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An Acculturation Model for Second Language Acquisition

Journal of Multilingual and Multicultural Development

January 1986
7(5):379-392

DOI:10.1080/01434632.1986.9994254

Authors:

John Schumann

University of California, Los Angeles

This paper presents a model of second language acquisition based on the social-psychology of acculturation. The model maintains that certain social and psychological variables cluster into a single variable, acculturation. The model predicts that learners will acquire the target language to the degree they acculturate to the target language group. Six studies that, in various, ways seek to test the Acculturation Model are reviewed and evaluated. Technical problems that affect such research are discussed, and the current status of the model is assessed.

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Content uploaded by John Schumann

Content may be subject to copyright.

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

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/Franck and Atmanspacher, 2009)45. Since the nite present is a

fundamental and universal feature of subjectivity, it follows that

free choice, semiosis, and subjectivity are coextensive. The

present moment is the quantum of semiosis. Semiosis stops time

– in the sense that the Now emerges in symbiosis. Semiosis is

choice-making." (455)

I downloaded a copy of the Franck and Atmanspacher article and

found a number of interesting observations related to

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Integrating aesthetic experience in german as a foreign language (DAF) acquisition: an empirical study for developing a workshop concept – arts educate in romanian schools

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Feb 2025

Peter T. Mramba

Suala la athari za L1 katika ujifunzaji wa Kiswahili kama L2 limewavuta wataalamu wengi. Lugha ya Kiswahili hutumika sanjari na lugha za kijamii. Lugha ya kijamii huzungumzwa katika jamii inayohusika na huwa na wazungumzaji wa lugha hiyo kwa eneo zima. Kirombo ni lugha ya kijamii ambayo ipo miongoni mwa lugha za Kichaga ambazo kwa ujumla wake zipo sita: Kirombo, Kimachame, Kikahe, Kihusa, Kimochi na Kisia katika mkoa wa Kilimanjaro (Mluta, 2009). Lugha ya jamii hutumiwa katika ngazi ya familia, biashara, shughuli za kilimo, harusi, mazishi, na kadhalika. Makala haya yanalenga kubaini athari za uhamishaji wa sauti za Kirombo katika ujifunzaji wa Kiswahili kama lugha ya pili. Uhamishaji wa matamshi ya Kirombo katika ujifunzaji wa Kiswahili huathiri lugha ya Kiswahili kama lugha ya pili. Sehemu ya kwanza ya makala haya yanahusu utangulizi wa jumla na fasili ya dhana za msingi kama vile lugha ya kwanza na lugha ya pili, ujipataji wa lugha na ujifunzaji wa lugha. Pia, sehemu hii imefafanua mbinu za utafiti zilizotumika na nadharia iliyoongoza utafiti huo. Aidha, sehemu ya pili ya makala haya yamebainisha athari za kifonolojia za Kirombo zinazohamishiwa katika Kiswahili wakati jamii ya Warombo inapojifunza Kiswahili kama lugha ya pili, na sababu za athari hizo. Mwisho, mwandishi amependekeza njia za kuondokana na tatizo la athari za L1 katika ujifunzaji wa L2 kwa jamii ya Warombo.

The mediating role of English learning motivation between socioeconomic status and pragmatic awareness

Article

Full-text available

Jan 2025

Socioeconomic status (SES) has received great attention in learning a second or foreign language (SL/FL). However, little research has investigated the association between SES and SL/FL pragmatic learning, let alone the influencing pathways of SES on SL/FL pragmatic awareness (PA). Therefore, this research aimed to address the link between learners’ SES and PA with the mediating effects of learning motivation based on the L2 motivation self-system (L2MSS) theory by surveying 292 Chinese EFL university students. Structural equation modeling analyses indicated that: (1) SES had no significant effect on ought-to L2 self and intended learning efforts; (2) ought-to L2 self and intended learning efforts had significant predictive effects on PA; (3) SES positively and directly predicted EFL learners’ PA; and (4) ideal L2 self, attitudes toward L2 community, and attitudes toward learning English mediated the relationship between SES and Chinese EFL learners’ PA significantly.

