The Impact of Social Identity and Culture on Second Language Learning: A Sociolinguistic Perspective

Abstract

Taking a sociolinguistic stance, the current study was an attempt to find out the role of social identity and culture on second language acquisition (SLA) among language learners. In this study, some speculations and arguments addressing the definition of social identity and culture, their role, and the value of instructing them in SLA were examined. Additionally, it offered some instructional techniques for teaching SLA/FLA students about culture acquisition. Based on the evidence gathered, it was determined that learning a second or foreign language requires more than just mastering the linguistic structures and elements; it also necessitates learning about the social identity and culture of the target country. It was also discovered that social identity, culture, and language are so intricately entwined in a society that separating them would probably send the other to hell. Without having a thorough understanding of the language's identity and culture, a learner cannot fully master the language. In addition, it is impractical for students who try to abandon their mother tongues or cultures during the SLA/FLA process, which results in the disappearance of their social identities.