A Conceptualization Of Cultural Interdependence In Second Culture Acquisition

The influence of first culture (C1) on second culture (C2) learning has been a hot issue in the study of culture learning. However, after several decades of study, researchers have not reached consensus on whether transfer of C1 has constructive or destructive influences on the learning of C2. Contrastive Rhetoric, Acculturation Theory and Adaptation Theory hold that C1 interferes with C2 learning when C1 and C2 show differences, thus, in C2 learning learners should put their C1 aside and acculturate themselves into C2. In contrast, the threshold hypothesis, 1+1>2 model of foreign language learning, and Tao-Qi Theory maintain that C1 facilitates C2 learning. Therefore, learners should make use of the positive effects of C1 to achieve a high proficiency in C2.There are some problems with these conflicting theories. First, they are drawn from different paradigms. There is no consistent understanding of cultural proficiency among them. What's more, few of them have supports from empirical studies. And those with empirical supports are deficient in the mono-design of research. In view of these problems, this paper proposed two solutions, namely, a theoretical framework to conceptualize cultural proficiency; and a multi-approach design.Based on a qualitative study (Study 1), this paper argues that a distinction could be made between two levels of cultural proficiency: cultural literacy and cultural understanding proficiency. And it is further hypothesized that C1 and C2 proficiency are interdependent at the level of cultural understanding proficiency. The results of a quantitative study (Study 2) generally support this hypothesis. The correlation analysis and regression analysis reveal that, (1) C1 proficiency and C2 proficiency are significantly related; (2) C1 understanding proficiency can predict 65.7% variance in C2 understanding proficiency.The present research has both theoretical and pedagogical implications. Theoretically, acculturation theory needs reconsideration. Although it appeals to the common sense that some C1 knowledge, especially sociolinguistic rules in C1, may interfere with C2 proficiency, Acculturation Theory overlooks the fact that C1 proficiency in general has more facilitative influences on C2 development. Pedagogically, the importance of C1 and L1 should be recognized in C2 and L2 programs. Teachers and students should be made aware of the interdependence between cultural proficiencies.