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Journal articles on the topic 'A history of the English language'

Author: Grafiati

Published: 3 June 2025

Last updated: 23 June 2025

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1

Кадыркулова, Ф. Д., та Р. К. Чурмукова. "АНГЛИС ТИЛИНДЕ ТҮРКИЗМДЕРДИН ПАЙДА БОЛУУ ТАРЫХЫ". Vestnik Bishkek state university af K Karasaev 67, № 1 (2024): 114–19. http://dx.doi.org/10.35254/bsu/2024.67.16.

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Relations between peoples are impossible without the communication of languages. This article examines the issue of words adopted into the English language with the help of Turkic languages that are used in the modern language. The languages of the Turkic peoples have left many traces in different languages. Also, to review the nature of Turkisms in English, to reveal the nature of assimilation of Turkisms in two language cultures and the general features of the communication process, and to determine the features of the development of the semantics of its usage. In addition, the history of the emergence of Turkisms in the English language is intended to determine the features of its usage and semantics. In dealing with Turkisms, it should be noted that the English language is deep and wide. It is defined as the process of transition or entry of elements of one language into another language as a result of linguistic contacts.

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Valentina, V. KOSTOVAROVA. "Plain English in legal communication: the history of formation and features." Service plus 17, no. 2 (2023): 48–57. https://doi.org/10.5281/zenodo.8232423.

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The article discusses new linguistic phenomenon in the field of professional communication in the field of law, which got the name of «Plain English». The author examines the historical background of this phenomenon origin establishes the causes of its appearance. The main objective of the article is to determine the linguistic features of professional legal communication in the format of simple English. The article not only discusses the main lexical and grammatical difficulties and ways to simplify them in legal texts, but also explains the reasons for such a transformation. The relevance of the article is focused to the existing difficulties in mastering and applying the classical legal language, which is rightfully considered one of the most difficult professional languages. However, the problem in understanding legal English arises not only among English language learners, but also among native English speakers, for whom legal English becomes a truly foreign language. The emergence of the language phenomenon "Plain English", its application at the legislative level, the creation of international organizations whose purpose is to disseminate the norms of simple and understandable English in the legal field contribute not only to the understanding of legal English texts at the international level. All this also simplifies the understanding of the law for a simple English-speaking person. The study of this problem may be interesting for translators, teachers of a foreign language in the field of jurisprudence, as well as for practicing lawyers working with a foreign language.

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Yu, Jie. "History of teaching English in China: the path from Chinese English to China English." Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication 28, no. 1, 2025 (2025): 111–29. https://doi.org/10.55959/msu-2074-1588-19-28-1-8.

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The article aims to review briefly the sociolinguistic history of the language contact between Chinese languages and English, presents an overview of basic English language education in the Chinese education system during different periods of Chinese history. The study traces the emergence and development of English as a variety in China, in the form of China English, Chinese English, and Chinglish. This study could be of important scholarly significance for World Englishes researchers in the context of considering the English speech of native Chinese speakers. Attention is paid to English education in the country, focused on the rules of the functioning of this language as a native language for representatives of the Anglo-Saxon culture, and to the situation in which, from the middle of the last century, an exonomative model of language teaching was formed in the PRC and has been actively operating until recently. The paper highlights the increased attention of researchers to the issues of revising the policy of foreign language education in the PRC, which is explained by the ideological need that dictates the attempts of Chinese scholars to secure for China English the status of one of the varieties of World Englishes.

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Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.

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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.

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Budilova, Olexandra, and Maryna Volkova. "MULTILINGUAL APPROACH TO TEACHING THE HISTORY OF ENGLISH: PROS AND CONS." English and American Studies, no. 20 (June 23, 2023): 65–72. http://dx.doi.org/10.15421/382309.

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The history of the English language is a compulsory subject included into the curriculum of students majoring in English. As a theoretical course, it focuses students’ attention on the English language development from both diachronic, and synchronic perspective, spots the differences between Old, Middle and Modern English, guides them through the changes English has experienced over history. Obviously, English is not the only language whose structure has changed over time, and our idea was to highlight the similarities and differences between English as the major language and French, German and Spanish as minor languages our students learn as part of their compulsory curriculum. Despite belonging to different language groups, the four languages can be compared in terms of various grammar structures, thus giving students an opportunity to practice not only English, but also other languages they learn at university.The aim of this article is to show the ways to incorporate the multilingual approach to teaching the history of English and to emphasize its advantages and disadvantages from both teacher, and student perspective.

