A Probe into Chinese Learners‟ Negative Cultural Transfer in EFL

Hong-lin, Zhu

doi:10.4304/jltr.2.1.212-215

Cited by 2 publications

(5 citation statements)

References 7 publications

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“…To begin with, the findings of the present study with regard to the employment of personal disclosure and collective self elements as features of individualism and collectivism respectively concur with previous findings of some previous studies (Triandis, 1994;Wu & Rubin, 2000, Zhu, 2011. Features of collectivism such as collective virtues and use of first person plural pronouns appear to predominate.…”

Section: Discussionsupporting

confidence: 90%

“…They are seldom autonomous; their actions and behaviour take place in the public sphere, within their social circle. For instance, China, labeled as a collectivist culture (Zhu, 2011), is a country where students' argumentative writing was found to exhibit traces of collectivism such as collective values, interdependent relationship through the use of plural pronouns, etc. (Liu, 2009;Wu & Rubin, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Collectivism and Individualism as Cultural Aspects in Arabic/English Argumentative Writing by Moroccan Students

Chibi¹

2021

IJELS

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It aimed at tracing features of collectivism and individualism such as personal disclosure (employment of first person singular pronouns and personal anecdotes) and collective self (employment of first personal plural pronouns and statements of collective virtues) in Arabic and English argumentative essays by Moroccan master students at the Department of English. Also, the study sought to trace any potential transfer of cultural features across the students' essays. To achieve such a purpose, the study opted for textual analysis, using within-subject analysis and betweensubject analysis to compare and contrast the argumentative essays of the same individuals. The collected data was described and analysed using frequency counts of individualist and collectivist features in the students' writing. The results revealed the prevalence of collective self elements manifested in the high proportion of first personal plural pronouns and statements of collective virtues employed, especially in Arabic essays. In addition, collective virtues was the most prevalent cultural feature in Arabic essays, and combination of collective virtues and first person singular were the most dominant cultural features in English essays.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Collectivism and Individualism as Cultural Aspects in Arabic/English Argumentative Writing by Moroccan Students

Chibi¹

2021

IJELS

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“…An interesting example cited by Zhao (2004) and Zhu (2011) pertains to the differential cultural connotations of the word ‗old' both in English and Chinese. Whilst the use of the word ‗old' as a form of address is culturally offensive in the English-speaking community, the same word may carry positive overtones as a form of address in Chinese.…”

Section: 1defining Culture-loaded Wordsmentioning

confidence: 99%

“…In the English culture, and this is almost true in nearly all western cultures, the use of the expression -old + surname‖ (e.g. Old Mary) may sound something like -useless‖ and -outof-date‖ (Zhu, 2011). By contrast, the use of such expressions as "old + surname" or "surname + old" as forms of address among the Chinese speech community indicates respect and familiarity to the person being addressed.…”

Section: 1defining Culture-loaded Wordsmentioning

confidence: 99%

“…As a matter of fact, if foreign language learners are not assisted to recognize the differences in the cultural meanings some words may carry beneath their surface, they are far more likely to confuse and transfer their connotative meanings from L1 into L2 which may give rise to serious communication problems or conflicts (Laufer, 1990;Zhu, 2011;Liu, 2014). The problem is deemed to be even worse particularly when a positive or a neutral word in L1 creates negative mental images and has derogatory or more offensive meanings in L2 and vice-versa (Zhao, 2004).…”

Section: The Literature Reviewmentioning

confidence: 99%

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On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

Benattabou

2020

IJLTS

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This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.

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A Probe into Chinese Learners‟ Negative Cultural Transfer in EFL

Cited by 2 publications

References 7 publications

Collectivism and Individualism as Cultural Aspects in Arabic/English Argumentative Writing by Moroccan Students

Collectivism and Individualism as Cultural Aspects in Arabic/English Argumentative Writing by Moroccan Students

On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

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