Abstract
As the field of second-language acquisition (SLA) research is still relatively young, it frequently looks to related disciplines such as first-language acquisition, theoretical linguistics, or psychology for much of its research methods, approaches, and models. In very recent years, a great deal of interest has been generated among second-language researchers in applying a sociolinguistic framework to SLA research. Some of these researchers, dissatisfied with the static nature of sociolinguistic descriptions, have been seeking to extend second-language (L2) sociolinguistic models by incorporating social psychological theories which seem better able to explain the dynamics of human verbal interaction. Some of these theories, however, account for first-language (L1) data better than they do for L2 data. As Beebe and Giles (1984) note, the L2 learner is a special case compared to the monolingual or fluent bilingual. The linguistic competence of the L2 learner is constantly in flux. Consequently, there is a more complex set of factors affecting L2 performance. The present study was undertaken with the goal of further exploring the social psychological dynamics that affect L2 production and seeing how well theories originally developed to explain L1 data fit within an L2 model.
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Berkowitz, D. (1989). The Effect of Cultural Empathy on Second-Language Phonological Production. In: Eisenstein, M.R. (eds) The Dynamic Interlanguage. Topics in Language and Linguistics. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0900-8_7
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DOI: https://doi.org/10.1007/978-1-4899-0900-8_7
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