Sheffield University Native Speaker’s Perception of American English as a Global Language
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This study focuses on the native students from Sheffield and their perception of English, its use as an emerging language and the existing psychosocial and linguistic challenges.
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1 SHEFFIELD UNIVERSITY NATIVE SPEAKER’S PERCEPTION OF THE AMERICAN ENGLISH AS A GLOBAL LANGUAGE
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2 Introduction English as Lingua Franca Language (EFL) has opportunities and challenges for students in native speaking countries. Thisdepends on the functionalcontext or perspectiveof the language. This discussion looks at the use of English as a native language (ENL) and how it continues to motivate students to take advantage of its adoption as a global language. With numerous versions of English including the British and American English, it raises various research questions about student’s perception of its variations (Crystal, 2013). This depends on their region or origin as some students regard English as a uniform language (Clark, 2014). English as lingua franca is useful to both native and native speakers but variations in its spoken and written forms raise questions about its adoption as an international language (Copland, Garton&Burns,2014).ThevariationinEnglishmeansthatteachersapplystrategic instructional competencies for effectiveness in using English as a standard language. This raises questions about the best model for the global environment. Learners experience cultural difficulties when adopting English as a main language hence the need to understand the right standardforEnglishlanguageintermsofpronunciationsandgrammaticalstructures (Mackenzie, 2015). Background Research investigating the use of Englishes across the globe includes the perception of native speakers about the status of English as a foreign language(Chun, 2016). Learners in an English classin the UK and US appreciate its use in different subjects and as a global communication
3 tool. As a result, researchers continue to study ENL and how it shapes learners identity. Norton (2013) presents an article on the sociological aspect of language to note that the geographical spread of English in the international environment affects social interaction and presents opportunities for polished speakers. However, English standards vary raising concerns about student’s mastery, competency, beliefs and identity. Language functions include communication and professional development. Globalization presents challenges and opportunities for students in English native lands. This includes the social influences of English as a core subject in international studies including its ideologies and its evolution in a multicultural environment (Kirkpatrick, World Englishes, 2014)This explains why ENS strives to attain competencies in English for opportunities in the global community. Its economic benefits may also become a challenge due to the geographical variations of English as a global language (Neeley, 2013). This study focuses on the native students from Sheffield and their perception of English, its use as an emerging language and the existing psychosocial and linguistic challenges. Purpose of the study The study seeks to collect data from a survey in order to understand the native speaker’s perception of Englishes. Jones, Baxter and Khadija (2013) support this research because it yields meaningful results for global language studies. This study is an addition to quantitative and qualitative study of English as a global language(Kirkpatrick, World Englishes, 2014).The target population is a group of English native students at the college level. It features an experiment on the perception of proficient students on native English standards, cultural affiliation and reasons for using English for professional development. The study also explores areas in which English standards are dominant such as in technology and how this shapes its
4 adoption as ELF. It highlights the role of teachers in developing language competencies in the global environment. Language practices in the contemporary society also emerge with social media and technology communication emerging as a new area for research in EIL. This study explains why variations in the UK and US Standard English affects its application in the corporate world creating challenges on the most popular version for use in the business world. Research Questions This discussion aligns the English language with the global contexts and learners perception. It answers the following question: What perception do native learners in college have of English and its variations? How does this perception influence their acceptance of English as a global language? What effect does global communication have on native students? What is the role of technology and the international environment in shaping EIL? What factors contribute to the students' attitude of world Englishes? Theoretical Background Crystal(2012)considersEnglishasagloballanguagebasedonitshistory,current developments and future expectations. This explains the student’s perception of the language as an international language. Critical issues emerging include its commercial role and cultural perspective (Neeley, 2012: Smith, 2015:Fisher, 2015).
