The document discusses three SLA (second language acquisition) models:
1) The Acculturation Model proposes that SLA is determined by the degree of social and psychological distance between the learner and the target language culture. Greater social and psychological distance leads to less SLA.
2) The Nativization Model
3) The Variable Competence Model
The document discusses three SLA (second language acquisition) models:
1) The Acculturation Model proposes that SLA is determined by the degree of social and psychological distance between the learner and the target language culture. Greater social and psychological distance leads to less SLA.
2) The Nativization Model
3) The Variable Competence Model
The document discusses three SLA (second language acquisition) models:
1) The Acculturation Model proposes that SLA is determined by the degree of social and psychological distance between the learner and the target language culture. Greater social and psychological distance leads to less SLA.
2) The Nativization Model
3) The Variable Competence Model
3.2.1 The Acculturation Model • ‘Acculturation is the process of becoming adapted to a new culture’ (Brown, 1980). • As the Lg is one of the most observable expressions of culture, acculturation process is an important aspect of SLA. • Acculturation process is more important in L2 learning and teaching process than foreign Lg learning/teaching. • The central premise of the Acculturation Model is: • “…SLA is just one aspect of acculturation and the degree to which a learner acculturate to the TL group will control the degree to which s/he acquires the L2” Schumann 1978). Acculturation … • Acculturation (or SLA) is determined by the degree of social and psychological distance between the learner and the TL culture. • ‘social distance’ is the result of a number of factors which affect the learner as a member of a social group in contact with the TL group. • ‘psychological distance’ is the result of various affective factors which concern the learner as an individual. • Social factors are primary and psychological factors may affect only when social distance Is indeterminant. Social distance • “The speech of the L2 learner will be restricted to the communication function if the learner is socially and/or psychologically distant from the speakers of the target language” (Schumann. [1976]. • “Social distance” was an innovative concept, predicted on a complex comparative analysis. Social factors • There are several social factors that Schumann accounts for the rate of SLA : • Limited integration of cultural groups • Size of minority group – the group is more self-sufficient the larger they are • How tight-knit the group is • The variance of characteristics between their culture and the mainstream culture • Majority groups attitude towards the minority group • Language learner expects to stay a short time in the country • Motivation, culture shock and attitude of language learner • Language learner and mainstream culture both view each other as equal • Language learner and mainstream culture both desire assimilation Good/positive learning social situations can be: • The TL & L2 groups view each other as socially equal. • The TL & L2 groups are both desirous that L2 group will assimilate. • Both the TL & L2 groups expect the L2 group to share social facilities with the TL group. • The L2 group is small & not very cohesive. • The L2 group’s culture is congruent with that of the TL group. • Both groups have positive attitudes to each other • The L2 group envisages staying in the TL area for an extended period. • The opposite of conditions than the mentioned above can lead to bad learning situations. Psychological factors • Psychological factors are affective in nature. • They are: • Lg shock: the learner experiences doubt & possible confusion when using L2. • Culture shock: the learner experiences disorientation, stress, fear, etc. as a result of differences between his/her own culture & TL community. • Motivation • Ego boundaries: feeling of egocentrism, not ready to take risk. Acculturation … • Bad social & psychological learning situations affect in 2 ways: by determining Critique/Classroom Implications • When people from one culture move into an area dominated by another culture there are going to be changes or adaptations made by people on both sides. • The non-majority culture will be making most of these changes. • During this acculturation process there will inevitably be aspects of the native culture that will be lost. • Although it will not be as drastic or damaging as assimilation, the effects cannot be avoided (Berry, 2008). • Another possible critique is that students who maintain their culture in a society that is dominated by a different culture may feel alienated from others. • This could lead to poor self-esteem and other social difficulties. • One way to promote acculturation in the classroom is the help all students feel that their culture is appreciated and respected. • Teachers can do this by inviting students to share different aspects of their culture with the class. • This can be during cultural holidays, or any time.