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1
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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Gut, Ulrike. "Nigerian English prosody." English World-Wide 26, no. 2 (June 14, 2005): 153–77. http://dx.doi.org/10.1075/eww.26.2.03gut.
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Nigerian English (NigE) prosody has often been described as strikingly different from Standard English varieties such as British English (BrE) and American English. One possible source for this is the influence of the indigenous tone languages of Nigeria on NigE. This paper investigates the effects of the language contact between the structurally diverse prosodic systems of English and the three major Nigerian languages. Reading passage style and semi-spontaneous speech by speakers of NigE, BrE, Hausa, Igbo and Yoruba were analysed acoustically in terms of speech rhythm, syllable structure and tonal structure. Results show that NigE prosody combines elements of intonation / stress languages and tone languages. In terms of speech rhythm, syllable structure and syllable length, NigE groups between the Nigerian languages and BrE. NigE tonal properties are different from those of an intonation language such as BrE insofar as tones are associated with syllables and have a grammatical function. Accentuation in NigE is different from BrE in terms of both accent placement and realisation; accents in NigE are associated with high tone. A proposal for a first sketch of NigE intonational phonology is made and parallels are drawn with other New Englishes.
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Buschfeld, Sarah, and Alexander Kautzsch. "English in Namibia." English World-Wide 35, no. 2 (June 2, 2014): 121–60. http://dx.doi.org/10.1075/eww.35.2.01bus.
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Even though Namibia was never under direct British rule, it has been a country with English as the de jure official language since 1990, the year of independence from South Africa. Surprisingly, the de facto role of English in Namibia has to date not been systematically and comprehensively investigated within the framework of World Englishes. This is a gap the present paper seeks to address. To this end, part one of our study provides insights drawn from a questionnaire-based inquiry into language use in the different domains of private and public life, questions of linguistic and cultural identity, as well as attitudes towards the different languages spoken in Namibia. Part two tentatively identifies some linguistic features on various linguistic levels as potential candidates for structural nativisation. Taken together, the overall results suggest an ongoing change of the status of English spoken in Namibia from English as a foreign language (EFL) to English as a second language (ESL).
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Fortier, Anne-Marie. "On (Not) Speaking English: Colonial Legacies in Language Requirements for British Citizenship." Sociology 52, no. 6 (December 12, 2017): 1254–69. http://dx.doi.org/10.1177/0038038517742854.
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This article examines the colonial legacies shaping current language requirements for immigrants applying for settlement or citizenship in Britain. The article argues that common sense understandings of ‘national language’ and monolingualism/multilingualism were developed in the context of imperial expansion, the legacies of which resonate today in a disdain for multilingualism and other Englishes conceived as hampering cohesion. Put simply, other languages and other English are spoken here because English was there. Drawing on interviews with applicants and English teaching professionals, the article discusses how participants variously experience English language requirements. The analysis shows how the colonial legacies supporting the rise of English as a ‘world language’ cast it as the locus of a regime of audibility that establishes a hierarchy between ‘the English’ and the ‘anglicised’. In today’s Britain, the multilingualism of the other is not external and prior to Britain, but rather speaks volumes to and about contemporary Britain.
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Sarmah, Priyankoo, Divya Verma Gogoi, and Caroline R. Wiltshire. "Thai English." English World-Wide 30, no. 2 (June 11, 2009): 196–217. http://dx.doi.org/10.1075/eww.30.2.05sar.
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We explore two aspects of English spoken by native speakers of Thai: rhythm and the vowel system, and compare each to the substrate language Thai, to target varieties of English, and to two New Englishes in Asia. Data was collected from a group of Thai speakers who participated in an interview in English, and who read a Thai paragraph, and English words, sentences and a paragraph. For rhythm, we measured the “Pairwise Variability Index” (nPVI, Grabe and Low 2002) and the proportion of time in an utterance devoted to vowels (%V, Ramus, Nespor and Mehler 1999) of Thai read speech, and English spontaneous and read speech. We find that the English of Thai speakers had stress-timed values of high nPVI, like Thai and British English (BrE), and low %V, like BrE but not Thai. Neither measure of rhythm resembled New Englishes’ more syllable-timed lower nPVI and high %V. The vowel system of Thai English revealed transfers of both quality and quantity from the substrate, resulting in a system distinct from British, American, and New Englishes.
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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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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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Chris Ajibade, Adetuyi,, and Adeniran, Adeola Adetomilayo. "Aspects of Semantics of Standard British English and Nigerian English: A Contrastive Study." English Linguistics Research 6, no. 3 (September 4, 2017): 5. http://dx.doi.org/10.5430/elr.v6n3p5.
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The concept of meaning is a complex one in language study when cultural features are added. This is mandatory because language cannot be completely separated from culture in which case language and culture complement each other. When there are two varieties of a language in a society, i.e. two varieties functioning side by side in a speech community, there is tendency for misconception. It is therefore imperative to make a linguistic comparative study of varieties of such languages. In this paper, a semantic contrastive study is made between Standard British English (SBE) and Nigerian English (NE). The semantic study is limited to aspects of semantics: semantic extension (Kinship terms, metaphors), semantic shift (lexical items considered are ‘drop’ ‘befriend’ ‘dowry’ and escort) acronyms (NEPA, JAMB, NTA) linguistic borrowing or loan words (Seriki, Agbada, Eba, Dodo, Iroko) coinages (long leg, bush meat; bottom power and juju). In the study of these aspects of semantics of SBE and NE lexical terms, conservative statements are made, problems areas and hierarchy of difficulties are highlighted with a view to bringing out areas of differences. The study will also serve as a guide in further contrastive studies in some other levels of languages.
