Social:Acculturation Model
In second-language acquisition, the Acculturation Model is a theory proposed by John Schumann to describe the acquisition process of a second language (L2) by members of ethnic minorities[1] that typically include immigrants, migrant workers, or the children of such groups.[2] This acquisition process takes place in natural contexts of majority language setting. The main suggestion of the theory is that the acquisition of a second language is directly linked to the acculturation process, and learners’ success is determined by the extent to which they can orient themselves to the target language culture.[3]
Background
The acculturation model came into light with Schumann’s study of six non-English learners where one learner named Alberto, unlike the other five, had little progress in the acquisition process of English.[4]
Description
The process of acculturation was defined by Brown as "the process of being adapted to a new culture" which involves a new orientation of thinking and feeling on the part of an L2 learner.[5] According to Brown, as culture is an integral part of a human being, the process of acculturation takes a deeper turn when the issue of language is brought on the scene. Schumann based his Acculturation Model on two sets of factors: social and psychological. Schumann asserts that the degree to which the second-language learners acculturate themselves towards the culture of target-language (TL) group generally depends on social and psychological factors; and these two sorts of factors will determine respectively the level of social distance and psychological distance an L2 learner is having in course of his learning the target-language.[6] Social distance, as Ellis notes, concerns the extent to which individual learners can identify themselves with members of TL group and, thereby, can achieve contact with them. Psychological distance is the extent to which individual learners are at ease with their target-language learning task.[7] Schumann identifies eight factors that influence social distance: social dominance, integration pattern, enclosure, cohesiveness, size factor, cultural congruence, attitude factor, and intended length of residence. He also identifies three factors that influence psychological distance: motivation, attitude, and culture shock.[8] Schumann later sought to extend the acculturation model by assessing contemporary cognitive models for second language acquisition, including McLaughlin’s cognitive theory, Hatch and Hawkins’ experiential approach, Bialystok and Ryan’s model of knowledge and control dimensions, Anderson’s active control of thought framework, and Gasser's connectionist lexical memory framework.[9]
See also
External links
References
- ↑ Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press. p. 230. ISBN 978-0-19-437189-6. https://books.google.com/books?id=3KglibyrZ5sC&pg=PA230.
- ↑ Ellis (1994), p. 217
- ↑ VanPatten, Bill (2010). Key Terms in Second Language Acquisition. Continuum. p. 59. ISBN 9780826499158. https://books.google.com/books?id=KO-ZDi_lpYIC&pg=PA59.
- ↑ Johnson, Keith; Johnson, Helen, eds (1999). "Acculturation". Blackwell Reference Online (Blackwell Publishing Inc). doi:10.1111/b.9780631214823.1999.x. ISBN 9780631214823. http://www.blackwellreference.com/public/tocnode?id=g9780631214823_chunk_g97806312148235_ss1-2. Retrieved 7 April 2013.
- ↑ Brown, H. Douglas (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents. pp. 169–70. ISBN 978-0-13-191966-2. https://archive.org/details/principlesoflang0003brow/page/169.
- ↑ Schumann, John H (1978). The Pidginization Process: A Model for Second Language Acquisition. Rowley: Newbury House Publishers. pp. 367–79.
- ↑ Ellis (1994), p. 231
- ↑ H., Schumann, John (1978). The pidginization process : a model for second language acquisition. Rowley, Mass.: Newbury House Publishers. ISBN 978-0883770962. OCLC 3203534.
- ↑ Schumann, John (Winter 1990). "Extending the Scope of the Acculturation/Pidginization Model to Include Cognition". TESOL Quarterly 24 (4): 667–684. doi:10.2307/3587114.
 |
