scholarly journals URGENSI DAN KONTRIBUSI SOSIOLINGUISTIK DALAM LINGUISTIK EDUKASIONAL

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Mamluatul Hasanah
Keyword(s):  
Social Context ◽  
Language Learning ◽  
Language Policy ◽  
Applied Linguistics ◽  
Language Learner ◽  
Great Contribution ◽  
Text Book ◽  
Teaching Language ◽  
The Social ◽  
Language Context

Language learning deals with the concept of language truth, language teaching, language teacher, and language context. Sociolinguistics is one of the applied linguistics which answers to the questions of language in society and also language context. Thus, sociolinguistics has great contribution on language learning especially relating with the language policy and the choise of appropriate text-book which is suitable with the social context of language learner.

scholarly journals Identity and a Model of Investment in Applied Linguistics

2015 ◽  
Vol 35 ◽  
pp. 36-56 ◽  
Author(s):  
Ron Darvin ◽  
Bonny Norton
Keyword(s):  
Language Learning ◽  
Applied Linguistics ◽  
World Order ◽  
Language Learner ◽  
Critical Examination ◽  
Structure And Agency ◽  
The Social ◽  
Foundational Work ◽  
Identity Investment ◽  
The Relationship

ABSTRACTThis article locates Norton's foundational work on identity and investment within the social turn of applied linguistics. It discusses its historical impetus and theoretical anchors, and it illustrates how these ideas have been taken up in recent scholarship. In response to the demands of the new world order, spurred by technology and characterized by mobility, it proposes a comprehensive model of investment, which occurs at the intersection of identity, ideology, and capital. The model recognizes that the spaces in which language acquisition and socialization take place have become increasingly deterritorialized and unbounded, and the systemic patterns of control more invisible. This calls for new questions, analyses, and theories of identity. The model addresses the needs of learners who navigate their way through online and offline contexts and perform identities that have become more fluid and complex. As such, it proposes a more comprehensive and critical examination of the relationship between identity, investment, and language learning. Drawing on two case studies of a female language learner in rural Uganda and a male language learner in urban Canada, the model illustrates how structure and agency, operating across time and space, can accord or refuse learners the power to speak.

Ideologizing age in an era of superdiversity: A heritage language learner practice perspective

2016 ◽  
Vol 7 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Aree Manosuthikit ◽  
Peter I. De Costa
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Language Learner ◽  
Address Forms ◽  
Heritage Language Learning ◽  
The Social ◽  
The Us ◽  
Rate Of Learning

AbstractSLA research on age in naturalistic contexts has examined learners’ ultimate attainment, while instructed research has emphasized the rate of learning (Birdsong 2014. Dominance and age in bilingualism. Applied Linguistics 35(4). 374–392; Muñoz 2008. Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics 29(4). 578–596). However, both streams of research, which view age as a biological construct, have overlooked this construct through an ideological lens. To address this gap, and in keeping with Blommaert’s (2005. Discourse. Cambridge: Cambridge University Press) call to examine language ideologies and related ideologies in an era of superdiversity, our paper explores the ideology undergirding age-based research and examines it in conjunction with the practice-based approach to better understand the use of Burmese as a heritage language, a language characterized by a hierarchical and an age-determined honorific system. Drawing on data from a larger ethnographic study involving Burmese migrants in the US, analyses of the bilingual practice of address forms of generation 1.5 Burmese youth demonstrated that age was relationally constructed. While these youth strategically adopted ‘traditional’ linguistic practices ratified by Burmese adults when interacting with their parents, such practices were invoked and subverted in interactions involving their siblings and other Burmese adults less familiar to them. In focusing on the social and linguistic struggles encountered by these transnational multilingual youth, this paper also addresses the complexities surrounding heritage language learning.

scholarly journals Language learner cognition: Exploring adult migrants’ L2 activity beyond the classroom

2021 ◽  
Author(s):  
◽  
Diego Navarro
Keyword(s):  
Social Construction ◽  
Language Learning ◽  
Language Learners ◽  
Dynamic Process ◽  
Language Learner ◽  
Learning Behaviour ◽  
Related Activity ◽  
The Social ◽  
Over Time

