“Freely, and my way”: The L2 Self, extramural English, and perceptions of oral proficiency among year 10 learners of English in Norway

Abstract

Along with globalisation and advances in technology, English is becoming an increasingly prevalent language in the Norwegian society (Graddol, 2006; Språkrådet, 2021). Related to this is the increase of Norwegian adolescents’ proficiency in English, partly because they on a daily basis engage with the language through their extramural English activities (Sundqvist & Sylvén, 2016). The overall research aim of this study is to explore the role of English in and out of school for the development of the L2 Self (Dörnyei, 2009). The L2 Self is an idea of what one might become as an L2 speaker, thus it is the aims one sets oneself as a guide toward a vision of one’s future self (Dörnyei & Ushioda, 2009). My research aim emerged out of my interest in students’ use of English in and out of school, and whether such uses of English influences students’ perceived proficiency and perceived ability to express themselves in their L2 English. I applied a qualitative approach to the study as I wanted to study human phenomena connected to language use and identity among students in Norway (Rindal, 2013). To answer my research aim, I interviewed five students about their perceptions about the English language and beliefs about their L2 English related to their use of English in and out of school. In addition, I used a Language diary to collect data about the extramural English activities the students engaged with over the course of seven days. To analyse the data I conducted a thematic content analysis. The findings uncovered tendencies which pointed toward the participants’ views of English as a lingua franca, as they all highlighted the importance of English in a globalised world. In addition, the participants emphasised the importance of communicative competence for expressing themselves in the L2. The participants also found it important that their L2 English is perceived as proficient by other speakers of English, so as to appear to be credible L2 speakers. Moreover, the participants reported that their extramural English habits influenced their perceived L2 proficiency, however, the majority of them also reported that they would like to improve their proficiency by increasing their formal instruction at school pertaining to their oral English practices. The didactical implications of this thesis include the importance of teachers’ knowledge about their students’ extramural English habits, and for teachers to map out students’ goals of their L2 Selves, as doing so can aid in students’ motivation for the school subject of English.