Social Context and Interlanguage Variability

This project explores how interlanguage development is influenced by the social contexts in which language learners interact. Drawing upon foundational theories, such as Selinker’s interlanguage theory and Vygotsky’s sociocultural theory, it analyzes how learners adapt their language use based on formal and informal communicative settings. The study emphasizes that interlanguage variability is not an error but an adaptive strategy shaped by social mediation and contextual influences. The project synthesizes empirical research from scholars such as Ortega, Amirjalili et al., and Saric to investigate how factors like feedback, input processing, and crosslinguistic influences shape language outcomes. It also highlights the pedagogical implications of embracing variability to create inclusive and responsive language instruction, particularly for neurodiverse learners.