Strategies in learning a foreign language and English proficiency levels: an examination of Japanese EFL learners

Article

Full-text available

Jan 2010

Norman Fewell

This study attempts to examine language learning strategy (LLS) utilization patterns of Japanese EFL learners. The Strategy Inventory for Language Learning (SILL), developed by Oxford (1990) to assess selection and frequency of LLSs, provided insight into individual utilization of memory, cognitive, compensation, metacognitive and social strategies. A comparison of two groups of learners, sorted according to language proficiency levels, revealed that selection of LLSs may have been a critical factor in determining eventual success or failure in language learning. JOURNAL: Scripsimus [言語文化研究紀要] Bulletin of Language and Culture Research

Enseñanza de español para fines específicos a hablantes de herencia (Teaching Spanish for specific purposes to heritage speakers)

Chapter

Jan 2025

Este capítulo pretende proporcionar un punto de referencia sólido en el campo de la enseñanza de español con fines específicos (EFE) a aprendices de español como lengua de herencia (ELH). Conforme aumenta el número de aprendices de ELH en espacios de singular importancia como los Estados Unidos, este alumnado encuentra nuevas ventajas en su habilidad bilingüe e identidad multicultural al finalizar sus estudios y afrontar su vida profesional. Como tal, los cursos de EFE han propiciado un creciente interés en los estudiantes con este perfil, incluso en aquellos que han tenido un contacto mínimo con el español como lengua de especialidad en los registros académicos y profesionales. En primer lugar, el capítulo traza los orígenes, la evolución y el alcance de la enseñanza de EFE, de acuerdo con la investigación empírica y pedagógica. A continuación, se trata EFE y la caracterización del aprendiz de ELH, sus necesidades y los antecedentes de EFE para este alumnado. El siguiente apartado expone las ventajas y las corrientes actuales de EFE para el hablante de herencia (HH), así como los elementos clave para cursos de EFE que los benefician. Por último, se presentan particularidades pedagógicas del EFE para HH (i.e., la descripción de los registros lingüísticos, la elaboración de mapas de géneros textuales, los modelos de colaboración universidad-empresa, la medición de los progresos y evaluación de las competencias, y EFE para HH en la escuela secundaria) para concluir con algunas líneas de investigación y aplicación futuras. This chapter aims to provide a solid point of reference in the field of teaching Spanish for specific purposes (SSP) to Spanish heritage language learners (HLLs). As the number of Spanish HLLs continues to increase in spaces of singular importance, such as the United States, this student population finds new advantages in their bilingual ability and multicultural identity at the end of their studies and upon entering the job market. As such, the courses focused on SSP have led to a growing interest in the profile of this student body, even in those who have had minimal contact with Spanish as a specialty language in academic and professional registers. First, the chapter traces the origins, evolution, and scope of SSP teaching, based on empirical and pedagogical research. Next, SSP and the characterization of Spanish HLLs, their needs, and the background of SSP for this student body are discussed. The next section sets out the benefits and current trends of SSP for HHs, as well as the key elements for SSP courses that benefit them. Finally, pedagogical particularities of SSP for HHs (i.e., the description of language registers, the preparation of maps of textual genres, the university–industry collaboration models, the measurement of progress and assessment of competencies, and SSP for HH in secondary schools) are presented, concluding with some lines of future research and application.

A Decisive Study of English Language Proficiency among the Private University Freshmen in Bangladesh

Article

Full-text available

Jan 2019

S M Sabbih Hossain

As a language, English has received the respect and prestige to be used in almost everywhere, even where English is not the second language, especially in this subcontinent where the education system provides an enormous focus on learning English; but in a country like Bangladesh, as this study finds, the students are still poor in learning English and as a result, they face serious problems in communicating in English. In spite of the high passing rate in the SSC and HSC students are found reasonably weak in English. Many employers complain over the fact that the recruited freshmen, in most of the cases, are found inefficient in English. So, to have a sound knowledge about the English language proficiency that can help the universities to reshape their current outcome based curriculum and education system (to some extent, at the least) is necessary. This research paper tries to analyse and have an insight into the present scenario using primary and secondary sources through a questionnaire of 24 statements with a Likert scale, interviews of the students and faculty members, and academic results, so that the authorities may devise plans to delve into the situation; and for this, some recommendations are provided based on the findings of the study.

Έντεχνη Μάθηση και Καλλιτεχνική Αξιολόγηση στη Διδακτική της Ανάγνωσης σε Πολυπολιτισμικά Περιβάλλοντα

