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【Abstract】this paper deals with the main contents and characteristics of two foreign language learning models.The Acculturation Model and the Socio-eduacational Model.Their similarities and differences are compared and analyzed.The discussion of the two models has some important implications for out foreign language learning.
【Key words】the acculturation model；the socio-educational model；learning environment
【中图分类号】G40-09 【文献标识码】A 【文章编号】2095-3089（2015）19-0071-02
Introduction
Schouten（1979：4）claims that in second language learning，too many models have been built and taken for granted too soon，and this has stifled relative research.He believes that theorizing should only follow extensive and rigorus empirical research.In the following，I will introduce two of the models of the second language acquisition：the Acculturation Model and the Socio-educational Model.
Acculturation is defined by Brown（1980：129）as “the process of adapted to a new culture”.Schumann（1978：34）also states that the Second Language Acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the target language group will control the degree to which he acquires the second language.The Acculturation Model Theory，which was built by Schumann in 1978，initiates an interpretation of the SLA power mechanism as well as the phenomenon of pidginization in the L2 learner inter-language from the perspectives of socia-land psychological factors，thus providing a theoretical guidance for L2 learners to further understand the SLA law and create favorable external and internal environments for second language acquisition.
The socio-education model is proposed by Gardner in 1985，and the most influential in the area of second language acquisition theory.While Gardner identified a number of factors which are involved when learning a second language，it was earlier work by Gardner and Lamber，to which laid the foundations for the model.Gardner proposed four features of second language acquisition：the social and cultural milieu，individual learner differences，the setting and context.
1 The Comparison and Contrast of the Acculturation Model and the Socio-educational Model
1.1 Similarities
1.1.1 The Learning Environment
These two models attach importance to the cultural and social elements in the input or the content of language contact of the learning environment，compared to the emphasis on the linguistic elements.No matter the language input in the regular classroom environment in the social-education model or from natural language environment in the acculturation model，it has to go through the learners’ mental processing，that is，it can absorb and export though the learners’ cognitive and emotional role.And Krashen（1985：2）thought that if input is understood，and there is enough of it，then the necessary grammar is automatically prodied. 1.1.2 Affective Factors of Learners
Besides the outside learning environment，the two models both stress the inindividualized features of the learner，for example，the affecting factors，mainly formed or influenced by the social and cultural background.These two models are both regarded the affecting factor as one of the most important key factors in Second Language Acquisition.For instance，the Acculturation Model contains emotional variables：shocking language，culture shock，motivation and ego permeability；the Model of Socio-educational contains motivation and situational anxiety.This shows that the Language Acquisition and emotional factors are closely related，and the success of the Language Acquisition and positive emotional factors are inseparable.
Among the affective factors，motivation is one of the important factors.Motivation factors may vary from person to person，and they are affected by the social and linguistic environment，nature and objectives of the study，but the importance of motivation is undeniable in language acquisition.Garden（1985：10）holds that motivation comes from attitude，which does not have direct influence on learning，but they lead to motivation which does：“motivation in the present context refers to the combination of effort plus desire to achieve the goal of learning plus favorable attitudes towards learning and language”.
1.2 Differences
The Natural and Class Learning Environment
These two models are discussing the different language learning environment.The Acculturation Model discussed the natural language environment in the process of language acquisition.Learning a second language in the natural environment can help improve spoken fluency of language and social relevance，and the learning goal is to obtain information.Learners’ awareness of cultural differences，motivations，attitudes，and other emotional factors are more obvious on the impact of language learning；and intelligence and language ability have a little impact of language acquisition.For instance，Ellis（1985：252）states that acculturation is determined by the degree of social and psychological distance between the learner and the target language culture.Such，we could learn that the language is mainly acquired in the social environment，according to the Acculturation Model.Learners in natural settings often resort to conscious learning and may deliberately seek out opportunities to practice specific linguistic items they have studied，as Lennons’（1989）study of advanced German learners of English in Britain demonstrates（Ellis，1994：215）.An empirical study by Schinke- Llano（1990：216），for instance，claims that second language acquisition results on native-like use of the target language，while foreign” language acquisition does not（Ellis，1994：215）. 2 Conclusion
In this paper，it has compared and contrasted the Acculturation Model and Socio-educational Model in terms of their similarities and differences.The similarities are：firstly，these two models are both related to the learning environment；secondly，these two models are both regarded the affective factor as one of the most important key factors in Second Language Acquisition.And these two models are both regarded the motivation as one of the important factors.The differences are：firstly，these two models are discussing the different language learning environment，that is，the natural and class learning environment；secondly，these two models are focusing on the different aspects in learning foreign language，that is，culture and individuality.We can learn from their essence，get inspiration，and gradually perfect SLA theory，and use the minor teaching.
References：
[1]Brown，H.Principles of Language Learning and Teaching.[M]Englewood Cliffs，N.J.：Prentice- Hall，1980
[2]Ellis，R.Understanding Second Language Acquisition.England [M]Oxford University Press，1985
[3]Ellis，Rod.The Study of Second Language Acquisition.[M]Shanghai Foreign Language Education Press，1994.215-216.228
[4]Gardner，R.C.Social Psychology and Second Language Learning.[M]Baltimeor，MD：Edwadr Anrold，1985
[5]Krashen，S.The Input Hypothesis：Issues and Implications.[M]Harlow：Longman Press，1985
[6]L i Kun.A Study on Motivational Regulation of Chinese EFL College Students[J]，Shanghai Jiao Tong University，2008
[7]Liu Lu，Gao Yi hong.English Learning Motivation and Self- Identity Changes- A Longitudinal Study on Second- Year English Majors in a Comprehensive University，[J]EFL，2008，2（15）：40- 46
【Key words】the acculturation model；the socio-educational model；learning environment
【中图分类号】G40-09 【文献标识码】A 【文章编号】2095-3089（2015）19-0071-02
Introduction
Schouten（1979：4）claims that in second language learning，too many models have been built and taken for granted too soon，and this has stifled relative research.He believes that theorizing should only follow extensive and rigorus empirical research.In the following，I will introduce two of the models of the second language acquisition：the Acculturation Model and the Socio-educational Model.
