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Chapter 1 Introduction

1.1 Research Background
With the process of globalization, the learning of English has swept through theworld just like a strong wind. English is spoken in many countries. Since English wasemployed by more than 70 countries as the official language, both the percentage and thenumber of non-native speakers are growing rapidly. English has been the second andforeign language for over a billion people. Furthermore, already 100 countries treat it asthe first foreign language for teaching, such as Japan, China, Russia, and Germany and soon. If things continue in this way, it has resulted in more numbers of non-native Englishspeakers of English. Kachru (2005) estimated that only in China and India, the estimatednumber of users and learners English has been over 533 million, more than those of theUnited States, the UK and Canada put together[1]. Linguistic scholars looked into thefuture of English in different dimensions. David Graddol (2006: 14) estimated that by2010–2015, two billion people, a third of the entire human population would be learningEnglish. Even he maintained that English will be a basic skill, without English, the one is not in the race[2]. Besides, the universally official position of English and also its worldlyacademic distribution have definitely speeded up the status of English as a globally usedlanguage. In addition, it is widely acknowledged that it is advantageous to gain the abilityto speak good English for doing business and communicating with the world in theglobalization times. By contrast, it will be disadvantageous if they keep speaking poor,which will make people look less intelligent and less competent and even uneducated.
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1.2 Research Purpose and Significance
As we all know, language is always closely related to attitude, culture and ideology.Where the English language goes, cultural perceptions and ideologies of English-speakingcountries follow, especially in the world of education and academia. To some extent, anattitude can stand for the ideology on such issues. Also, learning a language is closelyrelated to the attitudes towards the languages. Learners’ attitude has been widely acceptedas a key concerned factor which influences the performance and success of second andforeign language learning. As different language attitudes lead to learners have differentorientation towards learning English. Thus, attitudes may play a very crucial role inlanguage learning; however, to the best of the researchers’ knowledge, there are abundantinvestigations and researches about English from various angles, but no study has beenconducted to investigate attitudes towards English hegemony. In fact, the college studentsare the hope of the country which would be in such a significant position. Thus, thepresent investigation would contribute to understand such issues with regard to collegestudents in Hebei, China. This could also serve as a Reference for instructors and syllabusdesigners and even policy-makers to improve the situation of English language teachingwith respect to students’ attitudes.
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Chapter 2 Literature Review

2.1 Review of Attitude
In foreign language learning context, the matter of learners’ attitude is acknowledgedas one of the most important factors that can impact on learning language. Reid (2003: 33)stated, “Attitudes are important to us bec本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。