Book

Full-text available

Jan 2025

Konstantinos Mastrothanasis

Πώς μπορεί η μάθηση και η αξιολόγηση στη δεύτερη γλώσσα να ξεπεράσει τα όρια της παραδοσιακής διδακτικής και να γίνει μια δημιουργική και πολυδιάστατη εμπειρία; Το βιβλίο αυτό εξετάζει τη διδασκαλία της ανάγνωσης στη δεύτερη γλώσσα μέσα από την ενσωμάτωση καινοτόμων παιδαγωγικών προσεγγίσεων, εμπνευσμένων από τις τέχνες και τη συνεργατική μάθηση. Με έμφαση στις ψυχογλωσσικές, κοινωνικοπολιτισμικές και καλλιτεχνικές διαστάσεις της γλωσσικής και αναγνωστικής εκπαίδευσης, αναδεικνύει πρακτικές, στρατηγικές και θεατροπαιδαγωγικές μεθόδους για τη διαμόρφωση εγγράμματων αναγνωστών. Ιδιαίτερη σημασία δίνεται στην έντεχνη διδασκαλία και την καλλιτεχνική αξιολόγηση, αναδεικνύοντας τη δύναμη του θεάτρου και των τεχνών ως μέσα καλλιέργειας της αναγνωστικής ευχέρειας και της πολυπολιτισμικής κατανόησης. Στο βιβλίο περιλαμβάνονται επίσης μελέτες περίπτωσης για ανάλυση, προσφέροντας στους αναγνώστες τη δυνατότητα να εξετάσουν τις θεωρητικές αρχές στην πράξη και να αντλήσουν ιδέες για την εφαρμογή τους σε πραγματικά εκπαιδευτικά περιβάλλοντα. Απευθύνεται σε εκπαιδευτικούς, ερευνητές και φοιτητές που αναζητούν νέες προσεγγίσεις στη γλωσσική παιδεία, παρέχοντας τους τα εργαλεία για να εμπνεύσουν τη μάθηση και να εμπλουτίσουν την εκπαιδευτική διαδικασία. Ένα έργο αφιερωμένο στην εκπαίδευση που μεταμορφώνει.

Investigating Motivational Factors on The Use of Technology in EFL Classroom

Article

Dec 2023

Raden Hasby Isnaindy Fasa

In recent years, many studies indicate that the use of technology plays an important role in the process EFL (English as Foreign Language) learning. It is also proven that the motivation factor influences learnersâ€™ learning processes. The aim of this study is to investigate if there is any relationship between the use of technology in Indonesian EFL university classes and the studentsâ€™ motivation in learning English. To test this hypothesis, a questionnaire and studentsâ€™ interview developed by Binnur (2011) were distributed among a group of 30 Indonesian EFL university students who were in EFL classes learning by internet, mobile phone and power point to be used on their English classes. Data gathered were analyzed both quantitatively and qualitatively. The result shows that Indonesian EFL university students have a positive attitude towards the use of technology in their English classes.

The Role of L1 (First Language) in L2 (Foreign or Second Language) Learning : An Enquiry at the Secondary Level

Thesis

Full-text available

Dec 2023

Shammi Akter Lima

The purpose of this study is to delve into the intricate dynamics of the role of the first language (L1) in the process of learning a foreign or second language (L2). Through a comprehensive examination of data gathered from questionnaire surveys conducted on students and interviews with language teachers, the study explores patterns, correlations, and insights that shed light on the nuanced interactions between L1 and L2 learning. The findings reveal a balanced representation of proficiency levels in L1 among students, with a strong consensus on the significance of maintaining L1 proficiency in L2 learning. The study identifies vocabulary acquisition as a key benefit of using L1 in L2 learning, while also highlighting challenges such as vocabulary gaps and negative impacts. Teachers' perspectives provide a nuanced understanding of the positive transfer effects, challenges of L1 interference, cognitive benefits, emotional dimensions, vocabulary acquisition, cultural influences, developmental trends, and pedagogical recommendations. The research underscores the importance of integrating L1 support in instructional practices, employing targeted instructional strategies, promoting strategic code-switching awareness, incorporating culturally embedded instruction, and tailoring approaches to align with developmental stages. In conclusion, this research contributes valuable insights to language teaching methodologies, emphasizing a holistic and adaptive approach to optimize the role of L1 in enhancing the language learning experience for foreign or second language (L2) learners.

Principles and Practice in Second Language Acquisition

Article

Full-text available

Jan 1982

Stephen Krashen

Attitudes and Attained Proficiency in ESL: A Sociolinguistic Study of Mexican Americans in the Southwest

Article

Full-text available

Jun 1977

A population of Mexican American women studying in a Job Corps vocational school in Albuquerque, New Mexico was studied. The main objective was to investigate the relationship between attained proficiency in ESL and attitudes toward self, toward the native language group, toward the target language group, reasons for learning ESL, and reasons for coming to the U.S. In part this study was a replication of three earlier projects investigating attitudes of learners in relation to attainment of proficiency. The hypothesis that the observed relationships would be stronger for learners in a second language setting than for learners in a foreign language setting was again sustained. The learners in this study did better on the ESL proficiency test if they saw themselves and Mexicans in general as high on factors that could be interpreted roughly as willingness to receive instruction. They appeared to be anti-integratively motivated towards the Anglo American majority. This was strikingly apparent in the fact that if subjects rated Americans as high on a factor defined principally in terms of positive personal traits they did more poorly on the ESL test. As they became more proficient in ESL they appeared to become more negative toward Americans. This is also consistent with the finding that some traits valued positively if attributed to self or the native language group were valued negatively with reference to Americans.

