Polish Students’ Perceptions of English as an International Language

Abstract

Attempts to redefine the concept of motivation in language learning with its major principle of integrativeness (e.g., Dörnyei 2005, 2009; Yashima 2009) have brought into attention the fact that, in the case of the English language, identification of a specific target group with which to integrate has become problematic. Doubts concerning the explanatory power behind integrative motives has inspired researchers to look for a more reliable account of what drives people to engage in the lengthy and painstaking task of learning a foreign tongue, which resulted in the emergence of concepts such as the L2 Ideal Self (e.g., Dörnyei 2009) or International Posture (Yashima 2009), understood as favourable disposition towards the international community and not any specific ethnic group. It appears that many learners of English as a foreign language have ceased to perceive the language as belonging to any particular national group, but rather view it as a universal code for international communication, very much linked to technology and popular culture. Considering the fact that nowadays approximately only one out of four people communicating in English is a native speaker of the language (NS) (Crystal 2003), it needs to be recognized that, in most cases, English is a means of communication for its non-native users (NNS). Undoubtedly, this cannot leave the system unaffected, neither does it leave NNSs’ views and attitudes unchanged. As observed by Singleton and Aronin (2007, p. 13), “English has (…) permeated the sense of identity of a large number of non-native speakers to the extent that it is now ‘owned’ by them.” Thus, it can be assumed that we are witnessing the emergence of a multiethnic community with which learners of English can identify. The study whose results are reported in the present chapter was undertaken with a view to exploring the opinions and perceptions held by students of English philology, the sample whose unique character needs to be recognized, concerning their awareness of English as a lingua franca (ELF). The data accumulated in the course of the present research imply that becoming native-like is still the objective that many learners strive after. However, the position of a native speaker as a paragon or a role model for language learners seems to have been taken over by a successful bilingual. Moreover, it transpires that philology students’ attention is rarely captivated by social and political issues concerning British or American society more than any other nationalities, which may necessitate changes in the way such issues are tackled in the language classroom.