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6

ĐURČEVIĆ, Jovana. "LEXICAL BORROWING THROUGHOUT THE HISTORY OF ENGLISH." Lingua Montenegrina 21, no. 1 (2018): 57–66. https://doi.org/10.46584/lm.v21i1.617.

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Throughout its development, English has undergone changes at all language levels. However, the most dramatic change in the history of English involves changes in vocabulary which have resulted from the contact with different languages or a great influx of loanwords, mainly from Latin, Scandinavian, and French. These loanwords have greatly increased the vocabulary of English, which is why the aim of the paper is to give their overview, as well as to reflect on less frequent loanwords from other languages. As the process of borrowing marked all the periods of the development of English, the author has organised the paper chronologically, describing them in the order in which they have been transferred into the English language.

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7

McCarthy, C. "Language and History in Seamus Heaney's Beowulf." English 50, no. 197 (2001): 149–58. http://dx.doi.org/10.1093/english/50.197.149.

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Pašanbegović, Muhamed. "Major periods of borrowing words from other languages in the history of english." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 2 (December 15, 2004): 207–14. http://dx.doi.org/10.51728/issn.2637-1480.2004.207.

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This paper presents a short overview of the history of the English language and its expansion through borrowing of words from other languages. The borrowed words are referred to as ‘loanwords’. Unlike any other language, English vocabulary consists of 70% ‘loan words’. The history of English and thus ‘borrowing’ is divided into four periods: Old English Period (500-1100), Middle English Period (1100-1500), Early Modern English Period (1500-1800) and Late Modern English Period (1800-present). Each of the four periods is discussed in terms of the influential languages that dominated these periods and their contribution to the development of the English language.

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Azmi, Mohd Nazri Latiff, Lidwina Teo Pik Ching, Norbahyah Binti Jamaludin, et al. "THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES." English Review: Journal of English Education 4, no. 2 (2016): 209. http://dx.doi.org/10.25134/erjee.v4i2.335.

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English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.Keywords: English language, Malay language, history of language

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Rajagopalan, Kanavillil. "Fixing English: Prescriptivism and language history." WORD 63, no. 1 (2017): 103–6. http://dx.doi.org/10.1080/00437956.2016.1275353.

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11

Allen, J. P. B. "A history of English language teaching." System 15, no. 1 (1987): 114–17. http://dx.doi.org/10.1016/0346-251x(87)90060-1.

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12

Milevska, Vesna. "HISTORY OF ENGLISH LANGUAGE THE USE OF THE LANGUAGE AS MEANS OF COMMUNICATION." Knowledge International Journal 28, no. 7 (2018): 2209–12. http://dx.doi.org/10.35120/kij28072209v.

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English language has obtained the status of the prime world language due to its multiple functions in international communication: it is the lingua franca for politics, diplomacy, international academic and business conferences, the leading language for science and technology, mass media, computers and entertainment. English language as the main medium worldwide is important both in global and local sense. The expansion of communities of users of English has indicated pragmatic, conceptual and discourse variation that has created new communicative needs. Before continuing to refer to other matters connected to English language as one of the main global and most widely used languages, the primary step is to look at its history, its origins and development.

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Milevska, Vesna. "HISTORY OF ENGLISH LANGUAGE THE USE OF THE LANGUAGE AS MEANS OF COMMUNICATION." Knowledge International Journal 28, no. 7 (2018): 2209–12. http://dx.doi.org/10.35120/kij29082209v.

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English language has obtained the status of the prime world language due to its multiple functions in international communication: it is the lingua franca for politics, diplomacy, international academic and business conferences, the leading language for science and technology, mass media, computers and entertainment. English language as the main medium worldwide is important both in global and local sense. The expansion of communities of users of English has indicated pragmatic, conceptual and discourse variation that has created new communicative needs. Before continuing to refer to other matters connected to English language as one of the main global and most widely used languages, the primary step is to look at its history, its origins and development.

