Cultural identity profiles of Afrikaans and Southern Sotho learners of English: resource or hazard?
The cultural identity profiles of second language learners could be regarded as a resource or a hazard in the second language learning process. Constructivist theories of learning and social models of second language learning, for example, present opposing views about the usefulness of cultural iden...
| Publicado en: | World Englishes Vol. 21; no. 1; pp. 63 - 82 |
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| Formato: | Artículo |
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Wiley-Blackwell
Mar2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=6511636&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 6511636 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 08832919 7QM jtl: World Englishes issn: 08832919 maglogo: Y pubinfo: dt: Mar2002 vid: 21 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 6511636 10.1111/1467-971x.00232 ppf: 63 ppct: 19 formats: tig: atl: Cultural identity profiles of Afrikaans and Southern Sotho learners of English: resource or hazard? aug: au: Rooy, Susan Coetzee-van su: Second language acquisition English as a foreign language English language education South Africa sug: subj: South Africa Second language acquisition English as a foreign language English language education ab: The cultural identity profiles of second language learners could be regarded as a resource or a hazard in the second language learning process. Constructivist theories of learning and social models of second language learning, for example, present opposing views about the usefulness of cultural identities in the learning process. The central problem investigated in this article is: should the cultural identity profiles of Afrikaans and Southern Sotho learners of English in South Africa be regarded as a resource or a hazard in the second language learning process? An empirical project was conducted in which Afrikaans and Southern Sotho respondents were requested to complete (1) a cultural identity questionnaire and (2) a standardised English second language proficiency test. Pearson Product-Moment correlations were conducted to determine the strength and direction between the dependent (English second language proficiency score on the standardised test) and the independent variables (aspects of cultural identity). The main finding of the study is that strong in-group identification, balanced with a more “world-minded” disposition, and valuing social attitudes like autonomy and own lifestyle, correlated statistically significantly with higher scores on the English proficiency test for the Afrikaans and Southern Sotho participants. In the light of these findings constructs which rely upon social models of second language learning, such as integrative motivation, are therefore problematic. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2002 holdings: @attributes: islocal: N |
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