Social Context as an Indirect Trigger in EFL Contexts: Issues and Solutions

Reza Gholami, Sharifah Zainab Abd Rahman, Ghazali Mustapha

Abstract


This paper investigates the value of the social context and its role in learning a second language in different contexts. Social context is believed to be able to influence attitude and motivation. It also provides learning opportunities which give rise to learner’s outcomes. In fact, students acquire a language by using it in social interaction with speakers of that language. Nonetheless, significance of social context is mostly ignored or underestimated in most EFL countries because this social context is naturally missing and there is a lack of severe demand for acquiring the second language. Therefore, the final outcome of second language learning is not satisfactory. This paper is a step towards investigating the issues in respect to the social context of EFL countries as an indirect but essential trigger in second language learning. Especially in foreign language classrooms, learners have limited social interaction with their teacher or peers in their target language since that language is not used as a means of communication among them outside or even inside classrooms. Besides investigating the issues, this paper provides suggestions which help improve social contexts in EFL countries.

Full Text: PDF DOI: 10.5539/elt.v5n3p73

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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