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Carey, S. "Evolving English: One Language, Many Voices. An Illustrated History of the English Language." ELT Journal 65, no. 4 (2011): 501–3. http://dx.doi.org/10.1093/elt/ccr058.

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R, Ms Nandhini, and Dr T. V. S. Padmaja. "Pandemic and Virtual Learning: The Fourth Era in the Growth of English as a Global Language." SMART MOVES JOURNAL IJELLH 9, no. 6 (2021): 30–36. http://dx.doi.org/10.24113/ijellh.v9i6.11096.

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The status of English language among all other languages is always a topic of interest for many centuries. It appears that no other language ever created a colossal impact on other cultures, languages and world history. Statements like “English is today a truly global language” (Rubdy 2006: 5) affirms that English Language indeed has obtained a global status. This paper will investigate the question of what defines a language as a global language and what factors are the factors that determine the status and the present state of English during the Covid 19 crisis.

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Zvarych, Iryna. "DEVELOPMENT OF ENGLISH LANGUAGE IN THE HISTORICAL DISCUSSION AND FORMATION OF GROUPS OF ENGLISH COUNTRIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 15–18. http://dx.doi.org/10.17721/2415-3699.2018.7.04.

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The languages history development is a continuous, long and creative process, without sharp jumps or rapid transformations. Usually, a long period of the language development is divided into short parts of history periods, because in the study process of any language history, it is impossible to do without a such division. The periodization, which is offered by linguists, may seem artificial. And it’s quite obvious, because every period of language history development has its special qualitative features, usually the structure, which gives the right to explore a certain period of its historical development. Nowadays, the English language is taught in many countries of the world, as at the secondary school and also at Higher Learning Institutions, it has a priority in modern business relations. English is the international language today, it’s the most widespread in the world, it’s the native language for more than 400 million people and it’s the second language for 300 million. English is the language of commerce and business. English has a very important place as the language of diplomacy, trade and business in many countries. It’s the language of science and technology. Today all instructions and applications for new gadgets are written in English. Scientific reports, articles, reports are published in English. Moreover 90% of Internet resources are English-speaking. The vast majority of information in all spheres – science, sports, news, entertainment - is published in English. It’s the language of youth culture. There are a lot of American actors, actresses, musicians are still very popular today. The English language has one of the richest vocabulary stocks in the world with simple grammar. The words themselves are drawn to each other, forming concise and understandable sentences. This article deals with the patterns of the English language development in the historical and socio-cultural context, the improved approach to groups formation of the English-speaking countries.

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Moussu, Lucie, and Enric Llurda. "Non-native English-speaking English language teachers: History and research." Language Teaching 41, no. 3 (2008): 315–48. http://dx.doi.org/10.1017/s0261444808005028.

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Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's bookNonnative educators in English language teachingappears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.

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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

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Gulamova, Dilobar. "EUPHEMISM INTERPRETATION IN ENGLISH AND UZBEK LANGUAGE." MODERN SCIENCE AND RESEARCH 3, no. 1 (2024): 817–23. https://doi.org/10.5281/zenodo.10559816.

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<em>Throughout our lives, we come across euphemisms several times. When we read a novel or in the composition of stories and poems, we encounter such words. They are often considered negative words and are aimed at conveying negative meanings. For this reason, they are used in order to increase the realization of the situations written in the story or work, to convey that situation to the reader. Each language has euphemisms that are connected with its culture, traditions and history. Such words change and are used depending on the ethnic grouping and formation of the language. Euphemisms are not just formed, they are formed depending on the social use and history of the language and remain in the word-stock of the language. This article analyzes the similarities and differences of euphemisms in English and Uzbek languages. Since the stages of development and cultural aspects of two languages are different, the occurrence and use of euphemisms in them are also varied.</em>

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Beck, Thomas J. "World History in Video: English-Language Documentaries." Charleston Advisor 14, no. 4 (2013): 56–59. http://dx.doi.org/10.5260/chara.14.4.56.

