According to Schumann, what is the relationship between acculturation and attainment of L2 language?

According to Schumann, what is the relationship between acculturation and attainment of L2 language?

• A. Higher acculturation leads to higher L2 attainment
• B. Higher acculturation leads to lower L2 attainment
• C. No relationship between acculturation and L2 attainment
• D. L2 attainment determines acculturation

Answer: (A)

In Schumann's view, how connected a learner becomes with the community of L2 speakers directly boosts language learning. The more a learner acculturates—the more they share social space, interact, and align with the norms and practices of the new language community—the more opportunities there are for meaningful practice, feedback, and input. This greater social integration leads to higher L2 attainment. So higher acculturation tends to produce higher proficiency because increased contact with native speakers reduces social distance and expands authentic language use, which accelerates learning. The idea that there would be no relationship clashes with Schumann’s model, which specifically ties social integration to linguistic progress. The notion that acculturation would hinder attainment contradicts the model’s emphasis on exposure and interaction as drivers of growth. And the idea that L2 attainment determines acculturation reverses the direction of influence that Schumann proposes; acculturation is the catalyst, not the consequence, in his framework.

In Schumann's view, how connected a learner becomes with the community of L2 speakers directly boosts language learning. The more a learner acculturates—the more they share social space, interact, and align with the norms and practices of the new language community—the more opportunities there are for meaningful practice, feedback, and input. This greater social integration leads to higher L2 attainment.

So higher acculturation tends to produce higher proficiency because increased contact with native speakers reduces social distance and expands authentic language use, which accelerates learning.

The idea that there would be no relationship clashes with Schumann’s model, which specifically ties social integration to linguistic progress. The notion that acculturation would hinder attainment contradicts the model’s emphasis on exposure and interaction as drivers of growth. And the idea that L2 attainment determines acculturation reverses the direction of influence that Schumann proposes; acculturation is the catalyst, not the consequence, in his framework.