PERSPECTIVE ON SECOND LANGUAGE TEACHING: A COMPLEX SOCIO –CULTURAL PHENOMENON -ABSTRACT- The Second language learning, which is associated with Teaching, Development and Instruction, is a complex socio-cultural phenomenon with different variales 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 contriu tes 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 1
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Deci123)"L%"rn%r’ -oti&"tion "nd $r%*%r%nc% in language learning are
generall! due to their learning st!le and eliefs that influence the strategies
chosen for them to stud!" Their preferale and intentional ehaviours and
thoughts engaged during learning will affect their language encoding process"
Ag%
The idea that there is an age factor in second language development has long
een a suect of deate. Biologicall! it is argued that there is a specific and
limited time period for language ac#uisition called the Critical /eriod7!pothesis and so on had reported that the age of starting to learn a second
language earlier showed a noticeale influence on accent" 7owever ,regarding
the cognitive ,affective and environmental perspectives in second language
development ,the age factor will e filled with complicated explanations"
Ad&"nt"g% o* " oci"l $%r$%cti&% on %cond l"ngu"g% "c;uiition
A social perspective of second language ac#uisition focuses on the learning
process with the goal of exploring the *inds of classroom tas*s that appear tofacilitate second language learning.The purpose of these tas*s is to ta*e into
account the interpla! etween the content of the curriculum and the process !
which it is reali5ed. Therefore ,in the process of accomplishing instructional
oectives ,classroom interactive processes ta*e place among the participants
and lead to the creation of a whole range of learning opportunities which ma!
cause man! unexpected contriutions ,thus creating great advantages
considered to e the reali5ation of communicative competence as well as
performance in relevant social situation"(Slimani,8<<1).A-$li*/ing o$$ortuniti% "nd to$ic
The social perspective of second language development encourages interactivelearning .B! learning interactivel! or collaorativel! ,learners are assigned to
learn ! group or pair wor* ,in which the! participate and support each other"
This increases opportunities for the learners to tal* . 9oreover,through
the oservation of the classroom contriutions from the learner ,the teacher
collects more t!pical topics that are of interest to the learner "7ence, the
learner is an active part of the classroom planning rather than ust an inactive
passivel! fed receiver . /rovo*ing more negotiation of meaning, also !
wor*ing in pairs or groups ,without the instructor ’s control, the learners sense
a relaxed learning atmosphere of casualness without threat or competition.
method e devised suitale fitted in the frame wor* of teaching"
7ere, I suggest that teacher need to follow up participating ( contextuali5e
teaching" This ma! ta*e the use of Audio 0isual teaching ( group d!namics,dialogue method and interactive approaches with relevant cognitive exercises"
Concluion
A social perspective approach to second language development examines) the
relationship etween societ! and second language learning+ .It high lights the
specific social factors that affect second language learning, Although second
language learning is a complex phenomenon with different variales
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 ma*es sense in the languageclassroom .B! viewing the advantages and teaching implications of the
sociolinguistic approach ,it can e concluded that a social perspective of
second language development contriutes 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