Acculturation-rdln.docx
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This document discusses acculturation and the factors that influence language learning. It notes that acculturation involves social and psychological factors that determine interactions between groups. Language learning requires social and psychological contact with the target language group. Several social and psychological distance variables are presented that may help or hinder language acquisition, such as political and social dominance, attitudes toward assimilation, group size, motivation, and willingness to adapt identities. The document concludes by considering how these acculturation factors should inform second language teaching.
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Acculturation model
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
Acculturation Model.pptx
The document discusses John Schumann's acculturation model of second language acquisition. The model proposes that social and psychological integration, or acculturation, of the language learner with the target language community is necessary for successful SLA. Schumann identified social and affective variables that can influence the degree of acculturation and contact with L2 speakers, such as social dominance, integration patterns, and motivation. The model has received some criticisms for not adequately defining or measuring acculturation, but it emphasizes the importance of cultural and social factors in SLA.
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This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
Acculturation Model 1978
This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
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Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
PSYCHOLOGY AND LANGUAGE LEARNING
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
CH 5 Social Contexts of Second Language Acquisition-1.pdf
This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are seen as necessary for language learning. Microsocial factors like variation theory, accommodation theory, and sociocultural theory are explored. Macrosocial factors like ethnography of communication and acculturation theory are also discussed. The chapter covers concepts like foreigner talk, input modifications, interactional modifications, and feedback, which are important for understanding the social aspects of second language learning.
Powerpoint tefl persentation
Children may have some advantages over adults in second language acquisition for several reasons. Children have fewer demands on their attention, less complex language tasks, and are more open to new experiences. They also learned the language during the critical period. However, adults need language for a broader range of settings and may experience higher emotions. Motivation, learning strategies, personality, and the social situation can also impact an individual's success in second language learning. Both children and adults are influenced by factors like their community context, motivation, and aptitude.
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Acculturation model
The Acculturation Model is a model of second language acquisition designed by John H. Schumann (1978) and it is based on the social-psychology of acculturation
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The document discusses John Schumann's acculturation model of second language acquisition. The model proposes that social and psychological integration, or acculturation, of the language learner with the target language community is necessary for successful SLA. Schumann identified social and affective variables that can influence the degree of acculturation and contact with L2 speakers, such as social dominance, integration patterns, and motivation. The model has received some criticisms for not adequately defining or measuring acculturation, but it emphasizes the importance of cultural and social factors in SLA.
Acculturation Model 1978
This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
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This document summarizes John Schumann's 1978 Acculturation Model of second language acquisition. The model proposes that the degree to which a language learner acculturates into the target language group controls how much of the second language they acquire. It identifies social and psychological factors that influence acculturation and language learning, such as social dominance, intended length of residence, motivation, and language or culture shock. While influential, critics note that the model cannot be generalized to all types of second language learning.
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Social contexts of Second Language Acquisition can be divided into microsocial and macrosocial factors. Microsocial factors refer to variables that occur based on a learner's proficiency level and include linguistic, psychological, and social interactional contexts. Language input and feedback from native speakers are important, but learning can also occur without interaction. Sociocultural theory posits that interaction facilitates language learning. Macrosocial factors relate to broader social and institutional influences, like the global status of languages, social boundaries and identities, and circumstances of learning influenced by aspects like age, gender, ethnicity, and formal vs. informal learning environments.
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Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
CH 5 Social Contexts of Second Language Acquisition-1.pdf
This chapter discusses how social context affects second language acquisition. It examines the roles of input and interaction, which are seen as necessary for language learning. Microsocial factors like variation theory, accommodation theory, and sociocultural theory are explored. Macrosocial factors like ethnography of communication and acculturation theory are also discussed. The chapter covers concepts like foreigner talk, input modifications, interactional modifications, and feedback, which are important for understanding the social aspects of second language learning.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Acculturation-rdln.docx
- 1. Acculturation by John Schumann Personal Notes (3/9/23) University Buddies Keywords/Questions Notes Acculturation and Language Learning Dominance Acculturation involves social and psychological factors that determine social contact and proximity. Language is a subset of culture, and language learning is a subset of culture learning. Language learning is possible only to the degree that the learner acculturates. Adoption of the target language group's lifestyle and values is not necessary for language learning, but social and psychological contact is necessary. Social Distance Variables: If the language learner (LL) group is not dominant politically, economically, or socially, then it will not acquire the target language (TL). The LL and target language group viewing each other as socially equal results in more social contact and a greater chance of the LL group learning the TL. Both groups want the LL group to assimilate. Low enclosure: both groups expect to share social facilities. The language learner group is small and not very cohesive. If the LL group is big and cohesive, there will be more intragroup interaction than intergroup interaction. o Congruence: If the LL group's culture is congruent with that of the target language
- 2. group, the LL group is more likely to learn the TL group's culture and language. o Both groups have positive attitudes towards each other. o Length of stay: The LL group sees itself staying in the target language area for an extended period. o Integration strategy: Will they assimilate, preserve, or adapt? o Psychological Distance Variables: o Language Shock: The feeling that when one speaks a new language, they appear comic. o Culture Shock: Anxiety resulting from the disorientation encountered upon entering another culture. Motivation: o Functional: Only to the point that objectives are met. o Internal: The person wants to learn the TL on their own. o External: The person needs to be motivated by rewards/punishment. o Integrative: So that they can live with the target group.
- 3. o Ego boundaries: How willing are you to become another person? Teaching Implications: To effectively teach a second language, a teacher must consider the social and psychological factors that affect language learning. Teachers must create an environment that encourages social contact and proximity between the LL and target language group. They must also be aware of the psychological factors that can affect language learning, such as motivation and ego boundaries. Teachers must strive to create a positive learning environment that promotes cultural understanding and acceptance. Summary The self-learning video discusses the concept of acculturation, which refers to the social and psychological factors that determine social contact resulting in social distance or proximity. Language learning is a subset of culture learning, and a learner will learn the language only to the degree that they acculturate. The adoption of the target language group's lifestyle and values is not necessary for learning the language, but social and psychological contact are necessary. The passage also discusses various social distance and psychological distance variables that affect language learning, such as dominance, assimilation, preservation, adaptation, language shock, culture shock, motivation, and ego boundaries. Finally, the passage raises the question of how these factors will affect teaching.