LIST OF FIGURES

FIGURE 1		The overall research programme
FIGURE 2		Uses and functions of English in globalizing Finland
FIGURE 3		The distribution for the question “Do you consider yourself to be mono-, bi-, or multilingual?”
FIGURE 4		The distribution for the question “If you consider yourself to be bi- or multilingual, what are the factors that have contributed to this situation?”
FIGURE 5		The distribution for the question “What was the language of your basic education?”
FIGURE 6		The distribution for the question “How often do you travel abroad?”
FIGURE 7		The distribution of the countries or continents where the respondents had stayed longer than three months
FIGURE 8		The frequencies of language studies according to different contexts and stages of life
FIGURE 9		The frequencies of language studies in upper secondary school
FIGURE 10		The frequencies of language studies in adult education courses
FIGURE 11		The frequencies of using foreign languages at work
FIGURE 12		The frequencies of using foreign languages while travelling
FIGURE 13		The frequencies of using English in different situations
FIGURE 14		The frequencies of using Swedish in different situations
FIGURE 15		The frequencies of seeing or hearing different languages in the respondents’ surroundings
FIGURE 16		The distribution for the question “How important is English to you personally?”
FIGURE 17		The frequencies of seeing or hearing English in different places (the percentages represent the number of positive responses relative to the total population)
FIGURE 18		The frequencies of seeing or hearing English in different places (the percentages represent the number of positive responses relative to the responses in each option)
FIGURE 19		The frequencies of seeing or hearing English in different places (the percentages represent the frequency of each option when it is mentioned among the three most common places where English is encountered)
FIGURE 20		The variety of English perceived as the most appealing
FIGURE 21		The variety of English perceived as the least appealing
FIGURE 22		Opinions about Finnish children attending English-speaking schools
FIGURE 23		Opinions about using English as the internal language in Finnish companies
FIGURE 24		Attitudes to hearing a famous Finn speaking English poorly
FIGURE 25		Attitudes to hearing a famous Finn speaking English fluently with a Finnish accent
FIGURE 26		Attitudes to hearing a famous Finn speaking English like a native speaker
FIGURE 27		The percentages of respondents who agree with the statements about the importance of English in Finland
FIGURE 28		The percentages of respondents who agree with the statements about English as a global language
FIGURE 29		The distribution of the duration of English studies
FIGURE 30		The distribution of the respondents’ proficiency in speaking English
FIGURE 31		The distribution of the respondents’ proficiency in writing English
FIGURE 32		The distribution of the respondents’ proficiency in reading English
FIGURE 33		The distribution of the respondents’ understanding of spoken English
FIGURE 34		The percentages of the respondents who think that their proficiency in English is inadequate in different types of situations
FIGURE 35		The place where the respondents’ proficiency in English has been learnt
FIGURE 36		The place where English is used the most
FIGURE 37		The percentages of the respondents who listen to English in different types of situations at least every week
FIGURE 38		The percentages of the respondents who read English text in different types of situations at least every month
FIGURE 39		The percentages of writing in English in different types of situations at least every month
FIGURE 40		The percentages of speaking English in different types of situations at least every month
FIGURE 41		The percentages of the respondents who use English while using the internet or playing electronic games at least weekly
FIGURE 42		The percentages of the respondents who use English at least once a week while working (the percentages represent the number of positive responses relative to the respondents who work)
FIGURE 43		The percentages of the respondents agreeing with the given statements
FIGURE 44		The percentages of the respondents in whole of the population who use English in different types of situations at least once a week
FIGURE 45		The percentages of the respondents who agree with the given statements comparing speaking in English to speaking in the mother tongue
FIGURE 46		Attitudes to mixing the respondent’s mother tongue and English
FIGURE 47		Mixing the mother tongue and English when speaking
FIGURE 48		Mixing the mother tongue and English when writing
FIGURE 49		The percentages of the respondents who agree with the alternatives given to the question “With whom are you speaking when you mix your mother tongue and English?”
FIGURE 50		The percentages of the respondents who agree with the alternatives given to the question “With whom are you writing when you mix your mother tongue and English?”
FIGURE 51		The percentages of the respondents who agree with the alternatives given to the question “Why do you mix mother tongue and English when speaking?”
FIGURE 52		The percentages of the respondents who agree with the alternatives given to the question “Why do you mix mother tongue and English when writing?”
FIGURE 53		The respondents’ predictions about English becoming one of the official languages in Finland
FIGURE 54		The percentages of respondents who agree with the statements about the possible status of English in Finland in 20 years’ time
FIGURE 55		The respondents’ predictions about whether in 20 years’ time there will be social domains in Finland where English will be used more than Finnish
FIGURE 56		The respondents’ opinions about the domains in which English will be used more than Finnish in 20 years’ time (the percentages represent the number of positive responses relative to the total population)
FIGURE 57		The respondents’ opinions whether different groups should know Swedish in 20 years’ time (the percentages represent the number of positive responses relative to the total population)
FIGURE 58		The respondents’ opinions whether different groups should know English in 20 years’ time (the percentages represent the number of positive responses relative to the total population)
FIGURE 59		The foreign languages competing with English in 20 years’ time (the percentages represent the number of positive responses relative to the total population)
FIGURE 60		The distribution for the question “In 20 years’ time, do you believe that Finns will have become outsiders in certain areas if they do not know English?”
FIGURE 61		The distribution for the question “If Finns do not know English in 20 years’ time, in what areas will they have become outsiders?”
FIGURE 62		The percentages of “have-nots”, “haves”, and “have-it-alls” in the total population