Relevant bibliographies by topics / English language / Journal articles
To see the other types of publications on this topic, follow the link: English language.

Journal articles on the topic 'English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'English language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.

Full text
Abstract:
Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.
APA, Harvard, Vancouver, ISO, and other styles
2

Eneremadu, Queen Easther Chioma, Ndubuaku Rosita, and Chuwuezi Eziku. "Language Planning in Nigeria: Clash Between English Language and Indigenous Languages." Indonesian Journal of Applied and Industrial Sciences (ESA) 3, no. 2 (March 16, 2024): 189–202. http://dx.doi.org/10.55927/esa.v3i2.8363.

Full text
Abstract:
In Nigeria almost 500 indigenous language that has assumed the status of a global linguistic code. The contact in different domains between English language an contact languages in the country continues to effect the performance in English and contact languages thereby making communication in either English or any other indigenous languages unattainable. This research work studied the gap between the use of English language and the indigenous languages in multilingual country, Nigeria which exists as a result of the non-implementation of language policies as stipulated by the Government. The sampling research method was adopted and questionnaires were employed to test the research hypothesis which proved positive. The major conclusion deduced from the findings reflect that if there must exist a linguistic balance between the use of English language in the country, the Government must endeavour through the Ministries of Education that both public owned and private owned schools adhere to a new language policy as the research work suggests. Offering indigenous languages in schools must be made compulsory and not optional as well as a compulsory subject to gain admission into Nigerian Universities like the English language.
APA, Harvard, Vancouver, ISO, and other styles
3

HOGG, R. M., and R. COATES. "English Language." Year's Work in English Studies 63, no. 1 (January 1, 1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 64, no. 1 (January 1, 1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 66, no. 1 (January 1, 1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Coates, R., K. C. M. MacMahon, K. Turner, F. Colman, D. Denison, and P. Simpson. "English Language." Year's Work in English Studies 67, no. 1 (January 1, 1989): 63–117. http://dx.doi.org/10.1093/ywes/67.1.63.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

BURNLEY, D., M. K. C. MACMAHON, K. TURNER, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 68, no. 1 (January 1, 1990): 59–120. http://dx.doi.org/10.1093/ywes/68.1.59.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

TURNER, K., M. K. C. MacMAHON, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 69, no. 1 (January 1, 1991): 52–114. http://dx.doi.org/10.1093/ywes/69.1.52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

TURNER, K., M. MACMAHON, F. V. D. LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 70, no. 1 (January 1, 1992): 78–150. http://dx.doi.org/10.1093/ywes/70.1.78.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

TURNER, K., M. K. C. MACMAHON, F. VAN DER LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 71, no. 1 (January 1, 1993): 112–76. http://dx.doi.org/10.1093/ywes/71.1.112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

TURNER, K., M. K. C. MACMAHON, N. WOODS, F. VAN DER LEEK, C. KAY, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 72, no. 1 (January 1, 1993): 16–69. http://dx.doi.org/10.1093/ywes/72.1.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

TURNER, K., M. MACMAHON, N. WOODS, O. FISCHER, W. VAN DER WURFF, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 73, no. 1 (January 1, 1995): 1–81. http://dx.doi.org/10.1093/ywes/73.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

JASZCZOLT, K., N. WOODS, O. FISCHER, W. V. D. WURFF, C. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 74, no. 1 (January 1, 1996): 1–79. http://dx.doi.org/10.1093/ywes/74.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

JASZCZOLT, K., N. WOODS, J. COLEMAN, O. FISCHER, W. V. D. WURFF, C. E. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 75, no. 1 (January 1, 1997): 1–90. http://dx.doi.org/10.1093/ywes/75.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

JASZCZOLT, K., J. COLEMAN, N. J. WOODS, O. FISCHER, W. VAN DER WURFF, C. HOUGH, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 76, no. 1 (January 1, 1998): 1–109. http://dx.doi.org/10.1093/ywes/76.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

JASZCZOLT, K., I. T. B. VAN OSTADE, O. FISCHER, W. VAN DER WURFF, J. COLEMAN, C. HOUGH, L. PUST, A. SAND, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 77, no. 1 (January 1, 1999): 1–129. http://dx.doi.org/10.1093/ywes/77.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Mirzabekova, Nargiza Rakhmatovna. "ENGLISH LANGUAGE TEACHING METHODOLOGY." Multidisciplinary Journal of Science and Technology 4, no. 1 (January 12, 2024): 77–80. https://doi.org/10.5281/zenodo.10498531.

