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Experiments & Review SLA

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8 views2 pages

Experiments & Review SLA

Uploaded by

Amyy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Experiments:

1. Marilyn Steinbach’s Thesis: Language Learning & Socio-


Cultural Factors in South Asian Women
Methodology

• Qualitative Case Study: Ethnographic Inquiry


• Data Collection:
o Interviews (4 South Asian women)
o Participant Observations
o Document Analysis

Key Findings

• Isolation & Gender Inequity:


o Family obligations, gender roles, and cultural restrictions hindered language
learning.
• Fluid Socio-Cultural Identity:
o Participants navigated shifting identities between homeland norms and new
societal expectations.
• Social Networks:
o Ethnic communities offered support but also imposed limitations (reinforcing
traditional roles).
• Investment in Language Learning:
o Language learning tied to social identities and acculturation (based on
Peirce’s “investment”).
• Weight of Society:
o Societal norms and pressures from ethnic communities significantly impacted
progress.

2. Somayyeh Amir Abadi & Seyyed Ayatollah Razmjoo’s Article:


Socio-Cultural Factors & Language Proficiency
Methodology

• Participants: 32 TEFL students (11 males, 21 females), ages 18-25, from various
educational levels.
• Data Collection:
o Semi-structured interviews were conducted and analyzed using Grounded
Theory (axial and selective coding).
• Data Analysis:
o Identified social, cultural, and linguistic factors through repeated
transcription reviews.
o Developed a model using Structural Equation Modeling (SEM).

Key Findings
• Socio-Cultural Factors significantly impact Iranian EFL learners' proficiency, with
social factors being most dominant.

Influences on Proficiency:

1. Economic Position: Affects access to resources and practice opportunities.


2. Parental Education: Higher education levels lead to greater learner motivation and
support.
3. Cultural Traditions: Shape attitudes and can either aid or hinder language
acquisition.
4. Media Exposure: Increases proficiency through vocabulary and language use
exposure.
5. Motivation: Driven by social interactions and cultural context, crucial to learning
success.

Critical Review:

Vygotsky’s Socio-Cultural Theory (SCT)

Key Concepts:

• Zone of Proximal Development (ZPD): Gap between independent ability and


potential with guidance; essential for targeted instruction.
• Mediation: Use of cultural tools (especially language) facilitated by knowledgeable
others for problem-solving.
• Scaffolding: Temporary support within the ZPD, gradually removed to promote
learner independence.
• Internalization: Assimilation of knowledge from social interactions into personal
understanding.
• Private Speech: Self-talk that enhances cognitive development and problem-solving.

Implications for Second Language Learning:

• Emphasizes social interaction and collaboration.


• Supports task-based learning for meaningful communication.
• Highlights the role of cultural context in language acquisition.

Critiques:

• Practical challenges in applying ZPD in classrooms.


• Risk of learner dependence on teachers.
• May underemphasize individual cognitive processes.

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