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5 Natives Learning English The adoption of English as lingua franca is due to various reasons. Global learning institutions like Sheffield University have made Educational policy changes to acknowledge English as an instruction language in order to accommodate English as a unified global language (Dearden, 2014). Native speakers consider it as a core language with immense opportunities across the globe. In the corporate world, English is a resource that supports tasks, integration and global business. Students embrace the language because of its increasing prominence. However the geographical distribution of English speaking regions presents challenges because of different versions of the language. Research reveals that native learners have an advantage of operating inmanypartsoftheworldbutELFlimitstheirflexibilityinmultilinguallanguage development. (Copland, et al., 2014) Instructional competence English as Lingua Franca (ELF) classes have a high demand for competent teachers from native speaking regions of the world (Genesee & Lindholm-Leary, 2013). Based on their proficiency in grammar, pragmatism and language contexts, native students from the UK and USlook forward to finding employment in multilingual environments across the globe. However, English as an international language comes with ideological concepts from its origin. Some regions prefer the UK versions while others support the US English (Jenkins, 2013). Global competence is an issue because of the dwindling proficiency of quality English. Native leaners
6 have an advantage because they have cognitive as well as academic proficiency(Kinginger, 2015). Regional Language Hu (2012) acknowledges the role of English and its expansion across geographical regions to point out that the native speakers prefer their English. This brings out the role of cultural diversities and affiliations and the existence of English as lingua franca(Oanh & Walkinshaw, 2014).As a result some regions find it hard to accept native speakers from some regions. For example, native speakers in Australia and New Zealand prefer the UK English to the US because of the cultural/historical affiliations. This redefines the English proficiency according to the regional standards for vocabulary, grammar, context application and pronunciation (Wei &Yuming, 2015). Consequently the dominant issues concerning English and its spread across the world emerge. Linguistic imperialism emerges with its use in art and science subjects. As an interdisciplinary subject it gives more opportunities to the native learners(Gayton, 2016). Intellectual development The ability to speak more than one language calls for acceptability of the language, willingness to communicate and pleasantness of speaking the new language (Science Daily, 2016).the fact that English has different dialects supports its adoption as a main global language for academic learning. However, this notion limits the development of other languages. Native English from UK further has dialects like the Welch and Cornish. In addition, contemporary English includes
7 the American, Canadian, New Zealand, UK and Australian native English. It takes cognitive ability to learn the bi-dialects of different English dialects (Wolfam, 2015). Heritage and Language According to the British Council learners should learn a variety of English versions for creative adoption in creative arts(Clark, 2014). Literature studies incorporate classics likeShakespeare which are effective in drama, poetry and the performances.ENS has the advantage of understanding the inferences made in such linguistic works. ENS as language learners is able to use deductive reasoning for such learning material. The Harvard Educational Review identifies the appropriateness of language citing its connection to ideologies and cultural affiliations (Flores & Rosa, 2015). Native learnes start using English from childhood hence adopt the language as a heritage. Social Variations SocialfactorsdeterminetheconstructionofanidentitywithvariantsofBritishand Americanized English. This comes out in the social interaction, conversations and acquisition of identity. Learners become aware of the speaker through pronunciation and accents. Exposure to the global language requires techniques to handle different dialects, verbal expressions and perceived proficiency. English speaking students from different countries have close ties with certain versions. Students in a native a native English class may report close relations with certain dialects because of interaction or exposure (Wolfram & Schilling, 2015).
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8 English Models and Native Accents Seidlhofer (2012) describes ELF with a global language approach to bring out the language modeling practices. Standard English implies the acceptable English versions with reference to the sociocultural, communication and application. Students in a native class are aware of the American and Canadian and UK pronunciations. The native speakers influence in the world paradigm by creates a distinction between the native learners and non-natives. This diversity features in the multilingual environment creating shifts in ELF attitudes. Existing challenges According to The Economist (2017) English versions influences the global system raising concerns over the appropriate English for the corporate world features in business but there are international brands from other regions. Students from native English lands have to cope with challenges of using these versions in interactions. Jenkins ( 2013) supports these differences explaining that the politics of language varieties based on background and presents challenges for students in international universities. Issues of identity and language influence learner’s affiliation to different regions. Some learners adopt language that seeks to improve the original language; others associate itwithcultural influences that shape the dialect. Native speakers seeking opportunities in culturally strong environments like China and Arabs face cultural challenges (Glayton, 2016)
9 Chapter 3 Methodology This research is an inquiry into the native student’s perception of English language varieties across the globe. Based on contextual data analysis, this survey considers the existing prejudices about the internationalization of English. It brings out the underlying effects of EIL through field data collection. With a sample of 27 ethnic oriented male and female students from an international student this study interrogates native English students pursuing English courses for professional purposes. The target group is students who have grown up using and learning English since childhood. These are natives from an English native speaking country. The open ended questionnaires describe the learner’s experiences. This was useful in obtaining detailed data for wide explanation. Through a focus group discussion with 7 students the research looks at the collective perception that students have of English from the US (Ritchis, Lewis, Nicholls and Ormstron, 2013). Its narrative inquiry looks at the learning experience and practical application of English types. The second set of questions features close ended questions for 20 participantsto answer in an interviewprocess. Thiswastimeconsumingbut produced personalized information. It also had a high rate of response and deep analysis of the issues in focus (Rowley, 2012). Research Design The study uses a survey for capturing data, interviews, focus group and research analysis software. Quantitative data looks at the survey data statistics including the mean, percentages for causal comparative and correlational data. Using qualitative data collection instruments, this research adopts a descriptive, open-ended and closed end response system. The likert scale
