| Recent research conducted in the United States reported a relationship between second language learning and perceived social distance (Acton, 1979). The present study examined the same relationship in a foreign language learning setting, i.e., learning English in Kuwait. A key assumption was that perceived social distance between Self and the target language group is a function of the learner's attitude toward that group and that the social context of the language learning experience is an important determining variable.;Subjects in this study were 192 Freshmen in Kuwait University. They were given three questionnaires: the PDAQ (a measure of perceived social distance), the PDPTQ (a measure of attitudes), and the MORQ (a measure of motivation). The English language proficiency was measured by the Placement Test given by Kuwait University.;Test of significant differences with regard to perceived social distance based on group level--low, mid, and high English proficiency--was computed. Correlations between English proficiency scores and perceived social distance were also computed.;Results indicated no significant relationship between language proficiency and perceived social distance. In addition, successful language learners did not show attitudes or motivations different from those of less successful language learners.;The major hypotheses were: (1) Perceived social distance between Self and the target language group correlates with language proficiency scores. (2) Attitudes toward the target language group vary in accordance with the perceived social distance. (3) Subjects' integrative and instrumental motivation vary in accordance with the perceived social distance.;Implications of these findings seem to warn against over-emphasizing the role of perceived social distance in a general theory of language learning. Social distance perceived by subjects in this study between Self and the target language group is a function of stereotyping--a type of attitude that prevails in a foreign language context. In second language learning, unlike foreign language learning, stereotyping tends to fade with personal experiences of the learner with the target language group.;Finally, the study seemed to confirm Lukmani's (1972) findings that, in EFL settings, instrumental motivation is more important than integrative motivations in determining language learning success. |
