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Journal articles on the topic 'British English'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 March 2023

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1

Opyr, M. B., S. B. Panchyshyn, and S. R. Dobrovolska. "PRINCIPAL DIFFERENCES BETWEEN BRITISH AND AMERICAN ENGLISH." Scientific Bulletin Melitopol State Pedagogical 2, no. 25 (February 9, 2021): 91–98. http://dx.doi.org/10.33842/22195203/2021/25/91/98.

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2

Bradford, Barbara. "Upspeak in British English." English Today 13, no. 3 (July 1997): 29–36. http://dx.doi.org/10.1017/s0266078400009810.

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3

Roach, Peter. "British English: Received Pronunciation." Journal of the International Phonetic Association 34, no. 2 (December 2004): 239–45. http://dx.doi.org/10.1017/s0025100304001768.

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4

Nakajima, Yoshitaka, Kazuo Ueda, Shota Fujimaru, and Yuki Ohsaka. "Sonority in British English." Journal of the Acoustical Society of America 133, no. 5 (May 2013): 3414. http://dx.doi.org/10.1121/1.4805970.

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5

Khan, Afzal, and Soleman Awad Mthkal Alzobidy. "Vowel Variation Between American English and British English." International Journal of English Linguistics 9, no. 1 (December 31, 2018): 350. http://dx.doi.org/10.5539/ijel.v9n1p350.

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The English Language, being an international language, is spoken all over the world with many variations. These variations occur primarily due to environmental, cultural and social differences. The main reasons for these variations are intermingling of different races and strata in a society. In this regard prominent differences can be observed at phonological levels. These phonological variations produce different kinds of English, like British and American English. In these two there are differences in intonation, stress pattern, and pronunciation. Although South-Eastern British R.P. is known as Standard English but one cannot deny the existence and value of American English. The study attempts to highlight the vowel variation between British English and American English at phonological level.

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6

Syarifuddin, Salmia, and Irmawaty Hasyim. "SEMANTIC ANALYSIS IN ENGLISH HIGH SCHOOL HANDBOOKS." British (Jurnal Bahasa dan Sastra Inggris) 9, no. 1 (June 25, 2020): 1. http://dx.doi.org/10.31314/british.9.1.1-12.2020.

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This paper aims to uncover semantics meaning found in the literary work in the English handbook of high school using a semantic approach. This study applied a descriptive qualitative method. The data in this study were phrases, sentences, and clauses that allegedly contain implicit and explicit meanings. The literary work analyzed were taken from three (3) handbooks for high school student. The results of the study showed the discovery of various types of semantic meanings in literary works found in the English handbook as teaching materials. The types of semantics meaning found in the English Handbook for high school were literal and non-literal meaning. These meanings did not appear together in one literary work, but it is spread in the literary works found in the English handbooks.

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7

Djafar, Hariyanti. "TEACHER'S EFFORTS TO MOTIVATE STUDENTS TO THE IMPORTANCE OF ENGLISH THROUGH MANAGING ENGLISH LEARNING IN THE CLASS ( A Study at SMA N 5 Tidore Islands and SMA YASMU Sofifi )." British (Jurnal Bahasa dan Sastra Inggris) 10, no. 2 (September 25, 2021): 135. http://dx.doi.org/10.31314/british.10.2.135-150.2021.

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TEACHER'S EFFORTS TO MOTIVATE STUDENTS TO THE IMPORTANCE OF ENGLISH THROUGH MANAGING ENGLISH LEARNING IN THE CLASS( A Study at SMA N 5 Tidore Islands and SMA YASMU Sofifi )Hariyanti Djafar 1Lukman Tamhir 2Earth Hijrah University, Tidore , North Malukuhariyantidj@gmail.com AbstractThis study aims to know how the students' motivation of learning English, how is the teacher's way to motivate students to learn English, and how the effect of learning management on students. The method use was descriptive qualitative. Data was collected by doing observation, interviews, documentation, and questions. The results of this study stated that students were motivated to learn English caused by two factors, which are an internal stimulus and external stimulus. A teacher should know first these two things before determining what appropriate method to apply. The good of teacher's learning management would help students learning English. Smart students should not always be allowed to work alone in group assignments. This method makes students with the type of external stimulus even more unmotivated. Keywords: Efforts, Motivation, Managing Class.

