Studying English Locally or Abroad - Term Paper Example

Running Head: studying english locally or aborad? Studying English Locally or Abroad? Teacher’s ID The research aims at exploring if studying and learning English in foreign countries like United States and United Kingdom is better than doing so in one’s own country. A critical analysis of literature available on the subject matter indicates that learning language in a foreign country is more effective than one’s own cultural settings allows new learners to acquire English language more appropriately. Some of these benefits include having better academic resources to assist language acquisition, learning by observation, conversion of learnt language into default expression tool due to subconscious learning, better opportunity to observe vocabulary, grammar and pronunciation of elements of English language and also more opportunities for self-correction by observation and other external sources such as educators and peers. On the other hand, learning English in one’s own country bear more benefits for those working in professions that require more technical skills instead of communication skills and also do not involve intercultural or international communication. However, a careful analysis of these merits and demerits of learning English in both settings indicate that learning English language abroad tends to have more effectiveness than doing so in local settings. Introduction English is one of the main languages that are spoken and understood worldwide. It is evident that many economic, social and cultural trends are responsible for making English a universal mode of communication. Many countries use it as an official language which mainly involve first world countries with major economic power offering more employment opportunities and educational prospects to residents of other countries making them a hub of temporary as well as permanent migration (Harris, 1992). Such trends make English one of the primary prerequisites for successful functioning of individuals shifting from other cultures (Clark, 2012). Many countries have now included English language in their curriculum and teach its fundamentals at grass root level. However, question arises if doing so can make residents of such countries proficient enough in English and will that level of proficiency will be compatible with language spoken in western part of the world where English is a native language. Hence, when one decides to learn and study English as a secondary language, the focus should also be on the source of such education. Such concerns highlight a need of research concerning whether one should go abroad for learning English or English taught through local academic sources may do the needful. Residents of Asian as well as African countries are often faced with such questions. This exploratory research intends to compare merits and demerits of studying English as a discipline and learning it as a language in local and foreign environment. In order to do so, the research explores mechanism of language acquisition and skills development and examines the impact of conducive environment on such skills. Various studies have indicated that learning a language in an environment where it is used as a primary mode of communication enhances instances of language exposure (Harris, 1992). Secondly, learning English language in the foreign environment where it is used as a primary language allows its users to practice its usage and correct themselves which may not be possible otherwise if one does not have access to educational sources (Regier, 2003). The research further examines impact of social, economic and cultural phenomena on learning English as a secondary language. Literature Review There is a significant amount of research that considers learning foreign languages in their respective cultural settings to be more effective than other environments (Khresheh, 2012). Where academic curriculum available for learning new languages can now be universally available, practicing this newly developed skill requires conducive environment. Practicing verbal skills of English in foreign environment would result in cognitive development of vocabulary and clear sense of grammar while performing common activities like shopping and socializing in restaurants. It is important to note that the given notion is consistent with adaptive control of thought model. The model considers declarative knowledge to be the primary model of thought which consists of factual details. On the other hand, the secondary model activated in cognition is procedural knowledge. The model asserts that second language usage skill can only be acquired by going through stages of converting knowledge into declarative, procedural and autonomous skill respectively (Carlson & Heth, 2007). Hence, a language can be learned academically as a fact and can be made fluent by converting it into process. Continuous practice can turn it into an autonomous phenomenon. On the contrary, faulty practice and lack of correction can result into poor autonomous skill. In countries where English is used as a first language, such instances of acquisition and correction are readily available as compared to native countries for Asians and Africans (VanPatten & Benati, 2010). Moore (2000) also supports this language acquisition model by stating that receptive language needs to be accurate in order to use cognitive and expressive language appropriately. Therefore, continuously being exposed to English language through accurate academic literature and domestic exposure by listening to first language speakers and corresponding to them will assist in foreign language being integrated with primary language which can be used as an expressive