Abstract
This paper examines attitudes of Japanese business people towards English by interviewing Japanese construction company employees working on international projects in Asian countries, where English is used as a lingua franca (ELF). The engineers took part in an intensive English course provided by their company before being transferred to overseas offices. Conducting individual/focus-group interviews multiple times during and after the English course, the study sheds light on the participants’ ambivalent and shifting perception of the language, which has both communicative and identifying function in different contexts of use. While these BELF (English as a business lingua franca) users were more content-focused and critical about a teacher’s form-focused approach during the intensive English language training, they are likely to identify more with native-speakers’ English rather than with their own English communication in BELF environments. The paper discusses that there are two reasons for their adherence to “standard” English, referring to the impact of “standard” English ideology (Cogo 2015, 2016b; Seidlhofer 2011, 2018) and social power (French and Raven 1959) that their interlocutors possess. First, the participants are constrained by their past learning experience as EFL (English as a foreign language) learners (Iino and Murata 2016) with little exposure to varieties of English other than the Inner Circle English models (Kachru 1992). Second, they believe in the advantage of using “correct” or “proper” English in producing a good image of their company or themselves. More specifically, while the participants regard English predominantly as a tool to fulfil their communicative goals when working with interlocutors who have relatively less power (e.g. subordinates, subcontractors), they feel that they need to speak “proper” English when communicating with people with more power and authority (e.g. superiors, clients), because they believe it is more relevant and accepted by the wider public. In other words, the result shows how the “standard” English ideology is deep-seated in the workplace communication discourse.
Student Attitudes toward Intensive English Program at CSCED and their Effects on Academic Achievement