社会文化对外语学习的影响研究
不同文化背景对语言学习的启示是什么
不同文化背景对语言学习的启示是什么在当今全球化的时代，语言学习已经成为人们拓展视野、增进交流的重要途径。
然而，很多人在学习语言的过程中，往往只注重语法和词汇的积累，却忽略了文化背景这一关键因素。
实际上，不同的文化背景对于语言学习有着深远的启示，它不仅能够帮助我们更准确地理解和运用语言，还能让我们更好地融入不同的文化环境，增进跨文化交流的能力。
文化背景影响着语言的表达方式和习惯。
以汉语和英语为例，汉语注重意合，句子的逻辑关系常常通过语义来体现，语序相对灵活；而英语则更重形合，依靠丰富的连接词和语法结构来明确句子之间的关系。
这种差异反映了中西方文化在思维方式上的不同。
中国人更倾向于整体思维，注重事物之间的联系和综合；西方人则偏向于分析思维，强调逻辑和条理。
当我们学习英语时，如果不了解这种文化差异，就可能会按照汉语的思维方式来组织句子，导致语法错误或者表达不地道。
比如，“虽然他很累，但是他还在继续工作。
”在英语中可能会表述为“Though he was very tired, he still continued working”如果按照汉语的语序直接翻译成“He was very tired but he still continued working”就不符合英语的表达习惯。
不同文化背景中的价值观和社会规范也会在语言中有所体现。
在一些东方文化中，谦逊和尊重长辈被视为重要的美德，因此在语言表达上会比较含蓄、委婉。
比如，当被赞扬时，我们可能会说“哪里哪里，过奖了”来表示谦虚。
而在西方文化中，个人的成就和能力往往会被直接肯定和赞美，接受赞扬时也会欣然表示感谢。
这种价值观的差异会影响到语言中的赞扬与回应方式。
如果我们在与西方人交流时过度谦虚，可能会让对方感到困惑或者误解我们的真实想法。
同样，当我们学习一门外语时，如果不了解这些文化中的价值观和社会规范，就可能在交流中出现不得体的情况。
语言学习中的词汇选择也受到文化背景的制约。
学习者个体差异与外语教学研究
学习者个体差异与外语教学研究引言：在外语教学中，学习者个体差异是一个非常重要的研究领域。
每个学习者在学习外语时都有自己的独特特点和困难，了解和研究这些差异将有助于开展更加有效和个性化的外语教学。
本文将探讨学习者个体差异对外语教学的影响以及如何针对这些差异进行教学研究。
一、学习者个体差异的种类学习者个体差异主要包括认知差异、心理差异和社会文化差异三个方面。
认知差异是指学习者在知觉、记忆、思维等方面存在的差异。
不同学习者在对学习任务的认识和解决问题的能力上会有所不同。
心理差异是指学习者的个性特征和情绪状态上的差异。
有些学习者可能更具有自律和坚持性，而另一些学习者可能更容易焦虑或缺乏自信。
社会文化差异是指学习者在语言背景、文化价值观和学习环境等方面的差异。
不同的文化背景和价值观会对学习者的外语习得产生一定的影响。
二、学习者个体差异对外语教学的影响学习者个体差异对外语教学有着深远的影响。
了解学习者的个体差异可以帮助教师更好地针对性地安排教学内容和教学方法。
一个学习者在记忆方面相对较弱，教师可以采用一些记忆技巧帮助学生提高记忆效果。
学习者的个体差异也会影响学习者对外语教学的接受程度和学习动机。
有些学习者对语言学习非常感兴趣，学习动力较强，而另一些学习者可能对语言学习不太感兴趣，学习动力较低。
教师要根据学习者的个体差异来调动学习者的积极性和学习动力。
学习者个体差异还会影响学习者在外语学习中的困难和障碍。
有些学习者可能在发音方面有困难，有些学习者则可能在听力理解方面有困难。
教师需要根据学习者的个体差异来解决他们在学习过程中的问题和困难。
三、如何针对学习者个体差异进行教学研究针对学习者个体差异进行教学研究是外语教学研究的重要方向之一。
可以通过问卷调查和观察等方法了解学习者的个体差异。
可以设计一些问卷来调查学习者在认知、心理和社会文化方面的差异，也可以通过观察学习者的学习行为和表现来发现学习者的个体差异。
根据学习者的个体差异设计个性化的教学方案。
浅析文化学习与外语学习的关系
浅析文化学习与外语学习的关系1. 引言1.1 文化学习与外语学习的重要性文化学习与外语学习在当今社会具有极其重要的意义。
随着全球化的发展，人们之间的交流日益频繁，不同国家、不同文化之间的联系也变得日益紧密。
而学习外语和了解外国文化则成为了必然的选择。
文化学习与外语学习相辅相成，相互促进，共同构建了一个多元化、开放性的学习环境。
文化对外语学习有着深远的影响。
语言是文化的载体，外语学习不仅是学习一门语言，更是学习一种文化。
通过了解外国文化的背景、习俗和价值观，我们可以更深入地理解并运用这门语言。
外语学习也促进了文化交流，打破了国与国之间的语言障碍，促进了不同文化之间的交流与融合。
文化学习也可以提升外语学习的效果。
通过学习外国文化，我们可以更好地理解和记忆词汇、语法结构，从而提高语言表达能力和沟通能力。
外语学习也加深了我们对本国文化的认识，促进了文化自信心和认同感。
文化学习与外语学习是密不可分的。
两者相辅相成，共同推动了全球化进程，促进了不同文化之间的交流与融合。
只有深入学习外语和文化，我们才能更好地融入世界的大家庭，拥有更广阔的视野和更丰富的人生体验。
2. 正文2.1 文化对外语学习的影响文化对外语学习的影响是非常重要的，因为文化是语言的灵魂。
学习外语不仅仅是学习一种语言的语法和词汇，更重要的是要了解这种语言背后蕴含的文化内涵。
每种语言都反映了当地的文化传统、价值观念和思维模式，所以如果只学习外语而不了解其文化，就很难真正地掌握这门语言。
文化对外语学习的影响体现在许多方面。
文化背景会影响语言的表达方式和用词习惯，所以了解外语的文化背景可以帮助学习者更准确地理解和运用这门语言。
文化还影响着外语的语境和语用，不同文化背景下的人们会以不同的方式思考和交流，所以学习外语的人需要了解目标语言所处的文化环境，才能更好地进行交流和表达。
文化对外语学习的影响是不可或缺的。
只有通过深入了解目标语言所处的文化背景，学习者才能真正地掌握这门语言，使其发挥最大的作用。
语言学习中的社会文化因素影响研究
语言学习中的社会文化因素影响研究语言学习是一项复杂的认知活动，涉及到习得语言的技巧、语法、词汇等多个方面。
然而，语言学习的成功不仅仅依赖于练习和记忆，还受到社会文化因素的深刻影响。
社会文化因素是指任何影响语言使用背景的社会和文化特征，如习俗、信仰、价值观、社会结构等。
在语言学习过程中，这些因素能够影响学习者的动机、学习方式和最终的语言能力。
语言是一种社会现象，它承载着文化和社会信息。
语言学习的环境包括家庭、学校、社区和更广泛的社会文化背景，这些环境为学习者提供了重要的语言输入和互动机会。
通过与各种文化背景的人交流，学习者不仅可以提高语言能力，还可以了解和接受不同的文化视角，从而更全面地理解所学语言。
语言和文化密切相关，语言是文化的载体，而文化又为语言赋予了意义。
在跨文化交流中，了解文化背景有助于更好地掌握语言的使用场景和语境。
例如，某些词语或短语在不同文化中可能有不同的意义和用法。
在学习外语时，学习者如果缺乏对该语言背景文化的了解，可能会引发误解，导致交流障碍。
这一点在学习诸如汉语、英语、法语等有深厚文化背景的语言时尤为明显。
动机是语言学习中一个不可忽视的因素，社会文化因素直接影响学习者的学习动机。
在某些文化中，学习某种语言可能被视为获取社会地位或实现个人目标的途径，这种文化认同感增强了学习者的学习热情。
相对而言，在那些对外语学习不重视的文化背景中，学习者可能会缺乏足够的动力去学习。
这种动机的差异不仅体现在语言学习上，也反映在学习策略的选择上。
积极的文化认同能够促进学习者主动探索语言学习的工具和资源，提升学习效果。
学习方式也受到社会文化因素的影响。
一些文化鼓励个人表现和创造性思维，学习者在语言学习中可能更加倾向于使用自主学习的方法，例如通过阅读、观看电影或社交媒体参与语言交流。
而在其他文化中，可能更强调规范的学习环境和教师的权威，学生的学习方法显得更加被动。
不同的学习方式不仅影响语言的习得过程，还可能影响学习者对语言的实际应用能力。
浅析文化学习与外语学习的关系
浅析文化学习与外语学习的关系文化学习和外语学习是紧密联系在一起的，两者之间相辅相成，互相促进。
在学习外语的过程中，文化学习扮演着重要的角色，帮助学习者更好地理解和掌握外语。
文化学习有助于理解外语的含义和使用。
任何一种语言都是一种文化的体现，它承载着该文化的历史、地理、民族性格以及人们的风俗习惯。
通过学习外语所对应的文化，了解外国的生活习俗、传统文化、社会制度等信息，有助于更深刻地理解外语的含义和使用。
在学习英语的过程中，如果只是死记硬背单词和语法规则，那么学习者很难真正理解英语的含义和用法。
只有通过了解英美两国的历史、文学、电影、音乐等文化形态，才能真正领会英语的内涵和语境。
文化学习是外语学习的基础和前提。
文化学习有助于提高外语的交际能力。
外语是人们进行交际的工具，它的最终目的是为了交际和沟通。
而文化是影响人们交际行为的一个重要因素。
每个国家和地区都有自己独特的交际方式和礼仪规范，熟悉并了解这些文化差异，可以帮助学习者更好地适应和运用外语进行交际。
在学习中文的过程中，除了掌握中文的基本语法和词汇外，还需要了解中国人的交际习惯和礼仪规范，因为这些习惯和规范往往会影响到人们在使用中文进行交际时的表达和态度。
熟悉对方国家的文化也能加深对彼此的交流和理解，避免因为文化差异导致的交际障碍。
文化学习是提高外语交际能力的重要途径。
文化学习有助于拓展外语学习者的国际视野。
了解和熟悉外国文化，可以帮助学习者打开眼界，拓宽视野，增进对世界的认识。
每个国家和地区都有其独特的历史、文化、价值观念和生活方式，通过文化学习，可以让学习者更好地认识和理解多样化的世界。
文化学习也能帮助学习者更好地融入国际社会，增进国际间的交流与合作。
对于那些希望在国际舞台上有所作为的学习者来说，国际视野是极为重要的。
而外语学习恰恰是打开国际视野的一扇窗户，而文化学习则是增进国际视野的一条路径。
文化学习有助于培养外语学习者的综合素养。
文化学习不仅仅是学习对方国家的语言、习俗和传统，更是一种对人类社会和历史的全面了解。
社会文化理论之活动理论与英语教学
社会文化理论之活动理论与英语教学作者：陈阳来源：《健康科学》2018年第10期摘要：本文简单介绍了社会文化理论中的活动理论，并且由此引发对英语教学实践的思考，对英语教师在教学中运用活动理论提出可行性建议。
关键词：社会文化理论；英语教学；活动理论一、引言活动理论中的“活动”与一般心理学的理解不同，它是指“主体与客观世界交互作用的过程”。
人类通过积极的活动作用于外部世界，从而改变外部世界，进而改变自身+。
外语学习活动理论中的“活动”是指主体与周围世界互动的动态系统。
在这种相互作用的过程中，对象的心理表征被表现和具体化。
二、活动理论根据维果茨基社会文化中介的概念，人的高级认知功能是在社会活动实践中发展起来的。
活动理论认为人的行为是一个整体的社会和个体互动的动态系统。
Engeström[2]认为活动理论可分为三代：第一代主要指维果茨基对人的行为本质及发展的文化调节理论。