10 tackles questions on behavioral response providing information on whether the participants agree to the statements and the extent to which they do so (Hartley, 2014). This research uses 15 questions (five for the focus group and 10 for individual responses). Research Instruments This study uses a questionnaire attached in the Appendix for online data collection. The survey is on a voluntary basis and the participants undertake an aptitude test, behavioral and cognitive tests(Abidin, et al., 2012). This experimental research gives insights into English language and its varieties(Anderson & Shattuck, 2012). SPSS as the analysis tool is ideal for measuring the variations in male and female participants and analyzing scalar judgments made in tabulated form(Blunch, 2013). The participants are international students in a foreign learn awaiting entry into universities in the region. The beginners taking translation and literature classes include male and female students. Findings Students in the UK gain proficiency in English for professional functions. However, many are ignorant of the effect of standard global English from other regions. Based on historical aspects, English teachers in the UK apply global learning process and teaching standards with a focus on the British version. The native respondents showed positivity towards their English version but some were against the limited use of one version opting for the inclusion of the US English version. From this analysis, global factors have a great effect on the learner’s perception of the Standard English language. The respondents seemed to acknowledge the effect that English
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11 versions have on spoken English because of pronunciation, accent and grammar structures. From the findings, gender and age factors do not have a major effect on student attitude about a different English version. There are factors which influence the willingness to communicate, choice of a desirable model, accent development and the orientation process. Although the study provided basic information for a mini research, it paves the way for a major inquiry into emerging factors like innovation and technology, which affect learners in English classes. Analysis From the study scalar results, more than 90% of the students agree that pronunciation is critical in language communication. It gives the student confidence when speaking a new language. Resultsalsoindicatethatlearnersprefertheiroriginalversionbecauseitfacilitatesfor professional development and international communication. Native speaking students are new to some English languages and do not feel as confident as the natives. Native speaking lecturers are a preference because of clarity and a better grasp of the language. Respondents could identify correct pronunciation because they had foreign teachers and technology devices to support their learning. Lingua franca and professional development The development of competency in the English is motivated by various factors including the demand for proficient graduates from reputable institutions. Modern students find professional opportunities in different parts of the world. The online platform provides an opportunity for English learners to explore international jobs. As a crucial language of communication English
12 is used in different parts of the globe as an official, business, and academic language. English from the US dominates the world business market because of the spread of multinationals from the region. These elements continue to determine the adoption of English standards for professionals.Languageproficiencyshapesthelanguageincludinginternalandexternal attributes. Perception From the findings, 27 respondents were positive about English as a language with varied translations. 20% strongly disagreed stating that English should have local standard versions. 60% agreed that learners had more confidence relating to others in the global sphere after training.70%oftherespondentsshowedapositiveattitudetowardsthisdiversity acknowledging that other languages also had dialects. It was obvious that the world is a village made of different regions hence the variations. However, 6 people identified gaps in knowledge development noting that studying English was interesting because everyone was communicating in English online. 80% felt that English variations were interference to the local languages because business communication like emails was mainly in English. Language variations Language variations influence acceptance of English standards among young learners within a college level age. From the findings students have a challenge coping new English versions in the business world because of the US accent(Fisher, 2015). Most students also preferred to sound like the native speakersfrom the UK because this sounds right. Most learners strongly agree that they could recognize a native speaker from other parts of the world. As a result, a
13 number of students accessed online videos for improved pronunciation when searching for opportunities in the US. Significance of the study This study brings to light the plight of native English learners in the contemporary setting, their academic needs, economic opportunities, cultural influences and global challenges. It supports existing research on English for natives and nonnatives (Oanh & Walkinshaw, 2014). It considers the plight of English speaking professionals and student perception of the language as an economic tool. The study is oblivious of the fact that the global environment is dynamic and language plays a critical role in practices. The study supports researchers such as McKay (2016) on the role of its new dimensions. Looking at the perception of the learner, it identifies the globalization factor, technology influences and learner interests in EIL (Meiekord, 2013). English native students have a cultural background and the research looks at the regional perspective and variations of English versions. From the analysis, it is clear that some learner’s acknowledgement English versions from other regions while others oppose these deviations. The research explains why some English models are a preference than others. In this research the use of technology in business, defines English as an intellectual language for professional development (Holland, et al., 2013: Manca & Ranieri, 2013). The findings illuminate the pros and cons of EIL, student’s perception of shared values, English as a principle language for commerce and its role in science and technology.
