The Impact of Using World Englishes in Motivating Saudi EFL Learners - Research Proposal Example

The Impact of Using World Englishes in Motivating Saudi EFL learners Introduction English has become the multinational language of the twentieth century. It has been both the cause and effect of globalization and of internationalization. It is predicted to remain as the global language for big business, the language of e-commerce and the language of knowledge-based economies in the decades to follow (Mydans, 2001). Saudi Arabian students will likewise benefit from learning the English language in school in preparation for the future. Since majority of high school graduates go abroad for further studies in colleges and universities, having English as part of their “artillery” would put them to great advantage (Suleiman, 1993). The fact that globalization is quickly setting in, children need to be proficient in the English language to be able to be competent in their international dealings (Doman, 2005). Due to the wide proliferation of learning the English language, various cultures have adopted the language and integrated their own cultural flavor to the language. World Englishes are forms of the English language that non-native English speakers use, with native English being American and /or British English. A certain culture uses English to suit their own communication styles. Considering the variety of cultures in the world, there are now more non-native English-speakers than native speakers (Jenkins, 2006; Canagarajah, 2007). This includes Saudi Arabian nationals. This study attempts to explore how the use of World English is effective in motivating English as a Foreign Language (EFL) students in Saudi Arabia learn the English language. It will explore if Saudi Arabian English as a Foreign Language learners are aware that there are other forms of English that may be adjusted to one’s cultural context and give them more confidence and motivation to likewise learn English. Primary sources of information will be data from questionnaires completed by Saudi Arabian students of English as a Foreign Language on their motivation to learn English. Their responses to the questionnaire shall be analyzed qualitatively with the backdrop of the secondary sources of information from research data from available literature. Aims and Objectives This study aims to explore how young learners learn a foreign language such as English as understood in the context of their culture. Specifically, it aims: 1. To explain various methods that motivate students in learning a foreign language. 2. To understand the relationship of culture and language and how one’s culture impacts one’s learning of a target language (TL) 3. To understand theoretical models in motivating students to learn a second language like English 4. To understand how World English in the Saudi Arabian context motivates native students to learn English as a foreign language. These aims and objectives shall be met through a thorough review of the literature available on the topic as well as getting information from students regarding their motivation to learn English through a questionnaire after their encounter with different World English classes. Literature Review Endeavoring to learn a foreign language involves not only a system of rules or grammar but also the adjustment of one’s self-image and adoption of the social and cultural behaviors and practices of the origin of such language (Williams, 1994). Without the study of the culture, teaching and learning of the language will not be complete (Abdollahi-Guilani et al., 2012). With English as a foreign language, it is important for the learners to understand the people who speak this target language and how the language is spoken in various contexts. Learning a foreign language involves a matrix with one axis representing the BICS or the Basic Interpersonal Communicative Skills and the other axis representing the CALP or the Cognitive Academic Language Proficiency (Cummins, 1984). Baker (2006) explains that students engage in BICS when they communicate with contextual supports and props such as face-to face “context embedded” situations where they read the other person’s non-verbal gestures, hand movements and sounds to support verbal communication. On the other hand, CALP happens in “context reduced” situations requiring higher order thinking skills such as analysis, synthesis or evaluation. This is usually encountered in more academic learning and communication where language is “disembedded” (Baker, 2006). Sapir (1983) and Whorf (1956) have explained the relationship between language and culture. Their Linguistic Relativity theory suggests that the cultural structure of a certain language will affect the way of thinking of its speakers, hence, people who speak different languages will tend to think differently from each other. Abdollahi-Guilani et al. (2012) argue that the integration of culture in language teaching programs has a motivating effect on the language learner and the learning process because the students get to compare various cultural groups. Being familiar with other cultures help them learn and accept cultural differences rather than reject them. Being exposed to various forms of the English language help students realize that communicating with other non-native English speakers takes much effort and sensitivity. It is likely that they develop positive attitudes toward other cultural groups and adopt holistic approaches to language learning. Transformation of the English language to suit the culture of its speaker has yielded various kinds of World Englishes. Such English conforms to the prevailing culture of the country or area where it is spoken. Mydans (2001) explains that the nature of widely spoken languages fragments into dialects, then into new languages, as Latin did into French, Italian, Spanish and others. The same is true with English, as more and more countries are adapting it to their own languages. “As they emerge, the worlds various Englishes reflect the needs, personality and linguistic roots of their home ground.” (Mydans, 2001, para. 19). For example, the multilingualism of Singapore has given birth to a colloquial language mostly spoken by the English-knowing