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Owolabi, Dare. "Potential words in English: examples from morphological processes in Nigerian English." English Today 28, no. 2 (May 17, 2012): 47–50. http://dx.doi.org/10.1017/s0266078412000156.
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It is now common knowledge that the English language has become part of Nigeria's linguistic family, albeit as a second language that has been ‘home-grown…adapted and tamed to suit the Nigerian environment’ (Adegbija, 2004: 19). Summarizing Alamin A. Mazrui (2004), Akere (2006: 9) describes this domestication as ‘the transformation of English as an alien medium, to make it respond to local imagery, figures of speech, sound patterns and the general cultural milieu of the region’. This has been the practice of many writers where English is the colonial masters' language and is now adopted as a second language, but with ‘local colour’, as noted by Emenyonu (2006: xi). This dynamic and creative variety has helped Nigerians express their world view in a more international medium. In addition, there are more ‘pragmatic’ sub-varieties, including what Omolewa (1979: 14–15) calls ‘working English’. This is, however, different from the widespread Pidgin English, which continues to serve as the linguistic bridge across the linguistic Babel of Nigeria. While Pidgin is greatly influenced by the immediate local languages, thus making uniformity difficult to achieve, the emerging Nigerian English (henceforth NE) is not as heavily dependent on indigenous local languages. According to Igboanusi (2002: 4), ‘NE has its origin in British English, and the lexicon of NE has therefore shown a strong British influence.’ In other words, while Pidgin is common among the uneducated and spoken by the educated when necessary, NE is spoken by the educated and the level of education determines the variety of NE used by individuals. NE should be seen as an autonomous variety, showing acceptable departures from the rules of standard diction, pronunciation and grammar. The contact of English with indigenous languages in Nigeria is bound to lead to greater deviation from the standard in the future. Since Nigeria has one of the largest populations of speakers of English as a second language in the world (Akere, 2009; Jowitt, 2009), this is bound to have implications for English as a global language.
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Pavlovych, Andrii. "AUSTRALIAN ENGLISH AND CANADIAN ENGLISH AS TWO EXAMPLES OF LANGUAGE DEVELOPMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 276–79. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-276-279.
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The article is devoted to the development of English in Australia and Canada. The analysis of historical, social and political prerequisites of formation of English in Australia and Canada has been conducted. The influence of extralinguistic factors on the development of English in the abovementioned countries, the universalization of vocabulary, grammar and phonetic structure of the language is described. The geographical location and lifestyle of Indigenous people and migrants had a significant impact on the development of Australian English. Concerning Canadian English, it should be mentioned that Canada is a bilingual country and French, and French, as well as American and British English, had a considerable influence on the development of language in this country.
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Kouega, Jean-Paul. "Uses of English in Southern British Cameroons." English World-Wide 23, no. 1 (June 13, 2002): 93–113. http://dx.doi.org/10.1075/eww.23.1.05kou.
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This study looks into the use of English in Southern British Cameroons, a territory where English was introduced some 500 years ago by British privateers. The data are a collection of answers to a questionnaire devised to check the respondents’ use of English in various domains such as the home, neighbourhood, place of work and others. The findings reveal that English, a co-official language of the country, is gradually entering the home environment, where the indigenous languages are expected to dominate; it is the language of instruction in primary and secondary schools, and of religion and the court as pastors and lawyers consistently use it in their respective trades; in short it is the means of expression of educated people, the elite of the land. However, English finds itself in a situation of competition with other languages in this territory. At a lower level, it has to compete with Pidgin English, a contact language which dominates the neighbourhood domain. At a higher level, it competes with French, the other official language, which is dominant in tertiary level education, in the media (where most newspapers as well as most foreign radio and cable television programmes are in it), in public places (where respondents report overhearing talks and reading notices in tongues other than English), and in the civil service (where most official correspondences are initiated in it). In short what seems to have been taking place in the country since Reunification with French Cameroon in 1961 is a one-way bilingualism, with speakers of English being made to fully operate in French.
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Corker, Mairian. "Dictionary of British Sign Language/English." Disability, Handicap & Society 8, no. 4 (January 1993): 445–48. http://dx.doi.org/10.1080/02674649366780461.
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Woods, Edward G. "British studies in English language teaching." Language, Culture and Curriculum 6, no. 1 (January 1993): 79–90. http://dx.doi.org/10.1080/07908319309525139.
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Svalberg, Agneta M.-L. "Language standards and language variation in Brunei Darussalam." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 117–41. http://dx.doi.org/10.1075/japc.12.1.08sva.
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An assumption of this paper is that non-standard use of language will be accompanied by non-standard features of understanding. An attempt is made to access the meaning perceptions of learners at different levels of proficiency. The paper reports on what English learners in Brunei think English modal verb forms mean. It focuses specifically on would and discusses its use in Standard British English and in Brunei English. Bruneian perceptions of the meaning of this modal are compared with its use. It is claimed that the non-standard use of would for non-assertiveness in Brunei English can partly be explained by users overfocusing on its non-factivity meaning. The issues of what the target variety may be and the appropriacy of non-standard features in this sociocultural and linguistic context are briefly discussed.