language properly only then. Another important factor that contributes to effectiveness of English language being studied abroad is the diversity of syntax and grammar students get an opportunity to learn (Harris, 1992; Kennison, 2013). Usually, foreign university and colleges in western countries like Britain, Australia and US have students with English as common mode of communication but they are from different descents. Even English spoken in these countries vary greatly in terms of styles, vocabulary, pronunciation and even sentence structure (Baker, 2002). It is more suitable to learn appropriate form of English language which is also compatible with English being used in one’s own country (Moerk, 1994). Making selection of foreign countries for studying especially for language acquisition based on this conception can further assist in learning English and enhancing its utilization. Another important aspect of learning English along with acquiring formal education abroad is the value addition it brings to one’s professional profile (Kennison, 2013; I-Student Global, 2013). Employers, these days, require work force that is multilingual and preferably bears proficiency in international languages i.e. English for intercultural and international correspondence for all intents and purposes. Although those who have acquired a second language locally may bear necessary know how of English however proficiency in accent can only be acquired while operating in native English environment. This is precisely the reason why many Asians tend to have desired command over English language but incompatibility in accents is rather evident (Baker, 2002). A significant part of learning any language is self-immersion in that particular local culture. Such immersion allows one to witness the role played by a certain language in shaping that culture. Also, appropriation of expressions i.e. idioms etc, with reference to specific situations allow one to use such language appropriately. Such learning in not possible in one’s own domestic/ native settings as literal application of vocabulary is a common problem faced by new learners with limited exposure (Cowie, 1999). In addition to that, many western countries have special English language programs that are designed for catering the needs of new learners. Although such courses are also available in Asian and African countries however professional learning and an opportunity to practice new lessons outside classrooms is a more compatible combination available more readily in foreign countries (Pinon, & Haydon, 2010; Kennison, 2013). Once equipped with basic knowledge, one can progress to advanced levels that are taught by native English languages speakers with academic credentials (Cowie, 1999). Such sources may not be available in one’s own country especially Asian ones. Along with these pros, there are also several cons to learning English language abroad. To begin with, cultural unfamiliarity may reduce the pace of learning. Those studying abroad often face isolation and anxiety caused by unknown environment and people which may affect one’s academic performance as well. Secondly, English learnt in Asian countries with same pronunciation and other language details may make one’s fluency in this language more acceptable to peers (Cowie, 1999; Pinon, & Haydon, 2010). Also, non-resident students may be subjected to prejudice in local culture which tends to sometimes perceive their academic credentials as a threat to local culture’s integrity by a certain segment. It is also important to note that certain professions may not require individuals to have better verbal and written skills in English language and may focus more on technical expertise. Such cases require English language learnt in local environment. In addition to that, learning of any form requires focus and attention. Students studying abroad tend to be more occupied with extra worries of attaining better academic grades overall while dealing other financial and social issues (Regier, 2003). Therefore, the focus tends to shift from better language acquisition or second language learning to sustainable academic development. On the contrary, students who are willing to learn English as a secondary language can take additional courses to do so in a more comfortable local environment. Furthermore, in many countries, English is not an official language, therefore official correspondence require command on local language. In such cases, English learnt from foreign sources may turn out to be an additional expertise if not completely futile. Lastly, some professions in Asian countries like herbal medicine, engineering etc, do not include much intercultural or multilingual communication. Therefore, English learnt from local sources may turn out to be more useful than language learnt in a foreign country. If merits of learning English in local environment are considered, certain arguments may not have complete efficacy for English speakers. Where world is turning into global village, expanding cultural knowledge is more of a necessity than a choice (‘Reasons to Study Abroad’, 2013). Therefore, the exposure of other cultures offered in their most original forms has great significance for today’s students irrespective of nationality and age. Secondly, lack of proficiency in foreign accent and vocabulary of English also limits employment options nationally as well as internationally (‘Reasons to Study Abroad’, 2013). There are careers that require international travelling, conferencing, international calling that require clean English accents of American or British descent. Secondly, many individuals also opt to travel or migrate to western countries with US and UK being the prime focus. Such career decisions