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8

Murphy, M. Lynne. "British English? American English? Are there such things?" English Today 32, no. 2 (April 8, 2016): 4–7. http://dx.doi.org/10.1017/s0266078416000067.

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In the last issue of English Today I argued that while the differences between American and British English may be small, they are innumerable, varied and interesting. But that article (and many of the things I write) invited the question of whether it even makes sense to talk of American English and British English. These labels are extremely problematic on geographic, linguistic and political grounds. Are we justified in using such sloppy terminology? Shouldn't linguists like me know better? Let's look the problems of nomenclature, starting with the eastern side of the Atlantic.

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9

Osei-Tutu, Kwaku. "The Influence of American English and British English on Ghanaian English." Ghana Journal of Linguistics 10, no. 2 (December 31, 2021): 84–102. http://dx.doi.org/10.4314/gjl.v10i2.4.

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English has been the de facto official language of Ghana since the country gained independence from Britain in 1957. According to Dolphyne (1995:31) “it is… standard written [British] English that newspaper editors and editors of journals aim at, as well as teachers in their teaching of English at all levels.” Shoba et al. (2013) also reinforce this stating that British English has remained the standard of the Ghanaian educational system since colonization. In recent times, however, American English has become more popular in Ghana, especially in the entertainment industry (Anderson et al., 2009). Using data from the International Corpus of English (Ghana component – written and spoken; British component – written and spoken; and the American component – written) and the Corpus of Contemporary American English (COCA), this paper looks at the frequencies of got, gotten and the modals will, shall, should and must with the aim of finding out which of the two native varieties Ghanaian English patterns after. The results of the study reveal that while Ghanaian English reflects some influence from American English by showing a tendency to pattern after it with regard to got and gotten, the same cannot be said regarding the modals will, shall, should and must.

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10

Aqil, Mammadova Gunay. "American English in Teaching English as a Second Language." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 52–57. http://dx.doi.org/10.32996/ijels.2021.3.2.7.

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With the lapse of time the two nations- Americans and British always blamed each other for “ruining” English. In this article we aim to trace historical “real culprit” and try to break stereotypes about American English status in teaching English as a second language. In comparison with Great Britain the USA has very short and contemporary history; nevertheless, in today’s world American English exceeds British and other variants of English in so many ways, as well as in the choices of language learners. American English differs from other variants of the English language by 4 specific features: Inclusiveness, Flexibility, Innovativeness and Conservativeness. Notwithstanding, British disapprove of Americans taking so many liberties with their common tongue, linguistic researcher Daniela Popescu in her research mentions the fields of activities in which American words penetrated into British English. She classifies those words under 2 categories: everyday vocabulary (480 terms) and functional varieties (313 terms). In the case of functional varieties, the American influence is present in the areas of computing (10 %), journalism (15 %), broadcasting (24%), advertising and sales (5 %), politics and economics (24%), and travelling and transport (22%). Further on, the words and phrases in the broadcasting area have been grouped as belonging to two areas: film, TV, radio and theatre (83%), and music (17%). The purpose of the research paper is to create safe and reliable image of American English in the field of teaching English as a second language. Americans are accused in “ruining” English and for that reason learners are not apt to learn American English. The combination of qualitative and quantitative methods is used while collecting the data. The study concluded that the real culprits are British who started out to ruin English mainly in in the age of Shakespeare and consequently, Americans inherited this ruin from the British as a result of colonization. Luckily, in the Victorian Age British saved their language from the ruins. The paper discusses how prejudices about American English effect the choices of English learners.

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11

Sianturi, Betty. "THE THINKING SKILL LEVELS IN INDONESIA ENGLISH TEXTBOOK." British (Jurnal Bahasa dan Sastra Inggris) 10, no. 1 (October 15, 2021): 26. http://dx.doi.org/10.31314/british.10.1.26-36.2021.

