Cognitive Processes ◽

Social Learning Theory ◽

Social Communication ◽

Social Situation ◽

Specific Stimulus ◽

Stimulus Response ◽

Symbolic Representations ◽

The Social ◽

Modeling Behavior

Social learning theory assumes that modeled behavior serves as information which the observer acquires via symbolic representations rather than specific stimulus-response associations, it would appear, then, that this process should follow rules governing social communication. It is also to be expected that the social context and the characteristics of both the social situation and the model will affect modeling behavior. It is posited in this paper that such influences operate through three cognitive processes: attention-instigation, behavior discrimination, and information via model characteristics.

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