FREQUENCY OF ENGLISH LANGUAGE USE IN B&H UNIVERSITY STUDENTS AND ITS INFLUENCE ON LANGUAGE PERCEPTIONS AND IDENTITY

FREQUENCY OF ENGLISH LANGUAGE USE IN B&H UNIVERSITY STUDENTS AND ITS INFLUENCE ON LANGUAGE PERCEPTIONS AND IDENTITY

Bilkić, Maida
Osmanović, Džalila

Although many studies have been conducted on second language acquisition and bilingual education, there is a lack of research-based information on developing foreign language identity, especially regarding the frequency of language use and its influence on language perceptions and identity. EFL is taught in most primary and secondary schools in Bosnia and Herzegovina, as well as at the university level, resulting in foreign language learners who spend approximately twelve years studying the language. However, the length of studies does not guarantee that the learners will use the language frequently or efficiently, and there is a lack of an instrument which would indicate how often the students use the language and how this affects their language perceptions and identity development. Therefore, the research questions of this study are: what is the frequency of using English as a foreign language in B&H students, how this frequency affects students' identities, and how language perceptions are reflected in students' language practices. This study explores the perceptions which students have about the significant roles English plays as a foreign language, and how students’ identities are constructed through these perceptions. For this study we use semistructured questionnaires. Questions are focused on the subjects’ background information, the frequency of English language use, and students’ perceptions and attitudes to English. Subjects are students of different faculties and universities in B&H. This paper aims to raise the awareness of relevant bodies in forming foreign language learning strategies which would benefit the efficient foreign language learning and internationalisation of B&H.

Conference or Workshop Item
PeerReviewed

2014

3479