The Acculturation Model

Date : 14. Sept, 2019

Subject : Theories of Language
Instructor : Ma’am Kay Gallo
Presenter : Kim Hyunju
❏ INTRODUCTION

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❏ OVERVIEW
 The model of second language acquisition based on the social-
psychology of acculturation. It maintains that certain social and
psychological variables cluster into a single variable, acculturation.

 The acculturation model predicts that learners will acquire the target
language to the degree they acculturate to the target language
group.

 The nativization model provided a cognitive dimension by Andersen.

He is concerned with learning processes.

 The acculturation and nativization are part of SLA and contact that
the learner has with target language.

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❏ Acculturation Model
 The process of becoming of adapted to a new culture ( By Brown, 1980 )

 Second Language acquisition is just one aspect of acculturation and the

degree to which a learner acculturates to the target language group will
control the degree to which he acquires the second language. (By
Schumann, 1978)

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❏ The Acculturation Model of Schumann
 Acculturation, and hence SLA, is determined by the degree of social
and psychological distance between the learner and the target
language culture.

 Social distance is the result of a number of factors which affect the

learner as a number of factors which affect the learner as a member of
a social group in contact with the target language group.

 Psychological distance is the result of various affective factors which

concern the learner as an individual.

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❏ The Acculturation Model of Schumann
 Schumann(1978b) lists the various factors which determine social and
psychological distance.

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❏ Social factors of Schumann Model
 “GOOD” learning situation
(1) the target language and L2 groups view each other as socially equal
(2) the target language and L2 groups are both desirous that the L2 group will
assimilate
(3) both the target language and L2 groups expect the L2 group to share social
facilities with the target language group (i.e. there is low enclosure)
(4) the L2 group is small and not very cohesive
(5) the L2 group's culture is congruent with that of the target language group
(6) both groups have positive attitudes to each other
(7) the L2 group envisages staying in the target language area for an extended period

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❏ Social factors of Schumann Model
 “BAD” learning situation
(1) The conditions are opposite to the ones described above.
(2) It is, of course, possible to have varying degrees of social distance.

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❏ Psychological factors of Schumann Model
 Language shock
: The learner experiences doubt and possible confusion when using the L2.
 Culture shock
: The learner experiences this orientation stress, fear, etc. as a result of differences
between culture and that of target language community.
 Motivation
: is the extend the learners are integrative or instrumentally motivate to learn (get a
new job, interested in learn the language, etc.)
 Ego boundaries
: L2 learner perceive that L1 is permeable of flexible boundaries and rigid or fixed
boundaries.

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❏ Pidginization Hypothesis of Schumann Model
 Schumann suggests that the early stages of SLA are characterized by the same
processes that are responsible for the formation of pidgin language.

 When social and/or psychological distances are great, the learner fails to
progress beyond the early stages, with the result that his language is pidginized.

 The learner, Alberto (Costa Rican) a reduced and simplified form of English
• use of no e.g. I no use television
• lack of inversion e.g. What you study?
• lack of auxiliaries
• lack of possessive "-s“
• unmarked forms of the verb (-ed)
• lack of subject pronouns

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❏ Functions of Schumann Model

 Following Smith (1972), Schumann distinguishes three broad functions of

language:
(1) the communicative function, which concerns the transmission of purely
referential, denotative information

(2) the integrative function, which involves the use of language to mark the speaker
as a member of a particular social group

(3) the expressive function, which consist of the use of language to display linguistic
virtuosity (e.g. in literary uses).

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❏ The Nativization Model of Andersen
 Nativization Model, is to a great extent modeled on Schumann’s
Acculturation Model, with the difference that it is much more focused on
cognitive aspects of learning processes.

 SLA is the gradual transition of attention from an internal to an external

norm, the switch that learners make from reliance on simplifying to
reliance on inferencing strategies.

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❏ The Nativization Model of Andersen
 SLA consists of two general processes; Nativization and Denativization.
These terms cannot be separated and same overall process of
acquisition.

 Nativization (Interal Norm)

(1) It is consists of assimilation; the learner makes the input conform to his own
internalized view of what constitutes the L2 system.
(2) It is apparent in pidginization and the early stages of both first and second
language acquisition.

 Denativization (External Norm)

(1) This involves accommodation; the learner adjusts his internalized system to
make if fit the input.
(2) It is apparent in depidginization (i.e. elaboration of a pidgin language which
occurs through the gradual incorporation of forms from an external language source)
and also in later first and second language acquisition.
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❏ The Nativization Model of Andersen
❖Gonville & Caius College, Cambridge, BA (Hons), Economics (1976 – 1979)

Nativization Denativization
Accommodation
Growth independent Growth towards an
of the external norm Assimilation external norm

Restricted access Adequate access

to input to input
Pidginization Depidginization
Creation of a unique First/Second language
first/second language as increasing approximation
acquisition towards external ‘target’ norm

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❏ CONCLUSION
 They provide explanations of why L2 learners, unlike first language
learners, often fail to achieve a native-like competence.

 L2 learners may be cut off from the necessary input as a result of social
distance, or they may fail to attend to it as a result of psychological
distance.

 The notions of 'internal' and 'external norms' are elegant devices for
explaining why early and late interlanguage systems are so very different.

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❏ LIMITATION
 Schumann did not focus on cognitive and linguistic domain.

 Schumann did not talk about what type of instructions teachers need to us in
the classroom.

 Neither Schumann and Andersen’s model sheds light on how L2 knowledge is

internalized and use.

 Although Andersen’s model does consider internal factors (in the form of the
assimilation/accommodation distinction), there is no discussion of how these
operate.

 The relationship between primary linguistic data and internal processing is an

intricate one, requiring a detailed account of how learner strategies operate on
input and produce output.

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❏ REFERENCE
1) Ellis, R, (1995). Understanding second language acquisition. Oxford: Oxford University
Press

2) John H. Schumann, (1986). Research on the acculturation model for second language
acquisition. Journal of multilingual and multicultural development, 7(5), 379-392.

3) Zaker, A. (2016). The acculturation model of second language acquisition: Inspecting

weaknesses and strengths. Indonesian EFL Journal, 2(2), 80-87.

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