Language Acquisition, Learning and

Sociocultural Setting

Dr. VMS
Language Teaching
 Language teaching activity is an age old practice that
takes place both in formal and informal conditions of
human life.
 Language teaching practices are applicable to all
languages regardless of their environmental and
administrative status such L1, L2, FL, etc.
 The aim of language teaching is to teach the students
on the contents related to language and its,
pronunciation, spelling, grammar, composition,
culture, history and literature.
Language Acquisition
 Language acquisition is a linguistic process involving
natural assimilation, intuition and subconscious
learning where the human being is participant in the
context.
 This process is similar to the way children learn their
native language, a process that produces functional
skill in the spoken language without theoretical
knowledge.
Language Acquisition
 Through this acquisition process children develop
familiarity with the phonetic characteristics of the
language, vocabulary, structure and use.
 The acquisition approach helps the learners
improve their communicative act and develops
self-confidence in them.
Language Learning
 The idea of language learning is related to the
traditional approach of the study of languages
which is still practiced in schools worldwide.
 In language learning process importance is given to
the written form and the objective is for the student
to understand the structure and rules of the
language by means of applying the social,
intellectual and logical reasoning.
 The language structure is considered as more
important than communicative form.
Language Learning

 Learning process is governed by a formal

instructional plan with a predetermined syllabus in
accordance with the needs of the learners.
Learners study the theory first even before apply
them real time communication.
 Learning process involves error analysis through
which learners are appreciated for the perfect use
and it curtails the linguistic spontaneity of the
learners to some extent.
Language Learning

The teacher is the central figure and the students passive

follow the teacher.
 Language learning is a progressive and cumulative
process, helps the learners improve their memorization of
vocabulary, structure and use.
 This process help learners to know about the intricacies
of language, its functioning and grammatical structure
especially with its irregularities, its contrasts with the
learners’ mother tongue, knowledge of the practical skills
of understanding and speaking the language
 Language Acquisition vs. Language Learning
 Language acquisition is an unconscious process and it starts
from the childhood. Mother tongue or L1 is not taught but
caught (acquired).
 Acquisition is different from learning. Learning process
requires a proper medium, teaching and involvement.
 Language acquisition is mainly acquisition of language sub-
consciously from childhood, and from a particular language
environment and learning is a conscious process that results
from formal study
Sociocultural factors
 Sociocultural factors contribute to individual
difference and have a basis in society and culture
 Consider social and cultural contexts in which we
live, learn and develop and ways they contribute to
differences among individuals.
 Some groups do not achieve equal outcomes in
terms of achievement and participation in
education Sociocultural factors
Developmental Influences
 1. Person: the characteristics of the individual
 2. Process: activities, relationships and practices
 3. Context: aspects of environments in which
individuals are involved
 4. Time: stability and instability in individuals’
experiences
Development Systems
 Microsystem: interactions and activities in the
child’s immediate environment
 Mesosystem: connections between settings
involving the child
 Exosystem: settings in which the child is not
involved, but which nonetheless influence the
child’s development
External Influence
 Macrosystem: Societal and cultural influences in
development
 Chronosystem: changes in environments and
processes over time which influence development  
Social Background
 Ethnicity
 language and culture
 Socialisation
 -------- cultural beliefs, knowledge, values and
behaviour among members of a group Ethnicity,
language and culture.
Sociolinguistic Factors
 sociolinguistic features Language and culture
  understandings, values and attitudes that are implicit in
school structures and in the way material is taught
Culture and beliefs about knowledge and learning
 Individual achievement
 Written knowledge
 Object knowledge
 Assertiveness
 Individualism and collectivism
Societal and Individual
 Language background
 ethnicity Attitudes of prejudice and cultural stereotypes 
 multicultural education
 Sex differences -Gender is biologically and culturally
determined
 Cognition: general knowledge, verbal ability, visual-
spatial ability, maths, IQ Emotion: aggression, anxiety,
empathy, inter-personal relationships, cognitive and
emotional disorders, behaviour Gender differences
Gender and Psychology
 Reinforcement of gender roles Patterns of classroom
interaction Teacher expectations Coeducational and
single-sex schooling Gender bias in classroom
  social and economic position in society
 Health factors Parenting factors Stress factors Risk
and resilience Poverty and education: Background
factors
 Psychological factors - learning protective skills
Relationships
Learning in Diversity
 Diversityand commonality: Differences among
peoples and languages Differing experiences of
education Differing aspirations and goals for
education Commonalities in terms of values, 
Thank You