이 레포트는 피츠버그대학에서 교환학생으로 있을 당시 작성한 것입니다.
이 레포트는 ESL 상황에 있는 타이완 학생과 일본인 학생을 인터뷰하여 사회문화적인 요소가 영어습득에 미치는 영향에 대해서 전문적으로 분석하여 작성하였으며 발표자료로 파워포인트 자료가 첨부되어 있습니다. 한 달 간에 숙고하여 영문으로 작성한 레포트로 A+를 받았습니다.
socioculutural factors on acculturation
Section 1: transcription
인터뷰한 내용을 그대로 간략한 대본으로 옮겨 적었다
Section 2: visual comparison chart
한 눈에 보기좋게 인터뷰내용을 차트에 정리하였다
Section 3: two most important variables
두 사람간의 언어습득의 차이에 큰 영향을 미친 두 가지 사회문화적 요소에 대해서 다루었다.
Section 4: additional variables and their role
그 외 부수적인 사회문화적인 요소에 대하여 논하였다
Section 5: a reflection
인터뷰를 마친 후 느낀 점을 적었다.
Section 4: two most important variables
Time spent in the US
Subject 1 is just arrived here before two months ago for this fall semester. This is her first time. However, subject 2 has stayed here in the US for 4 years. In this case, subject 2 has had many opportunities to make a good situation for learning English, because his time spent in the US is long. S1 is just arrived here, and starts involving extracurricular activities here and there, like IKE(International and knowledge and experience certificate), Campus Christian(Church), and Youthfriend(volunteer work for town school). However, they are all related with international students except Youthfriend, but not even started yet. ..................... S1 is in the first level of culture shock, but S2 already overcame this stage a long time ago. Furthermore, he get used to imitate the Americans’ body languages and gestures and even use them when needs to act out. The length of residence is correlated with all variables, such as mixing with Americans without native groups, culture shock, and cohesiveness. This gives time for ELL making good environment for learning English.
Cohesiveness and size
According to Schuman, “a good English learning situation for ELL is below. Both groups desire assimilation (or at least acculturation) for the L2 group. Low enclosure is the goal of both groups, the two cultures are congruent, the L2 group is small and noncohesive, both groups have positive attitudes toward each other, and .......................................................When I asked them who celebrated their birthday party, S1 was all Taiwanese, but S2 was half Americans and half international students. Furthermore, when I asked them to arrange 10 close and personal people, they are mostly Americans for S2, but S1 is half and half. Therefore, in case of cohesiveness and size, S2 is in much better situation for learning English. The size is small and cohesiveness is low.
Lives in Two Language| Linda Watkinds-Goffman 지음| 출판사 Michigan
Principles of Language learning and teaching| H. Douglas brown 지음| 출판사 Longman