Acculturation Theory of Second Language Acquisition

Acculturation Theory

Megan D. Casilla

Acculturation Theory• Proposed by John H. Schumann, American Linguist

Defined as:•Exchange of cultural features when two or more different cultures comes in contact continuous contact

•Sharing of the differences in cultures, this may alter or change a culture but still remains distinct from each other.

Schumann’s Acculturation

ModelAcculturatio

n

Cultural Congruence

Integration Pattern

Enclosure

Cohesiveness

Size

Social Dominance

Attitude

Intended Length of Residence

Social Factors

Social Dominance is simply defined as one culture is on

a higher hierarchy. The much superior hierarchy

greatly influences the much inferior culture.

e.g. Spain is more dominant than the

Philippines. And China to Korea

Social Dominance

A Culture or a Nation is considered a much more superior race

Integration PatternAssimilation

The culture gives up its own

lifestyle to adapt to the culture (Language) it

wants to learn.

It maximizes the contact between the cultures and

enhances the acquisition

process.

PreservationThis strategy maintains its

own lifestyle and rejects the

target group’s language

acquisition.It creates a rift

between the two groups making the acquisition of the target

group’s language

impossible to learn.

AdaptationThis strategy adapts the

target group’s lifestyle and language but

also maintaining its own lifestyle

and values.

This strategy yields varied degrees of language

acquisition of the target language.

Assimilation

Preservation哎

Adaptation

EnclosureDegree of sharing cultural construction (school, church, clubs,

facilities, trades, profession, etc.)

High EnclosureThe two groups have their own

social constructs making the

acquisition of the second

language harder and limited.

Low EnclosureThe two groups

shares the social constructs,

therefore, making the acquisition of

the second language easier

and more facilitated.

CohesiveIf the second-

language learning group is firm or

cohesive the members tends to

separate itself to the target language

group. This makes Second Language

Acquisition harder to accomplish.

SizeA large

population of the second-Language

learning group then it makes

language acquisition more difficult. Conflicts

may emerge between the two

groups.

Cultural CongruenceCongruence is the similarity between the two groups.

If the two groups are similar then second-language acquisition is easier for the language-learning group to grasp the target language.

한국어 ?中国人吗？日本？한국어 ?中国人吗？日本？

한국어 ?中国人吗？日本？

AttitudeIf the Target Group and the

Language-Learning group have positive attitudes towards each

other, there would be less barriers between the two groups

from learning the target language.

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Intended Length of ResidenceIf the Second-Language

Learning group intends to stay in the target language are for a longer time, it is likely for them to learn the

language intensively. A lengthy stay would

promote Second Language Acquisition.

Acculturatio

n

Language Shock

Culture Shock

Ego-Permeability

Motivation

Psychological Factors

Language ShockStengal states that second

Language Acquisition is harder on adults since adult are conscious with what message they want to convey. Language acquisition is

much more ideal for children since children does not fear saying sentences or words

incorrectly. An adult would much prefer the use of his native

language if he has that option.

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वग स चढना

שיסןशि�

कार

वग स हटाना

उफצעשיסן

דרייען

ווירד!או

דערשיסןस हटाना

ווירד!או

וויערדא!

Culture ShockCulture shock is felt by a

person when he/ she encounters a different culture for the first time. This mental state requires the person to

spend greater energy in coping up with his/her new

environment. And this affects the person’s perspective towards learning the host

culture’s language.

I’m

When I Went to America…When I saw

Shocked

Drag Queens!

MotivationMotivation involves the second language learner’s reason to

comprehend Instrumental Motivation

The second-language learner

is learning the language

because he/ she needs/ is required

to learn it.

Integrative MotivationThe second-

language learner is learning the

language in order to meet with, talk to, learn from or find

out about the target language. It is

usually borne out of admiration for the target language.

Researched by Gardner and Lambert

Ego-PermeabilityGuiora explains that gaining a native-like pronunciation of a

second language is called ‘Language Ego’. As a child this

language ego is permeable; therefore, as a child learns a

second language, he is more likely to pronounce the words properly. But if an adult learns a second

language his pronunciation is firm and rigid and tends to pronounce the second language the way he pronounces his native language.

http://sitiumasitah.blogspot.com/2007/12/theories-of-second-

language-acquisition.html

http://wenku.baidu.com/view/ab920e6b561252d380eb6e79.html