El modelo de desarrollo de la aculturación y el desarrollo del interlenguaje de una lengua extranjera

Abstract

Schumann's Acculturation Model (1978a) offers a frame for discussion that relates different factors —social; psychological; interactive; affective and linguistic— to explain the heterogenity in interlanguage observed among students of a foreign language. Despite its richness; this model omits the description of the cognitive mechanisms that underlie the different linguistic progression of the students. Some authors (Meisel 1980; 1983; Andersen 1981; 1983; 1990) complement this model by contributing the cognitive dimension; and explain the stategies that the student uses in different stages of development of the target language. Enriched by these contributions; this theoretical explanation provides a system in which certain sociopsychological factors determine the input and the cognitive strategies that the student uses to develop his interlanguage; and these in turn define thelinguistic product that he constructs.Due to its diversity; this explanatory model is a frame of reference that couldpermit us to understand more fully the linguistic development of beginning studentsof French; in the Center of Foreign Language Teaching of the UNAM.