also require first hand acquisition of English language in order to function effectively professionally as well as socially. Where students travelling abroad tend to focus more on overall academic programs instead of language learning purposes only, language acquisition is a by-product of such experience (Carlson & Heth, 2007). Social interaction with peers within and outside academic environment assists in subconscious learning of English language (Khresheh, 2012). Further attempts to enhance this skill may assist in appropriate expression in daily life as suggested by adaptive thought of control model. As far as countries using local languages as official languages are concerned, excessive attention is still being paid on English language acquisition and usage. A simple example of this notion can be China where Mandarin is the official and most spoken language not only in China as well as globally. However, more and more academic programs are focused on making students equipped with English language from the early age. Since there are cultures that emphasize on preservation of local culture by focusing on local language, increasing tourism and multicultural projects also require nationals to be equipped with expertise in English language as it is the most understood language globally (Speakman, 2012). It is also evident that English learnt in countries like India, Pakistan and UAE tends to have an adverse impact on one’s accent as well which also gives rise to cultural prejudice and stereotypes. However, learning English in western countries where English is a native language may assist in dealing with such issues. Conclusion A critical analysis of supportive and counter arguments related to learning English abroad has indicated various merits and demerits of doing so. To be more precise, a language can only be learnt by those who know it and in an environment where it exists in a proper form. Many ethnic groups and cultures tend to value culture in its complete isolation however there is no denying that the world is turning into a global village where technology and business practices have make physical borders rather redundant. It is also rather an acclaimed fact that English is the most understood language worldwide. Although it has various versions however the gist remains the same while using it verbally and in written form. Considering this notion, learning English is not a choice for career progression and expanding one’s options. However, as far as learning English locally and in foreign countries mainly western ones in concerned, learning English in foreign countries appears to have more positive impact on second language acquisition. Such learning not only assists learners in experience language in its original cultural form but also have exposure to vocabulary (via observation) without learning it academic settings. Secondly, learning English language in foreign countries also allows users to observe and practice correct pronunciation and accent which is an integral part of English learning. Thirdly, academic assistance in to foreign students speaking ethnic languages appears to be more extensive and advance in foreign countries mainly western ones i.e. UK, US, Australia, Canada. The problems attached with studying abroad can have an adverse effect on English language acquisition however such problems can be dealt with by recognizing such problems before commencing studies and appropriate planning. Therefore, learning English abroad tends to have more effectiveness for its users than English learnt in countries present in Asia and Africa. References VanPatten, B. & Benati, A. G. (2010). Key Terms in Second Language Acquisition. Speakman, C. (2012). Benefits of Quick Start Language Learning. Retrieved 4 May, 2014 from http://www.china.org.cn/opinion/2012-03/21/content_24948824.htm Moore, B. (2000). The Acquisition and Use of Language and Communication Skills. Retrieved 4 May, 2014 from http://www.oclda.org/acquisition.html Harris, M. (1992). Language Experience and Early Language Development: From Input to Uptake. Psychology Press Kennison, S. M. (2013). Introduction to language development. SAGE Publications. Khresheh, A. (2012). Investigating performance of the third- person singular –s as a learnt property through orally repeated practice based on krashen’s monitor conditions of time and form focuses: the case of Jordanian arab trainees translating Arabic into English as a foreign language. International Journal of English Linguistics, 2(2), 97-112. Moerk, E.L. (1994). Corrections in first language acquisition: Theoretical controversies and factual evidence. International Journal of Psycholinguistics, 10, 33-58. Carlson, N., & Heth, D. (2007). Psychology the Science of Behaviour. Pearson Education Baker, M.R. (2002). The atoms of language. Oxford University Press. Cowie, F. (1999). Whats Within? Nativism Reconsidered. Oxford University Press. Regier, T. (2003). Emergent constraints on word-learning: A computational review. Trends in Cognitive Sciences, 7(6), 263–268. Clark, D. (2012). English- The Language of Global Business?. Retrieved 4 May 2014 from http://www.forbes.com/sites/dorieclark/2012/10/26/english-the-language-of-global-business/ I-Student Global Inc. (2013). Should I Learn English at Home or Abroad?. Retrieved 4 May 2014 from http://www.i-studentglobal.com/learning-english/learn-english-at-home-or-abroad?output=pdf Pinon, R., & Haydon, J. (2010). English Language Quantitative Indicators: Cameroon, Nigeria, Rwanda, Bangladesh and Pakistan. Retrieved 4 May 2014 from http://www.teachingenglish.org.uk/sites/teacheng/files/Euromonitor%20Report%20A4.pdf ‘Reasons to Study Abroad’. (2013). Retrieved 4 May 2014 from http://www.tamuk.edu/intpro/whystudyabroad.html Read More