1. SOCIOCULTURAL FACTORS
강 은 숙
영어교육

2. Culture←→ Perception → Stereotypes or
Generalizations→ Attitudes →Motivation for the target language?
Second Culture Acquisition  Acceleration of the target language acquisition?

3. What is Culture? by Matsumoto
Dynamic
System of rules
Groups and units
Survival
Attitudes, values, beliefs, norms, and behaviors by a group
Harbored differently by each specific unit
Communicated across generations, relatively stable
Potential to change across time

4. Perception → Stereotype
Always subjective
The filtering of information
Culture-modes of perception
prejudge & misjudge to judge a single member of a culture
Potential to devalue people from the culture

5. Attitudes Gardner & Lambert ’72
The effect of attitudes on the target language learning
John Oller ’77
Positive attitudes toward self, the native language group, the target language group
→ proficiency

6. Second Culture acquisition=acculturation
Four Stages of Cultural Acquisition
Stage 1: A period of excitement and euphoria
Stage 2: Culture shock
Stage 3: Gradual recovery “ Culture Stress”
Stage 4: Full recovery

7. Second Culture Acquisition
Anomie –Wallace Lambert (’67)
Feelings of social uncertainty or dissatisfaction
The first symptom on the third stage of
acculturation
A feeling of Homeless
→Mastery of a second language

8. SOCIAL DISTANCE & TEACHING INTERCULTURAL COMPETENCE
배영아
영어교육과

9. The cognitive and affective proximity of two cultures
SOCIAL DISTANCE
Social distance:
The cognitive and affective proximity of two cultures
that come into contact within an individual.

10. Dominance politically, culturally, economically
SOCIAL DISTANCE
John Schumman
social distance is consisted of following parameters:
Dominance politically, culturally, economically
Integration assimilation, acculturation, preservation
/ degree of enclosure
Cohesiveness cohesiveness, size
Congruence value, belief system, attitude
Permanence intended length of residence in the
target language area

11. Language learning situation
SOCIAL DISTANCE
Language learning situation
Bad Good
The TL group views the L2 group as dominant and the L2 group views itself in the same way. Both groups desire preservation and high enclosure for the L2 group, the L2 group is both cohesive and large, the two cultures are not congruent, the two groups hold negative attitudes toward each other, and the L2 group intends to remain in the TL area only for a short time.
The L2 groups is nondominant in relation to the TL group, both groups desire assimilation for the L2 group, low enclosure is the goal of both groups, the two cultures are congruent, the L2 group is small and noncohesive, both groups have positive attitudes toward each other, and the L2 group intends to remain in the target language area for a long time
The greater the social distance between two cultures,
the greater the difficulty the learner will have in learning
the second language

12. SOCIAL DISTANCE William Acton PDAQ
Q. How can we measure the social distance?
William Acton
Human beings perceive the cultural environment
through the filters and screens of their own
worldview: Perceived social distance
PDAQ
(the Professed Difference in Attitude Questionnaire)

13. SOCIAL DISTANCE Optimal perceived social distance ratio
The mastery or skillful fluency in a second language occurs somewhere at the beginning of the third-recovery-stage of acculturation
Optimal distance model
 culturally based critical-period hypothesis

14. TEACHING INTERCULTURAL COMPETENCE
Hofstede’s framework for assessing culture
Individualism vs. Collectivism
loosely integrated vs. tightly integrated
Power distance
inequality in power and consider it as normal.
Uncertainty avoidance
strong uncertainty avoidance vs. weak uncertainty avoidance
Masculinity vs. Femininity
material success vs. interpersonal relationships

15. Thank you!