Name: Valerie Ann T.
Delicano
Subject: ENGLISH 2- Second Language Acquisition
College of Teacher Education, Central Philippines State University
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Chapter 4
Social Aspects of Interlanguage
Interlanguage and
Stylistic Continuum
Elain Tarone has proposed that interlanguage involves a
stylistic continuum. She argues that learners develop a
capability for using the L2 and that this underlies ‘all
regular language behavior’. This capability, which
constitutes ‘an abstract linguistic system’, is comprised
of a number of different styles which learners access in
accordance with a variety of factors. At one end of
continuum is the careful style, evident when learners are
consciously attending to their choice of linguistic forms,
as when the feel the need to be ‘correct’. At the other
end of the continuum is the vernacular style, evident
when learners are making spontaneous choices of
linguistic form, as is likely in free conversation.
Course and Year: BSED-English 2
Submitted to Mrs. Cristina G. Juarez
Interlanguage and
Acculturation
A similar perspective on the role of social factors in L2
acquisition can be found in John Schumman’s
acculturation model. This model, which has been highly
influential, is built around the metaphor of ‘distance’.
The theory originated in a case study. A learner’s social
distance is determined by a number of factors. Social
factors determine the amount of contact with the L2
individual learners experience and thereby how successful
they are in learning.
Interlanguage and
Social Identity and Investment
The notions of ‘subject to’ and ‘subject of’ are central
to Bonny Pierce’s view of the relationship between
social context and L2 acquisition. Language learners
have complex social identities that can only be
understood in terms of the power relation that shape
social structures. According to Pierce, learner’s
social identity is ‘multiple and contradictory’.
Learning is successful when learners are able to
summon up or construct an identity that enables
them to impose their right to be heard and thus to
become the subject of discourse. This requires
investment, something learners will only make if they
believe their efforts will increase the value of their
cultural capital. Successful learners are those who
reflect critically on how they engage with native
speakers and who are prepared to challenge the
accepted social order by constructing and asserting
social identities of their own choice.
Name: Valerie Ann T. Delicano Course and Year: BSED-English 2
Subject: ENGLISH 2- Second Language Acquisition Submitted to Mrs. Cristina G. Juarez
College of Teacher Education, Central Philippines State University

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Name: Valerie Ann T. Delicano Course and Year: BSED-English 2
Subject: ENGLISH 2- Second Language Acquisition Submitted to Mrs. Cristina G. Juarez
College of Teacher Education, Central Philippines State University

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