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Blake, N. F., and W. F. Bolton. "Shakespeare's English: Language in the History Plays." Yearbook of English Studies 24 (1994): 281. http://dx.doi.org/10.2307/3507897.

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Knowles, Robert. "A Cultural History of the English Language." College Composition and Communication 49, no. 1 (1998): 117. http://dx.doi.org/10.2307/358572.

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Rubdy, R. "Review: A History of English Language Teaching." ELT Journal 59, no. 2 (2005): 180–82. http://dx.doi.org/10.1093/eltj/cci033.

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24

Hazen, Kirk. "Reviews: The English History of African American English." Journal of English Linguistics 30, no. 3 (2002): 284–89. http://dx.doi.org/10.1177/0075424202030003006.

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Lipski, John M. "The English History of African American English (review)." Language 78, no. 1 (2002): 185–86. http://dx.doi.org/10.1353/lan.2002.0037.

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26

Punyashloka, Rahee. "Remembering (to forget) English: The crises of world literature in Jotirao Phule’s slavery." Thesis Eleven 162, no. 1 (2021): 94–104. http://dx.doi.org/10.1177/0725513621990844.

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Discursive history of the English language has been vital to analysing ‘the postcolonial condition’ in the Indian subcontinent, with a broadly overarching emphasis on how English is a ‘usurper language’. Simultaneous to this, however, there exists a hitherto understudied history featuring subaltern, ‘organic intellectuals’ from the lower castes. Not only does this ‘subaltern history of English’ exhibit a more positive affect toward the English language – by invoking its emancipatory potential in an economy of deeply casteist vernacular languages – but it also complicates multiple assertions that the postcolonial apparatus has so far held as a priori. Jotirao Phule’s Slavery/Gulamgiri (1873) is one of the foremost examples of such a position; its preface, which lucidly announces this seemingly unique position, is quite possibly the first explicitly political treatise written in the English language in the history of the subcontinent. This paper highlights the enormous shifts that take place in our understanding of the history of English – and (post)colonial modernity – if we were to (aptly) classify Phule’s preface as a key text in the history of ‘Indian writing in English’. Subsequently, it is argued that Phule’s work crystallizes into a radically alternate – and far more egalitarian – conception of ‘world literature’ contra Tagore’s well-known idea of visva sahitya.

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Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

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Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

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Machan, Tim William. "Inventing English: A Portable History of English." Journal of English and Germanic Philology 108, no. 1 (2009): 97–98. http://dx.doi.org/10.2307/20722701.

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Donka Minkova. "A history of the English language, and: A history of the English language, and: The Oxford history of English (review)." Language 85, no. 4 (2009): 893–907. http://dx.doi.org/10.1353/lan.0.0180.

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Khamitova, Shaizat Amantayevna, and Almagul Sovetovna Adilova. "Language Adaptation of Turkisms in English." Engineering and Educational Technologies 8, no. 3 (2020): 24–32. http://dx.doi.org/10.30929/2307-9770.2020.08.03.02.

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One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.

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Zheleznova, E. G. "THE HISTORY OF THE ORIGIN, DISTRIBUTION AND CLASSIFICATION OF THE GERMANIC LANGUAGE." Scientific bulletin of the Southern Institute of Management, no. 4 (December 30, 2017): 113–17. http://dx.doi.org/10.31775/2305-3100-2017-4-113-117.

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English is the most known and spoken language in the world. In this regard, we are interested in the history of the English language. English belongs to the largest and most widespread group of languages called Germanic languages. Germanic languages are a group of closely related languages spoken by more than 500 million people across the globe. The article considers the modern Germanic languages, their distribution and classification, and their ancestors - the Germanic languages. The relevance of this work lies in the fact that Germanic languages are the ancestors of the modern Germanic languages that are native languages for most countries of Europe and South Africa. It is also possible to increase interest in the science of language as interlinguistics, and as a result, further development of linguistics as a whole. The aim of this work is to investigate the role of the Germanic languages in the history of linguistics, and also give the knowledge about phonetic and morphological features. The objectives of this article: to give a classification of modern Germanic languages, to indicate the distribution area, to highlight the phonetic and morphological features of old Germanic languages. In the paper we have used the following research methods: analysis, synthesis, and abstracting

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Keefer, Sarah Larratt. "English 230 History and Development of the English Language, 2002-2003." Florilegium 20, no. 1 (2003): 177–83. http://dx.doi.org/10.3138/flor.20.044.