Interaction, acculturation, and the acquisition of communicative competence: A case study of an adult

Article

Jan 1983

R. Schmidt

Learning a new language

Article

Apr 2004

S.T. Newman

The CNC units which are able to accept third-party software such as CAM which supports development of unique user interfaces are discussed. The CAM system intermediate output is semi-neutral format which is pre-processed into specific G-code language to suit differing makes/models of CNG. STEP-NC is developed to provide automated and machine-independent method of linking CAD through CAM to CNC. This program code describes the 'what' of machining with CNC unit having intelligence which allows to generate the 'how' locally.

Attitudes and Motivation in Second-Language Learning

Article

Mar 1974

Second-Language Acquisition and Foreign Lanquage Teaching

Article

Jan 1978

Gingras, Rosario C., Ed

This volume presents two papers synthesizing current research in second-language acquisition and reactions to these papers from the point of view of researchers in foreign language learning. The introduction by Rosario Gingras provides an overview of the research in second-language acquisition as it applies to foreign language teaching. A distinction between "second language" and "foreign language" is proposed: in a second-language context, the target language is spoken by the community outside the classroom; in a foreign language context, the target language is generally limited to classroom study. The following papers appear in the collection: (1) "The Monitor Model for Second-Language Acquisition," by S. Krashen; (2) "The Acculturation Model for Second-Language Acquisition," J.H. Schumann; (3) "The Monitor Model and Monitoring in Foreign Language Speech Communication," by K. Sajavaara; (4) "Implications of Research on Adult Second-Language Acquisition for Teaching Foreign Languages to Children," by M. Saville-Troike; (5) "Implications of Current Research on Second-Language Acquisition for the Teaching of Foreign Languages in the United States," by A. Valdman; and (6) "Second-Language Acquisition and Foreign Language Teaching," by R. Gingras. A comprehensive bibliography concludes the volume. (AMH)

The Role of Integrative Motivation in English as a Second Language Learning Among a Group of Foreign Students in the United States

Article

Jan 1982

Liz England

The role of such affective variables as integrative motivation in successful adult second language learning is explored. It is argued that the myth of the melting pot is based on commitment to integration, and that integrative motivation is thus viewed as desirable in minority group members. Studies of affective variables in second language learning have proposed models that state that successful learners of English must have positive attitudes toward English speakers. These models are based on belief in the superiority of the integrative motive over an instrumental motive. The acculturation model for second language acquisition and seven studies linking attitudes to language learning are reviewed. These studies assume a casual link between acculturation and language learning success. In order to test this assumption, a language attitude questionnaire was administered to 84 foreign students at a U.S. university who were considered successful English learners, and in-depth interviews were conducted with nine of the students. Little evidence of an integrative orientation was found among these successful English learners. In conclusion, English as a second language teachers should recognize that their students may not have an integrative orientation toward American culture. (RW)

“Theory and Research in Second Language Learning: An Emerging Paradigm

Article

Oct 2006
LANG LEARN

Barry McLaughlin

The answers we give to the questions we ask are limited by the methods we use The argument of this paper is that theory and research in second language learning are leading us to ask questions for which we need a new research paradigm–one that focuses on the interaction of person and situational factors. This paradigm has been used in some areas of research in education and psychology, although only recently has the application of regression analysis allowed adequate testing of the model. Advantages and problems in the use of the interaction research paradigm are discussed and implications are drawn for research on second language learning.

Affective Factor and the Problem of Age in Second Language Acquisition

Article

Oct 2006
LANG LEARN

John Schumann

This paper reviews several bodies of literature concerned with the relationship of affective factors such as language shock, culture shock, attitude, motivation and ego permeability to second language acquisition. These issues are then related to the problem of age in second language learning. It is suggested that affective variables may play a more important role than does biological maturation in problems associated with adult second language acquisition.

Second Language Acquisition: The Pidginization Hypothesis

Article

Dec 1976
LANG LEARN

John Schumann

This paper is a case study of the untutored acquisition of English by a 33 year old Costa Rican named Alberto. His language learning was examined longitudinally for a ten month period. During that time he evidenced very little linguistic growth. Three causes for Alberto's lack of development are considered: ability, age, and social and psychological distance. Performance on a test of adaptive intelligence indicated that lack of ability is not adequate to explain his acquisition pattern. Also, due to the inadequacy of the arguments for a biological critical period in language acquisition, age is also rejected as a cause. However, Alberto's English speech showed evidence of pidginization. Pidginization is seen as the result of the learner's social and psychological distance from speakers of the target language. Hence, it is argued that Alberto's lack of development in English is the result of his social and psychological distance from native speakers of English.