<p>For years, understanding the relationship between behaviour and cognition has been a central concern of research conducted in the social sciences. In fields as diverse as anthropology, business, medicine, and education it is widely accepted that the development of practice (as a type of behaviour), depends on a precise understanding of how thought gets carried into action. However, studies investigating the complex interplay between a learner’s cognition (i.e. thoughts, knowledge, beliefs, and feelings about L2 learning) and their behaviour (i.e. language-related activity) are only recently garnering attention. In addition, only few studies have looked at this dynamic process with adult participants beyond the language learning classroom. Framed within the context of naturalistic language learning, this investigation explores the social construction of adult (over 30 years of age) L2 learners’ cognition in an ESOL setting. Specifically it aimed to answer the following research questions:  RQ 1. What are the prior language learning experiences of a group of adult migrant learners living in New Zealand?  RQ 2. How have these prior language learning experiences influenced the construction and development of their beliefs, assumptions, knowledge (BAK) about language learning?  RQ 3. What is their perceived need for English in their current socio-cultural context?  RQ 4. How do adult migrant language learners engage in language related activities beyond the classroom?  RQ 5. How can this language learning behaviour be reflected in a model of language learner cognition?  The study combined a longitudinal, ethnographic approach, with elements of narrative and case study inquiry. Six ‘recently arrived’ (Dunstan, Roz, & Shorland, 2004a) Colombian migrants (five refugees; one immigrant) were asked to talk about and discuss both prior and current experiences learning and using an L2. Through these lengthy in-depth, conversation-like interviews conducted in Spanish (the participants’ L1), told over time, a nuanced picture of the participants’ L2-related cognition emerged. As a result, I was able to more clearly observe the dynamic process in which a language learner’s mental life both impacts and is impacted on by language-related activity throughout their day-to day interactions. The participants are seen engaging in the L2 across a range of settings including at home, the doctor’s office, supermarkets and work. Moreover, in their accounts of this engagement we see change and revision (i.e. development) in their thinking about L2 learning and themselves as language learners, as well as their feelings toward the L2, other L2s and L2 users. A single participant was selected as an exemplary case to examine in detail, and facilitate understanding of this development. A case study approach allowed for a more intricate exploration of how the interplay between thought, emotion, and context impacted on the learner’s approaches to language-related activities. Issues regarding readiness to interact in the L2, intelligibility, language variety, and aversion to the ‘sound of English’ were seen as playing significant roles in the learner’s language development. This analysis resulted in the construction of a framework depicting language learner cognition in action. In terms of implications, this research supports the case for more qualitative research in SLA which centres learners’ perspectives of their L2 related experiences, particularly when so much of what seems to be affecting learning is the learners understanding of themselves and their actions. It also argues that studies in L2 cognition should focus their investigations on the developmental processes involved in the social construction of the mental factors which impact language learning and use. Finally, while belief studies in SLA are expanding the scope of their investigations – by looking to include more emotion and other affective factors, as well as by branching out into self-related constructs such as self-concept and self-efficacy in the foreign language domain – these studies remain limited in their almost microscopic view of learners’ mental lives. The picture of cognition I offer provides a more holistic understanding of this phenomenon which helps account at a macro-level for L2 behaviour. The study also highlights the potential and power of data gathering methods which foreground the participants’ voices and ideas (i.e. in-depth, unstructured interviews told over time) – reminding us that it is important when looking for what drives language learning behaviour to consider what the learners feel and think.</p>

scholarly journals The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～

2018 ◽  
pp. 179-195
Author(s):  
Yoshio Nakai
Keyword(s):  
Social Networking ◽  
Language Learning ◽  
Community Of Practice ◽  
Language Learner ◽  
Japanese Language ◽  
Social Networking Service ◽  
Learning Space ◽  
Learning History ◽  
Virtual Self ◽  
The Social

This article explores a language learning experience of a JFL (Japanese as a Foreign language) learner from Hong Kong who uses the social networking service “Niconico Douga”. An analysis of her language learning history revealed that she not only utilized Niconico Douga as a resource bank for learning Japanese, but also that it functioned as a virtual self-access learning space. She learned Japanese language through watching and broadcasting live videos of playing computer games. Niconico Douga acts as a community of practice consisting of people who want to share and exchange information about playing digital games. She acquired Japanese language through practicing in the community of practice that allowed her to participate freely in special interest groups for playing digital games which offered the role models supporting her practice of broadcasting live videos of playing games. The features of Niconico Douga have a great potential for learning Japanese autonomously due to its accessibility and availability of resources. 本稿は、香港出身の日本語学習者Aさん（仮名）が行ったJFL環境下で独学による日本語学習に関する論考である。Aさんは香港では学校などでのフォーマルな日本語教育を受けた経験がなく、日本語に興味を持った中学生のころからニコニコ動画にアップロードされているゲームの実況動画やその生放送を用いて自力で日本語を学んできた。Aさんはゲームを楽しむ、あるいは攻略方法を知るという目的を持った人たちが集まる実況動画や生放送の中から自身に合ったものを選択し、そこでのやり取りを理解してコメントを発信したり、Aさん自身がゲーム実況の生放送をしたりすることを通して日本語を学んできた。Aさんにとって、ニコニコ動画という場は、ゲームに関する実践を通して日本語が学べる実践共同体であると同時に、自身の目的や日本語レベルに合った動画や生放送が見られる保管庫でもあるバーチャルなセルフアクセスラーニングスペースとして機能していたことが分かった。

scholarly journals LANGUAGE ACQUISITION IN CHILDHOOD STAGE: A REVIEW

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.   

The Social Context for Language Learning—A Neglected Situation?

