Language and reality: a qualitative study on the impact of learning english on EFL learners realities, the case of second year master students at L’Arbi Ben M’hidi University Oum El Bouaghi
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Date
2023
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University of Oum El Bouaghi
Abstract
English language has emerged as a global lingua franca in the era of globalization, influencing the linguistic, social, professional, cultural, emotional, and cognitive realities of individuals worldwide. However, the specific effects of learning English on these dimensions of reality, particularly in the Algerian context, remain relatively unexplored. Drawing inspiration from the work of Lera Boroditsky, which emphasizes the influence of language on cognition and perception, this study investigates how the learning of English shapes reality. The purpose of this research is twofold. Firstly, it seeks to bridge the existing knowledge gap by shedding light on the specific effects of learning English on the aforementioned realities, providing a nuanced understanding of the experiences and challenges faced by Algerian EFL learners. Secondly, this study aims to open new paths for viewing reality by exploring the transformative potential of English language acquisition, with the intention of leveraging the positive effects and mitigating the negative ones. By gaining insight into the diverse dimensions of reality affected by English language learning, this research aims to inspire language educators, curriculum developers, policymakers, and researchers to develop more effective language teaching strategies and support systems that align with the needs and aspirations of Algerian EFL learners. To achieve these research objectives, a qualitative research design was employed. Specifically, semi-structured in-depth interviews were conducted as the primary data collection method. The researcher developed the interview protocol with careful consideration of the research questions and the participants' unique experiences. The target population for this study comprised Master two students in English didactics, and through purposive sampling, 15 students were selected. Thematic analysis, a rigorous and systematic method, was applied to the interview data to identify and explore patterns, themes, and variations in participants' accounts, providing rich insights into their linguistic, social, professional, cultural, emotional, and cognitive realities shaped by the process of learning English. The findings of this study revealed a plethora of themes, with 19 distinct ones emerging through the thematic analysis process. These themes illuminated the profound impact of learning English on various dimensions of reality for Algerian EFL learners. For example, within the linguistic reality, participants reported growth in their Arabic proficiency as a positive effect of English language acquisition. However, they also faced challenges such as feelings of inferiority when speaking their native language. In terms of social reality, English learning provided new ways to view certain relationships, such as kinship. Some participants also expressed a reduction in their real-life social circles compared to their online interactions. Regarding the professional reality, participants experienced enhanced career prospects. The cultural reality dimension showcased the impact of English on participants' cultural identity, with some reporting a shift towards a more cosmopolitan worldview. Furthermore, they became more receptive to learning about other cultures as they learned English. In terms of emotional reality, English learning elicited various emotional responses, including excitement, joy, stress, and pride. However, it ultimately enhanced their emotional well-being. Lastly, the cognitive reality dimension demonstrated fascinating effects on their perception of time, space, causality, gender, colours, and numbers. In conclusion, this research provides a comprehensive understanding of the multifaceted impact of English language acquisition on the realities of Algerian EFL learners. The findings highlight the positive effects, the challenges, and the transformations experienced by learners.
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Keywords
EFL; Linguistic relativity; Reality