| Abstrakt: |
This study examines some of the most important societal and individual factors and their impact on language learners in terms of second language acquisition. The review attempts to follow out the association between the social environment and the individual variable in second-language usage and acquisition, demonstrating that the development and processing of L2 inputs in the social context in learners' second language (L2) are socially intermediated. Furthermore, it highlights the social and linguistic circumstances that influence second language learners' language usage, choices, attitudes, and progression, as well as the active L2 utilized by learners to participate in social contexts. Following the advice of sociolinguists, second-language researchers planned to examine linguistic and social contextual variables, as well as individual variables that may explain disparities in and between learners. There has been a great deal of research exploring how social variables affect language learning. Such examination perceives that learners are social creatures and that language does not merely imply "sentence structure" or "grammar". The productivity or the outcome of the learner isn't alike for all learners; neither is the learners' grammars utilized in one individual learner interaction. Instead, learners can display unique patterns different from students with similar abilities. Learners are social beings and language doesn't simply imply grammar. Language scholars sought to look at linguistic and social contextual elements as well as individual characteristics that may explain disparities in and between learners. [ABSTRACT FROM AUTHOR] |