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AbstractTextbook as a source of learning enables students to practice and develop their thinking ability through exercises which are designed in a different level of thinking. This research aims to analyse the most frequent thinking skills in WH-Questions and to examine the extent to which the WH-questions emphasize high-level thinking. This research uses a descriptive quantitative research. The writer first collects the WH-questions taken from an English textbook entitled “Buku Bahasa Inggris Kelas X”, then classifies the data based on its level of thinking. This research uses Bloom’s Taxonomy revised by Anderson & Krathwol. The finding shows that the most frequent thinking skill is remembering with 49.65%, the understanding level is 24.13%, applying level is 1.39%, analysing is 17.94%, evaluating is 6.89%, and creating is 0%. Based on the result, the researcher concludes that the book which is issued by the Ministry of Education focuses on the lower level of thinking skills. This research is expected to give contribution in textbook evaluation.Keywords: textbook, thinking skills, content analysis

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12

Mammadzada, Sevinj. "American English and Its Influence on British English." International Journal of English Linguistics 13, no. 1 (November 7, 2022): 21. http://dx.doi.org/10.5539/ijel.v13n1p21.

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This article deals with the regional variants of English language and describes in detail the currently relevant reasons for the appearance of language dialects and their existence in modern English. The main theoretical basis of this research proves that one person’s individual speech is the result of mixing the regional varieties and their features. The research analyses foreign linguistical discussions about American variant of English and its influence on British English within different aspects. Various materials of scientific discussions, different authors’ ideas and various comments of Internet users are in the list of materials that were used in this article. Based on dynamic and temporal characteristics of a speech, the article highlights the key features of British and American English and their territorial varieties. It also examines the influence of American English on other regional variants on the pronunciation and grammatical norms. The main object of the study is English language with its regional varieties. Analysis shows that the language reflection stands for significant component of national and cultural self-knowledge of English people. The article expresses the influence of American English on British English: firstly, on everyday vocabulary, phrases and expressions. Secondly, in the case of the functional varieties, the American influence is present in the field of journalism, broadcasting (cinema, television, music and so on.), politics, travelling, economics and so on.

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13

Barata, Paga Tri. "American English and British English: Vocabulary and Grammar Differences." Journal of Language Intelligence and Culture 1, no. 03 (December 28, 2020): 224–37. http://dx.doi.org/10.35719/jlic.v1i03.26.

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American English and British English are the famous English varieties in the world, although there are lots of varieties in English, but AmE and BrE are the most famous, they have lots of differences each other and sometimes those differences make the new learner confused. This research examines about Grammar and Vocabulary differences between American and British English. The researcher uses Qualitative Approach in this research because the researcher explains the results of research in words form, while Library Research is type of research that researcher used, because the sources of this research are several books, articles and others. The findings of this research indicated that are many differences between American English and British English including in the aspects and grammar and vocabulary. The differences are not a big deal for native speakers, but they may confuse non-native speakers of English.

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Barata, Paga Tri. "American English and British English: Vocabulary and Grammar Differences." Journal of Language Intelligence and Culture 2, no. 2 (December 28, 2020): 101–14. http://dx.doi.org/10.35719/jlic.v2i2.26.

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American English and British English are the famous English varieties in the world, although there are lots of varieties in English, but AmE and BrE are the most famous, they have lots of differences each other and sometimes those differences make the new learner confused. This research examines about Grammar and Vocabulary differences between American and British English. The researcher uses Qualitative Approach in this research because the researcher explains the results of research in words form, while Library Research is type of research that researcher used, because the sources of this research are several books, articles and others. The findings of this research indicated that are many differences between American English and British English including in the aspects and grammar and vocabulary. The differences are not a big deal for native speakers, but they may confuse non-native speakers of English.

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15

Yuryeva, J. B. "HONORIFIC TITLES IN BRITISH ENGLISH AND AMERICAN ENGLISH." RUDN Journal of Language Studies, Semiotics and Semantics 9, no. 3 (2018): 685–95. http://dx.doi.org/10.22363/2313-2299-2018-9-3-685-695.

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16

Brewer, Derek. "How ‘English’ is English Literature?" English Today 1, no. 1 (January 1985): 39–42. http://dx.doi.org/10.1017/s0266078400013158.

