The paper titled "Acculturation and Perceived Social Distance among Arabs and Saudi Arabians in an ESL Situation" by Abdulkhaleq A. Al-Qahtani focuses on the perceived social distance within a small Arab community in a college town in the Midwest USA and its impact on the acquisition of English as a Second Language (ESL). The study is rooted in Schumann's acculturation model, which examines the extent to which a learner perceives closeness or distance from the target language (TL) group as a determinant of second language acquisition (SLA).
The primary purpose of the study is to explore the relationship between acculturation and language acquisition among Arabs, particularly Saudi Arabians, and how their future intentions—whether they plan to stay in the USA permanently or temporarily—affect their social distance from the TL culture. The research investigates how these factors influence their perceived English language competence. The study involves personal interviews, field observations, and a questionnaire, with participants including Saudi Arabian and other Arab students as well as professionals residing in the USA.
The methodology employed in this study includes three types of data collection: interviews with five Arab men, field observations in a local mosque, and a questionnaire distributed to 17 Saudi Arabian students. The interviews aimed to gather insights into participants' perceptions of social dominance, integration, community cohesiveness, cultural congruence, and permanence in the TL culture. The field observations focused on the interactions within the Muslim community, and the questionnaire sought to quantify the participants' perceived social distance and language competence.
Key findings from the study indicate that Arabs acculturate differently based on their intentions to remain in the USA. Those planning to stay permanently perceive a smaller social distance and report higher English proficiency, while transient residents maintain a larger social distance and report lower proficiency. The study also highlights the cohesiveness of the Saudi Arabian community, which, while offering social support, may hinder language acquisition by reinforcing separation from the TL group.
The study concludes that the degree of acculturation is closely linked to the perceived social distance and, consequently, to the acquisition of English. Permanent residents who integrate more with the TL culture demonstrate better language competence, while temporary residents, who maintain a greater distance, show lower competence. The findings underscore the importance of cultural integration in SLA and suggest that language learners may benefit from greater engagement with the TL culture to improve their language acquisition outcomes.