Abstract
The Second Language (L2) research has presented vast curiosity to learners and their judgments on L2. The numerous directions of learner-focus study, however, have not been sufficient to emphasize the learning experiences of learners in relation to their social and economic context, particularly in third world countries. This research explores the perspectives and experiences of school learners in second language learning in the peripheries of Bangladesh. In addition, this research demonstrates how socio-economic drawbacks of students’ family affect their English subject scores in secondary school certificate examination. Educational background of parents also contributes to achieve the better scores in L2. A close relationship is found between learners’ family education, parents’ occupation, and family income and their achieved scores in English in board examination.
Highlights
IntroductionThe importance of English is beyond description in the present global context
Multivariate analyzes disclosed that English grades of participant students in the Secondary School Certificate (SSC) examination were significantly correlated with parents’ income
The findings further revealed that the students whose parents were highly educated had got higher gradesin the SSC English
Summary
The importance of English is beyond description in the present global context. In Bangladesh, English is treated as a second language. A good level of proficiency in English language is a prerequisite for getting a good job in Bangladesh. Bangladeshi learners try to experience English from primary to University level. They are hardly successful to acquire a good command over this language. English is a crucial factor that affects the success of learners in schools, colleges, universities and in the work places. The importance of English in Bangladesh regularly emphasizes the importance of evaluating the factors influencing this success.
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