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Graham, Gordon. "World publishing and the english language." English Today 11, no. 1 (January 1995): 9–12. http://dx.doi.org/10.1017/s0266078400008002.
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Markova, Elena A. "Precious resources of Dark Continent: a New Status of African Literature or Regional Augment to World National Literatures?" Philological Sciences. Scientific Essays of Higher Education 2, no. 6 (November 2020): 307–15. http://dx.doi.org/10.20339/phs.6-20.307.
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This article examines literary works of bilingual authors in Nigeria, who create their own national cultural worldviews through the language in which they write, thereby explaining why English in Nigeria is influenced by Nigerian culture. Nigeria is a country that has witnessed a cross-flow of linguistic change due to its inherent multilingualism combined with colonial experiences under British rule, a country where ethnic minorities were referred to as “oil minorities”. Although only two languages are recognized as official languages in Nigeria — Yoruba and English –the problem of multilingualism in Nigeria today remains unexplored, and where there is language contact, there must be a language conflict. Indeed, contiguous languages are often competitive languages and there is no language contact without language conflict. Moreover, the problem of linguistic contact and linguistic conflict exists at three different but interrelated levels: social, psychological and linguistic. The social aspect is related to such issues as the choice of language and its use, the psychological — to the attitude towards language, ethnicity, while the linguistic aspects are focused on the code switching, the donor language intervention, which the English language is. The language conflict has influenced the literary work of Nigerian writers writing in English, which has become an exoglossic language, superimposed on the indigenous languages of the Nigerian peoples. Thus, bilingualism in Nigeria can be considered semi-exoglossic, including English coupled with language mixing.
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Yusuf, Yunisrina Qismullah. "Non-Native English Teachers and Varieties of English: Ready, or Not?" Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 2 (December 11, 2019): 334–41. http://dx.doi.org/10.19109/ejpp.v6i2.3913.
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Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.
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Stein, Peter. "The English Language in Mauritius." English World-Wide 18, no. 1 (January 1, 1997): 65–89. http://dx.doi.org/10.1075/eww.18.1.04ste.
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Mauritius was a British colony for almost 200 years, but except in the domains of administration and teaching, the English language was never really spoken on the island. This article traces its local history and its failure to establish itself as a replacement for French (and perhaps also the French-based creole) during the 19th and the first half of the 20th century. English is still the official language of Mauritius, but a large proportion of the population does not speak it at all or has at best a very limited knowledge of it. Nonetheless, no other language spoken on the island presents itself as a viable alternative. The historical overview and the discussion of the present situation are complemented by an analysis of the language tables taken from the population censuses of 1931 to 1990 and some data from an inquiry made by the author in the mid-seventies. To complete the study, the English influence on French and Creole is shown, and three specimens of Mauritian English as spoken by young people are given and commented on.
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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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Seoane, Elena, and Cristina Suárez-Gómez. "The expression of the perfect in East and South-East Asian Englishes." English World-Wide 34, no. 1 (February 8, 2013): 1–25. http://dx.doi.org/10.1075/eww.34.1.01seo.
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This paper looks at variation in the expression of perfect meaning in Asian Englishes (Hong Kong, India, Singapore and the Philippines) as represented in the spoken component of the International Corpus of English. Findings confirm the existence of levelling between the present perfect and simple past in these varieties, and that the tendency of the present perfect to lose ground to the preterite is more pronounced in these New Englishes than in British English, especially in the expression of recent past. The occurrence of other variants in the corpus is accounted for in terms of the influence of the respective substrate languages, cognitive constraints characteristic of language-contact situations, pragmatic contextual factors such as the scant use of adverbial support, and, especially, diffusion from the input language, which is an earlier variety of spoken, non-standard English. Relevant intravarietal differences are also discussed and attributed to the different phases of development in which the four varieties currently find themselves.
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Sheverun, Nadiia, Halyna Leitsius, and Yaroslava Mozhova. "GERMANISMS AND THEIR ADAPTATION IN ENGLISH (BASED ON MATERIALS OF SOCIO-POLITICAL SPHERE AND SPHERE OF ECONOMY)." Philological Review, no. 1 (May 31, 2021): 163–68. http://dx.doi.org/10.31499/2415-8828.1.2021.232715.
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The article deals with Germanisms and their adaptation in English on materials of socio-political sphere and sphere of economy. The role and place of foreign borrowings in the lexical structure of the English language are determined. It was found out that the role of borrowings (loan-words) in different languages is different and depends on the specific conditions of development of each language. The borrowing rate in English is much higher than in other languages. In English, compared to other languages, it was possible to borrow foreign words in direct contact: first with foreign conquerors, who constantly replaced each other in the British Isles, and later due to trade expansion and colonial activity of the British themselves.
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Kallen, Jeffrey L. "The English Language in Ireland:An Introduction." International Journal of Language, Translation and Intercultural Communication 1 (January 1, 2012): 25. http://dx.doi.org/10.12681/ijltic.8.
