Learning a Language Means Learning a Culture

By Seth Robins, CLS Resident Director, Kyoto, Japan

The acclaimed columnist Dave Barry once wrote “the way I attempted to learn Japanese was by reading a book called Japanese at a Glance in the plane from San Francisco to Tokyo. This is not the method recommended by experts. The method recommended by experts is to be born as a Japanese baby and raised by a Japanese family, in Japan. And even then it’s not easy” (Barry, 1992, pg. 20-1).

Despite Dave’s failed attempt, there is still hope for the rest of us non-Japanese or other foreign language speakers. What Dave did not know, but is essential for serious language learners is to understand that foreign language learning includes not only linguistic, but cultural fluency.


Linguistic and cultural fluency can be effectively acquired by understanding the  cyclic nature of learning. Kolb’s (1984) Cyclic Learning Construct (left) has been adapted by Eckstein (2007) and Robins (2010) to meet the needs of foreign language learners. This article will discuss each category of the construct and how its application will aid learners in the language/culture learning process.

Cyclic Learning Construct

•    Input/Output- Second language learning is like fishing in that the longer one’s line is in the water, the better the chances become of catching more fish. Learners need lots of input from native speakers and they need to speak/interact (output) often with native speakers to become proficient.
•    Noticing/Reflection- Effective learning requires noticing differences in one’s own output and input (e.g. verbal or body language) received from native speakers. This may include differences in the way native speakers use certain verbs or their body language (e.g. bowing).
•    Hypothesis Formation- Formulate hypotheses as to how one might bridge gaps between mistakes in one’s own output and correct input from native speakers (e.g. using the same type of verbs in certain scenarios or bowing at similar time intervals as native speakers).
•    Hypothesis Testing- Testing formulated hypotheses then is essential as it will inform learners of the efficacy of their original hypotheses. This involves taking risks as learners feel out unknown aspects of language and culture and seek feedback/affirmation from native speakers.
•    Noticing/Reflection- If learners notice improvements in linguistic or cultural output, then it is vital that they practice their effective hypotheses until they develop accurate fluency regarding the cultural and/or linguistic aspects they are aiming for. If the hypothesis proved incorrect, then formulating and testing a new hypothesis becomes necessary.
•    Motivation- Motivation is a vitally important part of the learning cycle, for without it, nothing will be learned. Thus effective learners will perpetually gauge and appropriately adjust their motivation levels to accomplish their goals.

Finally, language learning research has shown learning strategies to be another effective tool for learners. The Strategic Inventory of Language Learning (SILL) Oxford (1990) is considered to be the most comprehensive inventory of language learning strategies. Taking this survey regularly and using the strategies therein in conjunction with the Cyclic Learning Construct (above) will be a boon to language learners as they maximize their time learning both culture and language this summer with proven tools of effective learning.

Seth Robins is currently studying Japanese language pedagogy as a PhD. student in the Department of East Asian Languages and Literatures at The Ohio State University. He has previous educational and research experience in both Japanese and English Second Language Acquisition and Teaching (MA, Brigham Young University 2010) and Technology Assisted Language Learning (TALL). He has been an instructor of Japanese for the last six years at institutions like OSU, BYU, and Utah Valley University. He currently resides in Columbus, Ohio with his wife Carrol and their two daughters Emi and Evelyn.

References
Eckstein, G. T. (2007). A correlation of pronunciation learning strategies with spontaneous
English pronunciation of adult ESL learners. (Unpublished master’s thesis). Brigham
Young     University, Provo.
Kolb, D.A. - 1984 - Experiential learning: experience as the source of learning and     development.
Englewood Cliffs, NJ: Prentice-Hall.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New         York: Newbury House/Harper & Row.
Robins, S. L. (2010). Examining the Effects of Pronunciation Strategy Usage on Pronunciation Gains
by L2 Japanese Learners. (Unpublished master’s thesis). Brigham Young University, Provo.