UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

(SUBJECT/COURSE)
 
SUBJECT CODE: 502
TOPIC OR LESSON: Andersen’s Nativization Model
WEEK: 11
SUB-TOPIC/S:

A. What is the Nativization Model?

B. What is the difference between Nativization and Denativization Model?
C. What are the implications of the theory in Language Teaching?

 OVERVIEW OF THE TOPIC

In this chapter we will discuss the description, simplified and implication of Andersen’s Nativization
Model. Specifically, we will discuss the following;

A. What is the Nativization Model?

B. What is the difference between Nativization and Denativization Model?

LEARNING
OUTCOMES
At the end of the module you will be asked to formulate your own understanding about the Andersen’s
Nativization Model.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

a. Synthesize ideas, concepts and theories discussed in the course;

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b. Familiarize oneself with theories, methods, and findings in the field of the second language
acquisition;

ENGAGE

GUESS THE GIBBERISH: The students have to guess the specific word for the given gibberish by
typing their answers on the chat box. The one who guessed the answer first will be given one point that
can be used for the assessment after the lesson.
a. Tea your ease
b. Mode Elf
c. Lung Gauge
d. A quick squeeze shown
e. Per slang wage

EXPLORE

 What are the implications of the Theory to Language Teaching?

EXPLAIN

ANDERSEN’S NATIVIZATION / DENATIVIZATION THEORY

Description of the Theory;
 Andersen in his Nativization model concerns himself with learning processes. He sees second
language acquisition as the result of two general forces, which he terms nativization and
denativization. Nativization consists of assimilation wherein the learner makes the input conform
to his own internalized view of what constitutes the L2 system. The learner’s strategy is to
simplify the learning task by building hypotheses based on the knowledge of his L1; knowledge of

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 the world. In a sense he attends to an “internal norm”. Nativization occurs in pidginization and
during the early stages of FLA (First Language Acquisition) and SLA (Second Language
Acquisition).
 On the other hand, denativization involves accommodation, wherein the learner adjusts his
internalized system to make it fit the input. The learner uses inferencing strategies which
enable him to remodel his interlanguage system according to the “external norm”. In the
book of Ellis (1987), ‘inferencing’ is defined as the means by which the learner forms
hypotheses by attending to the input. It involves forming hypotheses about the target
language, either by attending to specific features in the input, or by using the context of
situation to interpret the input. Denativization is apparent in depidginization (i.e. elaboration
or refinement of a pidgin language) which occurs through the gradual incorporation of forms
from an external language source; also apparent in later stages of foreign language
acquisition and SLA.

Andersen’s Simplified Nativization Model

 The Acculturation and Nativist models focus on the power mechanisms of SLA. They
provide explanations of why L2 learners, unlike first language learners, often fail to achieve
native-like competence. L2 learners may be cut off from the necessary input as a result of
social distance, or they may fail to attend to it as a result of psychological distance. The
notions of ‘internal’ and ‘external norms’ are elegant devices for explaining why early and
late interlanguage systems are so very different. Characterizing SLA as the gradual transition
of attention from an internal to an external norm explains the developmental sequence which
has been observed in SLA and the switch that the learners make from reliance on simplifying
to reliance on inferencing strategies.
Implications of the Theory to Language Teaching

 While accepting that in the final analysis SLA is dependent on input and on a preparedness of
the learner to convert input into intake, a comprehensive theory of SLA will also need to
consider how input becomes intake and how this is integrated into the existing interlanguage
system. In particular, it will need to consider whether intake is controlled by the way the
input is shaped in interaction involving the learner and other speakers or whether it is
controlled by the structure of the internal processing mechanisms themselves - the differential
contribution of environment and ‘blackbox’.
 The Nativization model addresses naturalistic SLA, where the L2 learner has contact with the
target language community. It is not clear whether the model is also applicable to classroom
SLA (i.e. foreign language instruction), where no such contact is possible.

ELABORAT
Identification EEE
1. He is the proponent of Nativization Theory. (c)

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 a. Chomsky
b. Piaget
c. Andersen
2. Nativization involves _______? (c)
a. Accommodation
b. Acculturation
c. Assimilation
3. It is wherein the learners adjust his internalized system to make fit with the input. (a)
a. Denativization
b. Nativization
c. Interlanguage
4. The nativization model addresses _____, what? (b)
a. Modernalistic SLA
b. Naturalistic SLA
c. Classroom SLA
5. It is defined as the means by which the learner forms hypotheses by attending to the input. (b)
a. Interlanguage
b. Inferencing
c. Interpreting

EVALUAT
E
After we study the theory about Nativization and Denativization model of Roger Andersen, fill in the
blanks the correct answers.

1. Denativization is the ____________ of nativization.

2. In denativization, the learner attends an___________.
3. While nativization includes assimilation, denativization includes __________.
4. Denativization is apparent in _________.
5. The nativization is apparent in _______.

ANSWERS:
1. Opposite
2. External norm
3. Accommodation
4. Depidginization
5. Pidginization

REFERENC
ES
file:///C:/Users/AdminPC/Downloads/UPOU-Principles%20(1).pdf

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 ADDITIONAL
MATERIALS

https://www.google.com/search?
q=implication&tbm=isch&chips=q:implication,g_1:illustration:z0H9SKcPe5g
%3D&hl=en&sa=X&ved=2ahUKEwishrqS-
dPrAhUQyZQKHde4CT0Q4lYoBnoECAEQIQ&biw=1349&bih=657#imgrc=poBCmG6Gfcr2
VM

PREPARED BY:

JATAP, JAINA JOY I.

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