NATIVIZATION MODEL & ACCOMMODATION THEORY

Marco D. Meduranda

EDL 205

Prof. Lorenzo Orilloz

OBJECTIVES Determine and discuss the roles of the two

theories in second language acquisition Differentiate the tem nativization and

denativization highlighting their advantages and disadvantages

Differentiate accommodation theory from the acculturation model in terms of SLA

Expound the role of motivation in SLA according to the accommodation theory

Explain the implication of the two theories to language teaching and learning

NATIVIZATION MODEL(Roger Andersen, 1985)

NATIVIZATION

DENATIVIZATION

NATIVIZATIONNATIVIZATION

characterized by assimilation learners make input conform

to his own internalized view of what constitute the L2 system

learner attends to an “internal norm”

evident in pidginization, as well as early second and first language acquisition

DENATIVIZATIONDENATIVIZATION

involves accommodation the learner adjusts his

internalized system to make it fit with the input

learner uses inferencing strategies to reshape his interlanguage according to an “external norm”

part of depidginization, also late second and first language acquisition

SLA is the gradual transition of attention from an internal and external norm…the

switch that learners make from reliance on

simplifying to reliance on inferencing strategies.

ACCOMMODATION THEORYHoward Giles, 1973

ACCOMMODATION THEORYHoward Giles, 1973

How does inter-group language use reflects

social and psychological aspect

of interethnic communication?

ACCULTURATION MODEL

ACCOMMODATION THEORY

- ACTUAL SOCIAL DISTANCE

- For Schumann, social and psychological distance are static or they change very slowly over the course of time

- PERCEIVED SOCIAL DISTANCE

- Giles treat such variables as dynamic and fluid in accordance to the shifting views of identity of each group vis-à-vis the others.

L2 proficiency largely relies upon motivation, which is to great extent affected by how individual learners view themselves in terms of ethnic identity.

VARIABLES OF ETHNIC IDENTITY

1. Identification of the individual learner with his ethnic in-group.

2. Inter-ethnic comparison

3. Ethnolinguistic vitality

4. Perception of in-group boundaries

5. Identification with other in-group social categories

DETERMINANTS OF SUCCESSFUL LEARNING ACCORDING TO THE ACCOMODATION THEORY

KEY VARIABLESA.

HIGH MOTIVATION, HIGH LEVEL OF PROFICIENCY

B. LOW MOTIVATION,

LOW LEVEL OF PROFICIENCY

1.Identification with in-group

2.Inter-ethnic comparison

3.Ethno-linguistic vitality

4.Perception of in-group boundaries

5.Identification with other in-group social categories

weak identification

makes favorable or no comparison, i.e. in-group is not seen inferior

low perception

soft and open

strong identification-satisfactory in-group status

strong identification

makes unfavorable comparison i.e. in-group is seen inferior

high perception

hard and closed

weak identification- inadequate unsatisfactory in-group status

In addition, the level of proficiency that a learner can achieve in second language acquisition is also dependent on the learner’s linguistic output.

people are continually modifying their speech with others so as to reduce or accentuate the linguistic (and hence) social differences between them depending on their perceptions of the interactive situation ….

TWO TYPES OF CHANGE WHICH OCCUR IN THE L2 SPEAKER’S USE

OF ETHNIC SPEECH MARKERS

1. UPWARD CONVERGENCE - appears when in-group speech markers are not accentuated, therefore a learner’s motivation concerning out-group community is favorable

2. DOWNWARD CONVERGENCE: occurs when ethnic speech markers are stressed, and learner’s

motivation towards the out-group is unfavorable.