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<strong><strong></strong></strong><p align="LEFT">I<span style="font-family: DejaVuSerifCondensed; font-size: small;"><span style="font-family: DejaVuSerifCondensed; font-size: small;">rish English, as the oldest overseas variety of English, displays a number </span></span>features which are unique to Ireland or which show characteristic patterns in the use of variation within English more generally. Many of these features reflect the interacting infl uences of settlement from England and Scotland, bringing with it elements from British dialects as well as elements now considered obsolete in British English, and transfer (via intergenerational bilingualism and language shift) of elements from the Irish language. Some features of this mix have continued from early times to the present, others have died out with the increasing homogenisation of Irish English, and still new elements, from internal change and other linguistic infl uences, continue to develop the language.</p>
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Mukherjee, Joybrato, and Stefan Th Gries. "Collostructional nativisation in New Englishes." English World-Wide 30, no. 1 (February 17, 2009): 27–51. http://dx.doi.org/10.1075/eww.30.1.03muk.
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The present paper investigates the strength of verb-construction associations across various New Englishes on the basis of comparable corpora. In contrast to previous studies into verb complementation in New Englishes, we start off from three basic constructions in English — the intransitive, the monotransitive and the ditransitive construction — and analyse the co-occurrences of the three constructions and a wide range of verbs. The present study is based on the Hong Kong, the Indian, and the Singapore components of the International Corpus of English (ICE) because the three varieties represent markedly different stages in the process of the evolution of New Englishes with British English as the historical input variety. Our quantitative analysis includes multiple distinctive collexeme analyses for the different varieties. The results show, inter alia, that, firstly, processes of structural nativisation of New Englishes can also be observed at the level of verb-construction associations, which can be subsumed under the notion of “collostructional nativisation”, and that, secondly, there are identifiable intervarietal differences between British English and New Englishes as well as between individual New Englishes. In general, there is a correlation between the evolutionary stage of a New English variety and its collostructional nativisation: The more advanced a New English variety is in the developmental cycle, the more dissimilar its collostructional preferences are to British English.
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Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (April 2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.
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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.
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Gikandi, Simon. "Editor's Column: Provincializing English." PMLA/Publications of the Modern Language Association of America 129, no. 1 (January 2014): 7–17. http://dx.doi.org/10.1632/pmla.2014.129.1.7.
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What are we to do with english? Of all the major languages of the world, it causes the most anxiety. Its words seem to want to invade the citadels of other languages, forcing institutions such as the Académie Française to call for barricades against it; in the enclaves of Englishness, a Celtic fringe struggles to hold on to the remnants of the mother tongue; and in most parts of the world those without the ostensibly anointed language often see themselves as permanently locked out of the spring-wells of modernity. Sometimes the global linguistic map appears to be a simple division between those with English and those without it. In the reaches of the former British Empire, a swath of the globe stretching from Vancouver east to the Malay Peninsula, English has come to be seen as an advantage in the competitive world of global politics and trade; in the emerging powers of East Asia, most notably China and South Korea, the consumption of global English is evident in the huge sale of books on English as a second language; in parts of the world traditionally cut off from English, including eastern Europe, the mastery of the language marks the moment of arrival. Most linguistic research on English is carried out in institutions in the Germanic and Nordic zones of northern Europe. In popular books on language and in serious linguistic studies, a powerful myth of English as the global language has taken hold. We are presented not with a world at the end of history but with one in which English sits at the center of a new global community: “English-speaking people and their culture are more widespread in numbers and influence than any civilization the world has ever seen,” claims Robert McCrum (257).
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Hyder, Huma. "The Pedagogy of English Language Teaching using CBSE Methodologies for schools." Advances in Social Sciences Research Journal 8, no. 3 (March 14, 2021): 188–93. http://dx.doi.org/10.14738/assrj.84.9839.
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Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.
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BRUNNER, THOMAS. "Structural nativization, typology and complexity: noun phrase structures in British, Kenyan and Singaporean English." English Language and Linguistics 18, no. 1 (February 6, 2014): 23–48. http://dx.doi.org/10.1017/s1360674313000269.
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Two much-cited explanations for linguistic innovations in varieties of New Englishes are cross-linguistic influence (see Gut 2011) and simplification (see Schneider 2007: 82). Using these two notions as starting points, the present study seeks to detect effects of structural nativization in noun phrase (NP) modification in two varieties of English whose substrate languages differ strongly from a typological point of view: Singaporean and Kenyan English. The results yielded by the comparison of random samples extracted from the relevant components of the International Corpus of English in the first part of the study show striking correspondences between the preferred NP structures in the varieties at hand and NP structures in the local languages concerned, which, in the light of Mufwene's (2001, 2008) ecological theory of language change, can be interpreted as effects of language contact. The second part of the study shows that the NPs from the three varieties also differ in terms of variables which can be viewed as measures of NP complexity. What is more, the different degrees of complexity found in the samples correspond closely to predictions about the evolutionary status of the varieties at hand made by Schneider's (2007) Dynamic Model.
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SHEVCHENKO, TATIANA. "ENGLISH WORD STRESS IN LONG-TERM LANGUAGE CONTACT." Theoretical and Applied Linguistics, no. 2 (2021): 160–68. http://dx.doi.org/10.22250/2410-7190_2021_7_2_160_168.
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The paper summarizes the results of recent studies concerned with English accentual patterns dynamics in polysyllabic words, based on English and French language contact. Canadian English reflects the present-day situation of language contact. Intersection of a variety of tendencies is observed which are due to accentual assimilation in lexicon of Romance origin borrowed from French. The recessive and the rhythmical are the major ones in the historical perspective. The data collected in dictionaries are further supplied with sociocultural comments based on corpus and opinion survey cognitive analyses. The presence of rhythmical stress was discovered in British, American and Canadian Englishes with the growing tendency in compound words due to disappearing of the pattern with two equal stresses. The tendency is most vivid in bilingual speakers from the Province of Quebec who accentuate word-final syllable.
