SUGGESTED READINGS

     Arnold, Jane (Ed.)- 1999. Affect in Language Learning. Cambridge: Cambridge University Press.

Arnold's anthology gives some background on a variety of different perspectives on the affective domain. It includes chapters on anxiety (Oxford), ego boundaries (Ehrman), neurobiology (Schumann), self-esteem (Andres), plus many other reader-friendly essays.

     Dornyei, Zoltan. 1998. Motivation in second and foreign language learning. Language Teaching 31.117-135.

Dornyei's excellent recent summary of research on motivation also provides over 150 references.

     Gardner, Robert C. and Maclntyre, Peter D. 1993a. A student's contributions to second language learning: Part II: affective variables. Languid Teaching 26:1-11.

Gardner and Maclntyre's state-of-the-art article on affective variables focuses on attitudes, motivation, and anxiety, and contains и comprehensive bibliography of work up to that time.

     Keirsey, David and Bates, Marilyn. 1984. Please Understand Me: Character and Temperament Types. Del Mar, CA: Prometheus Nemesis Company.

     Lawrence, Gordon. 1984. People Types and Tiger Stripes: A Practical Guide to Learning Styles. Gainesville, FL: Center for Applications of Psychological Type.

These two little books written for the layperson, although about decades old, still offer practical primers on applications of the Myers-Briggs personality types.

     Schumann, John H. 1997. The Neurobiology of Affect in Language. Boston: Blackwell.

     Schumann, John H.  1998. "The Neurobiology of Affect in Language.” Language Learning 48, Supplement 1, Special Issue.

Either of the above references presents a comprehensive treatment  of Schumann's work on the neurobiology of affect as it relates to language acquisition.

LANGUAGE LEARNING EXPERIENCE: JURNAL ENTRY 6

[Note: See pages 18 and 19 of Chapter 1 for general guidelines for writing a journal on a previous or concurrent language learning experience.]

• Consider each of the following six affective factors: self-esteem, inhibition, risk-taking, anxiety, empathy, and extroversion. Intuitively assess your own level (from high to low on the first five; either extroversion or intro version on the last) on each factor. Then, in your journal, write your conclusions in a chart, and follow up with comments about how each factor manifests itself in you in your foreign language class (past or present).
• Look at the section on "language ego" and write about the extent to which you have felt or might feel a sense of a second ego developing within you as you use a foreign language. What are the negative and positive effects of that new language ego?
• Should any of your tendencies change? That is, if you have low task self- esteem, for example, when doing certain kinds of exercises, how might you change your general affective style so that you could be more successful? Or do you see strengths in your tendencies that you should maintain? Explain.
• ("heck your own Myers-Briggs type by doing item 3 on pages 172-173. In your journal, discuss the relevance of your personality type to typical language classroom activities. Evaluate the extent to which your characteristics are in your favor or not.

•Think about any present or past foreign language learning experiences. Pick one of them and assess the extent to which you feel (felt) intrinsically motivated or extrinsically motivated to learn. What specific factors make (made) you feel that way?   Is there anything you could do (have done) to change that motivational intensity? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

CHAPTER 7

SOCIOCULTURAL FACTORS

 

The previous chapter, with its focus on the affective domain of second language acquisition, looked at how the personal variables within oneself and the reflection of that self to other people affect our communicative interaction. This chapter touches on another affective aspect of the communicative process: the intersection of culture and affect. How do learners overcome the personal and transactional barriers presented by two cultures in contact? What is the relationship of culture learning to second language learning?

     Culture is a way of life. It is the context within which we exist, think, feel, and relate to others. It is the "glue" that binds a group of people together. Several centuries ago, John Donne (1624) had this to say about culture: 

No man is an island, entire of itself; every man is a piece of the continent, a part of the main; ... any man's death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee. 

Culture is our continent, our collective identity. Larson and Smalley (1972: 39) described culture as a "blueprint" that  

guides the behavior of people in a community and is incubated in family life. It governs our behavior in groups, makes us sensitive to matters of status, and helps us know what others expect of us and what will happen if we do not live up to their expectations. Culture helps us to know how far we can go as individuals and what our responsibility is to the group. 

