ACCULTURATION MODEL SCHUMANN PDF

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. 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. 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.

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Some learners make rapid progress in learning a second language, while others with the same initial ability and language instruction make little progress in the same amount of time.

Schumann hypothesized that this difference could be accounted for by characteristics of the social and psychological distance learners placed between themselves and the language they were learning. Schumann identified eight characteristics of social distance and four characteristics of psychological distance.

The native language learners' reference group can be superior, inferior, or equal in terms of politics, culture, technology, or economics. If they view their group as superior, they may not learn the second language. Assimilative learners give up native language values and lifestyles. Preservative learners keep native language values and lifestyles. Adaptive learners become bicultural and switch depending on the group. When groups share social facilities, enclosure is low. This supports language learning.

Length of time a learner plans to stay in the country and the permanency of residency in the country impact motivation to learn a new language. Strong intragroup contact in the native language community with few contacts outside the community impacts second language learning. The similarity and harmony between the cultures impact second language learning.

The feelings of the reference groups toward each other impact learning. Feeling silly about trying to learn the language equates to less likely to learn. Being anxious or disoriented in the culture equates to less likely to learn. The extent to which second language learners view their first language as fixed and rigid will impact their learning of the second language.

Adapted with permission from:. Teemant, A. Understanding Langauge Acquisition Instructional Guide. To help improve your experience and to make our open resources the best they can be, our site uses cookies to track some of what you do on the site.

Behaviors we track might include the pages you view, what you click on, how long you watch videos, and so forth. Is that okay? Principles of Language Acquisi tion Cover 1. Language and Identit y Who Are English Lear ners? Understanding Theory 4. Input 5. Interaction 6. Stages of Developmen t Errors and Feedback 8. Types of Proficienci es Types of Performance s Classroom Practices and Language Acquisition Mobile PDF Optimized for tablets 5.

Scan the QR code to navigate to this chapter on your device. Stefinee E. Characteristics of Social Distance: Characteristics Explanations of Characteristics Social Dominance Patterns The native language learners' reference group can be superior, inferior, or equal in terms of politics, culture, technology, or economics.

Integration Strategies Assimilative learners give up native language values and lifestyles. Enclosure When groups share social facilities, enclosure is low. Intended Length of Residency Length of time a learner plans to stay in the country and the permanency of residency in the country impact motivation to learn a new language. Cohesiveness Strong intragroup contact in the native language community with few contacts outside the community impacts second language learning.

Size The size of the native language community may impact L2 learning. Cultural Congruence The similarity and harmony between the cultures impact second language learning.

Attitudes The feelings of the reference groups toward each other impact learning. Characteristics of Psychological Distance: Characteristics Explanations of Characteristics Language Shock Feeling silly about trying to learn the language equates to less likely to learn. Culture Shock Being anxious or disoriented in the culture equates to less likely to learn.

Motivation Level of motivation affects learning. Ego-permeability The extent to which second language learners view their first language as fixed and rigid will impact their learning of the second language. Suggested Citation Pinnegar, S. Allman Ed.

EdTech Books. No, don't track me Okay. Explanations of Characteristics. Social Dominance Patterns. Intended Length of Residency. The size of the native language community may impact L2 learning.

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Schumann's Acculturation Model

Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy. See our Privacy Policy and User Agreement for details. Published on Aug 24, The Acculturation Model is a model of second language acquisition designed by John H.

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Acculturation Model

Some learners make rapid progress in learning a second language, while others with the same initial ability and language instruction make little progress in the same amount of time. Schumann hypothesized that this difference could be accounted for by characteristics of the social and psychological distance learners placed between themselves and the language they were learning. Schumann identified eight characteristics of social distance and four characteristics of psychological distance. The native language learners' reference group can be superior, inferior, or equal in terms of politics, culture, technology, or economics. If they view their group as superior, they may not learn the second language.

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