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Based on the results obtained from factor analysis, it was no surprise that language learning aims and beliefs were affected by three latent dimensions: ELF as an anxiety reducer, ESP and ENL. These results further underline the fact that in today’s globalised world the thinking of ESP learners/users is shaped by a number of separate influences. As for the strength of these effects, the strongest influence on aims and beliefs is exerted by ENL, the second strongest impact is that of ELF as an anxiety reducer, and ESP has the weakest but still significant impact on language learning aims and beliefs in this study (Csizér and Kontra in preparation-b). These results indicate that the participants’ views on language learning aims and beliefs are most importantly shaped by native influences but the impact of ELF and ESP should also be taken into account.
In addition, it is important to note that both ESP and ELF anxiety reducer factors have indirect impact on language learning aims and beliefs as well. The fact that ESP exerts its influence through ENL on aims and beliefs means that these students view ESP as a further vehicle to approximate native level English. As for ELF as anxiety reducer, it seems that its role is linked to ESP use, which might indicate that students’ are aware of the non-native influence in their professional use of English. Another interesting finding is the absence of a direct (negative or positive) link between English as a native language and EFL as anxiety reducer, which clearly indicates that ELF and ENL are separate concepts in students’
thinking.
In sum, the structural equation modelling provides further support to our findings that 1) EFL, ENL and ESP are distinct concepts and should be treated as such; 2) the students in our sample do neither identify ELF as a form of ENL, nor does ENL influence their beliefs about ELF; 3) Their concepts of ELF and ENL seem to coexist in their thinking, each exerting an effect on their learning aims and beliefs separately.
81 Bibliography
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Acknowledgements
The authors are extremely grateful to colleagues at the targeted universities for their kind support in collecting the data.
Edit H. Kontra
Eötvös Loránd University ehkontra@gmail.com
Kata Csizér
Eötvös Loránd University weinkata@yahoo.com