在他看来，人类行为是社会文化形态融入人类活动的结果。
由此他建立了反映人类活动中主体、客体和调节工具之间的三角架关系。
第二代指列昂捷夫在维果茨基的理论基础上创立了活动心理学理论。
活动理论将个体学习发生的社会语境概念化，活动发生在一定的社会文化背景中。
Engeström在前人理论的基础上对活动理论进行了扩展，使对活动的分析可以在社区的宏观层面上进行，并在理论框架内增加了三个重要的社会要素，即规则、社区和分工。
突出了个体与社区的互动，强调了活动系统中矛盾的存在，以促进变化与发展。
第三代仍在完善中，其发展初期的主要概念包括活动系统之内和之间的矛盾促进发展等。
此外，从活动理论角度出发，没有以学生为中心、教师为中心、技术为中心的教学法[3]。
由于认知派和社会派两大阵营的哲学倾向、语言观、研究方法等完全不同，活动与任务的概念也大相径庭。
活动指作为主体的学习者如何构建任务[4]。
而任务行为虽然是构建的，而不是被决定的，但要承认的是：某些任务具有导致特殊语言行为的倾向[3]。
外语学习中的社会文化因素——中国环境中的社会文化因素及学习者英语成绩的相关分析
外语学习中的社会文化因素——中国环境中的社会文化因素及学习者英语成绩的相关分析外语学习中的社会文化因素——中国环境中的社会文化因素及学习者英语成绩的相关分析湘潭大学硕士学位论文外语学习中的社会文化因素中国环境中的社会文化因素与学习者英语成绩的相关分析姓名谭江竹申请学位级别硕士专业英语语言文学指导教师文卫平20050501摘要第二语言习得简称二语习得的研究于20 世纪60 年代末70 年代初作为一门独立的学科发展起来了从那时起到现在的三十多年里这一领域的研究在各方面都取得了较大的成就一般说来二语习得的研究可以分为三类中介语研究学习者内部因素研究学习者外部因素研究学习者外部因素包括社会环境家庭环境学校环境课堂环境和教学方法总的来说可以归纳为社会文化因素国内外的研究者对二语习得中的社会文化因素做了大量的调查研究但是国外的研究多于国内的研究且多局限于二语习得环境在中国环境里进行的研究则很少国内学者虽然关注社会文化因素和外语学习但他们研究的中心大多是学习动机及其与外语成绩的关系而对于社会文化因素只是附带的研究主要关注中国环境中的社会文化因素及其与外语成绩的相关性研究也相对较少并且在有限的社会文化因素和外语学习研究中大都是理论研究缺乏实证检验此外国内研究者一般将态度和动机看作是一个情感因素涉及学习者态度与成绩关系的研究也很少因此本研究试图在Gardner 社会教育模式的基础上运用定量的方法探讨中国环境中影响学习者态度的社会文化因素及其与外语成绩之间的关系包括学习者态度与成绩的相关性本研究对 339 名湘潭大学非英语专业二年级的学生进行了问卷调查调查所得数据资料利用SPSS120借助描述性统计以及相关检验统计方法进行分析研究发现1社会主导性不同文化民族间的接触未来使用外语的机会文化间的差异说该语言的人的数量社会对外语水平的要求以及外语课堂情境因素包括外语课的质量外语教师外语教材和外语学习氛围会对学习者的语言学习产生影响2 社会主导性不同文化民族间的接触未来使用外语的机会说该语言的人的数量社会对外语水平的要求以及外语教师与学习者的语言成绩的关系呈正相关而外语课的质量与学习者的语言成绩呈负相关3学习者对外语课堂情境因素的态度与学习者的外语成2绩呈正相关而对外国文化外国人的态度与外语学习成绩的相关检测未获得支持这说明了外语情境与二语情境中影响学习者外语学习的社会文化因素存在差异另一方面也说明了社会文化环境影响学习者的态度继而影响学习者成绩的过程中还受其他多种因素的影响该研究具有以下教学启示中国环境中的社会文化因素对学习者的态度产生影响继而作用于学习者的动机并最终影响学习成绩因此激发处于特定社会文化环境中的学习者的语言学习动机很有必要1教师应加强对学生关于社会环境特点的正面宣传教育激发学生的社会责任动机和个人发展动机2教师应通过将西方文化知识融入英语教学提高学生对英语语言文化的内在兴趣具体来说教师在分析课文时应有意识地导入相关的文化知识教师应创造一个高效率的学习环境将学生置身于真实或虚拟的英语文化场景中以提高学生的英语学习效率同时教师应鼓励学生将其对英语的兴趣延伸至课外3教师应帮助建立一个和谐的英语课堂氛围关键词二语习得社会文化因素态度成绩中国环境3AbstractSecond language acquisition SLA research began to be recognized as a discipline in its own right around the end of 1960s and the early1970s and has a history of 35 years so far During this period SLA research has made great achievements which involve a broad range of questions from a wide variety of perspectives In general SLA researchmainly involves three major aspects interlanguage research learners internal factors research and learners external factors research Learners external factors mainly include social context homeenvironment school surroundings classroom and teaching methods all of which can be called socio-cultural factors Both western and domesticresearchers have conducted a great number of researches concerning socio-cultural factors in SLA However western researches far outweighdomestic researches with theories and practice are concerned and mostare confined to the L2 acquisition context while few studies are carriedout in the Chinese context Though domestic researchers have paid attention to socio-cultural factors and foreign language learning theirresearch focus is always on the learning motivation or its relation withachievement with socio-cultural factors as a side research Fewresearches focus on the socio-cultural factors in Chinese milieu and thecorrelation between socio-cultural factors and learners achievements Inthe rare studies that focus on socio-cultural factors and foreign languagelearning most are theoretical illustrations without abase of statisticaldata to support the theory In addition in many domestic researches both attitude and motivation are regarded as one affective factorfewresearches deal with the relation between attitude and achievement So this thesis is to conduct the quantitative study on socio-culturalfactors in Chinese milieu influencing learners in EFL classroom and thecorrelation between socio-cultural factors and learners achievements4including the correlation between learners attitudesand achievementson the basis of Gardners socio-educational model The questionnaire investigation was held among 339 non-English major second yearcollege students randomly selected from Xiangtan university All the data statistics are analyzed and obtained by means of SPSS120 for windows with descriptive statistical method and relevant test method Results of the research show 1 social dominance inter-group contacts cultural difference opportunities of using English in the futurelifenumber of English speakers societal requirement of Englishproficiencysituational factors of EFL classroom including the quality ofEnglishclass the climate of English study the content of English teaching materials and English teachers have effects on learners 2 social dominance inter-group contacts opportunities of using English in the future life number of English speakers societal requirement of Englishproficiency and English teachers have