第7章 社会文化因素
7.1 复习笔记
本章要点：
1 Acculturation 文化适应
2 Sociopolitical Consideration 社会政治因素对第二语言学习的影响
3 Language, Thought, and Culture 语言、思维和文化三者的关系
本章考点：
1 相关概念：文化定式，态度，文化适应，文化冲击，社会距离；
2 社会政治因素：第二语言的学习环境，文化适应的程度；
3 语言、思维和文化三者的关系：萨丕尔·沃尔夫假说。
本章内容索引：
Ⅰ. Concepts
1 Cultural Stereotypes
2 Attitudes
3 Acculturation
4 Cultural shock
5 Social distance
Ⅱ. Sociopolitical Consideration
1 Types of Contexts
2 Degrees of Acculturation
Ⅲ. Language, Thought, and Culture
Ⅰ. Concepts（相关概念）
1 Cultural Stereotypes（文化定式）
Stereotype refers to the common characteristics of a certain collective. Our cultural environment determines our world outlook, and the reality is perceived by us objectively through our inherent cultural model while those perceptions we disagree or is regarded as “abberation” are simplified.
定式是指一个所在的集体所具有的共同特征。文化环境决定了我们的世界观，我们通过自己固有的文化模式客观地反映事实，对于那些不同的文化观念，我们不予认同或将其视为“异类”，因而把它们进行简化。
2 Attitudes（态度）
Some sorts of attitude towards culture or language are often implied in stereotype, which might form gradually, beginning in an early childhood, affected by the attitude of parents and peers, in the process of personal communication with different people, under the interaction of many factors.
定式常常暗含对文化或语言的态度。态度在童年早期开始形成，受父母和同伴的态度的影响，在个人与不同的人的交往过程中，在多种因素的相互作用下慢慢形成。
Second language learners profit by positive attitudes while negative attitude is likely to weaken learning motivation due to the abating of language input and interpersonal interaction. Negative attitude may also lead to the lack of learning proficiency, which usually stems from the wrong stereotype or excessive sense of national superiority.
第二语言学习者得益于积极的态度。消极的态度十分可能会因为语言输入和人际互动的减少而造成学习动机的减弱，也可能会导致学习熟练程度的欠缺。消极的态度常常源于错误的定式或过度的民族优越感。
3 Acculturation（文化适应）
Acculturation refers to the process of adapting to a new culture, a reorientation of thinking feeling and communication.
文化适应是指适应一种新文化的过程, 一种对思想、感情和交流的重新定位。
Acculturation can be divided into four successive stages. The first stage is when a person feels excited and happy about the new environment around. The second stage is about cultural shock, to be specific, an individual in a certain culture begin to feel many cultural differences and his self-consciousness is impacted. The third stage is gradual recovery, which is tentative and uncertain at the beginning, which is a typical feature of cultural pressure. The fourth stage is almost complete recovery. Through assimilation or adaptation, an individual in the new culture begin to accept the new culture and establish self-confidence in the “new” self.
文化适应可以分为四个连续阶段。第一个阶段是对周围的新环境感到兴奋和愉快。第二个阶段是文化冲击，处于某种文化中的个体开始感觉到诸多的文化差异，自我意识受到冲击。第三个阶段是渐进式恢复，一开始是试探性的、摇摆不定的，这是文化压力的典型特征。第四个阶段是近乎完全恢复，通过同化或适应，处于新文化中的个体开始接受新文化，并对“全新的”自己树立起自信。
4 Cultural shock（文化冲击）
Culture shock is a phenomenon of slight psychological discomfort or even serious psychological panic caused by the change of cultural environment one is in. Culture shock can bring a lot of discomfort, such as alienation, anger, hostility, hesitation, tension, distress, sadness, loneliness, and even other physical illness.
文化冲击指一种因文化环境转变带来轻微的心理不适，甚至严重的心理恐慌的现象。文化冲击会带来许多不适感，如疏远、愤怒、敌意、犹豫、紧张、苦恼、悲伤、孤独、甚至身体疾病。
It is generally believed that cultural shock is the anxiety caused by the loss of the symbols or symbols normally used in social interaction.
通常认为，文化冲击是因为失去已有社会交往中所惯用的符号或象征而产生的焦虑感。
5 Social distance（社会距离）
Social distance refers to the interweaving effect of two cultures similar in cognition and emotion on individuals.
社会距离是指在认知与情感上类似的两种文化的交织在个体身上产生的作用。
As is stated in Schumann’s theoretical model, the greater the social distance between the two cultures, the more difficult it is for learners to learn a second language; On the contrary, the smaller the social distance between the two cultures are, the less difficult it is to learn a second language.
