Professional Documents
Culture Documents
1. Dewaele, J. and Furnham, A. 2000. Personality and Individual Differences. Personality and
Speech Production: A Pilot Study of Second Language Learners 28 (2000): 355-365
2. Eskey, D. (1986). Theoretical foundations. In F. Dubin, D. Eskey, & W. Grabe (Eds.),
Teaching second language reading for academic purposes (pp. 3-24). Reading, MA:
Addison-Wesley.
3. Hullett, Craig. 2001. Predicting intercultural adaptation and isolation: Using the extended
parallel process model to test anxiety/uncertainty management theory." International Journal
of Intercultural Relations 25.2 (2001):125-139.
4. Grabe, W. (1986). The transition from theory to practice in teaching reading. In F. Dubin,
D. Eskey, & W. Grabe (Eds.), Teaching second language reading for academic purposes (pp.
25-48). Reading, MA: Addison-Wesley.
5. Greenland, Katy. 2005. Acculturation and Contact in Japanese Students Studying in the
United Kingdom. The Journal of Social Psychology 145.4 (2005):373-389.
6. Johnson. M. 2004. Philosophy of second language acquisition. Yale University: New Haven
7. Seidner, S. S.1982. Ethnicity, Language, and Power from a Psycholinguistic Perspective.
Bruxelles: Centre de recherche sur le pluralinguisme.
Структура
косвенны западная
межкультурн й культура
ая
коммуникаци
прямой восточная
культура
Метод
Обработка Коммуникации
эксперимент в Классной
а комнате
Основной
Межличностный Навык
Общения
Rahkman Ardi
Some foreign students who study at the university in several cities in Russia, including
Ekaterinburg, they only learn Russian language a year. Henceforth, they must continue their studies
at the faculty which use russian language as a first language. Russian language, which had never
studied in origin country, give logical impact on the mental condition of them, both in facing with
daily life or when facing the process of education. Stress and depression are common things that
they must deal when they come to a country without adequate language skills. On the other hand,
Russian has a reputation of being a difficult language to learn, and it is indeed somewhat more
difficult for native speakers than the Western European languages.
One of the problem to learn foreign language is the gap between first language and foreign
language. The problem comes because lack of knowledge of the foreign language from the learner.
Eskey (1986) categorized as : (1) lower-level cognitive skills, required for the identification of
forms, i.e. graphophonic, lexical/syntactic/semantic rhetorical; (2) higher-level cognitive skills,
required for the interpretation of meaning, i.e. cultural, pragmatic, subject-spesific. This make
several researchers realised why learners who have similar culture background seems faster learning
the second language than the learners who have different culture background. Grabe (1986)
explained problem of study foreign language is happened because of linguistic and sosiocultural
differences from the first language and the foreign language. Learners must understand and master
perfectly grammatical and lexical competence of the foreign language if they want to master it
perfectly. The difficulty to study foreign language because of the gap between first language and
foreign language is really felt for learners who don’t know at all with the foreign language that they
want to learn. Nevertheless several learners who has had adequate competence in that foreign
language still face the difficulty to understand several text because lack of sociocultural
understanding. Therefore, sociocultural understanding was needed to master perfectly the
grammatical and lexical competence.
Life in the UrGU dormitory, who tend to classify among foreign students from one country
in one room, is regarded as one barrier to master russian language quickly. Actually, foreign
students more often used their native language than Russian language that they must master. On the
other hand relocate foreign students with Russian students, is also feared having another mental
consequences of some specific adult characters. Children are not afraid or ashamed to speak,
although many grammar mistakes made. In contrast to adults who have some kind of mental block,
afraid with mistakes or fear of ridicule by other friends. Mental burden increase and will impede the
progress of language acquisition.
Most learners begin their acquisition process with a "silent period", in which they speak very
little if at all. For some this is a period of language shock, in which the learner actively rejects the
incomprehensible input of the new language. Silent period usually is followed with anxiety feeling.
Although some continue to propose that a low level of anxiety may be helpful, studies have almost
unanimously shown that anxiety damages students' prospects for successful learning. Anxiety is
often related to a sense of threat to the learner's self-concept in the learning situation, for example if
a learner fears being ridiculed for a mistake (Dewaele & Furnham, 2000). However, research has
shown that many "silent" learners are engaging in private speech (sometimes called "self-talk").
While appearing silent, they are rehearsing important survival phrases and lexical chunks. These
memorized phrases are then employed in the subsequent period of formulaic speech. Whether by
choice or compulsion, other learners have no silent period and pass directly to formulaic speech
(Seidner, 1982). This speech, in which a handful of routines is used to accomplish basic purposes,
often shows few departures from L2 morphosyntax. It eventually gives way to a more experimental
phase of acquisition, in which the semantics and grammar of the target language are simplified and
the learners begin to construct a true interlanguage(Seidner, 1982).
