causes and effects of english as a global language

Doreen 11301036 (third draft)Causes and Effects of English as a Global LanguageEnglish undoubtedly occupies a unique position in todays world as the global language. It has spread over a considerable geographical area and is widely used for economic, political and cultural functions (Gil, 2010). Research on English as a lingua franca (ELF) has been gaining considerable attention in the field of applied linguistics in recent years (as cited in Jenkin, 2007 and Seidlhofer, 2011, p.31). As English has now become a global language, it is increasingly used by speakers from different linguistic and cultural backgrounds for intercultural communication (Sung, 2014). In an effort to curtail native-speaker dominance of global English, and in recognition of the growing role of the language among non-native speakers from different first-language backgrounds, some academics have been urging the teaching of English as a lingua franca (ELF). Although at first this proposal seems to offer a plausible alternative to the traditional standard version, it raises both practical and theoretical concerns (Sowden, 2011). Various effects area language learning, identity issue and regional elements impacts on English learning and using were brought out since English become a global language.Learning Asian language in Australia has become a disputable subject. In the article of Jeffrey Gil (2010) the Double Danger of English as a Global Language, research done in Australia shows that proponents of English is the global languages view often point out that there are many millions of people learning English in almost every country in Asia, to support their argument that Australians do not need to learn Asian languages and cultures to the extent proposed in the Griffith Asia Institute report (Gil, 2010). This point shows that people in Australia with negative attitude toward English is becoming global accept a passive way to confront the current situation of English learning and using. Another point is to avoid being left behind, Australian will need to seriously study Asian languages and cultures to ensure that bi/multilingualism is at least as common and mainstream here as it is in other parts of the world, and this in turn will mean instituting a large-scale Asian languages and cultures programme(Gil, 2010). This point shows that people in Australia with positive attitude toward English is becoming global prefer an active way to deal with millions of non-native English speakers learn English is sufficiently learning Asian language.With the depth and range of language learning, learning language is not only about how to use and how good does an English learner use; it is also influence the perspectives of learners about their identities. In the era of globalization where English is losing its cultural base (as cited in Dornyei&Csizer, 2002; Canagarajah, 2005, p.32), the issue of identity has become more complex than ever (Sung, 2014). A wider range of linguistics identities are available at the disposal of different L2 learners and speakers (Sung, 2014). For example, some L2 users may wish to express their L1 and/or national identities in ELF communication（Sung,2014). Alternatively, some L2 users may wish to signal their belonging to a wider global ELF community (Sung, 2014). Especially in the circle of Chinese universities English majors, they think once they start learning English, they have to put off Chinese and put on English. In one study, for example, Lamb (2004) (as cited in Lamb, 2004, p.32) found that young Indonesia learners of English appear to aspire towards “an English-speaking globally involved version of themselves in addition to their local L1 speaking self. Another study revealed that German learners of English saw the possibility of redefining their sense of national identity in reference the local, national, European and/or global communities they identify with(as cited in Erling, 2007, p.32). These two examples show out people wherever they come from would like to identify themselves as a national individual once they have learned English.Besides area language learning and identity issue, regional elements impacts are also shown on English using as a global language. Cultural differences can change the interpretation of words (Kameda, 2014) even though English now is an international lingua franca. The meaning of the word difficult can be taken as a well-known example (Kameda, 2014). In Kamedas (2014) article Japanese Business Discourse of Oneness: a Personal Perspective, he offered a typical case in a business between Japanese and American: During negotiations, an American businessman might respond to another Americans proposal by saying:That could be difficult. This response, interpreted within the context of American culture and business practice, probably means the further discussions still possible (Kameda, 2014). However, in some other cultures, particularly those in Asia, people use words such as difficult to indicate a greater degree of negativity (Kameda, 2014). They are reluctant to respond with a direct and emphatic “No-even when they mean it (Kameda, 2014). Therefore, if a Japanese businessman responds to a proposal by saying “That could be difficult; he is indicating that the proposal is unacceptable (Kameda, 2014). This case can show that regional environment and culture could be strong influential affects on English using. Within the big background of English as a global language, English learning, teaching and using is becoming unstoppable. Both positive and negative effects could be favorable factors to advance