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Akopova, Asya S. "English for Specific Purposes: Tailoring English language instruction for history majors." Training, Language and Culture 7, no. 3 (2023): 31–40. http://dx.doi.org/10.22363/2521-442x-2023-7-3-31-40.

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Amsler, Mark. "History of linguistics." Historiographia Linguistica 20, no. 1 (1993): 49–66. http://dx.doi.org/10.1075/hl.20.1.05ams.

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Summary Recent work in the history of early medieval linguistics has challenged a number of assumptions about the representation of Latin and language usage during the period. Given the way Latin is often positioned as a standard for literacy and schooling, these revisions of early medieval linguistics also raise questions for teaching literacy, language arts, and standard English. Late classical and early medieval grammatical discourse presents not a monolithic view of Latin but various accounts of pronunciation, spelling, and semantics. Some stigmatize contemporary usage, others do not. In addition, historical texts such as the 9th-century History of the Langobards represent heterogeneous and bilingual speech communities in which Latin and Germanic languages are used in different contexts. Rather than constraining the history of linguistics as a ‘specialist’s add on’, we can reconceptualize writing histories of linguistics as contributions to a critical cultural history, uncovering the assumptions and practices of not only linguistic theory and description but also language teaching practices, ideological constructions of national languages, representations of language differences and identity, and attitudes toward language usage and standardization.

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Jumaniyazova, Feruza I. "THE HISTORY OF THE ORIGIN OF "KONGLISH" AND ITS APPLICATION TO EVERYDAY LIFE." Journal of Social Research in Uzbekistan 02, no. 03 (2022): 54–62. http://dx.doi.org/10.37547/supsci-jsru-02-03-09.

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Konglish (Korean 콩글리쉬) is officially a Korean-style English language and it is the English language used by Korean speakers. This term is a combination of the sounds of two words with different meanings, the less common terms are Korlish (1988), Korenglish (1992), Korglish (2000) and Kinglish (2000). Konglish contains words that have come into Korean from English, and many of them are incomprehensible to English speakers. A common example is the Korean term 핸드폰 (hand phone) for the English "mobile phone". Straight English words, wrongly translated words from English into Korean, or fake English words imported from Japanese have been used as the “Konglish” words in Korean. The use of “Konglish” is common in South Korea as a result of American cultural influence, but the language is not familiar to North Koreans. English is also present in the domains of main streets, restaurants, and shopping areas in Seoul and the rest of South Korea, where Koreans use English mainly to sociolinguistically express luxury, youth, sophistication, and modernity.

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Oaks, Dallin D., and J. L. Dillard. "A History of American English." Language 70, no. 3 (1994): 602. http://dx.doi.org/10.2307/416507.

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Kokanova, Nursuliu Jenisbay qizi Sobirova Muazzam Abdulfattox qizi. "ENGLISH IDIOMS, THEIR HISTORY AND USAGE." ACADEMIC RESEARCH IN MODERN SCIENCE 2, no. 9 (2023): 90–93. https://doi.org/10.5281/zenodo.7758597.

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In this article, we will discuss idioms in English, their history and usage, as idioms are one of the most researched topics in the language. An idiom is a phrase that is common to a certain population. It is typically figurative and usually is not understandable based solely on the words within the phrase. A prior understanding of its usage is usually necessary. Idioms are crucial to the progression of language. They function in a manner that, in many cases, literal meanings cannot.

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Kalizhanova, A. N., R. F. Zhussupova, and T. V. Maryshkina. "Using Timeline in teaching the History of the English language to EFL students." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (2022): 140–46. http://dx.doi.org/10.31489/2022ped1/140-146.

