Cultural Dimensions of Foreign Language Learning: A Sociocultural Perspective
Open Access
- Author:
- Andrawiss, Helene
- Graduate Program:
- French
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 09, 2003
- Committee Members:
- Celeste S Kinginger, Committee Chair/Co-Chair
Jeannette Danielle Bragger, Committee Member
James Lantolf, Committee Member
Meredith Christine Doran, Committee Member
Steve L Thorne, Committee Member - Keywords:
- Crosscultural learning
Foreign language learning
French
Sociocultural Theory - Abstract:
- This dissertation is an empirical research documenting the development of a reflective approach to language and culture by four American undergraduate students enrolled in a third semester French class. Commonly, culture has been conceived as a knowledge that can be acquired and distinctly separate from the language itself. However, current approaches have moved away from culture teaching as pre-established fact to a more dynamic model based on a dialogic process in which students have a reflective engagement. The objective is to teach language as culture and develop the students’ abilities to think analytically and critically about another culture as well as their own culture (s). Drawing from the theoretical paradigms of sociocultural theory, this research adopts a genetic approach to reflect the inquiry process that is language and culture learning. In line with activity theory, the study investigates the activity of learning as grounded in a social, historical and cultural context. It explores the contributions the learners bring to their own learning, highlighting the unique profile of each learning process. It examines the students’ agency and considers the culture learning as a personal growth. The research is descriptive and qualitative in nature, focusing on the participants’ perspectives. The outcomes derive from the analysis of a variety of sources of data with an emphasis on the development of cultural awareness. Relying on four case studies, I tell the stories of Julie, Mary, Lucy, and David’s development. The study is significant in various aspects. First, unlike research in second language acquisition, this study is concerned with language use and the sociocultural dimensions of language learning. In addition, the study considers the language learner as a social being with agency. Thus, it illustrates the contributions students bring to their learning experience and explores the participants’ personal growth. Second, the study is an inquiry that explores, describes and understands the complex cultural dimensions of foreign language learning. Finally, the cross-cultural dialogue that exists in the class as well as the inquiry process that has taken place brings interesting research and pedagogical implications.