Acculturation is defined by Brown（1980：129）as “the process of adapted to a new culture”.Schumann（1978：34）also states that the Second Language Acquisition is just one aspect of acculturation and the degree to which a learner acculturates to the target language group will control the degree to which he acquires the second language.The Acculturation Model Theory，which was built by Schumann in 1978，initiates an interpretation of the SLA power mechanism as well as the phenomenon of pidginization in the L2 learner inter-language from the perspectives of socia-land psychological factors，thus providing a theoretical guidance for L2 learners to further understand the SLA law and create favorable external and internal environments for second language acquisition.
The socio-education model is proposed by Gardner in 1985，and the most influential in the area of second language acquisition theory.While Gardner identified a number of factors which are involved when learning a second language，it was earlier work by Gardner and Lamber，to which laid the foundations for the model.Gardner proposed four features of second language acquisition：the social and cultural milieu，individual learner differences，the setting and context.
1 The Comparison and Contrast of the Acculturation Model and the Socio-educational Model
1.1 Similarities
1.1.1 The Learning Environment
These two models attach importance to the cultural and social elements in the input or the content of language contact of the learning environment，compared to the emphasis on the linguistic elements.No matter the language input in the regular classroom environment in the social-education model or from natural language environment in the acculturation model，it has to go through the learners’ mental processing，that is，it can absorb and export though the learners’ cognitive and emotional role.And Krashen（1985：2）thought that if input is understood，and there is enough of it，then the necessary grammar is automatically prodied. 1.1.2 Affective Factors of Learners
Besides the outside learning environment，the two models both stress the inindividualized features of the learner，for example，the affecting factors，mainly formed or influenced by the social and cultural background.These two models are both regarded the affecting factor as one of the most important key factors in Second Language Acquisition.For instance，the Acculturation Model contains emotional variables：shocking language，culture shock，motivation and ego permeability；the Model of Socio-educational contains motivation and situational anxiety.This shows that the Language Acquisition and emotional factors are closely related，and the success of the Language Acquisition and positive emotional factors are inseparable.
Among the affective factors，motivation is one of the important factors.Motivation factors may vary from person to person，and they are affected by the social and linguistic environment，nature and objectives of the study，but the importance of motivation is undeniable in language acquisition.Garden（1985：10）holds that motivation comes from attitude，which does not have direct influence on learning，but they lead to motivation which does：“motivation in the present context refers to the combination of effort plus desire to achieve the goal of learning plus favorable attitudes towards learning and language”.
1.2 Differences
The Natural and Class Learning Environment
These two models are discussing the different language learning environment.The Acculturation Model discussed the natural language environment in the process of language acquisition.Learning a second language in the natural environment can help improve spoken fluency of language and social relevance，and the learning goal is to obtain information.Learners’ awareness of cultural differences，motivations，attitudes，and other emotional factors are more obvious on the impact of language learning；and intelligence and language ability have a little impact of language acquisition.For instance，Ellis（1985：252）states that acculturation is determined by the degree of social and psychological distance between the learner and the target language culture.Such，we could learn that the language is mainly acquired in the social environment，according to the Acculturation Model.Learners in natural settings often resort to conscious learning and may deliberately seek out opportunities to practice specific linguistic items they have studied，as Lennons’（1989）study of advanced German learners of English in Britain demonstrates（Ellis，1994：215）.An empirical study by Schinke- Llano（1990：216），for instance，claims that second language acquisition results on native-like use of the target language，while foreign” language acquisition does not（Ellis，1994：215）. 2 Conclusion
In this paper，it has compared and contrasted the Acculturation Model and Socio-educational Model in terms of their similarities and differences.The similarities are：firstly，these two models are both related to the learning environment；secondly，these two models are both regarded the affective factor as one of the most important key factors in Second Language Acquisition.And these two models are both regarded the motivation as one of the important factors.The differences are：firstly，these two models are discussing the different language learning environment，that is，the natural and class learning environment；secondly，these two models are focusing on the different aspects in learning foreign language，that is，culture and individuality.We can learn from their essence，get inspiration，and gradually perfect SLA theory，and use the minor teaching.
References：
[1]Brown，H.Principles of Language Learning and Teaching.[M]Englewood Cliffs，N.J.：Prentice- Hall，1980
[2]Ellis，R.Understanding Second Language Acquisition.England [M]Oxford University Press，1985
[3]Ellis，Rod.The Study of Second Language Acquisition.[M]Shanghai Foreign Language Education Press，1994.215-216.228
[4]Gardner，R.C.Social Psychology and Second Language Learning.[M]Baltimeor，MD：Edwadr Anrold，1985
[5]Krashen，S.The Input Hypothesis：Issues and Implications.[M]Harlow：Longman Press，1985
[6]L i Kun.A Study on Motivational Regulation of Chinese EFL College Students[J]，Shanghai Jiao Tong University，2008
[7]Liu Lu，Gao Yi hong.English Learning Motivation and Self- Identity Changes- A Longitudinal Study on Second- Year English Majors in a Comprehensive University，[J]EFL，2008，2（15）：40- 46