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2.
The Impact of Culture on SLA*
The current debate, outlined by Professor Ellis
in this Journal, is very much in the fore. We
would add consistent to Minsheng Li, Huw Jarvis
and Sirin Atsalarat, Paul Robertson and Phyllis
Chew (as she has expressed in many forums) that
there are a number of particular and distinctive
language learning realities that require that
the cultural and local contexts be also brought
to the forefront in examining key issues of
instruction.
While not arguing against the view that culture
has an impact on L2 acquisition, Mangubhai (1997)
takes what might seem as a counterpoint when
he argues that culture should not be conflated
to a major factor in the individual differences
that impact L2 learning. Alistair Sharp (2004)
in his contribution also does not let us forget
about the diversity of personality types in
classrooms in the region. All this is in line
with mainstay theorists such as Krashen (1982),
Gardner (1988), Oxford (1990) and Ellis (1994)
who do not embellish the impact of culture.
However, second language acquisition as a subject
is relatively young and developing field. We
submit that over the next decade this topic
will become the dominant focus on SLA theories
and may underpin notion of language learning
in some Second Language zones. While the main
debates in EFL, at least globally, at this stage
may still reside at the approach and methods
level (which David Nunan indicates need not
be), it would seem that there is an increasing
wish in Asian based English education conferences
and even ELT journals to more and more examine
the impact of context including the cultural
dimension.
Required
Reading.
(can be found on-line or in the hard cover books
you have purchased)
Phan Le Ha. (2005)
Toward a Critical Notion of Appropriation of
English as an International Language, Asian
EFL Journal, Volume 7, Issue 3.
http://www.asian-efl-journal.com/September_05_plh.php
Liang, G., & Han,
J. (2005). A Contrastive Study on
Disagreement Strategies for Politeness between
American English & Mandarin Chinese. Asian
EFL Journal, Volume 7, Issue 1.
http://www.asian-efl-journal.com/march_05_lghj.php
Yu, G. (2004).
Perception, Practice and Progress
- Significance of scaffolding and zone of proximal
development for second or foreign language teachers.
Asian EFL Journal, Volume 6, Issue 4.
http://www.asian-efl-journal.com/december_04_GY.php
Dash, P.
(2004). Cross-Cultural Pragmatic Failure: A
Definitional Analysis with Implications for
Classroom Teaching. The Asian EFL Journal,
Volume 6, Issue 3.
http://www.asian-efl-journal.com/september_04_pd.php
Sharp, A.
(2004). Language learning and awareness of personality
type in Chinese settings. The Asian EFL Journal,
Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_as.php
Suggested
Reading
Wang, L.
(2004). A Study on Cross-cultural Barriers
in Reading of English. The Asian EFL Journal,
Volume 6, Issue 2.
http://www.asian-efl-journal.com/june_04_wl.php
Li, M. (2004).
Culture and Classroom Communication: A Case
Study of Asian Students in New Zealand Language
Schools, The Asian EFL Journal, Volume 6, Issue
1.
http://www.asian-efl-journal.com/04_ml.php
Robertson, P.
(2002). The Pervading Influence of Neo- Confucianism
on the Korean Education System. The Asian
EFL Journal, Volume 4, Issue 2.
http://www.asian-efl-journal.com/june2002.conf.php
Course
Supervisors
Dr.
Paul Robertson
Dr. Joseph Jung
Your
assignment:
Chose
either question 1 or 2, and prepare and submit
your article. Use Times New Roman size 12 font,
with APA citations. see Citations
Guide
Remember
- your answer is free to develop and explore
counter arguments - Your response should include
12 - 20 references.
Question
1.
Should culture be considered as a significant
and/or separate individual difference factor
in SLA
OR
Question
2.
Robertson,
(2003) argues "The teacher will then implement
a program inside of the cultural complexities
to be found in that country, and should be acutely
aware of the boundaries of cultural acceptability,
even if that means a poorer pronunciation is
the resultant." (Teaching English Pronunciation
Skills to the Asian Learner.) This view, as
opposed to Dash, (2003), Mangubhai, (2002),
suggests any SLA teaching is controlled by the
vagaries of Culture. Agree or disagree.
Submission guidelines
http://www.asian-efl-journal.com/submission_guide.php
Module
Statement of Purpose:The Impact of Culture on
SLA
To highlight the diversity
in the debate as to the role of Culture in SLA.
To give the student a critical awareness that
teaching a second language is not dome in a
vacuum of theory, an that cultures are diverse
and unique, and may have to be considered at
the forefront of any language training program.
Module
Description: The
Impact of Culture on SLA
The two sides of the debate
are presented through the course work. This
module is designed to provoke debate and thought
into a developing area of SLA theory. Traditional
theorists dismiss the role of culture, while
Neo-theorists living in the SLA culture argue
persuasively to the contrary.
Module
Goals:
The Impact of Culture on SLA
To place the teacher at
the forefront of the debate - to make the teacher
critically aware of the role of culture - and
that it may or may not feature significantly
in their teaching.
Instructional
Methods: Second language Acquisition
1.
Students will read numerous academic articles
by world leading authorities and critically
examine and compare articles.
2. Materials have been prepared by world acclaimed
authors - these form the basis of the course.
Students are encouraged to source widely - for
whilst one article may be applicable to one
SLA zone, it may not be relevant to another.
3. Students will be able to go to the Forums
and raise and argue points of view
4. Assessment is based on written work assessed
by our Editorial group.
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