Non –native Learners of English Language: Facts Amidst Fun and Fantasy

Abstract

Though the galloping speed of development in the field of science and technology readily signifies the quick accessibility of any mundane stuff through the multiple mechanisms, the context of language learning, for non-native learners in particular, is still fraught with almost incorrigible realities. The situation becomes even more worrying for the learners of hinterlands of a country like India (non-native nation) where English is taught from sixth standard/class onwards, let alone the strangeness of the pedagogic styles adopted and implemented for teaching in English and the complete absence of linguistic infrastructures evolved for a non-native language like English. To make things worse, the disturbing peculiarities of English language, particularly of its spelling and phonetic anomalies, often pose hostile learning situations for the non-native speakers of the language. The paper under discussion titled Non –native Learners of English Language: Facts Amidst Fun and Fantasy is an oriented end eavour to explore the issues from the linguistic-phonetic perspective of both L-1 i.e. one’s mother tongue and L-2 i.e. English in the present case. The factual references that emerge from the discussion establish the task of impeccabe learning of an L-2(English) as a herculean problem while the persistent emphasis on learning English remains a mere fantasy amidst the funny and hilarious contexts of L1 on the one side and stable oddities of English phonetics. Meticulous attention has been paid to the pertinent illustrations of regional language queer interventions and phonetic discrepancies of English as language both for native and non- native learners and the reception of nonnative performances of English users in India pervading across all genres of literature i.e. drama, novel, story, translations etc