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Mohr, Susanne, and Dunlop Ochieng. "Language usage in everyday life and in education: current attitudes towards English in Tanzania." English Today 33, no. 4 (July 6, 2017): 12–18. http://dx.doi.org/10.1017/s0266078417000268.
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Tanzania is, like most countries in East Africa, extremely culturally and linguistically diverse. Language counts range from 125 (Lewis, Simons & Fennig, 2016) to 164 living languages mentioned by the ‘Languages of Tanzania project’ (2009). Given this extreme multilingualism, institutional languages had to be chosen on a national level after independence. Kiswahili is the proclaimed national language and lingua franca of the East African region, also spoken in Kenya, Uganda and the Democratic Republic of Congo, for instance, and is used as medium of instruction (MoI) in primary education. English, the former colonial language, is the de facto national working language and medium of instruction in secondary and higher education. However, English remains a minority language, spoken by approximately 5% of the population, most of whom are members of a higher social class (Tibategeza, 2010). This leads to English being an international rather than a second language as in other former British colonies (Schmied, 1990, 1991). Rubanza (2002: 45) goes so far as to argue that ‘the society Tanzanians work and live in does not demand the use of English’. That is why it has been claimed that English will never replace the African languages in Tanzania but remain an additional language in certain spheres (Schmied, 1991).
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Romasanta, Raquel P. "Contact-induced variation in clausal verb complementation: the case of REGRET in World Englishes." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 121. http://dx.doi.org/10.14198/raei.2017.30.05.
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It has been argued that in language contact situations both transfer processes from the substrate languages (Thomason, 2008) and cognitive effects derived from the language contact situation itself (Schneider, 2012, 2013) can constitute important catalysts for language variation and change. Regarding the verbal complementation system, Steger and Schneider (2012: 172), for example, notice a preference for finite patterns over non-finite structures in World Englishes (WEs), that is, a preference for more explicit forms (hyperclarity and isomorphism). On the contrary, Schneider’s study (2012) does not confirm such a preference for more explicit forms in WEs in the competition between finite and non-finite patterns. This article intends to shed some light on the differences between the distribution of finite and nonfinite complementation patterns in WEs by exploring the complementation profile of the verb REGRET in two metropolitan varieties, British and American English, and comparing them to three geographically distant varieties with different substrate languages, historical contexts, and degrees of language contact: on the one hand, two ESL varieties, Hong Kong English and Nigerian English, and on the other, one ESD variety, Jamaican English, where contact is more pronounced. The main aim of this paper is, therefore, to investigate whether potential differences in the verbal complementation systems between varieties of English are product of cognitive processes derived from the language contact situation, a matter of transfer-induced change, or a combination of both.
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Levshina, Natalia. "Online film subtitles as a corpus: ann-gram approach." Corpora 12, no. 3 (November 2017): 311–38. http://dx.doi.org/10.3366/cor.2017.0123.
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In this paper, I investigate online film subtitles from a quantitative perspective, treating them as a separate register of communication. Subtitles from films in English and other languages translated into English are compared with registers of spoken and written communication represented by large corpora of British and American English. A series of quantitative analyses based of n-gram frequencies demonstrate that subtitles are not fundamentally different from other registers of English and that they represent a close approximation of British and American informal conversations. However, I show that the subtitles are different from the conversations with regard to several functional characteristics, which are typical of the language of scripted dialogues in films and TV series in general. Namely, the language of subtitles is more emotional and dynamic, but less spontaneous, vague and narrative than that of normally occurring conversations. The paper also compares subtitles in original English and subtitles translated from other languages and detects variation that can be explained by differences in communicative styles.
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Bacha, Mian Shah, and Rabia Rustum. "The Comparative Study of Politeness in Pashto and English Languages." Global Regional Review IV, no. I (March 30, 2019): 498–505. http://dx.doi.org/10.31703/grr.2019(iv-i).53.
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This research study aims at finding out the expressions of politeness in the Pashto Language. The data were collected from the respondents of the Pashto Language through a questionnaire of the open role-play situations of requesting and apologizing. The questionnaire was adopted from Reiter`s Study (2000), and it was also translated into the Pashto language. House and Kasper`s (1989) Analytical framework and coding scheme were applied for the analysis of the data of both the languages. The results show that politeness exists both in the Pashto language and British English, but the respondents of British English have shown more consideration towards negative politeness than the respondents of the Pashto Language. The British respondents have also shown a need to spare the hearer`s (addressee`s) face. Even, in British English, a need to respect the addressee`s negative face was also shown, corresponding to his/her distance, degree of individuation and other considerations.
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McCAFFERTY, KEVIN, and CAROLINA P. AMADOR-MORENO. "‘[The Irish] find much difficulty in these auxiliaries . . .puttingwillforshallwith the first person’: the decline of first-personshallin Ireland, 1760–1890." English Language and Linguistics 18, no. 3 (October 28, 2014): 407–29. http://dx.doi.org/10.1017/s1360674314000100.
