SOCIAL AND DISCOURSE ASPECTS OF INTERLANGUAGE

Social aspects play an important role in interlanguange development. There are

three different approaches to incorporate social factors on the study of second
language acquisition: Interlanguage as consisting of 'different styles' which learners
called upon under different conditions of language use, Concern how social factors
determine the input that learners use to construct their interlanguage, Considers how
the social identities that learners negotiate in their interaction with native speakers
shape their opportunities to speak and, thereby, to learn a second language.

Language learners have complex social identities that can only be understood within
the framework of the power relations that make up the social structure. The social
identity of students is very diverse and contradictory. Learning is successful when
students can generate or build an identity that allows them to exercise their right to
be heard and be the subject of discussion. This requires investment, and learners
will only do so when they believe that their efforts will increase the value of their
cultural capital. Students use language to position themselves in society and the
second language environment. Successful students are those who critically reflect
on how they interact with native speakers and are prepared to challenge accepted
social structures by constructing and affirming their chosen social identity.

DISCOURSE ASPECTS OF INTERLANGUAGE

a. Acquiring discourse rules

There are some rules or rules in the way native speakers conduct conversations. For
example, in the United States, praise usually requires a response, and failure to
provide a response can be considered a sociolinguistic error. In addition, in
American English, the compliment response is usually very complicated, involving
some attempts by the speaker, and downplaying the compliment by making some
unfavorable comments.

There is a growing body of research investigating learner discourse. This shows that
the acquisition of discourse rules like the acquisition of grammatical rules is
systematic, reflecting both distinct types of errors and developmental sequences.

b.    The role of input and interaction in L2 acquisition

There are two types of foreign language speech that can be recognized, namely
non-grammatical and non-grammatical. Non-grammatical foreign languages have
social signs. This usually means that native speakers lack respect and maybe
repulsed by students. It is characterized by the omission of certain grammatical
features, such as copulas, modal verbs, and articles, the use of the basic form of the
verb in place of the past tense, and the use of special structures such as "not +
verb". Grammar is the norm for foreigners to speak. Different types of basic speech
modifications can be recognized as follows: foreign language grammar slower
speaking speed, simplified input, foreign language voice grammar sometimes
regular, foreign language voice sometimes involving complex language use

c. The role of output in l2 acquisition

Speaking is the result, not the cause.” The only way for learners to learn from output
is to treat it as automatic input. Understandable output also plays a role in obtaining
a professional L2, and students can learn from their own results. 1. Outputs can
raise awareness by helping learners notice gaps in their language of instruction. 2.
Output helps students test hypotheses. 3. Learners sometimes talk about their own
results, identify their problems and discuss ways to improve them.