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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.