This article examines the role of agency for the English language development of three Chinese research students with high English proficiency sojourning in Australia. The focus is on the various approaches the learners employed to strengthen their sense of confidence in their language use in Australia. The data were obtained through in-depth interviews and organized into case-study reports. The findings demonstrate that in transitioning into the Australian linguistic and cultural community, all the learners actively sought different English-mediated activities and experiences in order to build the confidence necessary for a successful transition. The differences in their choices of activities were intimately linked with what they historically saw and established as significant achievement goals in and through English. In maintaining that the students' agency was an extension of their fundamental desires and goals for learning, this article provides insights into how second-language (L2) learners gain participation in the target community and the salience of their historical learning goals for L2 use and overall L2 development.
This article reports on a study that examines the attitudes of 69 Flemish university students towards the emerging conceptualization of English as a lingua franca (ELF) on the basis of a questionnaire survey. Built on the notion of ELF as a functional term theorized on sociolinguistic grounds, this study seeks to understand the relation between ELF as a theoretical construct and ELF as a reality in the life of these language students through their experiences of engagement with English, both within and outside the academic community. The results show that the students have embraced some ideas of the ELF phenomenon on a macro level, but retain a strong belief in the native standard norm on a micro level.
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