Learning Strategy Instruction in L2 Acquisition and cross—cultural communication

Li++Tao

【Abstract】Learning strategy instruction in L2 acquisition is really at issue. It is a very complex task . In the second language acquisition process， cultural differences in background will lead to communication difficulties and the loss of information communication.In addition， this paper also probes into the teaching purpose and significance of the culture， the author puts forward a culture teaching through the whole process of foreign language teaching， in order to make students can truly have the ability of cross-cultural communication.

【Key words】second language acquisition； cross-cultural communication

Introduction

When it comes to training learners in the use of learning strategies in L2 acquisition， maybe it is most appropriate to say “there is a lot to play for” （Skehan 1991 as cited in Ellis， 1994， p.558）. Up to now， there are a large number of materials on training learners to use effective language learning strategies （e.g.， Ellis and Sinclair 1989； Brown 1989； Oxford 1990； Wenden 1986b and 1991）. However， there have been few empirical studies evaluating the success of the training on L2 learners （Ellis， 1994）. It has not proved an easy task to incorporate the accumulation of knowledge about strategies in effective learning into the teaching process （Williams&Burden， 2000 ）.

1. Argument on strategy instruction

Rees-Miller （1993； 1994） argues that in view of the lack of evidence for the effectiveness， resources spent on strategy training might be better directed elsewhere. Benson （2005） argue that the correlation between strategy use and improved performance is not necessarily a causal-effect relationship.

Ellis （1994） identified 3 key issues in language learning strategies training after reviewing the major studies on strategy training. He gave a warning that issues should be paid much attention to before strategy training is implemented：

（1） more work is needed to discover what strategies and， in particular， what combinations of strategies should be taught.

（2） ways have to be found of taking into account learners own preferred learning strategies.

（3） Some learners may need convincing that strategy training is worthwhile.

2. communication activity underlines the cultural difference

2.1 Courtesy

People who knows English and its customs also know that in need to express appreciation need to say “Thank you”. But they dont know that many other occasions should also say “Thank you”. For example， the party， an American people use such words to praise a Chinese woman： “That ‘s a lovely dress you have on.”你的裙子真漂亮。she might reply immediately： “No， No， it s just a very ordinary dress.”不， 這只是一條很普通的裙子。At this time， the practice of appropriate is just “Thank you”.

2.2 An invitation to term

Dinner， if it is a formal invitation to send， the etiquette in Chinese and western culture are the same. The difference is have a meal. The Chinese people in the guest visit， temporary decided to keep the guest dinner is very common. And the British and American people undercharging prior to the invitation， and the agreed time and place. For example：

I havent seen you for a long time. You must come around for dinner sometime. I was wondering if youd like to come to dinner at our place next saturday evening. wed like to invite you to dinner next friday evening.

The above statement， can be regarded as the sincere invitation. In addition， if go to hotel to have a meal， according to Chinese custom by invitor should pay， but according to the British and American habit but not necessarily. If the other party said： “Ill take you to dinner， ” which means that the other party to pay for them. But if the other party said： “Lets eat together”， this will mean “going Dutch”.

3. Conclusion

The difference between different cultures is due to their respective national cultural history background， We should know the different regions， different national cultural background knowledge and social customs， to keep it with our mother tongue is compared， and make their consciousness to regulate the root causes of language and avoid method， strengthen the cross-cultural communication in the language use standard consciousness， and make our cross-cultural communication more effective， more smoothly.

References：

[1]Ellis，R.（1999）.The Study of Second Language Acquisition.Shanghai：上海外語教育出版社

[2]OMalley，J.M.&A.U.Chamot.（2001）.Learning strategies in Second Language Acquisition.Shanghai：上海外語教育出版社.

[3]Oxford，R.&D.Crookall.（1989）.Research on language learning strategies：methods，findings and instructional issues.The Modern Language Journal，73（iv），404-419.

[4]Rubin，J.（1975）.What the good language learner can teach us.TESOL Quarterly 9：41-51.