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What do we understand nowadays by the traditional phrase ‘English literature’? Is it the literature of England and England alone, or of the whole British Isles when English is used, or does it cover the literature of all the world when that literature is cast in English?

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17

Andas, Netty Huzniati. "A STUDY ON THE MATHEMATIC STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH AT EDUCATION STUDY PROGRAM OF FKIP USN KOLAKA." British (Jurnal Bahasa dan Sastra Inggris) 8, no. 2 (September 29, 2019): 119. http://dx.doi.org/10.31314/british.8.2.119-128.2019.

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This research was a descriptive research with qualitative approach. It aimed to investigate the difficulties faced by class A students in the Mathematics Education Study Program in mastering four English language skills (Speaking, Writing, Reading, and Listening). The subjects in this study consisted of 26 students who were selected by purposive sampling. To obtain the data, The researchers used two instruments, namely interviews and questionnaires. Questionnaires were distributed to students to find out the information about students’ difficulties, while interviews were submitted to informants to clarify information obtained from the questionnaires. The data were analyzed through three stages; data reduction, data presentation, and drawing conclusions or verification. The results showed that most of the students had difficulties when they learnt English such as lack of vocabulary, low grammar mastery, and pronounciation. These three problem were regarded as the obstacles to them to perform the four English skills. In addition, facilities in learning as well as techniques or methods used by lecturers in the teaching and learning process became the factor influenced students in mastering English.

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18

Crum, Howard, and Sean R. Edwards. "English Names for British Bryophytes." Bryologist 102, no. 1 (1999): 166. http://dx.doi.org/10.2307/3244495.

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19

TAUROZA, S., and D. ALLISON. "Speech Rates in British English." Applied Linguistics 11, no. 1 (March 1, 1990): 90–105. http://dx.doi.org/10.1093/applin/11.1.90.

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20

Burov, D., and V. V. Vozdvizhenskiy. "Modern slang in British English." Language and Culture, no. 10 (December 1, 2017): 4–8. http://dx.doi.org/10.17223/24109266/10/1.

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21

Crawford, Rachel. "English Georgic and British Nationhood." ELH 65, no. 1 (1998): 123–58. http://dx.doi.org/10.1353/elh.1998.0001.

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22

Greenbaum, Sidney. "Spelling Variants in British English." Journal of English Linguistics 19, no. 2 (October 1986): 258–68. http://dx.doi.org/10.1177/007542428601900207.

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23

Wilkins, Richard. "British Imperialism and English RE." Journal of Education and Christian Belief 3, no. 1 (March 1999): 51–59. http://dx.doi.org/10.1177/205699719900300108.

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24

Kumar, Krishan. "English and British National Identity." History Compass 4, no. 3 (May 2006): 428–47. http://dx.doi.org/10.1111/j.1478-0542.2006.00331.x.

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25

Bauer, Laurie, and Margaret E. Moore. "British and English Lexical Differences." American Speech 67, no. 2 (1992): 213. http://dx.doi.org/10.2307/455459.

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26

Steinlen, Anja, and Ocke‐Schwen Bohn. "Acoustic studies comparing Danish vowels, British English vowels, and Danish‐accented British English vowels." Journal of the Acoustical Society of America 105, no. 2 (February 1999): 1097. http://dx.doi.org/10.1121/1.425143.

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27

Jaya, Made Suardika. "The Study of English Style: British English and American English Words." Yavana Bhasha : Journal of English Language Education 3, no. 2 (August 1, 2020): 1. http://dx.doi.org/10.25078/yb.v3i2.1706.

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The British English and American English are most commonly used; which are usually referred as two ‘main’ accents for the English language. Both of them are having their own uniqueness and characteristics in terms of word choices. When the speaker utters the words in one particular accent, by some means the listener could recognise which English style is the speaker more familiar with. To obtain the data of which English style are the speaker more familiar with, a straightforward study was held. The respondents for this study are ten people who live in the city of Singaraja with various ages and social backgrounds. They are requested to determine which English words are more familiar for them by showing them a table of words list. Fine comprehension about English in cooperation with the vocabularies that the respondents have will lead them to English style that fits them in four English proficiencies

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28

Hidden, N. "Thomas Hayward and 'The British Muse'." English 37, no. 159 (September 1, 1988): 217–22. http://dx.doi.org/10.1093/english/37.159.217.

