Sensitivity in Cultural Differences and Second Language Acquisition: The Case of Uzbek Students of L2 Korean
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This study investigated the relationship between second language (L2) learners’ cultural sensitivity and their development in L2 proficiency. The learner population of interest was Uzbek students studying in Korean universities. A total of 78 Uzbek students participated in the study. In order to assess their sensitivity in cultural differences, a questionnaire scale was developed on the basis of an overview of existing models and measurement tools. The scale was composed of six constructs: interest, attentiveness, willingness to interact, empathy, open-mindedness, and behavioral adaptation. These constructs, which have been consistently identified in the literature, were assumed to represent the affective, cognitive, and behavioral aspects of individuals’ sensitivity in cross-cultural experience. Scores on the Test of Proficiency in Korean were used as a measure of proficiency in L2 Korean. The results of multiple regression analyses suggested that the students’ cultural sensitivity predicted their L2 achievement to a large extent (r = .616). Specifically, attentiveness to cultural differences, open-mindedness, and empathy were strong predictors, while interest in cultural differences, willingness to interact, and behavioral adaptation seemed to play an indirect role in their L2 development.
Abstract
This study investigated the relationship between second language (L2) learners’ cultural sensitivity and their development in L2 proficiency. The learner population of interest was Uzbek students studying in Korean universities. A total of 78 Uzbek students participated in the study. In order to assess their sensitivity in cultural differences, a questionnaire scale was developed on the basis of an overview of existing models and measurement tools. The scale was composed of six constructs: interest, attentiveness, willingness to interact, empathy, open-mindedness, and behavioral adaptation. These constructs, which have been consistently identified in the literature, were assumed to represent the affective, cognitive, and behavioral aspects of individuals’ sensitivity in cross-cultural experience. Scores on the Test of Proficiency in Korean were used as a measure of proficiency in L2 Korean. The results of multiple regression analyses suggested that the students’ cultural sensitivity predicted their L2 achievement to a large extent (r = .616). Specifically, attentiveness to cultural differences, open-mindedness, and empathy were strong predictors, while interest in cultural differences, willingness to interact, and behavioral adaptation seemed to play an indirect role in their L2 development.
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