Delineating factors that are associated with non-native language proficiency

In the era of globalisation, English proficiency has never been of greater importance. This can be attested by the existence of national syllabus for English as a second language in virtually all corners of the world. Nonetheless, owing to the variations in how the language is being taught, by whom, starting when, etc., it comes as no surprise that a wide range of proficiency beyond mere individual differences emerges across nations. A recent survey of English proficiency reported in 2020 ranked Thailand at 89 out of 100 non-native speaking countries, in other words the country is tagged as having ‘very low’ proficiency. How each country attains their proficiency level, the report does not say. This project aims to collect and analyse multi-national data to fill in this missing link. We will collect data that are made available on the national syllabus of the countries classified in the ‘high’, ‘moderate’, ‘low’, and ‘very low’ proficiency group. It is also vital to note that there are numerous factors at play to influence the outcome observed, namely, psychological (e.g., peers’ perception), socioeconomic (status, privilege, parents’ education, etc.), and cultural (seniority). We will also investigate these factors in different nations to draw comparisons and highlight features of particular significance. Eventually, we will draw inferences from human psychology and the inner working of the brain in our attempt to explain why some methods work and others do not, and how social and other factors can aid or impede our ability to master a new language.

Keywords: Learning, Neurolinguistics, Psychology