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29

Neagu, A. "Philip Tew, The Contemporary British Novel." English 55, no. 212 (June 1, 2006): 229–32. http://dx.doi.org/10.1093/english/55.212.229.

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30

Novari, Ari Fajria, Yeni Maryani, and Heva Rostiana. "A Comparative Between British English And American English: Vocabulary Analysis." Journal of English Education Studies 4, no. 1 (May 31, 2021): 27–40. http://dx.doi.org/10.30653/005.202141.65.

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This research paper aims to analyze the comparative between British English and American English, because many language learners or English users still confuse to differentiate both of them, especially in the countries where English is foreign language. Sometimes, it cause misunderstanding in communication. The research paper use qualitative research design with characteristic of content analysis. It uses observation and documentation in collecting the data. The obtained data is vocabulary in Oxford Advanced Learner’s Dictionary 9th edition which published in 2015. The researcher took 150 words to be analyzed. Based on the data analysis there are three differences in Vocabulary of British English and American English. The researchers divide the differences into three categories they are differences in Vocabulary (word using), spelling, and pronunciation. The researcher found 50 different words in vocabulary (word using), 50 different words in spelling and 50 words which have differences in pronunciation. Based on findings of this research, it is significant for language learners or English user to know the differences of British English and American English and improve their vocabulary of British and American English in order to decrease misunderstanding in communication. The researchers hope language learners or English user can decide which English varieties that will they use and the can use one of English varieties consistently.

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31

Meng, Haoping. "A comparative study of British English and American English." Advances in Education, Humanities and Social Science Research 1, no. 1 (May 9, 2022): 267. http://dx.doi.org/10.56028/aehssr.1.1.267.

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As the universal language in the world, English is a language platform for us to communicate more with foreign countries, which can let us know more about the dynamics of the world and the most advanced knowledge. Now English has been applied to every corner of the world. If we can speak English well, we will have more chances to succeed. So, the number of people learning English has been growing rapidly. However, due to various factors such as history, culture, politics and economy, English has gradually evolved into all kinds of English, of which British English and American English are more commonly used, but they are easy to be confused. Through a comparative study of American English and British English, this paper is of great significance for a better understanding of English language and culture, and it is useful for better mastering English.

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32

Adamo, Grace Ebunlola. "Nigerian English." English Today 23, no. 1 (January 2007): 42–47. http://dx.doi.org/10.1017/s0266078407001083.

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The present form of the English language in Nigeria is the outcome of its contact with the indigenous languages of the region: a confirmation of the truism that languages in contact influence each other. When English was initially introduced through trade, then entrenched through colonialism, it was ‘derobed’ of its British flavour. Paradoxically, such a state of affairs brings to mind a statement by Enoch Powell, a professor of Classics and former Conservative member of the British Parliament, who noted, rather eccentrically: ‘Others may speak and read English – more or less – but it is our language, not theirs. It was made in England by the English and it remains our distinctive property, however widely it is learnt or used’ (as quoted in Kujore 1995:367).

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33

Okoh, Harriet. "The English in Ghana: British, American or Hybrid English?" Studies in English Language Teaching 7, no. 2 (April 26, 2019): 174. http://dx.doi.org/10.22158/selt.v7n2p174.

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<p><em>As a result of colonization of the British, the English used in many African countries and for that matter Ghana, is the British standard variety. However, the English used in Ghana, appears to have been invaded by the American English. This poses a problem as both teachers and students especially at the senior high school level confuse themselves about which word or spelling is right and vice versa. This study thus seeks to investigate students’ awareness of this invasion, the extent of the invasion and also to ascertain which of the aspects of the language has been much influenced by the American variety. The underpinning framework for this study is Kachru’s (1985) concentric model to situate the type of English used in Ghana. A sample size of 100 Students of English Education Department of University of Education, Winneba was selected for the study. The data was a secondary one: a random collection of vocabulary. Test, interview and questionnaire were also employed to gather other related data for the study. Both qualitative and quantitative approaches were used to analyse the data with precedence on qualitative analysis and the findings were thematically presented. The results indicate that although students use both American and British English together, they have little knowledge about the differences between them, especially, with the vocabulary aspect. Students have fair knowledge about the differences between the two varieties as regards the orthography aspect. These findings have implications on the teaching of English language and on examination issues in the country. It also informs writers of various educational materials about what variety to use.</em></p>