positive correlation with learnersEnglish achievements but the quality of Englishclass have negativecorrelation with learners English achievements 3 attitudes toward situational factors of EFL classroom have positive correlation with learners English achievements while attitudes toward target language culture and native speakers of target language have no correlation withlearners English achievements This indicates that socio-cultural factorsaffecting target language learning in foreign language situation are different from those in second language situation On the other hand this indicates that there are various factors involved in theprocess ofEnglish learningSince the socio-cultural factors in Chinese milieu are causally relatedto students attitudes which in turn influence their motivation whichhave direct effect on English learning outcomes it is necessary to arousethe learning motivation of students in the specific socio-cultural milieuThe study provides some implications for English teaching 1 Teachers5should strengthen the positive publicity and guidance about thesocialmilieu to arouse students social responsibility motivation and individualdevelopment motivation 2 Teachers should elevate students intrinsic interest in English language and culture by integrating culture into theEnglish teaching Firstly teachers should introduce the related culturalknowledge consciously while analyzing a text Secondly teachersshould create a high-efficient learning environment put students in realor virtual English culture scenes to improvestudents efficiency inEnglish learning Thirdly teachers should encourage students toextendtheir interest in English outside classroom 3 Teachers should helptocreate a harmonious atmosphere in the English classroomKey Words second language acquisition socio-cultural factor attitude achievement Chinese milieu6IntroductionSince China has implemented the reform and open policy especially China joined the WTO international association among our country and other countries have become frequent day by dayOpportunities forintercultural communication have been increasingly growing Thus the people who are capable of communicating with both native andnon-native speakers will be in greater demand throughout the society Soforeign language study has become a primary task It is a commonphenomenon that foreign language learners reach the linguistic and communicative competence to different degrees and at different paces for there are many factors involved in the differences To be more exactthe differences are partly caused by psychological factors eglanguageaptitude learning style motivation personality and anxiety etc and also partly determined by socio-cultural factors However in many casesresearchers pay more attention to internal factors in analyzing thedifferences while their researches into external factors are restrainedSecond language acquisition SLA is a complex process by whichpeople develop proficiency in a second or foreign language involving many interrelated factors Second language acquisition research began to be recognized as a discipline in its own right around the end of 1960sand the early 1970s and has a history of 35 years so far Block 2003 During this period SLA research has made great achievements which involved a broad range of questions from a wide variety of perspectivesFor example interlanguage and the natural route of development in second language acquisition individual learner differences and the universal hypothesis etc In general SLA research mainly involves three major aspects interlanguage research learners internal factors research and learners external factors research Wen Wang 20049Learners external factors mainly include social context homeenvironment school surroundings classroom and teaching methodswhich can also be called socio-cultural factors As far as learners external factors research is concerned researchers are always interestedin two aspects one is to investigate their effects on interlanguage theother is about their effects on learners internal factors which may havedirect effect on learners L2 proficiencyLanguages are social mechanism and are learned in social context Spolsky 1989 Hymes 1972 and else where has also continuallystressed the social nature of language Social accounts of second language learning have been primarily concerned with second language proficiency Ellis 1994 Social factors have an important but indirect effect on L2 proficiency Their effect is mediated by a number of variables among which attitudes are one set of important variables Social factors help to shape learners attitudes which in turn influencelearning outcomes Ellis 1994 Then the questions arise What are the socio-cultural factors