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Chapter 5. Variability in Learner Language

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32 views

Chapter 5. Variability in Learner Language

Uploaded by

thaidav217531
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CHAPTER 5.

VARIABILITY IN LEARNER LANGUAGE


By the end of the lesson, the participants will be able to:

• apply knowledge of L2 variability in teaching English


• analyzing how variability impacts language use in educational
settings
• encourage learner motivation by recognizing development patterns
• engage in continuous research and self-improvement to enhance
their teaching practices.
• Demonstrate fairness and ethical teaching, adapting their strategies
creatively to address linguistic diversity.
Content
Variation in sociolinguistics: SLA Research Using Variationist
Introduction Speech styles; variable rules; Approach: Style Shifting; Linguistic
Multiple factors Context

The Dynamic Paradigm: Language Dynamic Systems Theory: Focuses


evolves as rules spread through on how multiple factors interact
Pedagogical implications
communities or contexts; Gradual to shape language development.;
Diffusion Model Chaotic Variation; Attractor States
• Learner language is
dynamic, showing
variation even within
developmental stages.
o Example: Spanish
Introduction learners of English use
"no" + verb and "don't" +
verb at the same time
(e.g., "no go" vs. "don't
go").
Variationist
Sociolinguistics
Speech Styles:
• People change their speech based on the situation (formal vs.
casual).
• Example: "I’m not going" (formal) vs. "I ain't going" (informal).
• Learners also change language style depending on tasks (speaking,
reading)
Variationist
Sociolinguistics
Variable Rules:
• Some language rules can be flexible depending on the
context.
• Example: French speakers may use "ne" in formal sentences
but drop it in casual ones: "Je ne vais pas" (formal) vs. "Je
vais pas" (informal)
Variationist
Sociolinguistics
Linguistic Context:
• The words before and after a form can change how learners
use it.
• Example: French speakers drop "ne" more often after
pronouns ("Je") but keep it after nouns
Style Shifting
SLA • Learners use language differently in formal versus casual speech.
Research • Example: Japanese learners of English use the target /z/ sound
more accurately when reading aloud than in casual speech.
Using
Variationist Linguistic Context
Approach • The linguistic environment affects learner's use of variants.
• Example: French speakers omit "ne" more frequently after
pronouns like "je" but less so after full noun phrases.
The Dynamic Paradigm
Language evolves as rules spread through communities
Gradual Diffusion Model
or contexts.
• Learners start with one form, then gradually shift to
another form based on context.
• Example: Francophone learners of English
progressively replace non-target /ð/ with the correct
form depending on the phonetic environment.
Dynamic Systems Theory
Focuses on how multiple
factors interact to shape
language development. Variation can appear random due
to different influences (e.g.,
memory or fatigue).
Language systems settle into
Chaotic Variation temporarily stable states.
Attractor States
Example: A learner may
consistently use "don’t" for a while
before improving to "doesn’t".
Pedagogical Teaching Must Be
Flexible:Language learners

imlications don’t always follow strict rules,


➔ so teachers should be
flexible with corrections.
Encourage Practice in Different Contexts: Learners use
Pedagogical language differently in formal and informal situations;
➔ Use various tasks (speaking, reading, writing) to
implications help learners adjust to different contexts.
Pedagogical implications
Support Learners Through Stages of Development:
Learners go through stages and may switch between
correct and incorrect forms.
➔Teachers should provide gradual feedback, not expect
immediate perfection.
Pedagogical implications
Pay Attention to Linguistic Context: Words
surrounding a form influence learner choices.
➔Teach language in sentences, not just isolated
words, to help learners understand context.
Allow for Free Variation:

Pedagogical Learners may alternate between forms


implications before mastering the correct one.
➔Be patient with learners as they figure
out how to use new structures correctly.
Input frequency affects learning.
The more learners hear correct
Emphasize Input and Exposure:
forms, the more likely they’ll use
them.
Pedagogical
implications
➔ Provide frequent and varied
language input in class.
Pedagogical implications

Guide Learners Toward Target-Like Use:

Advanced learners should move closer to native-like speech, but some differences may remain.

➔ Focus on fluency and sociolinguistic competence rather than expecting perfect accuracy.

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