To illustrate, it is typical in mainstream SLA research to set English as a foreign language in Germany and Japan in the same categories (Block, 2003). Block (2003) further elaborates that these two EFL contexts are significantly different in terms of their socio-historical, geographical, mythological, and linguistic backgrounds. Each context needs to be separately defined. He says, ―Germany is portrayed as a context where the rationale for studying English is to use it as a lingua franca to communicate with fellow Europeans who do not speak German‖ (p. 48). In contrast to this, in Japan, ―learning English is seen as part of kokusaika (internationalization), as a way of communicating with the ‗West‘, and its existence in the national curriculum therefore is tied up with more abstract questions of national identity and Japan‘s place in the world‖ (p. 49). This suggests that teaching English in these two countries needs a different set of goals and approaches.