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Meierkord, Christiane. "Attitudes Towards Exogenous and Endogenous Uses of English: Ugandan’s Judgements of English Structures in Varieties of English." International Journal of English Linguistics 10, no. 1 (December 10, 2019): 1. http://dx.doi.org/10.5539/ijel.v10n1p1.

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Uganda is a former British protectorate, where English has contributed to the country’s linguistic ecology since 1894, when the British established a protectorate over the area of the Buganda kingdom. Over time, Ugandan English has developed as a nativised second language variety, spoken by Uganda’s indigenous population. At the same time, due to migrations, globalisation and the influence of international media and the Internet, its speakers have increasingly been in contact with varieties other than British English: American English, Indian English, Kenyan English, and Nigerian English may all influence Ugandan English. This paper looks at how Ugandan English can be conceptualised as a variety shaped by other varieties. It reports on the results of acceptability tests carried out with 184 informants in the North, the Central and the West of Uganda and discusses how speakers assess individual grammatical structures used in Ugandan English and in those varieties they are potentially in contact with.

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35

Adams, T. "British Labouring-Class Nature Poetry, 1730-1837." English 59, no. 225 (January 6, 2010): 215–17. http://dx.doi.org/10.1093/english/efp055.

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36

Culpeper, Jonathan, and Jane Demmen. "Nineteenth-century English politeness." Understanding Historical (Im)Politeness 12, no. 1-2 (May 23, 2011): 49–81. http://dx.doi.org/10.1075/jhp.12.1-2.03cul.

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In this paper we argue that the kind of individualistic ethos Brown and Levinson’s (1987) politeness model is accused of — and in particular its notion of (non-imposition) negative face — is not simply a reflection of British culture, but a reflection of British culture at a specific point in time. That point is the nineteenth century. Before then, the notion of an individual self separate from society and with its own hidden desires was not fully established. We argue that sociocultural developments, such as secularisation, the rise of Protestantism, social and geographical mobility, and the rise of individualism, created conditions in which the self became part of a new ideology where it was viewed as a property of the individual, and was associated with positive values such as self-help, self-control and self-respect. We also trace the history of conventional indirect requests, specifically can/could you X structures, the most frequent request structures used in British English today and, moreover, emblematic of British negative politeness. We show how such ability-oriented structures developed in the nineteenth century, and propose a tentative explanation as to why ability in particular was their focus.

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HOSALI, PRIYA. "Butler English." English Today 21, no. 1 (January 2005): 34–39. http://dx.doi.org/10.1017/s0266078405001082.

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An account of a highly distinctive variety of English in India. When the British set up colonies worldwide they brought with them a legacy that included their language, which many of the natives accepted and acculturated: it would after all be unreasonable to expect an imperial language to function in a vacuum with no local nuances. Indeed, gradual acculturation produced a number of varieties of English used as second languages. In their almost 200 years of not-so-peaceful stay on the subcontinent, the British and many Indians used English, fulfilling in at least a linguistic sense Macaulay's dream of an ‘imperishable empire’. In these 200 years, English in India slowly went through a process now labelled Indianization, evolving into the variety (or group of varieties) called Indian English. One subvariety, generally referred to as Butler English, though by no means confined to butlers, is described and discussed here.

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38

Žetko, Katarina Dea. "The Present Perfect and Preterite in British and American English." ELOPE: English Language Overseas Perspectives and Enquiries 7, no. 1 (May 17, 2010): 27–46. http://dx.doi.org/10.4312/elope.7.1.27-46.