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The study offers a Timeline tool to solve problems of language competence and teaching history, in particular, the History of the English language to EFL students. Teaching and learning the course “History of the English language” is a tedious experience directed mainly toward memorizing dates and names. However, knowledge of the language’s history is paramount as it explains the influence of culture and other circumstances on all aspects of the language. There are plenty of free tools with excellent features for creating timelines on the Internet. Timelines have a wide range on implementation of possibilities; they can be used for studying time periods or time-bound topics spanning centuries and eras. The research was conducted to evaluate if creation of a Timeline can promote cooperative learning and develop the historical and linguistic knowledge of students. The experiment was carried out among the second-grade students of the specialty “Foreign languages: Two foreign languages” in two Kazakhstan Universities. Each group had to create a Timeline on the grounds of various events, pictures, videos, diagrams, and photos according to the definite period in the English language history. Group learning was a dynamic process considering the students’ different learning styles and different digital skills. Results of the experiment showed that working with timeline is handy and economizes time in highlighting the most important events from the English language history. Timeline technology in the educational process increases understanding of the cultural and historical events by establishing connection and sequences between cultural phenomena and significant events.

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Kundrotas, Gintautas. "Lithuanian language intonation: history of research, in the context of language intonology." Językoznawstwo 14, no. 1(14)/2020 (2021): 195–204. http://dx.doi.org/10.25312/2391-5137.14/2020_12gk.

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The linguists Jablonskis (1911) and Durys (1927) were the first to study Lithuanian language intonation. Research on intonation in other European languages (English, Russian) began earlier, in the 16th and 17th centuries (English: Hart (1551) and Butler (1634); Russian: Lomonosov (1743, 1765)). The beginning and the second half of the 20th century were the most productive research periods on Lithuanian language intonation. Intonation was studied by Lithuanian linguists – syntax specialists and phoneticians. A considerable amount of research using methods of experimental phonetics was carried out. The main authors were the syntactician Balkevičius (1963, 1998) and the phoneticians Pukelis (1972) and Bikulčienė (1976), Pakerys (2003), Girdenis (1980; 2003). Variants of the Lithuanian language intonation system inventory are presented in the numerous works of the author. Keywords: intonation, experimental phonetics, intonation units, intonation system of the Lithuanian language, intonation typology.

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Kadyrkulova, F. D., та R. K. Churmukova. "АНГЛИС ТИЛИНДЕГИ ТҮРК ТЕКТҮҮ СӨЗДӨР". Vestnik Bishkek state university af K Karasaev 2, № 68 (2024): 140–46. http://dx.doi.org/10.35254/bsu/2024.68.24.

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This article examines the issue of words of Turkic origin in the English language. Language cannot develop using only internal linguistic means. A significant enrichment of its vocabulary is achieved by borrowing individual elements, words, phraseological units and syntactic phrases from another language. Among the key factors influencing this process, we note the maintenance of military, trade and cultural contacts between two or more nations. Turkism is a word in any language, borrowed from Turkic languages. The relevance of a comparative analysis of Turkisms in English languages is determined by the need to study the interaction of differently structured languages to illuminate their history and development. If we turn to historical facts, Turkisms penetrated into the English language through different languages. The main relevance of this article lies in the general provision of information about Turkisms in English.

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Sarkar, Mostakin. "The Development of English Language: Context Bangladesh." International Journal of All Research Education and Scientific Methods 13, no. 03 (2025): 457–63. https://doi.org/10.56025/ijaresm.2025.1303250457.

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English stands as the most extensively spoken language globally, serving as a prominent international lingua franca. The language is Indo-European, which originated from the languages of the Germanic tribes Angles, Saxons, and Jutes. English gained this position in the world with the significant change in seven distinctive historical phases, including early ancient English (before the 5thcentury), Anglo-Saxon or ancient English (lasted around the 5 thcentury to the 9thcentury), post-ancient English (from the 9thcentury to the 12thcentury), Middle English (from the 12th century to the 15th century), Pre-Contemporary English (from the 15th century to the mid-18th century), Contemporary English (from the mid-18th century to the 20th century), and Post-Contemporary English (from the 20th century to the present). The purpose of writing this paper is to assist in the analysis of how the English language has developed in Bangladesh. There are two or more senses of the word ‘development’. This paper is going to be discussed in two different aspects of the word ‘development’ in two different parts: the first part is about the growth and the arrival history of the English language, while the second part discusses its enhancement and significance, where growth refers to how the English language came to Bangladesh and was developed through the British era, the Pakistan era, and the current independent status, and improvement refers to how the English language will be more exoteric and effective in Bangladesh. As the history and tradition regarding the English language are rich, English society and the language have a single supremacy in the management of the world. Therefore, it is not possible to improve the global market by disrupting the improvement concerning the English language. So, there is no other option to developing the English language to keep pace with the world.In this discussion paper, the above two important points are presented.