Logically, The process of language learning can be very stressful. Foreign student don’t feel
completely comfortable, which caused them to experience a psychological threat. Greenland
conducted a study which involved 54 Japanese men and women who attended a college in the
United Kingdom. All of the classes were taught in English, and most of the staff was non-Japanese.
The results of the research showed that higher intergroup anxiety was associated with increased
acculturative stress. Greenland also found that "intergroup anxiety is a relatively acute experience
that is associated with contact in the short term". Foreign student situation is similar to the Japanese
students' situation in the study because They felt intergroup anxiety around their circumstances.
Uncertainty reduction theory states that uncertainty is unpleasant and one is motivated to
reduce it by using passive, active, or interactive strategies. Hullett conducted a study to predict "the
adaptive and maladaptive behaviors of persons in their cross-cultural encounters" (Hullett, 2005).
He collected data from 121 international students at a large southwestern university in the United
States and tested variables such as knowledge of host culture, positive stereotypes, perceptions of
cultural similarity, and favorable contact with the host culture. The results revealed that people in
cross-cultural encounters may feel threatened and have a lot of uncertainty about the situation, but if
they feel there is an effective way to absolve their perceived threat, they will take steps to reduce
their uncertainty.
Fear will cause someone not to try and advance their skills, especially when they feel they
are under pressure. Just the lack of practice will make someone less likely to fully acquire the
foreign language.
A dialectical interaction between the interpersonal and the intrapersonal sides leads to the
merging of language performance and language competence (Johnson, 2004). Richard Donato
(1998; Johnson, 2004) addresses the role of collective scaffolding in the
acquisition of French. The findings of his study reveal that learners at the same
level of second or foreign language proficiency appear quite capable of
providing guided support to one another. His findings reveal that learners
themselves could be considered a good source of foreign language knowledge.
Collectively constructed support (scaffolding) provides not only the opportunity
for input exchange among learners but also the opportunity to expand the
learner’s own knowledge. Findings of Donato are important because they
encourage us to reevaluate the role of input, interaction, and negotiation of
meaning in the classroom design.
These finding support one of Vygotsky’s fundamental claims: that the individual ‘s
knowledge is socially and dialogically derived (Johnson 2004). Through interaction, a person came
to learn the habits of mind of culture, including speech patterns, written language, and other
symbolic knowledge through which the person derives meaning and which affected a person
construction of her/his knowledge. During participation in interactive practices, the individual
acquires many resources of various types, such as vocabulary and syntax, knowledge of how to
manage turns and topics, and knowledge of rhetorical scripts and skills (Johnson, 2004: Young
1999; Hall 1993, 1995).
1. Dewaele, J. and Furnham, A. 2000. Personality and Individual Differences. Personality and
Speech Production: A Pilot Study of Second Language Learners 28 (2000): 355-365
2. Eskey, D. (1986). Theoretical foundations. In F. Dubin, D. Eskey, & W. Grabe (Eds.),
Teaching second language reading for academic purposes (pp. 3-24). Reading, MA:
Addison-Wesley.
3. Hullett, Craig. 2001. Predicting intercultural adaptation and isolation: Using the extended
parallel process model to test anxiety/uncertainty management theory." International Journal
of Intercultural Relations 25.2 (2001):125-139.
4. Grabe, W. (1986). The transition from theory to practice in teaching reading. In F. Dubin,
D. Eskey, & W. Grabe (Eds.), Teaching second language reading for academic purposes (pp.
25-48). Reading, MA: Addison-Wesley.
5. Greenland, Katy. 2005. Acculturation and Contact in Japanese Students Studying in the
United Kingdom. The Journal of Social Psychology 145.4 (2005):373-389.
6. Johnson. M. 2004. Philosophy of second language acquisition. Yale University: New Haven
7. Lee, C. D., & Smagorinsky, P. (Editors) (2000). Vygotskian perspectives on literacy
research: Constructing meaning through collaborative inquiry. New York: Cambridge
University Press.
8. Seidner, S. S.1982. Ethnicity, Language, and Power from a Psycholinguistic Perspective.
Bruxelles: Centre de recherche sur le pluralinguisme.
Framework
Direct Western
Intercultural Culture
communicatio
n
Indirect Eastern
culture
Classroom
Experiment
Treatment Communication
Method
Basic Interpersonal
Communication
Identify Statistic Analysis à Multivariate Analysis (MANOVA)
Skill