Korean ESL Learners’ Individual Differences in Intercultural Sensitivity and Language Development
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With the aim of exploring how second language (L2) learners’ understanding and responsiveness to cultural differences influence their progress in L2, this study investigated a group of 32 Korean-speaking elementary school students in the United States. Using a combination of measurement scales and interviews, their variations in intercultural sensitivity and L2 English development in oral communication and literacy skills were examined. The outcomes from the scales reveal a substantial connection between differences in intercultural sensitivity and advancements in L2. Specifically, those who exhibit greater affective sensitivity in cross-cultural situations tend to excel in the development of oral proficiency. Insights from qualitative information suggest that the most notable contrast in the learners’ experience with their second culture and language appears to arise from individual differences in the extent of immersive versus observational learning on one hand and in preferences for skill learning through rehearsal versus ideational learning through representation on the other.
Abstract
With the aim of exploring how second language (L2) learners’ understanding and responsiveness to cultural differences influence their progress in L2, this study investigated a group of 32 Korean-speaking elementary school students in the United States. Using a combination of measurement scales and interviews, their variations in intercultural sensitivity and L2 English development in oral communication and literacy skills were examined. The outcomes from the scales reveal a substantial connection between differences in intercultural sensitivity and advancements in L2. Specifically, those who exhibit greater affective sensitivity in cross-cultural situations tend to excel in the development of oral proficiency. Insights from qualitative information suggest that the most notable contrast in the learners’ experience with their second culture and language appears to arise from individual differences in the extent of immersive versus observational learning on one hand and in preferences for skill learning through rehearsal versus ideational learning through representation on the other.
참고문헌 (24)
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