  Culture might also be defined as the ideas, customs, skills, arts, and tools that characterize a given group of people in a given period of time. But culture is more than the sum of its parts. "It is a system of integrated patterns, most of which remain below the threshold of consciousness, yet all of which govern human behavior just as surely as the manipulated strings of a puppet control its motions" (Condon 1973-4). The fact that no society exists without a culture reflects the need for culture to fulfill certain biological and psychological needs in human beings. Consider the bewildering host of confusing and contradictory facts and propositions and ideas that present themselves every day to any human being; some organization of these facts is necessary to provide some order to potential chaos, and therefore conceptual networks of reality evolve within a group of people for such organization. The mental constructs that enable us thus to survive are a way of life that we call "culture."

  Culture establishes for each person a context of cognitive and affective behavior, a template for personal and social existence. But we tend to perceive reality within the context of our own culture, a reality that we have "created," and therefore not necessarily a reality that is empirically defined. "The meaningful universe in which each human being exists is not a universal reality, but 'a category of reality' consisting of selectively organized features considered significant by the society in which he lives" (Condon 1973: 17). Although the opportunities for world travel in the last several decades have increased markedly, there is still a tendency for us to believe that our own reality is the "correct" perception.

  Perception, though, is always subjective. Perception involves the filtering of information even before it is stored in memory, resulting in a selective form of consciousness. What appears to you to be an accurate and objective perception of an individual, a custom, an idea, might be "jaded" or "stilted" in the view of someone from another culture. Misunderstandings are therefore likely to occur between members of different cultures. People from other cultures may appear, in your eyes, to be "loud" or "quiet," "conservative" or "liberal" in reference to your own point of view.

  It is apparent that culture, as an ingrained set of behaviors and modes of perception, becomes highly important in the learning of a second language. A language is a part of a culture, and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture. The acquisition of a second language, except for specialized, instrumental acquisition (as may be the case, say, in acquiring a reading knowledge of a language for examining scientific texts), is also the acquisition of a second culture. Both linguists and anthropologists bear ample testimony to this observation (Robinson-Stuart & Nocon 1996; Scollon & Scollon 1995).

  This chapter attempts to highlight some of the important aspects of the relationship between learning a second language and learning the cultural context of the second language. Among topics to be covered arc the problem of cultural stereotypes, attitudes, learning a second culture, sociopolitical considerations, and the relationship among language, thought, and culture.

FROM STEREOTYPES TO GENERALIZATIONS

 

Mark Twain gave us a delightfully biased view of other cultures and other languages in The Innocents Abroad. In reference to the French language, Twain commented that the French "always tangle up everything to that degree that when you start into a sentence you never know whether you are going to come out alive or not." In A Tramp Abroad, Twain noted that German is a most difficult language: "A gifted person ought to learn English (barring spelling and pronouncing) in 30 hours, French in 30 days, and German in 30 years." So he proposed to reform the German language, for "if it is to remain as it is, it ought to be gently and reverently set aside among the dead languages, for only the dead have time to learn it."

    Twain, like all of us at times, expressed caricatures of linguistic and cultural stereotypes. In the bias of our own culture-bound world view, we too often picture other cultures in an oversimplified manner, lumping cultural differences into exaggerated categories, and then view every person in a culture as possessing stereotypical traits. Thus Americans are all rich, informal, materialistic, overly friendly, and drink coffee. Italians are passionate, demonstrative, great lovers, and drink red wine. Germans are stub born, industrious, methodical, and drink beer. The British are stuffy, polite,   thrifty, and drink tea. And Japanese are reserved, unemotional, take a lot of    pictures, and also drink tea.

    Francois Lierres, writing in the Paris newsmagazine Le Point, gave some tongue-in-cheek advice to French people on how to get along with Americans. "They are the Vikings of the world economy, descending upon it in their jets as the Vikings once did in their drakars. They have money, technology, and nerve…We would be wise to get acquainted with them." And he offered some do's and don't's. Among the do's: Greet them, but after you have been introduced once, don't shake hands, merely emit a brief cluck of joy—"Hi." Speak without emotion and with self-assurance, giving the impression you have a command of the subject even if you haven't. Check the collar of your jacket—nothing is uglier in the eyes of an American than dandruff. Radiate congeniality and show a good disposition—a big smile and a warm expression are essential. Learn how to play golf. Among the don't's: Don't tamper with your accent—Americans find French accents very romantic. And don't allow the slightest smell of perspiration to reach the offended nostrils of your American friends.

