Learner Perspectives on National Identity and EFL Education in Japan : Report of a Questionnaire Study

Abstract

Although the Japanese discourse of nihonjinron argues that the increasing hegemony of the English language will have negative effects on the Japanese identity, some scholars have suggested the opposite, that English in Japan plays a significant role in strengthening and maintaining the ideologies of the Japanese national identity. This paper investigates the potential for both positive and/or negative impacts of English education in Japan by analysing the attitudes and perspectives of 97 Japanese tertiary-level EFL students towards the study of English on Japan's national and cultural identity. The findings suggest that support for the theories of the nihonjinron discourse are not as strong amongst the younger generation in Japan as what they once were. Participants identified the Japanese language as a constituent element of national identity, and it is therefore suggested that removing Japanese from the EFL classroom entirely, as has been advocated for in foreign language policies, may actually cultivate negative ideologies towards the study of English in general. The findings suggest the need to build a positive relationship between the English language as a support for Japanese identity if we are to see an improvement in Japanese students' attitudes toward, and development of, EFL on the whole.

An Investigation of University Engineering Students’ Attitudes and Motivation in Correlation to Their Identity Formation in the Learning of EFL in a Multilingual and Multicultural Context

“…EFL proficiency supports career development and provides several practical advantages, including schooling, obtaining desirable jobs, and global employability. All of these increased learners’ motivation to learn EFL and their positive attitudes, which helped them be more motivated to keep learning the language (Brown, 2007; Drney, 2005, 2009; Soler, 2007; Turnbull 2017; Tum & Kunt, 2021; Ushioda, 2014). Strong motivation is thought to be a key factor in achieving success in language learning.…”

“…Due to linguistic and cultural variations, communication patterns in such learning environments may differ (Sanders & Wiseman, 1990). Native language was highlighted by Turnbull (2017) as a crucial element of national identity. Identity can affect a learner's attitudes and motivation for learning English as a foreign language, leading to either positive or negative attitudes.…”

“…Globalization promotes linguistic homogeneity and spreads Western civilizations. However, there have always been challenges to the predominance of the English language (see Turnbull, 2017). FL policy needs to address economic pressures and maintain national identities because “for some students, learning English well contaminates, or at least threatens, their ethnocultural and national identity” (McVeigh, 2002, p. 155).…”

“…Such a discourse resolves the conflict between the study of English and the preservation of national identity. The study of English is used to communicate and explain the identity and culture of a people and is not primarily an endorsement of Western culture and social standards (see Turnbull, 2017). As Hassan et al (2019, p. 85) noted, “the basic premise of the socio-educational model of second language acquisition gives paramount importance to the learners’ concept of identity and identification with the other language community.” Acculturation is driven by the learner’s desire to integrate into the target language’s culture, reinforced by favorable perceptions of the target language community (see Gardner et al, 2004; Schumann, 1989).…”

“…FL policy needs to address economic pressures and maintain national identities because “for some students, learning English well contaminates, or at least threatens, their ethnocultural and national identity” (McVeigh, 2002, p. 155). According to Turnbull (2017), the goal of the “internalisation” movement in the 1980s was to change the FL policy. Because of this, internalisation “harmony embraces both Westernisation through learning the communication mode of English and the promotion of nationalistic values” (Kubota, 1998, p. 300).…”