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14 Discussion From the analysis, English has US and UK variations (Crystal, 2013). Students from the UK experience challenges and opportunities in the international business. Although there are numerous models for the Standard English, these students are at liberty to use the English approach that suits their specific needs(Dehbozorgi, 2012). Using 27 respondents, the study confirms that there are factors, which shape student’s perception of English as an acceptable international language. These feature Psychological, Social and Linguistic factors. Descriptive results capture these by highlighting the learner’s perception, cultural perspective and the impact of English standards in the global scene. This study proves that the learning processes shape the professional development of English students in an international institution(Matsuda, 2003).20% of those who preferred English from the UK agreed that English was acceptable with its original accent. Since the institution is in the UK, students felt the teacher's background formed a basis for standard reference. 3 out of 27 of the respondents were confused by the differences in the US and UK English because they felt it was the same language. 60% felt that the best standard was the UK version because the most educational material in the region recommends it. 35% felt that the American English had more popularity in many sectors including online interaction, film and entertainment industries. These findings support the study by Abidin, et al (2012) on external factors influencing student’s perception and acceptance of language. In an effort to answer the second research question on what motivated learners into adopting one of the Englishes most correspondents agreed that the standard rules and common use of the
15 language version in professional, business and the economic sphere were a contributing factor (White, 1988). The students also agreed that changes in the global sphere encouraged them to adopt the standard versions. Student’s ability to find information online was also a factor of analysis and all students were aware of the British and American versions. A good number of students agreed that English was likable no matter the region of origin or standard version. More than half the respondents cited lack of confidence during class presentation due to pronunciation problems. This is an indication of the factors influencing learner’s attitude based on standard references(Clark, 2014). 6.0Conclusion From the data, collected international students in an international university from the UK feel confident about their level of language proficiency because of its standard. Their attitude towards English as lingua franca questions the variations in Standard English based on personal preferences and affiliations. Although some acknowledge the strength of UK English as the main standard for lingua franca, some feel the US version is more popular and acceptable globally. However, social cultural challenges, language pronunciation, accent and grammar variationsmatter.Thisresearch supports notions that having a positiveattitudetowards language shapes its adoption as standard(Holland, Sams, & Kaplan, 2013). However, the research also identifies gaps with regards to the dominance of US English in key sectors like the internet, technology, and multinationals world. Therefore, from research, English shapes the adoption of standard Englishes and raises questions about whether the US or UK standard native English is the ideal lingua franca.
16 APPENDIX Questionnaire Background This survey investigates the native learner’s attitudes on different Englishes. It looks at the experience faced by learners and their opinion of English as a global language. The study investigates the language attitudes towards English varieties for students in the UK Universities. The survey results will be useful in academic research, peer reviews and the development of educational policies. Confidentiality All information in this questionnaire is individual and personal data remains confidential. In case of further questions, please contact us online. I the undersigned verify that this data is used for academic purpose. Thank you for your corporation.
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17 Questionnaire Study on the Englishness and UK International Students attitudes Personal Data i)Gender Male Female ii)What is your date of Birth ------------------------- Section A 1.What is your original language󠆳 Asian󠆳 European󠆳 American󠆳 African󠆳 Australian󠆳 Other Please tick or indicate how strongly you agree or disagree with the questions (5-strongly agree: and 1-Strongly disagree) 2.I have come across a variety of English languages 12345
18 3.Which English version do you connect with󠆳 American󠆳 British 4.Which other English language are you familiar󠆳 Chinese󠆳 Australian 5.What language did you use in your education?󠆳 English󠆳 Mother tongue󠆳 Other 6.Where do you think English originally came from󠆳 America󠆳 UK󠆳 Other Country 7.Which accent represents a global image󠆳 American English󠆳 British󠆳 Unknown 8.The British accent is more respectable than the American accent 12345 9.I prefer to use American English for internet communication 12345
19 10.I prefer to use the British English for official use 12345 11.My local language should be part of the international language alongside the British and American English 12345 12.The British and American English represent the standard English 12345 13.English is the ideal global language 12345 Section B 14.I often feel anxious making English pronunciations 12345 15.Pronunciation is important in English 12345 16.I have a problem speaking English with my local accent 12345 17.I am comfortable with non-native English speakers 12345 18.Which English version has the most appropriate pronunciation?󠆳 American󠆳 British Section C
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20 19.In your opinion, where would you commonly find English󠆳 Learning institution󠆳 Online󠆳 Business environment󠆳 Social communication 20.Which English version is popular on TV shows󠆳 American󠆳 British References
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