affecting learners attitudes What is the relationbetween socio-cultural factors and L2 proficiency What about the relation between attitudes and L2 proficiencyGenerally second language acquisition is a general term thatincludes foreign language learning unless there is need todistinguishthe two The term second language acquisition means that thelanguage is not a native language in a country but is widely used as amedium of communication and is usually used alongside anotherlanguage or languages For example English as a second language is learnt in Fiji Singapore and Nigeria In contrast foreign language learning takes place in settings where the language is taught as a subject in schools but not used as a medium of instruction in educationor as a language of communication eg in government business orindustry within the community10In Chinese milieu English is taught and learnt mainly in theclassroom as a foreign language which means that students learn the language mostly by formal instruction and that they have fewopportunities to interact with speakers of target language compared withsecond language learners Foreign language learners will beinfluencedby specific socio-cultural factors Socio-cultural factors in the specificsocial milieu will influence not only the process of language learningbut also the result of language learning language proficiencyachievementThe present study sets out to identify the socio-cultural factors in foreign language learning and tries to explore whether there is a correlation between socio-cultural factors and learners Englishachievements in Chinese milieu including the correlation between learners attitudes and achievements It is mainly to make English teachers more aware of the important role socio-cultural factorsplayinEFL learning and benefit teachers to take effective teaching methods helping learners to improve English achievements and develop high English proficiencyThis thesis consists of five parts The first part is theintroductionabout the background to the present study including the development ofSLA research the social context in which Chinese students learnEnglish and the objective and significance of the present study The second part is a literature review of the major achievementsobtained instudying socio-cultural factors in SLA The third part is anempiricalstudy on socio-cultural factors and their effects on learnersEnglishachievements in Chinese milieu on the basis of Gardnerssocio-educational model The fourth part is implications and suggestionsbased on the analysis The last part is the conclusion includinglimitations of the present study and suggestions for the future research11Chapter 1 Literature Review of the Studies on Socio-culturalFactors in SLA11 Western Researches on Socio-cultural FactorsIn western countries there are a number of researches carried out on L2 learners external factors including the exploration of political social cultural factors influencing second language acquisition Conklin, Lourie 1983 the effect of social economic and political factors on language policy and planning in various contexts Fierman 1991Phillipson 1992 Twine 1991 the relationship between society andsecond language learning with learners age gender social class and ethnic identity involved Ellis 1994 the social models of secondlanguage acquisition Gardner 19791985 Schumann 1978a 1978b1986 Giles , Byrne 1982 and the social conditions for secondlanguage learning Spolsky 1989 In addition the role of attitude in second language learning has been extensively researched by Lambert and Gardner and their associates For exampleGardner and Lambert1972 Gardner 1985 The researches have laid a solid foundation for socio-cultural factors in SLA research In the following are themajorachievements of the researchers such as Gardner R Schumann JSpolsky B Ellis R Lambert W and etc which provide theoreticbasis for the present studycom Socio-educational ModelSince 1958 Gardner began to research on motivational variables from social views in second language acquisition whichwas guided by hisadvisor Wallace E Lambert The socio–educational modelwas firstproposed in 1974 in a final grant report authored by Gardner Smythe12Kirby and Bramwell although it was never published Schumann 1975 observed in an article that the model provides a powerful framework within which the dynamic social and psychological facts involved in second language acquisition can be understood The model hasundergone a series of versions Gardner 1979 1981 1983 1985 totake into account more information involved in the processGardners socio–educational model focuses on four variables social milieu individual differences language acquisition contexts andoutcomes which are causally