1985 ◽  
Vol 7 (2) ◽  
pp. 135-158 ◽  
Author(s):  
Michael P. Breen
Keyword(s):  
Social Context ◽  
Language Development ◽  
Language Learning ◽  
Language Teaching ◽  
Social Situation ◽  
Psychological Characteristics ◽  
Research And Teaching ◽  
The Social ◽  
New Directions ◽  
Classroom Language

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.

scholarly journals SCALa: A blueprint for computational models of language acquisition in social context

2021 ◽  
Author(s):  
Sho Tsuji ◽  
Alejandrina Cristia ◽  
Emmanuel Dupoux
Keyword(s):  
Social Interaction ◽  
Social Context ◽  
Language Acquisition ◽  
Empirical Research ◽  
Large Scale ◽  
Computational Models ◽  
Relevant Information ◽  
Language Learner ◽  
Early Language ◽  
The Social

Theories and data on language acquisition suggest a range of cues are used, ranging from information on structure found in the linguistic signal itself, to information gleaned from the environmental context or through social interaction. We propose a blueprint for computational models of the early language learner (SCALa, for Socio-Computational Architecture of Language Acquisition) that makes explicit the connection between the kinds of information available to the social learner and the computational mechanisms required to extract language-relevant information and learn from it. SCALa integrates a range of views on language acquisition, further allowing us to make precise recommendations for future large-scale empirical research.

scholarly journals Learning in a Content-Based, Collaboratively Structured Course: The Experience of an Adult ESL Learner

1994 ◽  
Vol 12 (1) ◽  
pp. 15 ◽  
Author(s):  
Merrill Swain
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Japanese Woman ◽  
Language Learner ◽  
Social Dimensions ◽  
Second Language Learner ◽  
Group Settings ◽  
Adult Esl ◽  
The Social

In this article the emotive, social aspects of learning ESL in small group settings are explored. The feelings and beliefs of one learner, an adult Japanese woman, are captured as she reflects on her classroom experiences. It is argued that her conscious reflection about her negative emotions and their sources allowed her to act on them, resulting in enhanced second language learning. It is also argued that it may be as important to help learners deal with the social dimensions as the cognitive dimensions of second language learning in order to experience success as a second language learner.

scholarly journals Gandharva: Origin and Performing Arts

2017 ◽  
Vol 3 (1) ◽  
pp. 59-64
Author(s):  
Bharat Raj Dhakal
Keyword(s):  
Social Context ◽  
Performing Arts ◽  
Musical Instruments ◽  
Great Contribution ◽  
Sacred Place ◽  
Lower Caste ◽  
Research Article ◽  
Religious Significance ◽  
The Social ◽  
Prime Objective

The prime objective of this research article is to explore the different forms of arts performed by the ‘Gandharvas’ along with their historicity of social and sacred religious origin towards which the mainstream Nepali society is indifferent. In the social context of Nepal, they are regarded as the musician caste. They are also treated as the so-called lower caste people, the ‘dalits’ and are also denied the prestigious position in the society as well as in the pages of history. Although neglected in the society as well as in the history, they have got a pious origin as mentioned in the Hindu religious scriptures and beliefs. Their performing arts and musical instruments also have the religious significance. They have made a great contribution for nation through their performing arts. But the paradox is that they have not got the true recognition in Nepali society even though they share the sacred lineage like other groups. Although they have sacred place in religion, their position is downtrodden in society.

scholarly journals Language testing

2005 ◽  
Vol 38 (4) ◽  
pp. 209-211
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Applied Linguistics ◽  
Language Assessment ◽  
Language Learner ◽  
Annual Review ◽  
Dade County ◽  
Research Journal ◽  
Criterion Referenced

05–459Abella, Rodolfo, Joanne Urritia & Aleksandr Schneyderman (Miami-Dade County Public Schools, USA), An examination of the validity of English language achievement test scores in an English language learner population. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 128–144.05–460Chalhoub-Deville, Micheline & Gillian Wigglesworth (U of Iowa, USA; [email protected]), Rater judgment and English language speaking proficiency. World Englishes (Oxford, UK) 24.3 (2005), 383–391.05–461Hudson, Thom (U of Hawai'i, Manoa, USA; [email protected]), Trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 2–227.05–462Jamieson, Joan (Northern Arizona U, USA; [email protected]), Trends in computer-based second language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 228–242.05–463Major, Roy C. (Arizona State U, USA; [email protected]), Susan M. Fitzmaurice, Ferenc Bunta & Chandrika Balasubramanian, Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning (Malden, MA, USA) 55.1 (2005), 37–69.05–464McKay, Penny (Queensland U of Technology, Brisbane, Australia; [email protected]), Research into the assessment of school-age language learners. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 243–263.05–465Munro, Miles & Virginia Mann (U of Califormia, Irvine, USA; [email protected]), Age of immersion as a predictor of foreign accent. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 311–341.

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