What is a Foreign Language?

The term ‘foreign language’ is used to refer to the teaching and learning of any non-native language outside of its country or the speech community, whereas second language refers to the teaching or learning of any non-native language within one of the speech communities where that language is traditionally used (Freed, 1991: 4; Brown, 1994: 116; Saville-Troike, 2006: 4; Brown, 2007: 205). For instance, learning English in Ethiopia is considered as a foreign language since there is no speech community in the country, while in Kenya it is a second language as there is a speech community in the country due to colonialism. These two approaches of learning are different in some variables like the role of the language in the lives of students, the motivation and attitude of learners, and the context in which the students learn the languages (Freed, 1991: 5).

When a language is studied as a foreign, in contrast to second language, it has got two characteristics: it is studied in formal language classrooms for academic purpose and for international communication, and not for communication with the nearby society that the students live in; when a language is studied as a second language, it serves as a means of communication in the society where it is learnt (Wilton, 2009: 54; Golkova and Hubackova, 2014: 478).

Moreover, learners study foreign language for the purpose of cultural enrichment, communicative benefits, inherent interest and personal motivation (Wilton, 2009: 54; Jamshidnejad, 2011: 4). It is also studied for curricular purpose, and it is not used by the students in their immediate environment for any social communicative purpose (Saville- Troike, 2006: 4). As a result, since the environment is not conducive to present students

with varied and extensive language input, students face challenges to learn and use the language effectively.

When students learn English as a foreign language, their mother tongue is the dominant means of communication while the use of English is limited to academic purposes, for business purpose, or for travel to any English speaking country (Camenson, 2007: 2). However, the writer also states that the teaching of English as a second or foreign language does not show any critical difference in methods or approaches of teaching. Moreover, in relation to students, and the environment they study in, the following are the differences mentioned:

EFL learners generally spend fewer hours per week studying English than their ESL counterparts in settings within English-speaking countries. EFL learners have little exposure to English outside the classroom and

also have little need or opportunity to practice their newly acquired language skills. A classroom of EFL learners has a common native-language background.

ESL classes generally consist of students from a variety of countries. (Camenson, 2007: 2)

In contrast to L1 speakers, foreign language learners have some differences in their language skills proficiency. In terms of productive skills, for example, they do not have the same level of writing skills and they have little exposure to the target language texts they study (Grabe, and Stoller, 2009: 445). For instance, when students learn English as a foreign language, they have little exposure to speaking or reading texts out of their classrooms. This will be a challenge for students to use the language for communicative purposes.

It is clear that students are obliged to learn foreign language(s) in a formal setting due to the benefits they are to obtain or develop as productive and competent citizens in their respective societies. Chan, Chin and Suthiwan (2011: 1) present that the European Union (EU) has indicated that competency in foreign language is considered as one of the vital skills necessary for effective participation for a life time in a society. Chan et al., (2011: 1) further explain the following about the significance of competence in foreign language:

Competence in foreign languageshas long been recognized as an indispensable economic and social resource within a culturally and linguistically diverse Europe and beyond. Competence in foreign languages is not limited to technical skill in a particular language but also includes openness to different cultures and respect for others and their competence and achievements. Learning other languages promotes an extended sense of identity, making people

feel part of more than one linguistic and cultural community. It also increases people’s employment, education and leisure options, which in turn may generate a whole range of personal, social and workplace competencies.

From this extract, it is easy to understand that for the better future of young people in order to operate in the modern society, the knowledge of some kind of foreign language is essential. This is true in the time of globalisation and information age where people are expected to work and live in a more diversified social environment and handle a vast amount of information written in non-native languages.

This demands a common means of communication, and people are expected to use these languages to satisfy their individual and social needs in the competitive market society. In support of this type of idea, the US Department of Education stressed the importance of foreign languages for American government in terms of national security and competitiveness in the global economy (Chan et al., 2011: 2). That is to say if America does not use foreign languages to get intelligence from around the world, it is difficult to be informed of current situations and reality in the fight against terrorism.

Moreover, it is also essential to reach to customers using foreign languages in order to sell goods and services in the global market. These languages have got greater economic values in the current globalisation time. Some of these languages that students are required to study for the benefits of both the individuals and their countries include English, German, French, Chinese, Japanese, Spanish, and others (Chan et al., 2011: 4). These languages are among the most frequently appearing list in many universities in the world due to their economic, social and diplomatic reasons.