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Among prescriptivists, the Irish have long had a reputation for not following the rule requiring a distinction betweenshallwith first-person andwillwith other grammatical subjects. Recent shift towardswillwith all persons in North American English – now also affecting British English – has been attributed to the influence of Irish immigrants. The present study of data from theCorpus of Irish English Correspondence(CORIECOR) finds that Irish English has not always preferredwill. Rather, the present-day situation emerged in Irish English between the late eighteenth and late nineteenth centuries. This important period covers the main language shift from Irish to English, and simplification in the acquisition process may account for the Irish English use ofwill.In eighteenth-century Irish English,shallpredominated. Comparison with other colonial Englishes of the period – US English (Kytö 1991) and Canadian English (Dollinger 2008) – and with north-west British English (Dollinger 2008) shows broadly similar cross-varietal distributions of first-personshallandwill. Irish English shifted rapidly towardswillby the 1880s, but was not unusual in this respect; a similar development took place at the same time in Canadian English, which may indicate a more general trend, at least in colonial Englishes. It is thus doubtful that Irish English influence drove the change towards first-personwill.We suggest the change might be associated with increasing literacy and accompanying colloquialisation (Mair 1997; Biber 2003; Leechet al.2009: 239ff.). As Rissanen (1999: 212) observes, and Dollinger corroborates for north-west British English,willpersisted in regional Englishes after the rise of first-personshallin the standard language. Increased use ofwillmight have been an outcome of wider literacy leading to more written texts, like letters, being produced by members of lower social strata, whose more nonstandard/vernacular usage was thus recorded in writing. There are currently few regional letter corpora for testing this hypothesis more widely. However, we suggest that, in nineteenth-century Ireland, increasing literacy may have helped spread first-personwillas a change from below. The shift to first-personwillthat is apparent in CORIECOR would then result from greater lower-class literacy, and this might be a key to understanding this change in other Englishes too.
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Visan, Ioana Raluca, and Mircea Georgescu. "Types of Englishes and the case of maritime English: some insights." Annals Constanta Maritime University 27, no. 2018 (2018): 87–90. http://dx.doi.org/10.38130/cmu.2067.100/42/14.
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The role of English as a world language can be traced back to its formal role as the dominant language of the British Empire, whereby Standard British English has diversified into numerous regional and local varieties of ''new Englishes''. The paper is an attempt to make a theoretical overview of the role of English nowadays, analyzing some of its varieties and approaches to Maritime English as a fully-fledged type of ESP, arguing for its unique character, since its teaching and learning, as well as its research, are based on international legal procedures.
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Cruz-Ferreira, Madalena. "Portuguese and English intonation in contrast." Languages in Contrast 4, no. 2 (December 7, 2004): 213–32. http://dx.doi.org/10.1075/lic.4.2.03cru.
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The current surge of interest in studies on intonation, in areas ranging from L2 teaching to child language acquisition, finally mirrors the crucial role played by intonation in the whole of human communication through language. In studies on non-native linguistic proficiency, a ‘foreign intonation’ appears as the last stronghold of a non-native accent, consisting in the use, in a second language, of intonation patterns belonging to the first language of the learner. The use of a foreign intonation does not, however, only characterise an accent. Intonation patterns convey specific meanings in each language, and the correspondence between these meanings and specific pitch patterns is often as arbitrary as the correspondence between words and their meanings. The purpose of this paper is twofold: first, to provide a basis for the comparison of the intonation patterns of (European) Portuguese and (British) English, highlighting potential areas of difficulty for speakers of each of these languages in learning the other, and the reasons for these difficulties. Second, to give support to the view, current in L2 studies, that the learning of L2 intonation cannot be taken for granted, if breakdown in native to non-native spoken communication is to be avoided.
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Lanteigne, Betty, and Peter Crompton. "Analyzing Use of “Thanks to You”: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts." Research in Language 9, no. 2 (December 30, 2011): 29–50. http://dx.doi.org/10.2478/v10015-011-0018-9.
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This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating “because of you” positively, and communicating “because of you” negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
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Fuchs, Robert. "Focus marking and semantic transfer in Indian English." English World-Wide 33, no. 1 (February 13, 2012): 27–53. http://dx.doi.org/10.1075/eww.33.1.02fuc.
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Focus marking in Indian English (IndE) with adverbs such as only, also, and too has been investigated recently by several authors. Based on the Indian and British sections of the International Corpus of English, this article argues that usage of also in IndE differs significantly from British English (BrE). Also often follows its focus immediately, has developed a presentational use, and is often used in negative contexts, corresponding to either. All these innovations are shown to be more frequent in spoken and informal than in written and formal language, respectively. Finally, evidence for substrate influence from Indo-European and Dravidian languages is presented.
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Ali, Ameer, Abdul Wahid Samoon, and Mansoor Ali. "STUDY OF DISTINGUISHING FEATURES OF PAKISTANI STANDARD ENGLISH." Elite English and Literature Journal 7, no. 2 (December 10, 2020): 112. http://dx.doi.org/10.24252/10.24252/elite.v7i2a1.
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The current research has adopted a qualitative approach to investigate the linguistic differences of Pakistani Standard English in contrast to British Standard English. We studied morphological, lexical, and hybrid characteristics of Pakistani Standard English. Besides, we investigated the linguistic features to prove the fact that cultural context determines the use of a language. Moreover, the findings of this research also support the fact that a language keeps evolving in different contexts leading to the development of different varieties of the language. However, the researchers have studied comparatively many varieties of Englishes, but this research investigates the distinguishing features of Pakistani Standard English employing secondary data from Dawn e-newspaper. Additionally, the researchers have also qualitatively codified the data into broader themes. The findings of this research will help readers in understanding the role of a cultural context in developing a new variety of a language. Consequently, they will be able to carry out further research in the field of World Englishes. Hence, this research is a systematic investigation of Pakistani Standard English and its differentiating features.
