Opinion on the Necessity for English Learners to Become Perfect Speakers of English - Essay Example

According to an article written by Angela Gallagher-Brett, there are actually 700 reasons to study languages but she identified the two most dominant reasons as “the personal benefits and enjoyment that people gain from learning a language” (Gallagher-Brett, n.d.). Likewise, learning perfect English needs more effort to “practice reading, writing, speaking, listening, learn new vocabulary and improve one’s pronunciation” (Perfect English Grammar, n.d. ).
In support of the argument that it is not necessary for English learners to speak perfectly in English, one content that if the purpose of the learner is to use English as a profession; meaning, to subsequently teach the language to other students, then, at all cost, the learner must become perfect speaker of the language. However, since it is premised that the majority of these second-language speakers would use English for other purposes than academic pursuits, then, it is unnecessary for them to become perfect speakers of the language.
For example, if English learners of Japanese descent use English in the United States to correspond with other second-language speakers, say from China, for the purpose of transacting business or interacting in daily ordinary activities; then, it is not crucial that they become perfect learners of English. As stressed by Gallagher-Brett, “reasons for studying languages which stress the importance of relationships with people, such as cultural understanding of
others, wanting to communicate, meeting people and making friends also featured prominently” (Gallagher-Brett, n.d.) The purpose of being able to effectively comprehend the messages relayed is enough to serve to learn the language.
Concurrently, there are diverse factors that affect the efficiency within which English is learned as noted in The Economist’s article entitled “Who Speaks English?” of which wealth of a country, export dependency, and teaching at appropriate age levels were expounded. Accordingly, countries regardless of wealth manifest strength in learning English as a second language but more importantly, “the larger the number of speakers of a country’s main language, the worse that country tends to be at English” (The Economist, 2011). Using this as the premise, one supports the opinion because if second language learners in Latin America (found to be the worst-performing region for learning and speaking English proficiently) converse and interact with English language learners also from the same region, the more than perfect grammar or syntax and observance to rules of perfect English is not necessary. It could be further argued that as long as the personal and professional purpose for studying a second language has been deemed achieved by the learner, the most crucial element is that communication is made possible and enhanced, regardless of the level of proficiency in speaking the language (Ya-ni, 2007).
Finally, learners of English as a second language would not necessarily manifest a perfect English speaking stance because, as contended by Pakenham (2004), “sociolinguistic rules of speaking exist and that they may differ from culture to culture” (pp. 122-123). Therefore, English learners could exhibit diversity in the way English is spoken, but that does not necessarily mean that their socially exhibited linguistic behavior is far from perfect.
In conclusion, one supports that it is unnecessary for English learners to become perfect speakers of the language. Only if the majority of them would be communicating with other second-language speakers in the capacity of educators are they expected to become highly proficient in speaking the second language learned and to be shared professionally with others. Read More