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The objective of our article is to present the selected results of the research which was conducted for the purpose of our master’s thesis. We focused on the transfer of the functions of the present perfect into the domain of the preterite in informal British and American English. We put together a British and an American corpus and analysed the differences and similarities between British and American English in this transfer. We examined some factors that may influence this transfer either in American or British English, or in both varieties. The major factors will be presented in this article. The results show that the differences between both varieties mostly occur in the frequency of this transfer. Moreover, in American English there are more significant factors than in British English. Nevertheless, we can observe that the general tendency is the same in both varieties. This fact may indicate that this phenomenon, which was first noticed in informal American English, is spreading to informal British English.

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Oyebola, Folajimi, and Ulrike Gut. "Nigerian newscasters’ English as a model of standard Nigerian English?" Poznan Studies in Contemporary Linguistics 56, no. 4 (December 1, 2020): 651–80. http://dx.doi.org/10.1515/psicl-2020-0022.

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Abstract The aim of this study is to investigate whether the form of English spoken by Nigerian newscasters enjoys the status of a standard in Nigeria. The study employs a verbal guise test and a questionnaire to measure the attitudes of 137 Nigerian participants towards the variety of English used by Nigerian newscasters. The findings show that an exonormative orientation is still present in Nigeria: both British and American English accents are preferred over a Nigerian one for Nigerian newscasters, and a British accent is perceived to be more prevalent than a Nigerian one in Nigerian newscasting. However, the results of the verbal guise test demonstrate that there are very positive attitudes towards all Nigerian newscasters’ accents. The results also show that neither gender nor a stay abroad has a significant effect on Nigerians’ attitudes towards newscasters’ English, but that the age group of the participants significantly influences their evaluations: the older participants rated the newscasters’ English accents higher than the younger ones. Overall, the findings of the study suggest a limited potential of Nigerian newscasters’ English becoming a model of English in Nigeria, as British English as an exonormative norm seems to continue to play a major role.

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McGill, Steven. "Double-standard English." English Today 14, no. 1 (January 1998): 6–12. http://dx.doi.org/10.1017/s026607840000064x.

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Syafi'i, Ahmad. "GOOGLE CLASSROOM AS LEARNING PLATFORM IN TEACHING WRITING." British (Jurnal Bahasa dan Sastra Inggris) 9, no. 1 (June 25, 2020): 48. http://dx.doi.org/10.31314/british.9.1.48-64.2020.

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Technology today has played a major role in the field of education especially with the adaptation of World-Wide Web and fast internet networking such as 4G and 5G. Since traditional teaching activity is seen not more enough to support the students’ learning of English especially in the EFL context where the English are commonly used at school, university, or college educators have combined face to face interaction with an online course in blended learning. The Google Classroom is a networks platform for interaction among teachers and students, collaborate, share and evaluate homework, grades, class discussions, notices, and evaluations. Its objective is to help educators use social media power to customize the classroom for all students. Awareness of the positive potentials of this learning style will allow Google Classroom to introduce a mixed learning approach in the classroom. The post would discuss how Google Classroom facilitates English classroom teaching and learning writing. The argument continues with Google Classroom presentation and the idea of mixed education using Google Classroom. Then it continues with the application of this platform into actual teaching writing context and its outcome. Furthermore, the researchers will also discuss the current and future challenges of Google Classroom in ELT writing for EFL learners as well as teachers

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Stockwell, Richard, and Carson T. Schütze. "Objectless locative prepositions in British English." Proceedings of the Linguistic Society of America 4, no. 1 (March 15, 2019): 48. http://dx.doi.org/10.3765/plsa.v4i1.4551.

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In British English, sentences like This film has monsters in are possible without the pronoun it. Descriptively, we refine landscape of the phenomenon, identifying restrictions on the distribution and interpretation of OLPs, including dialectal variation within British English, and observing an A-bar movement restriction on monsters. Analytically, we argue against an A-movement analysis (Griffiths & Sailor), and ponder alternatives from a cross-linguistic perspective.

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Sembiring, Novalina. "Contrastive Analysis of British and American English in Relation To Teaching English as a Foreign Language." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (May 8, 2021): 2367–72. http://dx.doi.org/10.33258/birci.v4i2.1938.