   How do stereotypes form? Our cultural milieu shapes our world view—our Weltanschauung—in such a way that reality is thought to be objectively perceived through our own cultural pattern and a differing perception is seen as either false or "strange" and is thus oversimplified. If people recognize and understand differing world views, they will usually adopt a positive and open-minded attitude toward cross-cultural differences. A closed-minded view of such differences often results in the maintenance of a stereotype—an oversimplification and blanket assumption. A stereotype assigns group characteristics to individuals purely on the basis of their cultural membership.

   The stereotype may be accurate in depicting the "typical" member of a culture, but it is inaccurate for describing a particular individual, simply because every person is unique and all of a person's behavioral characteristics cannot be accurately predicted on the basis of an overgeneralized median point along a continuum of cultural norms. To judge a single member of a culture by overall traits of the culture is both to prejudge and to misjudge that person. Worse, stereotypes have a way of potentially devaluing people from other cultures. Mark Twain's comments about the French and German languages, while written in a humorous vein and without malice, could be interpreted by some to be insulting.

   Sometimes our oversimplified concepts of members of another culture are downright false. Americans sometimes think of Japanese as being unfriendly because of their cultural norms of respect and politeness. The false view that members of another culture are "dirty" or "smelly"— with verbal and nonverbal messages conveying that view—in fact usually stems from different customs of bathing or olfactory norms. Muriel Saville-Troike noted that

Middle-class whites may objectively note that the lower socio-economic classes frequently lack proper bathing facilities or changes of clothing, but may be surprised to discover that a common stereotype blacks hold of whites is that they "smell like dogs coming in out of the rain." Asians have a similar stereotype of Caucasians. (1976: 51)

While stereotyping, or overgeneralizing, people from other cultures should be avoided, cross-cultural research has shown that there are indeed characteristics of culture that make one culture different from another.

Condon (1973) concluded from cross-cultural research that American, French, and Hispanic world views are quite different in their concepts of time and space. Americans tend to be dominated by a "psychomotor" view of time and space that is dynamic, diffuse, and nominalistic. French orientation is more "cognitive" with a static, centralized, and universalistic view. The Hispanic orientation is more "affectively" centered with a passive, relational, and intuitive world view. We will see later in this chapter that cultures can also differ according to degrees of collectivism, power distance, uncertainty avoidance, and gender role prescriptions.

     Both learners and teachers of a second language need to understand cultural differences, to recognize openly that people are not all the same beneath the skin. There are real differences between groups and cultures. We can learn to perceive those differences, appreciate them, and above all to respect and value the personhood of every human being. 

ATTITUDES

 

Stereotyping usually implies some type of attitude toward the culture of language in question. The following passage, an excerpt from an item on "Chinese literature" in the New Standard Encyclopedia published in 1940, is an incredible example of a negative attitude stemming from a stereotype:

The Chinese Language is monosyllabic and uninflectional ... With a language so incapable of variation, a literature cannot be produced which possesses the qualities we look for and admire in literary works. Elegance, variety, beauty of imagery—these must all be lacking. A monotonous and wearisome language must give rise to a forced and formal literature lacking in originality and interesting in its subject matter only. Moreover, a conservative people… profoundly reverencing all that is old and formal, and hating innovation, must leave the impress of its own character upon its literature. (Volume VI)

Fortunately such views would probably not be expressed in encyclopedias today. Such biased attitudes are based on insufficient knowledge, misinformed stereotyping, and extreme ethnocentric thinking.

     Attitudes, like all aspects of the development of cognition and affect in human beings, develop early in childhood and are the result of parents' and peers' attitudes, of contact with people who are "different" in any number of ways, and of interacting affective factors in the human experience. These attitudes form a part of one's perception of self, of others, and of the culture in which one is living.

