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
 Content
SLA Research
Variation in Using
sociolinguistics: Variationist
Dynamic
Introduction Speech styles; Approach:
Systems
The Dynamic variable rules; Style Shifting;
Theory:
Paradigm: Multiple factors Linguistic
Focuses on
Language Context
how multiple
evolves as
factors interact
rules spread Pedagogical
to shape
through implications
language
communities or
development.;
contexts;
 • Learner language is
dynamic, showing
variation even within
developmental
stages.
Introductio
o Example: Spanish
n 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
Research differently in formal versus
Using casual speech.
• Example: Japanese learners
Variationi Linguistic
of English useContext
the target /z/
st sound more accurately when
• The linguistic environment
Approach reading aloud than in casual
affects
speech.learner's use of
variants.
• Example: French speakers
omit "ne" more frequently
The Dynamic Paradigm
Language evolves as
Gradual Diffusion
rules spread through
Model
communities or contexts.
• Learners start with one
form, then gradually
shift to another form
based on context.
• Example: Francophone
learners of English
progressively replace
Dynamic Systems Theory
Focuses on
how multiple
factors
interact to Variation can
shape appear random
language due to different Language
development influences systems
Chaotic
. (e.g., memory settle into
or fatigue).
Variation temporarily
Attractor Example:
stable A
learner may
States states.
consistently
use "don’t" for
a while before
improving to
"doesn’t"​.
Pedagogic Teaching Must Be
al Flexible:Language learners
don’t always follow strict rules,
imlications  so teachers should be flexible
with corrections.
 Encourage Practice in
Different Contexts:
Pedag Learners use language
differently in formal and
ogical informal situations;

implic  Use various tasks

(speaking, reading, writing)
ations to 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:
Pedago
gical Learners may
implicat alternate between
ions forms before
Be patient
mastering the with
learners as
correct one. they
figure out how to
 Input
frequency
affects
learning. The
Emphasize
more learners
Pedago Input and
Exposure:
hear correct
forms, the
gical more likely
they’ll use
implicat  Provide
frequent and
them.

ions 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
 Focus
may on fluency and sociolinguistic
remain.
competence rather than expecting perfect
accuracy.