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Peñate Sanchéz, Adrián. "English as a Medium of Instruction in Learning Professional Skills for Engineers." Language Value 14, no. 2 (2021): 24–44. http://dx.doi.org/10.6035/languagev.6121.

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In this article, we reflect on the variables to be considered when teaching in English a subject of the bachelor’s degree of Computer Engineering: “Learning Professional Skills for Engineers”. In order to make this study, we start from an analysis of the recent history of teaching in English at university level and the institutional context in which it happens. Three research questions are posed, with the intent to check what minimum conditions must be met to be able to teach this subject in English. The results lead us to conclude that the option of English as a Medium of Instruction (EMI) is not the appropriate one, taking into account both the linguistic and didactic training of the teaching staff and the language accreditation of the students. However, it is feasible to opt for the Integrating Content and Language in Higher Education (ICLHE) option.

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Iqbal, Tehseen. "MEDICAL SCIENCE LANGUAGES ACROSS HUMAN HISTORY." Pakistan Journal of Physiology 18, no. 1 (2022): 1–2. http://dx.doi.org/10.69656/pjp.v18i1.1471.

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The Edwin Smith Papyrus is written in ancient Egyptian language around 1,600 BC. The earliest foundations of Ayurveda medicine is written in Sanskrit dating from about 600 BC. The foundational text of Chinese medicine is the Huangdi neijing, (Yellow Emperor’s Inner Canon), written 5th century to 3rd century BC. The oldest written sources of western medicine are the Hippocratic writings from the 5th and 4th centuries BC written in Greek. During the Middle Ages (800–1,500 AD), Arabic was the language of medicine in most parts of the world. Scholars from different parts of the world were gathered in ‘Bait ul Hikma’ at Baghdad. They translated scientific works from Greek, Syriac, Pahlavi, and Sanskrit into Arabic. After Renaissance (14th AD), in Europe, both Greek and Arabic works were translated into Latin. Latin supplanted Greek as the preeminent medical language and remained so until the early 1800s. Then followed the era of the national medical languages. Since the 1950s, English has been the principal language of the medical profession. The global language of medicine in the 21st century is English. Pak J Physiol 2022;18(1):1?2

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MONTGOMERY, M. "THE HISTORY OF AMERICAN ENGLISH." American Speech Supplement 87, no. 1 (2003): 1–23. http://dx.doi.org/10.1215/00031283-supplement_87-1-1.

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MONTGOMERY, M. "THE HISTORY OF AMERICAN ENGLISH." American Speech Supplement 88, no. 1 (2003): 1–23. http://dx.doi.org/10.1215/00031283-supplement_88-1-1.

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Richman, Helen, and Dennis Walder. "Post-Colonial Literatures in English: History, Language, Theory." Modern Language Review 95, no. 3 (2000): 822. http://dx.doi.org/10.2307/3735529.

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Dr., Shobha, and Dr Vikramjit Singh. "A Study on the History of English Language." IARJSET 8, no. 6 (2020): 207–11. http://dx.doi.org/10.17148/iarjset.2021.8636.

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Sundaram, Mark. "This Language, a River: A History of English." Journal of English and Germanic Philology 119, no. 1 (2020): 147–49. http://dx.doi.org/10.5406/jenglgermphil.119.1.0147.

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Cavanaugh, M. P. "History of Teaching English as a Second Language." English Journal 85, no. 8 (1996): 40. http://dx.doi.org/10.2307/820039.

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JANDA, RICHARD D. "TO WARD A HISTORY OF THE ENGLISH LANGUAGE." World Englishes 14, no. 1 (1995): 137–53. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00345.x.

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