interplay in second language acquisition process Second language acquisition takes place in a social milieuinwhich the cultural beliefs influence the development of two sets ofattitudinal variablesintegrativeness and attitudes toward the learningsituation –which in turn influence motivation that has directeffecton L2proficiency The following figure Figure 11 is the socio-educational model that emphasizes its major operational characteristicsLANGUAGESOCIAL ACQUISITIONMILIEU INDIVIDUAL DIFFERENCES CONTEXTS OUTCOMESIntegrative motiveIntegrativenessCulturalbeliefs MotivationFormalLinguisticAttitudes towardthe learningsituationNon-Informal linguisticLanguageaptitudeFigure 11 Gardners 1985 socio-educational model13Integrativeness is a cluster of attitudes relating to outgroups and foreign languages in general as well as attitudes toward thespecificlanguage community and integrative orientations to language study Gardner Lalonde and Pierson 1983 While attitudes toward thelearning situation involve two primary aspects evaluation of the language teacher and evaluation of thelanguage course such aslearners attitudes toward teachers L2 class and textbooks etcCompared with other parts this part is more dynamic Gardner 2000 The social and cultural milieu in which learners grow up determines their beliefs about language and culture and influences the extent towhich they identify with the TL culture and also the extent to which theyhold positive attitudes toward the learning situationThe strength of the model explains how setting is related toproficiency one of the primary goals of any social theory of SLAby positing a series of intervening variables attitudes motivation self-confidence and by trying to plot how these are interrelated and howthey affect learning Gardner recognized the need to pay close attentionto the social milieu but he didnt give more account of socio-culturalfactors that determine the attitudinal variables of the modelbesides thetwo 1 importance of language objectives and 2 opportunities to use thelanguage Spolsky 1989In terms of socio-educational model Gardner himself emphasized the fact that his model is empirical and developing So from 1970snumerous researchers and practitioners carried on a series of researchesrelated to Gardners model For example Gardner Lalonde and Pierson 1983 Lalonde , Gardner 1984 and Dornyei 1990 tested thevalidity of the model Tremblay and Gardner 1995 expanded the model by adding three elements ie goal salience valence and self-efficacy One research by Genesee Rogers and Holobow 1983 stressed thesocial context of the relevance of integrativeness and found that L214learners perceptions of the TL Groups support for learning their language is positively correlated with the learners self rated proficiencyin the language and to their reported willingness to belong tosocialgroups that include members of the TL groupcom Other Models concerning Socio-cultural FactorsApart from Gardners socio-educational model there are many other models involving researches on socio-cultural factors and second language proficiency among which thewell-known model isSchumanns acculturation modelSince 1975 John Schumann has been working on the acculturationmodel that tries to clarify the importance of both social and effectivefactors on L2 learning The acculturation model is designed to identifymajor causing variables underlying natural L2 acquisition Gardner 1985 and explain social factors effects on L2 learning in natural setting That is to say the model excludes the learners who receive formal instruction in formal contextAcculturation is defined generally as the process of becomingadapted to a new culture Brown 1980 129 According to Schumann1978a 1978b 1978c learners will acquire the L2 only to the degree that they acculturate and the extent to which learners acculturate depends on two sets of factorssocialpsychological factorsthatdetermine learners levels of social and psychological distance The various social and psychological factors that Schumann identified are ofimportance Social factors are primary Ellis 1994231 whichdetermine social distance including social dominance integration pattern enclosure cohesiveness size cultural congruence attitude and intended length of residenceAs Schumann 1986 acknowledged the acculturation model hasreceived only limited support Maples 1982 study might be taken as15support for the model which found a strong relationship betweensocialdistance and measures of L2 English proficiency Seven out of the eightsocial factors were negatively correlated with proficiency Thesocialfactors in descending area of importance were attitudes social class cohesiveness intended length of residence size of L2 group enclosure and perceived