     Gardner and Lambert's (1972) extensive studies were systematic attempts to examine the effect of attitudes on language learning. After studying the interrelationships of a number of different types of attitudes, they defined motivation as a construct made up of certain attitudes. The most important of these is group-specific, the attitude learners have toward the members of the cultural group whose language they are learning. Thus, in Gardner and Lambert's model, an English-speaking Canadian's positive attitude toward French-Canadians—a desire to understand them and to empathize with them—will lead to an integrative orientation to learn French, which in the 1972 study was found to be a significant correlate of success.

  John Oiler and his colleagues (see Oiler, Hudson, & Liu 1977; Chihara & Oiler 1978; Oiler, Baca, &Vigil 1978) conducted several large-scale studies of the relationship between attitudes and language success. They looked at the relationship between Chinese, Japanese, and Mexican students' achievement in English and their attitudes toward self, the native language group, the target language group, their reasons for learning English, and their reasons for traveling to the United States. The researchers were able to identify a few meaningful clusters of attitudinal variables that correlated positively with attained proficiency. Each of the three studies yielded slightly different conclusions, but for the most part, positive attitudes toward serf, the native language group, and the target language group enhanced proficiency. There were mixed results on the relative advantages and disadvantages of integrative and instrumental orientations. For example, in one study they found that better proficiency was attained by students who did not want to stay in the United States permanently.

  It seems clear that second language learners benefit from positive attitudes and that negative attitudes may lead to decreased motivation and, in all likelihood, because of decreased input and interaction, to unsuccessful attainment of proficiency. Yet the teacher needs to be aware that everyone has both positive and negative attitudes. The negative attitudes can be changed, often by exposure to reality—for example, by encounters with actual persons from other cultures. Negative attitudes usually emerge from one's indirect exposure to a culture or group through television, movies, news media, books, and other sources that may be less than reliable. Teachers can aid in dispelling what are often myths about other cultures, and replace those myths with an accurate understanding of the other culture as one that is different from one's own, yet to be respected and valued. Learners can thus move through the hierarchy of affectivity as described by Bloom in the preceding chapter, through awareness and responding, to valuing, and finally to an organized and systematic understanding and appreciation of the foreign culture.

SECOND CULTURE ACQUISITION

Because learning a second language implies some degree of learning a second culture, it is important to understand what we mean by the process of culture learning. Robinson-Stuart and Nocon (1996) synthesized some of the perspectives on culture learning that we have seen in recent decades. They observed that the notion that culture learning is a "magic carpet ride to another culture," achieved as an automatic byproduct of language instruction, is a misconception. Many students in foreign language did rooms learn the language with little or no sense of the depth of cultural norms and patterns of the people who speak the language. Another perspective was the notion that a foreign language curriculum could preset culture as "a list of facts to be cognitively consumed" (p. 434) by the student, devoid of any significant interaction with the culture. Casting those perspectives aside as ineffective and misconceived, Robinson-Stuart; Nocon suggested that language learners undergo culture learning as a "process, that is, as a way of perceiving, interpreting, feeling, being in the world, ... and relating to where one is and who one meets" (p. 432). Culture learning is a process of creating shared meaning between cultural representatives. It is experiential, a process that continues over years of language learning, and penetrates deeply into one's patterns of thinking, feeling, and acting.

Second language learning, as we saw in the previous chapter in the discussion of language ego, involves the acquisition of a second identity. This creation of a new identity is at the heart of culture learning, or what some might call acculturation. If a French person is primarily cognitive oriented and an American is psychomotor-oriented and a Spanish speaker is affective-oriented, as claimed by Condon (1973:22), it is not difficult on this plane alone to understand the complexity of the process of becoming oriented to a new culture. A reorientation of thinking and feeling, not to mention communication, is necessary. Consider the implications: 

To a European or a South American, the overall impression created by American culture is that of a frantic, perpetual round of actions which leave practically no time for personal feeling and reflection. But, to an American, the reasonable and orderly tempo of French life conveys a sense of hopeless backwardness and ineffectuality; and the leisurely timelessness of Spanish activities represents an appalling waste of time and human potential. And, to a Spanish speaker, the methodical essence of planned change in France may seem cold-blooded, just as much as his own proclivity toward spur-of-the-moment decisions may strike his French counterpart as recklessly irresponsible. (Condon 1973:25)