By P. Seargeant
Prime students within the box learn the position performed by way of the English language in modern jap society. Their numerous chapters hide the character, prestige, and serve as of English in Japan, targeting the ways that globalization is influencing language practices within the nation.
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And Watanabe, T. (1997) Jinken no Rekishi (Tokyo: Yamakawa Shuppansha). Blommaert, J. (2005) Discourse (Cambridge: Cambridge University Press). Bourdieu, P. (1991) Language and symbolic power (Cambridge: Polity Press). Chilton, P. (2004) Analyzing political discourse: theory and practice (London: Routledge). Crystal, D. (1997) English as a global language (Cambridge: Cambridge University Press). David, M. K. and Govindasamy, S. (2007) ‘The construction of national identity and globalization in multilingual Malaysia’ in A.
There is a world-wide competition for attracting them. Top quality students are not in abundance, so countries in Europe, America, Asia, and Japan are competing to get [those students] as a scarce resource. Since this is the case, it is said that, in order to get them, [we] have to think about [making it] possible to obtain a degree all in English, depending on the circumstances. Moreover, the discourse of globalization-as-opportunity that places English at the centre is not limited to education.
They had been teaching at the research site for between 9 and 18 years. Data collection To ensure triangulation, data were collected from several data sources using multiple data collection methods. The questionnaire, which included 2 open-ended questions, 44 Likert-scale items and several demographic questions, was used to investigate the general attitudes of the participating students toward the English language, English speakers and English learning. Ten students were interviewed for about 45–60 minutes individually or in pairs in order to get a more in-depth understanding of their views on English.