SECOND LANGUAGE ACQUISITION AS A CLASH OF CONSCIOUSNESS

Abstract

Recent interest in “humanism” in second language teaching and learning has produced a number of interesting paradigms for the examination of psycho‐sociological factors in second language learning. Of particular note are the theoretical perspectives developed by Guiora et al. (1972, 1975), Gardner and Lambert (1972), and Schumann (1976). These characterizations of second language learning do not, however, provide explanations which lead directly to the identification and solution of problems faced by students in a foreign culture. This paper presents a theoretical perspective of second language learning which explains cross‐cultural problems in terms of conflicting definitions of reality. First, parallels are drawn between the trauma endured by ESL students in the United States and that endured by schizophrenics. Then, culture and language shock are discussed in terms of the conflicts experienced by individuals from traditional societies as they attempt to adjust to a “modernized” society.

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