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This research was a descriptive research which was aimed at finding out the similarities, dissimilarities and the contributions of the contrastive analysis on teaching English as a foreign language. The data of this research were collected through library and internet sources. The researchers use comparative descriptive method to analyse the data. The obtained results was the comparison of American and British English in vocabulary, grammar, spelling, pronunciation and the contributions of them in teaching English as a foreign language. The research finding shows that British and American English are very similar in many aspects. Even though British and American English are mostly similar, they also have some differences. The difference of British and American English can be found in terms of vocabulary, grammar, spelling and pronunciation. Among them, vocabulary is the largest one. It is suggested that lecturers and teachers aware of the similarities and differences between British and American English in teaching English as a foreign language so that it will lead to the successful teaching of English including its varieties.

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Khan, Afsheen, and Dr Mona Dandwate. "Contribution of the British To Develop Indian English Literature." International Journal of Multidisciplinary Research Configuration 2, no. 1 (January 28, 2022): 18–23. http://dx.doi.org/10.52984/ijomrc2102.

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Development of Indian English Literature in India gathered momentum with the consolidation of British imperialism in India. As we know the British sow the seed of Indian Writing in English during the period of the British rule in India. English language and literature in India starts with the advent of East India Company in India. It all started in the summers of 1608 when Emperor Jahangir, in the courts of Mughals, welcomed Captain William Hawkins, Commander of British Naval Expedition Hector. It was India's first tryst with an Englishman and English. Jahangir later allowed Britain to open a permanent port and factory on the special request of King James IV that was conveyed by his ambassador Sir Thomas Roe. English were here to stay. Indian writings in English were heavily influenced by the Western art form of the novel. It was typical for the early Indian English language writers to use English unadulterated by Indian words to convey experiences that were primarily Indian. The core reason behind this step was the fact that most of the readers were either British or British educated Indians. In the early 20th century, when the British conquest of India was achieved, a new breed of writers started to emerge on the block. These writers were essentially British who were born or brought up or both in India. Their writing consisted of Indian themes and sentiments but the way of storytelling was primarily western. They had no reservation in using native words, though, to signify the context. This group consisted likes of Rudyard Kipling, Jim Corbett, and George Orwell among others. In fact, some of the writings of that era are still considered to be masterpieces of English Literature. KEYWORDS: Contribution of British, Development, British works & strategy, English Literature.

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Scott, James Calvert. "The Rising Tide of Estuary English: The Changing Nature Of Oral British Business Communication." Business Communication Quarterly 58, no. 2 (June 1995): 40–46. http://dx.doi.org/10.1177/108056999505800208.

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Estuary English is a combination of nonregional and local southeastern English pronunciation and intonation that lies between R. P. English and London street speech and is sweeping across the United Kingdom, including its business community. This article identifies characteristics of Estuary English, documents the usage of Estuary English within the British business community, describes the milieu that causes Estuary English to be acceptable in the British business community, speculates about the future of Estuary English in the British business community, identifies the implications of Estuary English for business communicators, and discusses the implications of Estuary English for business communication teachers and consultants.

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Salvesen, Christopher. "English Poets: British Academy Chatterton Lectures." Yearbook of English Studies 22 (1992): 313. http://dx.doi.org/10.2307/3508432.

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Estebas Vilaplana, Eva. "British English Downtrends: Downstep or declination?" Epos : Revista de filología, no. 19 (September 5, 2013): 167. http://dx.doi.org/10.5944/epos.19.2003.10394.

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Kelemen, Erick, David J. Baker, and Willy Maley. "British Identities and English Renaissance Literature." Sixteenth Century Journal 34, no. 4 (December 1, 2003): 1157. http://dx.doi.org/10.2307/20061678.

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Gontijo, P. F. D., I. Gontijo, and R. Shillcock. "Grapheme—phoneme probabilities in British English." Behavior Research Methods, Instruments, & Computers 35, no. 1 (February 2003): 136–57. http://dx.doi.org/10.3758/bf03195506.

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Keene, Edward. "The English School and British Historians." Millennium: Journal of International Studies 37, no. 2 (December 2008): 381–93. http://dx.doi.org/10.1177/0305829808097646.

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