The analysis of the relationship between cultural factor and second language acquisition

摘要

The aim of this study was to investigate the impact of the cultural factors on the acquisition of second language from the subjects, selected from registered students in university of science and technology. The subjects in this study were selected from the registered students in English learning courses in university of science and technology. Sixty-nine (69) undergraduates were made up two in-tact classes for this study. Participating groups were randomly assigned to either the control group with fourty-three (43) students or to the experimental group with twenty-six (26) students by flip a coin. A quantitative research method with the quasi-experimental research-nonequivalent control group design and survey were employed in this research. English teaching materials as instruments were served to all the participants for eight (8) weeks, sixteen (16) hours in total. According to the analysis of Pearson correlation, there are no significant differences among the students' age and years of learning English, and the two post-test results, TVE-JCEE-94-2 and ACMA-2. According to the analysis of Point Biserial correlation, there are no significant differences among sex, having attended an English cram school, having relatives speaking English, having interaction with English speakers regularly, immersing in English mass-media regularly, having lived in English-speaking countries, the importance of western culture, having concept of cultural metaphor, having been taught eastern culture, the importance of asking questions, and having acquired American culture at English cram school and the two post-test results, TVE-JCEE-94-2 and ACMA-2. There is also no significance between previously having been taught American cultural in English class at school, and the post-test, TVE-JCEE-94-2. However, there is a moderate negative relationship (r =-.34, p<;.05) between ever having been taught American culture in English class at school and the post-test, ACMA-2 result. The only significant factor found in the study is a negative relationship between a subject's test score and previously having been taught American culture.