根据舒曼的理论模型，两种文化间的社会距离越大，学习者学习第二语言的困难程度越大；相反，两种文化间的社会距离越小，其学习第二语言的困难程度越小。
Acton designed a measurement tool about social distance, namely the Professed Difference in Attitude Questionnaire and PDAQ in short. In PDAQ, learners are basically required to answer the differences in their attitudes towards various concepts from three dimensions: Firstly, the overall distance between themselves and their compatriots. Secondly, the overall distance between themselves and people from the target country and language. Thirdly, the distance between the native of their country and people from the target country and language. It is found by Acton that successful language learners seem to have an optimal social distance.
阿克顿设计了有关社会距离的测量工具，即PDAQ。PDAQ基本要求学习者对他们所认为的各种概念在态度上存在的差异从三个维度进行回答：（1）自己与本国同胞之间的总体距离；（2）自己与目标语言国民之间的总体距离；（3）本国同胞与目标语言国民之间的距离。阿克顿发现，成功语言学习者似乎存在着一个最佳的社会距离。
As is presented in this ideal social distance model, the learners who fail to master the second language may not realize the synchronous development of language and culture in second language acquisition.
根据这一最理想的社会距离模式，在第二语言学习中，未能成功掌握第二语言的学习者可能是没有实现语言和文化的同步发展。
Ⅱ. Sociopolitical Consideration（社会政治因素）
Generally, there are some explicit or implicit policies in every country that will affect the status of its mother tongue and one or more other foreign languages.
每个国家都有一些显性的或是隐形的会影响其母语和其他一种或多种外语地位的政策。
1 Types of Contexts（第二语言学习环境的类型）
To learn a second language, various contexts are suitable.
第二语言有多种学习环境。
For instance, the first context is to learn a second language or another language in its language culture or learning a second language in one’s native culture, since the second language is the common lingua franca of education, government and business in its native country.
一种学习环境是在第二语言文化中学习第二语言或另一种语言；或者是在母语文化中学习第二语言，而这种第二语言是该国教育、政府、商务的通用语。
Besides, another kind of learning environment is called foreign language learning, that is, learning a foreign language in one’s mother tongue’s culture, in which, learners are less likely to use a foreign language directly or widely.
另一种学习环境是外语学习，即在母语文化中学习一门外语，而在这种母语文化中，学习者直接使用或广泛使用外语的机会较少。
2 Degrees of Acculturation（文化适应的程度）
Degrees of acculturation vary from different types of second language situation.
第二语言的学习环境不同，文化适应的程度也不同。
Learning a second language in a foreign culture (Type la) potentially involves the deepest form of acculturation.
在外语文化中学习第二语言，其文化适应程度最高。
When learning a second language in the native culture (Type lb), the degree of cultural adaptation varies with the country, the cultural and social political status of the language, the learners’ learning motivation or learning goals.
在母语文化中学习第二语言，其文化适应程度随国度、该语言的文化和社会政治地位、学习者的学习动机或学习目标的不同而变化。
When learning a foreign language in the foreign culture (Type 2), the degree of cultural adaptation varies from person to person. In this kind of environment, cultural topics may improve learners’ learning motivation and enhance their understanding of the second language culture.
在外语文化中学习外语，其文化适应程度因人而异。在这类环境中，文化话题有可能会提高学习者的学习动机，增进学习者对第二语言文化的了解。
Ⅲ. Language, Thought, and Culture（语言、思维和文化）
Language and thought combine to form culture. Through language, cultural patterns, customs and lifestyles can be expressed, and the world outlook with certain cultural characteristics can also be revealed from language.
文化是语言和思想的交融。文化模式、习俗以及生活方式都可以通过语言表达出来，同时带有某种文化特征的世界观也可以在语言中体现出来。
As is presented in the hypothesis of Sapir-Whorf, language system (grammar) is not only a tool to copy, reproduce or present ideas, but also a medium to form ideas. It guides individuals’ spiritual activities, helps to analyze the subjective impression and promotes the synthesis of personal thought reserves. The formation of thought is not an independent process, but a part of specific grammar, and more or less varies from grammar to grammar.
根据萨丕尔·沃尔夫假说，语言系统（即语法）不只是复制思想的工具，也是形成思想的媒介，它指引个人的精神活动、帮助分析主观印象以及促进个人思想储备的合成。思想的形成不是一个独立的过程，而是特定语法的一部分，并且或多或少地随着语法的不同而不同。
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