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TITLE: THE ROLE OF ENGLISH ENVIRONMENT IN LEARNING FOREIGN
LANGUAGES: A COGNITIVE AND SOCIOLINGUISTIC PERSPECTIVE
Aripova Shaxina Jamshidovna
a student of Asia International University.
Tasheva Nafisa Zaynitdinovna
Associated teacher.
https://doi.org/10.5281/zenodo.15723676
Abstract
. This paper explores the influence of an English-rich environment on the process
of learning other foreign languages. While English is often the target language in second language
acquisition, this study examines how immersion in an English-speaking environment can both
facilitate and hinder the acquisition of additional foreign languages. Drawing on theories from
cognitive linguistics, sociocultural theory, and empirical data, the study demonstrates that English
functions as both a cognitive scaffold and a sociolinguistic bridge in multilingual contexts.
However, excessive reliance on English can also create interference and inhibit the full
acquisition of target languages. The paper concludes with recommendations for educators and
policymakers on how to balance English use within foreign language education frameworks.
Key words:
English environment, foreign language learning, multilingual education,
language transfer, linguistic interference, sociocultural theory, cognitive linguistics, metalinguistic
awareness, second language acquisition (SLA), English as a lingua franca, language pedagogy,
language learning motivation, educational linguistics.
Introduction
The global dominance of English has led to its adoption as a lingua franca in many
educational settings. As English becomes increasingly embedded in various domains
—
academia,
business, media, and technology
—
it also becomes a central part of the environment in which other
foreign languages are taught and learned. This article investigates the role of an English-rich
environment in facilitating or complicating the learning of additional foreign languages (L3, L4,
etc.).
Theoretical Background
Cognitive Linguistics and Transfer Theory
According to transfer theory, knowledge from one language can influence the acquisition of
another. English, being a structurally rich and widely accessible language, provides learners with
cognitive frameworks such as syntax patterns, vocabulary strategies, and phonological awareness
that can be applied to the learning of new languages.
Sociocultural Theory
From a sociocultural perspective, Vygotsky’s concept of the
Zone of Proximal Development
highlights the role of mediation in learning. In many international contexts, English acts as a
mediator for instruction, peer interaction, and resource access in the process of acquiring additional
foreign languages.
English as a Facilitator in Foreign Language Learning
Access to Learning Resources
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Most pedagogical materials
—
textbooks, scholarly articles, and online platforms
—
are
available in English. This provides learners access to a wide range of authentic input and
comparative linguistic analysis across multiple languages.
Metalinguistic Awareness
Learners proficient in English often develop metalinguistic awareness, which is crucial for
understanding the structure and grammar of other foreign languages. For example, understanding
English tenses can aid in mastering French or Spanish verb conjugation systems.
Motivation and Confidence
Success in learning English may boost learners’ self
-efficacy and motivation, leading to
more persistent efforts in learning other languages. A positive identity as a successful language
learner can carry over to other language acquisition efforts.
Challenges of English-Dominated Environments
Linguistic Interference
Negative transfer can occur when English structures interfere with the target language. This
is particularly evident in pronunciation and syntax, where English phonotactic rules may distort the
learner’s output in another language.
Reduced Authentic Input
An English-dominant environment may reduce exposure to the target foreign language,
limiting opportunities for naturalistic learning. Learners may over-rely on English translations and
instructions, thus minimizing immersive experiences.
Identity and Language Hierarchies
Sociolinguistic hierarchies often elevate English over other languages, leading learners to
perceive foreign languages as less useful or prestigious. This can negatively impact learner
motivation and commitment.
Empirical Evidence
A comparative study of university students in multilingual programs in Europe (e.g.,
Erasmus students) found that those with high English proficiency performed better in learning
additional languages due to easier access to resources and better comprehension of grammatical
terminology. However, another study in East Asia revealed that students learning German or French
through English often faced difficulties due to limited direct exposure to the target language and
overuse of English as a crutch.
Pedagogical Implications
To optimize the benefits of an English environment in foreign language learning, educators
should:
•
Encourage balanced use of English and the target language in instruction.
•
Foster multilingual awareness, comparing English with the target language to highlight both
similarities and differences.
•
Promote authentic target language exposure through multimedia, native speaker interaction,
and immersion experiences.
•
Provide training on language transfer and interference to mitigate negative effects.
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455
Conclusion
An English-rich environment offers significant cognitive and educational advantages for
foreign language learners, particularly in terms of access, scaffolding, and metalinguistic
development. However, unbalanced reliance on English can hinder the acquisition of other
languages through linguistic interference and reduced immersion. Thoughtful integration of English
as a supporting
—
not dominating
—
element in foreign language pedagogy can harness its benefits
while minimizing drawbacks.
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