public. Known as “Singlish”(short for Singapore English), it differs from English in rhythm and intonation, stress patterns, vowel length and quality and sometimes also word order. “Singlish is simply Singaporean slang, whereby English follows Chinese grammar and is liberally sprinkled with words from the local Chinese, Malay and Indian dialects. Take jiat gentang, which combines the Hokkien word for "eat" (fiat), with the Malay word for "potato" (gentang). Jiat gentang describes someone who speaks with a pretentious Western accent (since potatoes are considered a European food), as in "He went to Oxford to study, now he come back to Singapore, only know how to fiat gentang."” (Tan, 2002). Motivation is essential in helping an individual move forward in his goals. It is one factor that is “responsible for determining human behavior by energizing it and giving it direction”(Dörnyei, 1998, p. 117). Richards, Platt and Platt (1992) have defined motivation as “the factors that determine a person’s desire to do something” (p. 238). In learning a foreign language, motivation is doubly important since the learner is endeavouring to get into unfamiliar territory. Thus, learners’ motivational orientations should be identified by language teachers because it is helpful in knowing their “the choice of language to be learned, the kinds of activities that learners are more inclined to engage in, the types and extent of proficiency that learners expect to attain, the degree of external intervention needed to regulate learning and the extent of engagement in the long run" (Abu Baker, Sulaiman and Rafaai, 2010, p. 72). Identification of how learners are best motivated helps teachers to finalize their language learning objectives and designing a classroom environment which is appropriate for the learners’ needs ( Noels, 2001; Ryan and Deci, 2000). Research has found that second language or foreign language learners may be motivated intrinsically, extrinsically or both. The proliferation of English language learning centres in Saudi Arabia has considered various motivational preferences of learners derived from vast research and their teaching approaches now gear towards more learner-centered pedagogy, coming from a more traditional teacher-centred orientation (Javid, et al., 2012). Learners seem to be motivated more in knowing that their teacher, as well as their peers come from the same cultural background, thus are able to speak English the way they would, in their own World English context. This gives them more confidence that they, too, can learn to speak English, and it is not limited to native English speakers like Americans and British citizens. Several theories on motivation in language learning have been developed such as Gardner’s (1985) Socioeducational model which defines motivation as a “….combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language” (Gardner, 1985, p. 10). Another model is the Self-determination theory which determine a learner’s language learning motivations as intrinsic or integrative or extrinsic or instrumental (Deci, Connel & Ryan, 1985). A study on Arab students’ motivational preference in learning the English language found that they had higher extrinsic motivational orientations as compared to intrinsic orientations because they have to study the English language in order to qualify them for enrolment or job opportunities upon finishing their education (Javid et al., 2012). Oprea (2010) recommends to teachers of English as a Foreign Language to teach productive skills of speaking and writing in accordance to British and American English standards. However, with students’ receptive skills of reading and listening, they should be exposed to a wide variety of the English language so that they learn more about different cultures with a global perspective. Methodology This study will involve having students go through lesson sessions on various world English languages and then check their motivation for each class. Forty (40) female students enrolled in Level 8 of the Princess Nora University will participate in this study. They will undergo four different kinds of English on different days namely Filipino English, Saudi Arabian English, British English and Egyptian English. At the end of each lesson, they will fill up a questionnaire to check their motivation. Significance of the Study This study will contribute to the growing field of research on second language learning, but its edge will be how natives of Saudi Arabia are motivated to learn English as a foreign language as they are exposed to a variety of English forms. Since diversity and multiculturalism are now being embraced in globalization efforts, it is high time for Saudi Arabian students to likewise be adept in communication using proper English, and understanding their prospective colleagues from other countries who use their own version of English. Such skill is believed to help them in surviving a highly competitive and increasingly complicated world. References Abdollahi-Guilani1, Yasin, M.S.M., Hua, T.K.& Aghaei, K. (2012) Culture- Integrated Teaching for the Enhancement of EFL Learner Tolerance Asian Social Science Vol. 8, No. 6. 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Schmidt (Eds.), "Motivation and second language acquisition", (pp. 43-68): Honolulu: University of Hawaii Second Language Teaching and Curriculum Center. Oprea, H. (2010) World Englishes and standards, Retrieved on July 24, 2012 from http://hoprea.wordpress.com/2010/07/25/world-englishes-and-standards/ Richards, J.C., J., Platt, and H., Platt, (1992). "Dictionary of language teaching & Applied linguistics", Essex : Longman. Ryan, R.M. and E.L., Deci, (2000). "Intrinsic and extrinsic motivations: classic definitions and new directions", Contemporary Educational Psychology 25, pp. 54-67. Sapir, E. (1983), David G. Mandelbaum, ed., Selected Writings of Edward Sapir in Language, Culture, and Personality, University of California Press Suleiman, M.F. (1993) "A study of Arab students’ motivation and attitudes for learning English as a foreign language", Unpublished Ph.D. Dissertation, Arizona State University. Tan, H. (2002) “A War of Words Over Singlish”, Time Europe, Vol 160: 14 Whorf, B. 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