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Davies, Alan. "ASSESSING WORLD ENGLISHES." Annual Review of Applied Linguistics 29 (March 2009): 80–89. http://dx.doi.org/10.1017/s0267190509090072.
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English worldwide may be viewed in terms of spread and of diffusion. Spread refers to the use in different global contexts, such as publishing and examinations, of Standard British or American English. Diffusion describes the emergence of local varieties of English in, for example, India or Singapore, comparable to the earlier emergence of Australian English, Canadian English, and so on. In nonformal settings, interlocutors make use of their own local variety of English, their World Englishes (WEs). In formal settings, notably in English language assessment, it seems that the norm appealed to is still that of Standard British or American English. Since English as a lingua franca (ELF) appears to make use only of the spoken medium, there is less of a demand for an ELF written norm. At present what seems to hold back the use of local WEs norms in formal assessment is less the hegemony of Western postcolonial and economic power and more the uncertainty of local stakeholders.
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Nirala, Bandana. "Colonial Politics and Problem of Language in David Malouf’s Remembering Babylon." International Journal of Multidisciplinary Research Configuration 1, no. 3 (July 2021): 28–34. http://dx.doi.org/10.52984/ijomrc1305.
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Language plays a critical role in postcolonial literature. English has been the dominant language of European imperialism that carried the European culture to the different colonies across the world. Australia is the settled countries where English has become not only the official and mainstream language of the country but has also put the indigenous languages on the verge of extinction. David Malouf’s Remembering Babylon is a postcolonial text that re-imagines the colonial history of Australian settlement presenting the early socio- cultural and linguistic clashes between the settlers and the Aboriginals. The present paper tries to analyze the various dimensions of language envisioning its micro to macro impacts on the individual, community and nation as well. British used English language as the weapon of spreading European culture in Australia causing the systematic replacement of local dialects and other vernacular languages; hence the issues of linguistic and cultural identities would also be among the focal points of the discussion. The paper also attempts to examine how David Malouf provides a solution by preferring and appropriating native languages and culture for the future ofs Australia.
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Bunton, David, and Amy B. M. Tsui. "Setting language benchmarks." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 63–76. http://dx.doi.org/10.1075/japc.12.1.05bun.
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This paper considers Hong Kong’s benchmark language assessments for English teachers. It asks whose standard of English the government, business community, examinations authority, and the teaching profession itself expect teachers to measure up to. As well as examining documentation from these various sources, the paper analyses discussions on TeleNex , a computer network set up for English teachers in Hong Kong. Although the question was seldom explicitly mooted in documents and teachers’ messages, the implicit standards were found to be largely exonormative. Most documents implied a native speaker norm, and teachers were found to regard British dictionaries and grammars as the main authorities on correctness and acceptability. Only the benchmark developers were found to be seeking an “educated Hong Kong model”, but even their criteria rule out an “average” Hong Kong model for teachers.
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Muhammad Shakeel Ur Rehman, Dr. Ihsan Ullah Khan, and Dr. Abdul Karim Khan. "Ahmed Indigenization of English Language in Ahmed Ali’s Twilight in Delhi." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 18, 2021): 338–42. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(338-342).
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The study employed the theoretical approach of indigenization by Kachru in Ahmed Ali’s Twilight in Delhi. Indigenization is one of the fundamental components of decolonization adopted by post-colonial linguists to familiarize a local language in a race against the dominant language of colonizers (Kilickaya, 2009). Through this tool of indigenization, post-colonial writers and more specifically, Ahmed Ali represented the native culture, flora, and fauna of the sub-continent in the selected work to bring about a reconciliatory approach between the languages of the colonizer (English) with the language of inhabitants of the sub-content (Urdu). Therefore, the novelist indigenized the English language by weaving and embedding indigenous figures of speech, local terminologies, idioms, proverbs, and translation of compacted concepts of English and Urdu languages into each other in an endeavor to combat with the western thought. Hence, the article delves into the novel to unfold the multicultural reconciliatory approach that is possible only at the time when the voices of the indigenous language and culture are accommodated by the dominant language and culture of the colonizers. Arguably, the portrayal of reconciliation of the two languages and cultures in the sub-continent during the rule of the British in the novel may introduce a more pluralistic approach to survive in the modern world of globalization. The findings may help reach a better understanding between an indigenous language and an international language in the same culture in which local culture and language get equal manifestation.
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Deshors, Sandra C., and Stefan Th Gries. "Profiling verb complementation constructions across New Englishes." International Journal of Corpus Linguistics 21, no. 2 (August 29, 2016): 192–218. http://dx.doi.org/10.1075/ijcl.21.2.03des.
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In this paper, we explore verb complementation patterns with to and ing in native English (British and American English) as compared to three Asian Englishes (Hong Kong, Indian, and Singaporean English). Based on data from the International Corpus of English annotated for variables describing the matrix verb and the complement, we run two random forests analyses to determine where the Asian Englishes have developed complementation preferences different from the two native speaker varieties. We find not only a variety of differences between the Asian and the native Englishes, but also that the Asian Englishes are more similar (i.e. ‘better predicted by’) the American English data. Further, as the first study of its kind to extend the MuPDAR approach from the now frequent regression analyses to random forests analysis, this study adds a potentially useful analytical tool to the often messy and skewed observational data corpus linguists need to deal with.
