An Analysis of the Importance of English as a Second Language

This essay examines the importance of English as a second language (ESL), highlighting its widespread use globally and the motivations behind learning it. It discusses various types of motivation, including instrumental and integrative motivation, and relates them to language learning theories such as cognitive and humanist views. The essay explores teaching methods, such as cooperative learning, and the role of teacher motivation. It emphasizes the significance of a supportive environment and effective communication between teachers and students. The essay also references key theorists like Gardner, Lambert, Piaget, and Maslow, concluding that motivation is crucial for successful ESL learning and that a positive teacher-student relationship is essential. The essay also includes a comprehensive bibliography.

IMPORTANCE OF ENGLISH AS A ECOND LANGAUAGE
Importance of English as a Second Language
Name of Student
Name of University
Author Note

1IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
Half of the population of the world can speak more than one language. Most of them at
least speak two languages1. Over 1.5 billion people have chosen English as their second
language2. The world is a global community now, in order to effectively communicate with one
another, everybody needs to know a common language, as English is one of the most widely
spoken languages, and it becomes easier that people learn English as a second language.
Mandarin, Spanish and Arabic are languages that are spoken most widely around the globe;
English on the other hand is the most commonly opted as second language around the world.
There are almost 1.4 billion English speakers including both native and non-native speaker3. The
language English is not restricted to the United States, there English language speaker in Asia,
Africa and Europe as well. Multiple origins and culture are linked by the language English.
Another important actor taking up English as a second language is because it is one of the most
accessible languages. It is widely taken up as second language because it is easier to learn
because written English is not at all different from spoken English. This essay will talk about the
motivation that learners of English as a second language have and the motivation that the
teachers have for teaching English and will relate it to the theories of motivation.
Motivation is the reason that an individual acts, it is one of the most frequently used
terms as it is the reason why a person chooses to live their life the way they do. The learners of
second language need a certain motivation to learn another language which is not their native
tongue. There are various types of motivation like instrumental motivation, integrative
1 www.sheffield.ac.uk, 'Native English Speaking Countries - Prospective International Students - The University Of
Sheffield' (Sheffield.ac.uk, 2019) <https://www.sheffield.ac.uk/international/english-speaking-countries> accessed
13 June 2019.
2www.sheffield.ac.uk, 'Native English Speaking Countries - Prospective International Students - The University Of
Sheffield' (Sheffield.ac.uk, 2019) <https://www.sheffield.ac.uk/international/english-speaking-countries> accessed
13 June 2019.
3 www.sheffield.ac.uk, 'Native English Speaking Countries - Prospective International Students - The University Of
Sheffield' (Sheffield.ac.uk, 2019) <https://www.sheffield.ac.uk/international/english-speaking-countries> accessed
13 June 2019.

2IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
motivation, intrinsic motivation and extrinsic motivation 4. An affective system of motivation
goes a long way in encouraging students to take up English as a second language. Motivation is
English language learning is a complicated psychological process but it is the most influential
factor in learning a language other than your mother tongue. Teachers are currently focusing on
the practical use of motivation in classrooms to encourage students to take up English as a
second language and teach them English. In today’s times, the instructional approach which is a
student centered teaching paradigm, in the light of this cooperative learning as a practice has
been introduced in the classrooms 5. Teaching a small group of students, all of who are dedicated
to the process of learning English, have shown to make an impact in the students. They all have
the same goals and all of them co-operate with one another to learn a new language, this process
of learning English has been proven effective. According to research, this method of learning
through co-operation has a better outcome than any traditional form of teaching or learning. This
method infuses the students with positivity; the students develop a higher degree of self-esteem
and this always the keeps the students motivated to take up new things and learn the language
properly. The co-operative method also generates a lot of co-operation among each other. The
co-operative method also promotes the norm and reward tactic, the student will properly follow
the instructions and work and learn properly because of the social sanction they get and that
serves as their reward. This is the motivation that the student has, to follow the rules and get the
work done because the approval that he/she receives after a well done task is their reward for
doing the work. This kind of co-operative training will not only keep the students motivated but
also increase the longevity of the learning period; the students stick around for the entire course
because they remain motivated.
4 .Al-Sharief, Sultan. "The interplay of motivation and demotivation: The case of EFL learners majoring in English."
International Journal of Applied Linguistics and English Literature 2.1 (2013): 53-59.
5 Jenifara Zaman, 'Role Of Motivation In Second Language Learning: A Study Of Private University Students In
Bangladesh' (Core.ac.uk, 2015) <https://core.ac.uk/download/pdf/61807263.pdf> accessed 13 June 2019.

3IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
The framework of different types of motivation was unvented by Gardner and Lambert6.
They discovered two types of motivation, integrative and instrumental. Integrative motivation
reflects the interests of the learners about different types of people, culture and language.
Instrumental motivation happens when a person gets a job, or a good result and some kind of
bonus. Instrumental motivation is the main type of motivation behind students learning English
as a second language.
American applied linguist Edward Anthony has defined the language learning theories,
approaches, methods and techniques in the following ways: an approach is a bunch of
assumptions that are related to one another which deals with teaching, nature of language and
learning. The subject that will be taught is defined through the approach7. A method is the plan
that is designed for the methodical presentation of the language courses. The method that is
followed will not contradict the approach of learning the language. A technique is the
implementation method. The way the subject matter will be taught in the classroom is the
method of the study. The method of teaching is the way that things are done so that the objective
is achieved. Techniques must be in co-ordination with the method which in turn should be in co-
ordination with the approach. Language learning theories like behaviorism, cognitivism,
structuralism, transformationalism and semanticism.
The idea of motivation can be defined through cognitive theory. The cognitive views on
motivation are influenced by self-perception and environment. It is based on the ideas of
stimulus and response. This theory is based on the ideas of Jean Piaget’s assimilation,
6 Reynolds, Allan G., ed. Bilingualism, multiculturalism, and second language learning: The McGill conference in
honour of Wallace E. Lambert. Psychology Press, 2014.
7 Barbara Johnstone, Speaking Pittsburghese: The Story Of A Dialect (Oxford Publisher 2013).

4IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
accommodation, equilibrium, and schema formation8. According to cognitive theory, stress
produces an inherent desire of the people to maintain the balance in the world. This can be
related to the ideas of motivation; students will be motivated to learn the language as they would
want to maintain the desired equilibrium. This view stresses that human behavior is influenced
by the way an individual thinks about themselves and the environment around them.
The humanist views in motivation were propagated by Abraham Maslow9. Maslow
described there were hierarchy of needs that drives motivation. At the first strata of Maslow’s
hierarchy are the psychological needs, the second is the safety needs, thirds is the love and
belongingness needs, fourth is the self-esteem needs and fifth is the needs of self-actualization.
In case of motivation, the teacher needs to fulfill all the hierarchical needs before achievements,
competence and potential of the students are achieved.
Motivation is the main issue which determines the levels of success that language
learners achieve. Teachers use the tool of motivation to convince students that they should
pursue the course and not discontinue in between. Motivation is the main component which
determines the extent to which a student performs. It is the primary impetus that is needed to
pursue language training. Without being sufficiently motivated, the students will never fulfill
their potential to the fullest, a good syllabus or good teaching is not enough for the students to
continue the course, and they need to be properly motivated. In order for the students to be
sufficiently motivated, there needs to be a proper communication and relationship between the
teachers and the student.
8Blake, Barbara. "Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms."
(2015).
9Cherry, Kendra. "Hierarchy of needs." Retrieved Aug 16 (2014): 2014.

5IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
The motivation that the teachers need to teach English as a second language is an area
where research is very fragmented. The motivation of the teachers comes from the enthusiasm
and commitment that the teacher has. Also, a teacher’s motivation comes from the people who
are working around them like students, colleagues and managerial staff. A proper
communication between the teacher and the student and the teacher knowing about the job that
he or she is doing and is properly compensated for their work, these factors will help the teachers
remain motivated for an extended period of time. Factors like the policy of the management,
lack of autonomy in the workplace, also contribute towards demotivating them. There are
sometimes, problems with security in the profession of a foreign language teacher, teachers have
often asked for more challenges in their work space rather than doing work that are similar to
administrative functions, many teachers demand that they want to teach the students and not
exhaust themselves doing management works. The teachers have also demanded professional
training in the field of teaching English as their second language. If the teachers are given proper
respect and they are kept in the loop while the management takes decision about them, then
would feel motivated and will do their job with full dedication.
This essay concludes that motivation is the most important factor when a person has to
learn a language which is not their native tongue. The first person to take about what constitutes
the idea of motivation was Gardner and Lambert. There is other theorists like Jean Piaget and
Abraham Maslow who also talk about the main constituents of motivation. A healthy
communication and a proper relationship between student and teacher will keep both the students
and the teachers of English as a second language motivated. The teachers also needs to remain
motivated and to do that the management needs pay them respect and they need some kind job
security.

6IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE

7IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE
Bibliography
Al-Sharief, Sultan. "The interplay of motivation and demotivation: The case of EFL learners
majoring in English." International Journal of Applied Linguistics and English Literature 2.1
(2013): 53-59.
Blake, Barbara. "Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in
classrooms." (2015).
Cherry, Kendra. "Hierarchy of needs." Retrieved Aug 16 (2014): 2014.
Johnstone B, Speaking Pittsburghese: The Story Of A Dialect (Oxford Publisher 2013)
Reynolds, Allan G., ed. Bilingualism, multiculturalism, and second language learning: The
McGill conference in honour of Wallace E. Lambert. Psychology Press, 2014.
www.sheffield.ac.uk, 'Native English Speaking Countries - Prospective International Students -
TheUniversityOfSheffield'(Sheffield.ac.uk,2019)
<https://www.sheffield.ac.uk/international/english-speaking-countries> accessed 13 June 201
Zaman J, 'Role Of Motivation In Second Language Learning: A Study Of Private University
Students In Bangladesh' (Core.ac.uk, 2015) <https://core.ac.uk/download/pdf/61807263.pdf>
accessed 13 June 2019