The Role of Sociocultural Factors in Second Language Acquisition: From the Perspective of Developing Intercultural Communicative Competence in Pre-Service English Teachers

Abstract

This article analyzes sociocultural factors influencing the process of second language acquisition from the perspective of shaping intercultural communicative competence in pre-service English teachers. In particular, it addresses the interrelationship between language and culture, the formation of stereotypes and attitudes, the acculturation process, culture shock, social distance, and mechanisms for developing intercultural competence in classroom settings. Drawing on the theoretical frameworks of Gardner and Lambert (1972), Schumann (1978), Acton (1979), Brown (2000), and Hofstede (2011), the article argues that the integration of affective and cognitive processes constitutes a crucial condition for successful foreign language learning. The findings highlight the necessity of systematically incorporating an intercultural approach into teacher education programs for future English teachers.