status which were found to have a significant effectonL2 English proficiency It should be pointed out that the subjects werereceiving L2 instruction in classrooms While other studies for exampleStauble 1984 Schmidt 1983 failed to support the model because no relationship between social distance and development was found Oneofthe reasons for the mixed results is the problem of measurement ofacculturation Schumann has ever proposed that the direct effect of thedifferent social factors on L2 acquisition is mediated in terms of theamount of learners contact with TL speakers However the greatest failing of the acculturation model is that there is no explanation abouthow social factors influence the quality of contact that learners experience Ellis 1994Spolsky s 1989 general theory of L2 learning tries to solve theproblem ie Who learns How much of What languageunder Whatconditions It calls on a model to explore how to specify the conditionsunder which learning takes place Spolsky concluded 74 conditions for L2 learning There are a number of conditions described for thesocialcontext such as Number of Speakers condition Great Traditioncondition and Linguistic Convergence condition etc which areconditions that affect attitudes and opportunities for learning The Exposure condition Integrative Motivation condition and Language Values condition etc are conditions relating to attitudes and motivationof second language learnersAccording to Spolsky the conditions described for the social context influence second language learning in two ways one is that they lead to16a learners attitudes which are divisible into those toward the communityspeaking the target language and into those toward the learningsituations These two kinds of attitude are parallel to Gardnersintegrativeness and attitudes toward learning situation insocio-educational model The other lies in the provision of opportunitiesfor language learning which may be grouped into formal and informal situations The variables in the model so far are social context attitudesof various kinds motivation personal characteristics such as age personality capabilities previous knowledge learning opportunities formal or informal and linguistic and non-linguistic outcomes forthelearner The whole process can be showed in the following figureFigure 12AgeLinguisticAttitudes PersonalityAndSocialof various n Learning Non-linguisticoicontext takinds v opportunities outcomesitoMCapabilities For the learnerPreviousknowledgeFigure 12 Spolskys 1989 model of second language learningIn this regard the causal relation that social context leads to attitudeswhich appear in the learner as motivation that joins with other personalcharacteristics and finally the interplay between learner and situationdetermines learners language proficiency is similar to the linear relationof the socio-educational model However its difference from Gardners17model is partly in details of the theory and partly in the implications ofthe preference modelcom Social Context of SLASecond language learning of any kind takesplace in a socialcontext Spolsky 198925 In general the language-learning contexts include formal context and informal context Dulay Burt and Krashen 1982 which are also called educational context and natural context correspondingly In educational contexts formal learning takes place through conscious attention to rules and principles and the emphasis ison mastery of linguistic knowledge While informal learning occurs in natural contexts which is considered to result from direct participationand observation and what is learnt is its social significance aswell as thesubject matter Krashen 1976 1985 claimed that there are twoindependent ways of learning a second language acquisition andlearning ie conscious learning process and subconscious learning process corresponding to what occurs to language learners ineducational and natural contexts separatelyLearners L2 learning is influenced by the context they are in whichhas been shaped by socio-cultural factors Social factors determine thelearning opportunities which individual learners experience Ellis 1994Following Judd 1978 natural contexts can be identified into three typesmajority language context official language context andinternationallanguage context due to the various speakers with whom the L2 learnersmay communicate for example native speakers of the language or other L2 users Skuttnab-Kangas 1986 1988 distinguished four broad types of educational context segregation mother tongue maintenancelanguage shelter submersion and immersion among which L2learners are all in multilingual settings but what occurs in various educational contexts are different which is crucial to learners L218proficiency Ellis 