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Lowenberg, Peter H. "Non-Native Varieties of English: Nativization, Norms, and Implications." Studies in Second Language Acquisition 8, no. 1 (February 1986): 1–18. http://dx.doi.org/10.1017/s0272263100005805.
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Institutionalized “non-native” varieties of English have developed in countries such as Nigeria and India, where English is widely used as a second, often official, language in a broad range of intranational domains. These varieties are characterized by “nativization” (Kachru, 1981a): systematic changes in their formal features at all linguistic levels, which result from the use of English in new sociocultural settings, in contact with other languages, and in the absence of native speakers of English. This paper demonstrates how non-native varieties are distinct from interlanguages or approximative systems of “established” (Platt & Weber, 1980) varieties of English (e.g., British or American). Crucial differences are illustrated in strategies common to both nativization and second language acquisition—generalization of rules in the established varieties of English and transfer of linguistic features from other languages—in terms of linguistic contexts in which they apply and motivations underlying their application. A survey of positive attitudes toward non-native varieties among their users indicates that certain nativized features are becoming new norms for English usage in many countries. These strategies of and attitudes toward nativization are shown to have important implications for the teaching of English as a second language and for linguistic theory.
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Schilk, Marco, Joybrato Mukherjee, Christopher Nam, and Sach Mukherjee. "Complementation of ditransitive verbs in South Asian Englishes: a multifactorial analysis." Corpus Linguistics and Linguistic Theory 9, no. 2 (October 25, 2013): 187–225. http://dx.doi.org/10.1515/cllt-2013-0001.
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AbstractThis paper examines parallels and differences between South Asian Englishes and British English with regard to various factors driving the selection of verb-complementation patterns. Focusing on the prototypical ditransitive verb give and its complementation, we use large web-derived corpora and distinguish between two possible response cases, one based on the dative and prepositional construction (i.e. the dative alternation), the other including monotransitive complementation. Our data has been additionally coded for a number of potential driving factors, such as pronominality and discourse accessibility of the participants in the constructions. Applying a model-exploration technique we isolate the main driving factors for the varieties under scrutiny (Indian English, Pakistani English and British English) and analyze their influence on pattern selection based on a multinomial logistic regression formulation. Our findings show that, while there is a large area of overlap between the varieties, Pakistani English is closer to British English with regard to relevant driving factors than Indian English. Furthermore, we reveal interesting parallels between all three varieties in the use of monotransitive complementation.
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Melnyk, N. I. "PECULIARITIES OF BRITISH WORDS DIVERGENCIES IN ENGLISH LANGUAGE." Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 3, no. 1 (2019): 144–49. http://dx.doi.org/10.32838/2663-6069/2019.3-1/27.
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Sutton-Spence, Rachel. "The influence of English on British Sign Language." International Journal of Bilingualism 3, no. 4 (December 1999): 363–94. http://dx.doi.org/10.1177/13670069990030040401.
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Ulum, Omer Gokhan. "Neoliberal Policies and English Language Education in Turkey." English Language Teaching 13, no. 9 (August 13, 2020): 63. http://dx.doi.org/10.5539/elt.v13n9p63.
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Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.
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Darwish, Salwa Al. "Teachers' Attitude Toward a Foreign Language: Factors Affecting the Target Language Teaching Process." International Journal of English Language Teaching 5, no. 1 (November 16, 2017): 1. http://dx.doi.org/10.5430/ijelt.v5n1p1.
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The purpose of this study is to find out the teachers' attitude toward reaching effective teaching process as well as thekey factors which influenced their attitude for selecting this profession. Itwas carried out during the fall semester 2016/ 2017. The participants were 42 males and 117 female Englishlanguage teachers, a total of 159 English teachers. They were all randomly selected and were all teaching English asa foreign language in different stages in Kuwaiti public elementary schools. The data was collected through aquestionnaire and an individual interviews. The results mainly showed the teachers’ attitude reflected on theirpassion to learn more about this language and its culture. Moreover, some teachers associate English languageteaching with the language of the British Colonialization. Others see English simply as a means of doing businessand making money.
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Safotso, Gilbert Tagne, and Ndoubangar Tompté. "Chadian Learners’/Users’ Preferred Variety(ies) of English." International Journal of English Linguistics 10, no. 6 (October 29, 2020): 410. http://dx.doi.org/10.5539/ijel.v10n6p410.
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Although French and Arabic are the official languages of Chad, for the past twenty years Chadian learners and users of English have been having a strong interest in the language. Their number in Cameroonian, Nigerian, Ghanaian and Sudanese universities as well as in linguistic centres in N’Djamena testifies to this. It can be said that the petrol boom in the country has really changed the attitudes of Chadians towards English. They see in it the language of opening and opportunities. Given that in most major languages there are accents and variants, and most especially with English the lingua franca of the 21st century, it is important to know those learners’/users’ preferred variety (ies). This paper thus aims to know which variety (ies) of English Chadian learners/users prefer to hear or speak. The data was gathered through a questionnaire administered to 106 university students, 97 secondary school learners, 18 English language teachers and 29 workers of other sectors (N = 250). Results show that most Chadian learners/users prefer American or British English and a good percentage of them favour Ghanaian or Cameroon English.