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【Abstract】In L2 acquisition， many factors may influence the language learning and learning outcome. Utilizing these factors rightly will help learners reach a high level proficiency. This thesis tries to explain and analyze specific social factors （age， sex， social class and ethnic identity） affecting L2 proficiency. English learners in China learn English in educational settings and they have their own characteristics， teachers should make full use of social factors to improve English proficiency.
【Key words】L2 acquisition; social factors; English competence
【作者簡介】郭真（1982.04-），女，汉族，山东东营人，中国石油大学胜利学院，讲师，硕士研究生，研究方向：英语教学、英语语言学。
Introduction
This is a time of global communication when communication between people has expanded way beyond their local speech communities. There is an urgency to find out whether the proficiency of second language learning can be improved. There is a close relationship between social factors and L2 acquisition， this thesis examines how social factors affect English learning and how to make use of social factors to improve English competence.
1. Social Factors and English Learning
We will now consider a number of specific social factors which influence the learning outcomes. These factors have received the most attention in SLA research.
1.1 Age
Age has received considerable attention from sociolinguists. Younger generation used non-standard variants， while middle-aged speakers preferred the standard variant. Older speakers demonstrated use of non-standard variant， although not to the same extent as the younger generation.
Learners who start learning an L2 after the puberty are unlikely to acquire a native-speaker accent Children may be more prepared to share external norms， while adolescent learners progress more rapidly than younger learner.
1.2 Sex
Research shows that women always outdo men in the standardness of their speech. Women are more concerned with new forms and use them into speech. Otherwise， men are less sensitive to new forms and less likely to notice them. Women are reported to be better at L2 learning than men： they are likely to be more open to new linguistic forms in the language input and they tend to separate themselves from interlanguage forms and target-language norms.
1.3 Social Class
Few studies are dedicated to investigating social class and L2 learning. The results indicate that in terms of the emphasizing formal language learning， middle-class kids achieve higher levels of L2 proficiency and more positive attitudes than working-class children which may be caused by the fact that they are better able to handle decontextualized language. However， when the program stresses communicative skills， there are no obvious differences in social class. 1.4 Ethnic Identity
There is a general consensus that ethnic identity can have a profound influence on L2 learning. A socio-psychological view of the relationship between ethnic identity and L2 proficiency emphasized the role of attitudes. The attitudes that learners take towards the learning foreign language reflect the intersection of their views about their own ethnic identity and those about the target-language culture. This view will influence both L2 and L1 learning， as shown in Figure：
Attitude towards
Native culture
【Key words】L2 acquisition; social factors; English competence
【作者簡介】郭真（1982.04-），女，汉族，山东东营人，中国石油大学胜利学院，讲师，硕士研究生，研究方向：英语教学、英语语言学。
Introduction
This is a time of global communication when communication between people has expanded way beyond their local speech communities. There is an urgency to find out whether the proficiency of second language learning can be improved. There is a close relationship between social factors and L2 acquisition， this thesis examines how social factors affect English learning and how to make use of social factors to improve English competence.
1. Social Factors and English Learning
We will now consider a number of specific social factors which influence the learning outcomes. These factors have received the most attention in SLA research.
1.1 Age
Age has received considerable attention from sociolinguists. Younger generation used non-standard variants， while middle-aged speakers preferred the standard variant. Older speakers demonstrated use of non-standard variant， although not to the same extent as the younger generation.
Learners who start learning an L2 after the puberty are unlikely to acquire a native-speaker accent Children may be more prepared to share external norms， while adolescent learners progress more rapidly than younger learner.
1.2 Sex
Research shows that women always outdo men in the standardness of their speech. Women are more concerned with new forms and use them into speech. Otherwise， men are less sensitive to new forms and less likely to notice them. Women are reported to be better at L2 learning than men： they are likely to be more open to new linguistic forms in the language input and they tend to separate themselves from interlanguage forms and target-language norms.
1.3 Social Class
Few studies are dedicated to investigating social class and L2 learning. The results indicate that in terms of the emphasizing formal language learning， middle-class kids achieve higher levels of L2 proficiency and more positive attitudes than working-class children which may be caused by the fact that they are better able to handle decontextualized language. However， when the program stresses communicative skills， there are no obvious differences in social class. 1.4 Ethnic Identity
There is a general consensus that ethnic identity can have a profound influence on L2 learning. A socio-psychological view of the relationship between ethnic identity and L2 proficiency emphasized the role of attitudes. The attitudes that learners take towards the learning foreign language reflect the intersection of their views about their own ethnic identity and those about the target-language culture. This view will influence both L2 and L1 learning， as shown in Figure：
Attitude towards
Native culture