1994 added a fifth type foreign language classroomsas an additional context found in monolingual situations The languageclassroom is a setting where the target language is taught as a subjectonly and is not commonly used as a medium of communication outsidethe classroom It includes both foreign language classrooms andsecond language classrooms With regard to the language classroom the role relationships between teacher and student are likely to be crucialEllis 1994 227 According to Ellis informal learning is not onlypossible but is actively encouraged in classroom learning situation com Researches on Attitudinal Variables in SLAIn exploring the role of attitudes in SLA many researchers madegreat contributions Gardner and Lambert began to research bilingual skill development from the perspective of emotions and attitudes Gardner , Lambert 1959 1972Social factors influence L2 proficiency indirectly and attitudes are one set of important variables involved in the process of L2acquisitionEllis 1994 As far as attitude is concerned L2 learners havedifferentattitudes toward the target language target language speakers the target-language culture the social value of learning the L2particularuses of the target language and themselves as members of their own culture In general positive attitudes toward the target language the target ethnolinguistic group and its culture may enhance learning whilenegative attitudes to impede learning see Gardner , Lambert 1972Gardner , Smythe 1975 Gardner and Smythe 1975 have foundthat persistence in language study and eagerness to interact in languageclasses also hinge on learners attitudes and motivation Gardner 1981 However it does not follow that learners with negative attitudes towardthe target language culture will invariably fail to learn the L2 for thereare other factors affecting the outcomes Ellis 1994210 noted thatthe19relationship between attitudes and L2 learning is almost certainly bi-directional and dynamic and is likely to vary according tosettingLearners attitudes have an impact on their level of L2 proficiency andare themselves influenced by this success The attitudes would become more tolerant as proficiency in the second language increased Lambert1987 While some researchers didnt find neat relation betweenattitudes and second language achievement For example Genesee and Hamayan 1980Another result concerning attitude is about measurement of variouskinds of attitude Among the main characteristics of attitudes providedby Baker 1988 there is one concerning that attitudes are dimensional rather than bipolarthey vary in degree of favorabilityunfavorabilityAttitudes can be measured both directly and indirectly For example theSemantic Differential Technique Spolskys 1969 Identity Scale are indirect measurement while direct measurement of attitudes usually involves self-report questionnaires taking the form of a series of statements to which learners respond on a five-point scale Gardner andLambert 1972 used this kind of question extensively in their studies ofattitudes According to Lambert 1977 the stereotype the feeling and the reaction tendency are three major components of attitude Typical measurement methods are used to reflect mainly one component oranother For example the stereotype component is measured through rating scales the feeling and reaction components are measured throughdirect questioning and multidimensional scaling procedurescom Researches on Situational Factors in Language ClassroomGardners socio-educational model 1985 involves the great socialcontext that may influence learners attitudes and motivation while。
文化因素对外语学习的影响刘星慧
－ １８７－
法、词汇等）的讲解，而忽视对学生进行语言运用能 力的培养，对中、西文化差异在语言教学中的作用 认识不足.因此，学生在运用英语进行交际时，其语 法基本准确或没有大的问题，但不能准确地同外国 人交流，常犯类似前面几个例子中的错误.
由于文化背景不同，中国人和外国人交谈时都 是根据各自的风俗习惯来选词造句并去理解对方 的话.所以有时会出现这样的情况，中国人所用的 英语语法不完全对，外国人却能听得懂；而有时所 用的英语没有语法错误却产生误解.有一次我听到 一个女孩说：“I am go office.”她的意思的“我要去 办公室.”但外教此时也听懂了这个有语法错误的 句子.同样，中国人也都听懂了这个不太符合汉语 语法的句子.因此,偶尔违反了语言的结构规则,也 不会影响彼此的交流,最起码可以听得懂.但违反了 文化方面的规则,可能会造成不良后果.
中国人见面时另一个常用的问候语是“哪儿 去？”或“去哪儿啦？”，用英语表达是‘Where to go?’ 和‘Where have you been?’.假如我们见了外国朋 友这样同他们打招呼，人家听了同样会不高兴，他 们可能觉得你在干涉他的隐私.再比如，中国人在 客人面前往往习惯于保持谦逊、含蓄、淡化自我，本 来英语讲得不错得到对方称赞时却说：“No, my English is poor.”本来很丰盛的晚餐硬说成“It is just so- so.”等等.这样会使客人大惑不解，甚至引起 反感，这就是由于典型的文化差异所造成的交际障 碍.可见文化差异在外语学习中是非常重要的.有时 在交际中，学生所使用的英语语法正确，但由于不 了解这种文化差异，不仅没有达到交流的目的，反 而引起某种不快.
同样地，teacher Hill 也不符合英语的习惯.中 国人说“李老师”，这不仅仅是个简单的称呼，而且 是个尊称. 但在英语中 teacher 不能作为称呼语.他 们习惯在姓前面加上 Mr, Mrs 或 Miss 中、小学生 见 了 他 们 的 老 师 往 往 这 样 称 呼 ，Mr Hill, Mrs Smith 或 Miss Black. 见面时同老 师 打 招 呼 Good morning ,Mr White. 或 Good afternooБайду номын сангаас, Mrs Green. 在大学里，除了 Mr, Mrs 或 Miss 外，对教授和有博 士学位的教师也可称 Professor 或 Dr，可以在姓前 加 上 Professor 或 Dr， 例 如 ，Professor Smith. Dr. Johnson.
