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Abstract
The aim of this study was to find out the relationship between EFL students’ social as well as cultural capital and their foreign language achievement, using Bourdieu’s theories in the sociology of education as frames of reference. To this end, the Social and Cultural Capital Questionnaire (SCCQ) was administered to 128 EFL learners majoring in English language. The Multiple Linear Regression Analysis was performed to analyze the data. Social and cultural capital data were matched with university students’ academic records in language proficiency courses. Results indicated that cultural competence was the best predictor of the listening skill, whereas speaking, reading, writing, grammar, and the total GPA were mostly predicted by students’ diploma GPA and literacy, the two factors which are related to cultural capital. Finally, statistical results were discussed, and implications were provided in the context of English language teaching.
Highlights
Learning never takes place in a vacuum
The Social and Cultural Capital Questionnaire (SCCQ) was administered to 128 EFL learners majoring in English language
Results indicated that cultural competence was the best predictor of the listening skill, whereas speaking, reading, writing, grammar, and the total grade point average (GPA) were mostly predicted by students’ diploma GPA and literacy, the two factors which are related to cultural capital
Summary
Learning never takes place in a vacuum It occurs within a variety of contexts, some of which are more conducive to the process of cognitive, affective, and social development than others. Society can be structured by the differential distribution of cultural and social capital. These two types of capital can be powers that define the chances of profit in a given field. The more one possesses cultural and social capital, the more successful one may be in a specific area. These types of capital can be considered as guarantees of success
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