Ethnocentrism, Cultural Traits, Beliefs, and English Proficiency: A Japanese Sample
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article reports on a study investigating the role in second language (L2) learning of ethnocentrism, cultural and personality traits, and acceptance of values and beliefs expressed in myths and proverbs. Although scholars have conjectured that these factors may play an important role in L2 proficiency, there has been very little empirical investigation of this issue. In our study, 108 adult Japanese living in North America were asked how much they agreed with or accepted statements expressing ethnocentric views about Japanese culture and language that described their shyness, inwardness, and groupist tendencies and that indicated certain Japanese values and beliefs as expressed through myths and proverbs. Three sets of variables were tested: (a) participants’ ethnocentrism, (b) willingness to acknowledge certain cultural traits as being characteristic of Japanese as a group, and (c) willingness to accept the validity of Japanese‐oriented myths and proverbs. The participants’ responses on these variables were correlated with their levels of English proficiency as measured by a cloze test, a self‐rated ability sacle, and a self‐rated performance scale. It was hypothesized that the higher the participants’ responses on these variables, the lower their proficiency levels in English would be. Results suggest that these cultural traits and beliefs play a role in L2 learning but provide little evidence for an effect of ethnocentrism as the term is commonly defined.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it