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首页> 外文学位 >The role of intercultural dissonance in second language acquisition: An intercultural dissonance hypothesis and a pedagogical culture hypothesis.
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The role of intercultural dissonance in second language acquisition: An intercultural dissonance hypothesis and a pedagogical culture hypothesis.

机译：跨文化失调在第二语言习得中的作用：跨文化失调假说和教学文化假说。

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摘要

Notwithstanding wide-ranging discussions of culture and second language acquisition (SLA), the literature lacks validated hypotheses to explain how culture is a factor in SLA and is further bereft of data supporting a pedagogical culture in ESL contexts.; This Project presents theoretical and empirical support for an Intercultural Dissonance Hypothesis (IDH): Dissonance between the Native Culture where the Native Language is situated and the Target Culture where the Target Language is situated promotes Rate and Level of attainment in SLA. The Project further posits a Pedagogical Culture Hypothesis (PCH): Learners resolving intercultural dissonance in classroom contexts demonstrate greater gains than learners who do not.; Following a theoretical basis for the IDH, the Project studies the biculturation and SLA of 40 community college ESL students enrolled in sentence grammar-and-composition classes. Data from a Cultural Attitude Questionnaire document the psychological reality of intercultural dissonance as correlating positively with achievement in the TL, affirming the IDH. Competing hypotheses, relating perceptions about culture and achievement in the TL to such factors as age, NL/TL differences, length of residence in the U.S., and reasons for coming to the U.S. are disconfirmed by the same data.; Confirming the PCH, Experimental Group subjects were given treatment which de-emphasized pedagogical grammar and required resolution of dissonances created when the Self confronts differences between Native Culture and Target Culture. A Comparison Group was given a syllabus traditionally associated with a sentence grammar-and-composition course. Results show statistically significant differences in pre- and post-test gains on discrete point tests and integrative tests for the Experimental Group.; Several implications follow: Data supporting the IDH show intercultural dissonance to be a more autonomous and powerful factor in adult second language acquisition than had previously been assumed. Management of intercultural dissonance can be replicated in the classroom to the advantage of the adult second language learner in school situations. Pedagogical implications strongly favor class syllabi with components highlighting intercultural dissonance and its management. The Project proposes paradigms for a theoretical understanding of intercultural dissonance in SLA and a principled pedagogical culture strategy for the college-level ESL classroom.
机译：尽管对文化和第二语言习得（SLA）进行了广泛的讨论，但文献仍缺乏有效的假设来解释文化如何成为SLA中的一个因素，并且进一步减少了在ESL语境中支持教学文化的数据。该项目为跨文化不和谐假设（IDH）提供了理论和经验支持：土著语言所在的本地文化与目标语言所在的目标文化之间的不和谐会提高SLA的达到率和水平。该项目进一步提出了教学文化假说（PCH）：与课堂学习者相比，在课堂环境下解决跨文化不和谐的学习者表现出更大的收获。该项目以IDH的理论基础为基础，研究了40名参加了语法和写作课的社区大学ESL学生的双学历和SLA。来自文化态度问卷的数据记录了跨文化不和谐的心理现实与TL中的成就成正相关，从而肯定了IDH。相同的数据无法证明相互竞争的假设，关于TL中的文化和成就的看法与年龄，NL / TL差异，在美国的居住时间以及来美国的原因等因素之间的联系;确认了PCH，对实验组的受试者进行了不重视教学语法的治疗，并要求解决当自我面对本土文化与目标文化之间的差异时所产生的失调。比较组的教学大纲通常与句子的语法和作文课程相关。结果显示，在实验组的离散点测试和综合测试中，测试前和测试后增益的统计差异显着。有以下几个含义：支持IDH的数据表明，跨文化的不和谐是成人第二语言习得中比以前所认为的更加自主和强大的因素。可以在课堂上复制跨文化失调的管理，以在学校情况下成年人第二语言学习者的优势。教育学意义强烈支持课堂教学大纲，其组成部分强调跨文化不和谐及其管理。该项目提出了一些范式，以便对SLA中的文化间不和谐现象有理论上的理解，并为大学级ESL教室提供一种原则性的教学文化策略。

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  • 作者

    Bolton, John Kemble, Jr.;

  • 作者单位

    George Mason University.;

  • 授予单位 George Mason University.;
  • 学科 Language Linguistics.; Education Community College.; Education Language and Literature.; Education Bilingual and Multicultural.
  • 学位 D.A.
  • 年度 1992
  • 页码 241 p.
  • 总页数 241
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;高等教育;
  • 关键词

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