Cultural+Factors+in+L2+Acquisition

Cultural factors that affect L2 learning are more relevant when looking at older learners than with younger learners. It is generally accepted that most children learning a second language have neither a positive or negative attitude toward the target language. However, the same cannot be said for older learners especially those new to the second language. (Mangubhai, 1997, p. 23) Some believe that cultural factors related to second language acquisition need to be discussed collectively within the framework of individual learner differences rather than as a separate factor. The reason being that there is a danger of promoting stereotypes and as they correctly point out not all individuals fit their assigned cultural stereotype. (University of Southern Queensland, 2009, p. 131) However, (Mangubhai, 1997, p. 24) states that it is reasonable to distinguish patterns of behavior, or primary tendencies within a cultural group that allow the observer to lump the learners into the same group. Cultural factors can be of significance, in particular, when in learning English for academic purposes. Cultural thought patterns can impact on how readily students are able to adapt to the requirements of writing academic papers in English (Mangubhai, 1997). Hinkel (1994) as cited by Mangubhai (1997, p. 25) has uncovered evidence that implies that L1 rhetorical approaches to writing have an impact for students in learning ESL even though they have had years of previous instruction in English rhetorical patterns. According to Mangubhai (1997, p. 26), it is not just simply learning new rhetorical patterns, but it is also adapting to a seemingly foreign way of thinking. In western cultures, and in particular English speaking societies, directness, self expression, and critical analysis are valued and openly encouraged. This is not the case in many cultures. In many far eastern cultures, social harmony is highly regarded and open criticism and freely expressing ones own opinions is seen as feeding discord. Some writers such as, Dash (2003, p. 17) argue that culture should not be regarded as a separate individual learner difference. He claims doing so causes stereotyping and prevents the teacher from viewing each individual student within the context of other more accepted models of learner differences. Interestingly though (Dash, 2003, p. 18) falsely claims that Mangubhai (1997, p. 47) does not see a need to separate the cultural factor from individual differences. In fact Mangubhai, (1997, p. 47) states clearly that, “… cultural factors do need to be taken into account when teaching a second language and not be conflated into a factor such as individual differences”. I have made observations from my own professional experience that would lead me to view Mangubhai’s view as highly credible. I am an Australian teaching in Thailand. Thailand is according to Holmes & Tangtongtavy (2003) a collectivist culture and is, in fact, high on the collectivist side of the collectivist/individualistic continuum. In contrast, Australia is just behind the US in terms of individualistic orientation. According to this categorization, Australian individuals’ ties to the group are much less important as compared to Thai individuals’ ties. Holmes & Tangtongtavy (2003) say that cultures such as Thailand value strong and integrated in-groups. Thais work hard to maintain relationships amongst a wide and complex group of people. This can lead to a greater pressure toward social conformity, and standing out from the crowd is not always seen as positive. It has been my observation in Thailand that failing in public brings a loss of face and a corresponding affect upon one’s standing within the group. Further to this, there is pressure to not be perceived as too successful as it can be equated with boasting or showing off which can cause others to lose face.  This social pressure, I believe, is connected to Thai students’ seeming reluctance to speak out in class regardless of their level of competence. This, in my view, can impede the rate of acquisition because it reduces the amount of comprehensible input that students are exposed to, as well as limiting the amount of practice they can have to communicate in the second language and monitor their performance. As Mangubhai, (2006 ) points out, in order to become fluent in a language one must practice using it, and receive extensive L2 input. University of Southern Queensland (2009, p. 110) quotes both Oxford (1990) and O’Malley and Chamot (1990) as stating cross cultural differences in the use of strategies and their willingness to adopt new ones. In addition, the handbook cites Oxford and Nyikos (1989) as claiming culture influences motivation and in turn strategy choice. Other studies which are cited explain that Asian students rely on memorization and Chinese students, in particular, avoid risk taking and are not likely to use strategies for divergent thinking. In conclusion, writers that believe that cultural differences should be subsumed into individual learner differences do so because they believe to talk of them separately is to talk of stereotypes and there are always individual exceptions to these cultural moulds. However, the study book argues that any language teacher, from experience, has probably observed that common approaches to learning of students from one culture differ from common approaches of other cultures. Therefore, cultural factors do make a difference in second language acquisition, and it is reasonable to separate them from learner differences. (Queensland, 2009)