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社会文化对外语学习的影响研究在全球化的今天，外语的学习已经成为了越来越多人的必修课，尤其是在一个多元文化的社会中，外语不仅是一种必要的工具，
更是一种文化交流和认识的方式。
然而，不同的社会文化背景对
于外语学习的影响是复杂而深刻的，在本文中，我们将探讨社会
文化对外语学习的影响，并分析它们的原因以及如何对这些影响
做出应对。
一、社会文化对外语学习的影响
1. 社会文化对外语学习的动机和目标的影响
每个人学习外语都会有不同的动机和目标，父母的期望、学校
的要求、工作的需求或者是自认为很酷这些原因都可能激发人们
的学习热情。
然而，文化背景也会影响人们对外语学习的动机和
目标的选择。
比如在中国，英语是最普遍的第二语言，许多家长
把学习英语看作是孩子未来成功的必要条件，因此他们的动机往
往是以在工作和学业中获得更多的机会为目标。
而在西班牙或法
国这样的语言环境中，人们更可能学习其他语言，以拓宽视野、
了解其他文化或者旅行为目的。
因此，社会文化背景对外语学习
的动机和目标有重要的影响。
2. 社会文化对外语学习的方法和策略的影响
语言是一种文化的载体，它的使用方式、表达方式、语音、语
法等诸多方面都受到文化的影响。
从这个角度来看，外语学习的
方法和策略与社会文化密切相关。
因为在语言学习过程中，我们
不仅需要学会它的发音、语法规则等基础知识，还需要掌握其鉴
赏能力、交际能力和思维能力等多方面的技能。
而这些技能的得
到也需要与特定文化的交互和融合。
例如，在中国的英语教学中，重视口语练习和语音纠正，强调语法规则的应用；在德国的德语
教学中，则更注重语法结构，鼓励学生阅读古典文献，提高写作
水平。
因此，社会文化对外语学习的方法和策略具有很大的影响。
3. 社会文化对外语学习的模式和环境的影响
学习语言需要有一定的时间和空间，尤其是在外语学习初期，
学习激情还未完全激发起来的时候。
社会文化对外语学习的模式
和环境也会对这一过程产生不小的影响。
一方面，学习者所处的
文化环境可能会对外语学习形成一种背景心理，启发学习者的潜
意识，提高习得语言的效率。
例如，在法语区，法语在学校和社
会中普及度很高，人们可以从各种渠道和场合习得法语语言和文
化知识；而在英语区，标准英语的学习习惯和语言环境的普及，
也促进了英语作为第二语言的交流和应用。
另一方面，在实践环
节上，社会文化也会对外语学习者的学习融入和语言使用产生一
定的影响。
学习者可以通过参观名胜古迹、艺术展览、听演讲、
娱乐活动等方式深入了解到本地文化，从而加深外语学习的语境。
二、不同社会文化产生影响的原因
1. 语言与文化不同而产生的影响
不同文化间的语言、价值观、思维方式等诸多方面存在着差异，而这些差异在某种程度上会影响到语言的学习和使用。
例如，中
文的“我”在英语中要区分男女和复数，因此对于中文使用者来说，在学习英语时会遇到一定的难度。
因此，我们可以说语言是文化
的一部分，语言习得、使用和应用都离不开文化环境的支持和指导。
2. 社会经济发展造成的影响
发达的社会经济，市场化程度高的国家，外语学习环境和条件
会更优良。
因此，一些发达经济国家的人口具有更高的语言天赋
和学习能力。
此外，生活条件的改善也使得人们对于外语学习有
更多的时间、资源和精力的投入。
在中国，与日俱增的国际化需
求和开放程度提升，中国人民不断重视外语教育和学习，这一现
象从侧面反映了社会经济发展对于外语学习的对学习者们的推动
和影响。
三、应对社会文化对外语学习的影响
1. 积极融入当地文化，学习本地语言
外语学习应当具备一定的交互性和融合性，要注重时时刻刻的
语言学习，尤其是在语言环境中的语言实践。
积极融入当地文化，去当地的餐馆、社交场合尝试用本地语言交流，学习当地的语言
和文化，这样能够使你更快地适应当地的语言环境和文化背景。
2. 学习不同社会文化背景下的语言和文化
不同文化之间的差异不仅是语言，同时也包含了生活方式、艺术、信仰、价值观等方面的不同。
了解和学习这些内容可以让你的语言学习更加有趣和丰富。
选择不同的语言教材和课程，如文化类课程、涉及地方特色的口语课等，可以使你更全面地了解和了解对方的文化和身处的环境。
3. 注重语言模式的多元性和语境的多样性
语言模式有多种，如正式语言、熟语、俚语、口语等。
不同语言模式的应用往往受到特定的社会文化背景的影响，要善于在学习中注重语言多样性的学习与应用。
同时，在实际应用中，注重语境的多样性，词汇的语义含义，情绪的传达等都很重要，需要不断寻找实践中的机会，提高语言学习的能力。
总之，在社会文化多元化的背景下，语言学习不但意味着语言技能的习得，更要意识到语言与文化的紧密联系，学习语言的同时也是学习不同文化背景下的交流方式和价值观。
学习者可以通过积极融入、学习当地文化，尊重多样性、注重语言模式与语境的多元性等方式来应对社会文化对外语学习的影响，提高语言学习的质量和效率。