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
 NATIVIZATION
 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
DENATIVIZATION
 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 THEORY
Howard Giles, 1973

How does inter-group

language use reflects
social and
psychological aspect
of interethnic
communication?
 ACCULTURATION ACCOMMODATION
MODEL THEORY
- ACTUAL SOCIAL - PERCEIVED SOCIAL
DISTANCE DISTANCE

- For Schumann, social - Giles treat such

and psychological variables as dynamic
distance are static or and fluid in accordance
they change very to the shifting views of
slowly over the course identity of each group
of time 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
A. B.
KEY VARIABLES HIGH MOTIVATION, LOW MOTIVATION,
HIGH LEVEL OF LOW LEVEL OF
PROFICIENCY PROFICIENCY
•Identification with weak identification strong identification
in-group
makes favorable or no makes unfavorable
comparison, i.e. in- comparison i.e. in-
•Inter-ethnic
group is not seen group is seen inferior
comparison
inferior
high perception
low perception
hard and closed
•Ethno-linguistic
soft and open
vitality
weak identification-
•Perception of in- strong identification- inadequate
group boundaries satisfactory in-group unsatisfactory in-
status 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
• 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.