Full text
Abstract:
This research paper aims to identify the methodology of teaching English language at Primary School children and strategies to enhance the language skills. It is obvious that more than 50% of world population is bilingual. Thus, demand on language learning is growing up to day. The acceleration of globalization processes in the world, the transition to free market relations and the promotion of the introduction of high technologies in production increase the need for "linguistic capital", i.e. specialists who have a perfect command of foreign languages (especially English). In order to ensure quality and efficiency in foreign language education, the experience of reducing the age of learning/teaching foreign languages is becoming popular. This was caused by the widespread concept of "the younger the better / early is better". Hence, the authors try to scrutinize deeply the methodology of teaching English language and means of enhancement of language skills. It can be summed up that according to the research results, at present, that the results are unsatisfied. The authors find research gap in the field of language learning process. Below, some suggestions and language learning strategies are given for further investigations.
APA, Harvard, Vancouver, ISO, and other styles
19

Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

Full text
Abstract:
Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.
APA, Harvard, Vancouver, ISO, and other styles
20

Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islamic Social Sciences 36, no. 2 (April 15, 2019): 102–11. http://dx.doi.org/10.35632/ajiss.v36i2.590.

Full text
Abstract:
The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.
APA, Harvard, Vancouver, ISO, and other styles
21

Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islam and Society 36, no. 2 (April 15, 2019): 102–11. http://dx.doi.org/10.35632/ajis.v36i2.590.

Full text
Abstract:
The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.
APA, Harvard, Vancouver, ISO, and other styles
22

Passoni, Taisa Pinetti. "Language Without Borders (English) Program: A Study on English Language Ideologies." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

Full text
Abstract:
ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
APA, Harvard, Vancouver, ISO, and other styles
23

Benchennane, Djamila. "Language teaching policy: General English and English for Specific Purposes." Global Journal of Foreign Language Teaching 14, no. 4 (November 30, 2024): 250–61. https://doi.org/10.18844/gjflt.v14i4.9264.

Full text
Abstract:
This study explores Algeria’s teaching policy concerning foreign languages, particularly French and English, within its educational system. Recognizing the critical role of languages in national development, Algeria has positioned French as the first foreign language to facilitate communication with the West and access technological advancements, while English serves as a second foreign language, mainly for business and professional communication through English for Specific Purposes (ESP). Despite these efforts, challenges persist in English language instruction, particularly in pronunciation, grammar, and vocabulary acquisition, as well as in the distinction between spoken and written English. Employing a descriptive research methodology, this study examines the historical trajectory of foreign language education in Algeria post-independence, with a focus on the current state of English language teaching. A case study was conducted on ESP learners at the University of Mascara to assess instructional effectiveness. Findings indicate that ESP instructors often lack specialization in the field, and learners’ specific needs are largely overlooked. Consequently, this research highlights the necessity of targeted pedagogical strategies and specialized training for ESP instructors to enhance learning outcomes. The study concludes with recommendations to improve English language teaching at the university level, emphasizing the need for an informed, needs-based approach to ESP instruction in Algeria. Keywords: General English; languages; specific English; teaching policy
APA, Harvard, Vancouver, ISO, and other styles
24

Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (February 26, 2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Dr., Mohyeldeen Mohamed Babiker, and Muhammad Ahmed Ahmed. "Contrastive Analysis of Declarative Sentence between Fur Language and English Language." International Journal of Arts, Humanities and Social Studies 4, no. 1 (February 20, 2022): 222–27. https://doi.org/10.5281/zenodo.6180184.

Full text
Abstract:
The aim of this study is to contrast the structure of declarative sentences of Fur and English language with a view to identify the areas of similarities and differences<strong>. </strong>The study shows that English and Fur languages are from different language families. English belongs to Indio-European language family whereas; Fur belongs to Nilo- Saharan language family. The researchers have adopted contrastive analysis methodology to conduct this study. The data will be collected from grammar books of English as well as the text books of Fur language. Using the descriptive research method and tree diagrams (Phrase Markers) and tables to analyze the data. They contrast some examples of declarative sentences between Fur and English Language. The results reveal that Fur and English languages, are distinct from one another but at the same time they are alike in terms of sentential elements. The structure of declarative sentence in English language consists of subject (S), verb (V), object (O) SVO this is characteristic of English language sentence structure whereas, the structure of Fur language sentence is SOV that is to say the order of sentential elements of Fur language is different from the English one. The two languages have two kinds of questions (Wh-question and Yes/No question) but with different words arrangement. In order to overcome the above problems, this study recommends that the teachers should concentrate on the areas of differences in both languages. The curriculum designers and textbook writers in Sudan should clearly reflect, in their work the differences that exist between the sentence structures of English and Nilo- Saharan Languages which spoken by a large number of Sudanese.
APA, Harvard, Vancouver, ISO, and other styles
26

Ngarsou, Voudina. "First Language and Second Language in the Multilingual Context." J-Lalite: Journal of English Studies 3, no. 2 (December 31, 2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

Full text
Abstract:
Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
APA, Harvard, Vancouver, ISO, and other styles
27

Nimram, Mary Daniel, Obins Isaac Nuhu, Blessing Saina’an Lagan, Asheazi Diana Ponsak, and Daniel Nanlir Nimram. "Translation Equivalents in Nigerian English and Ghanaian English." European Journal of Theoretical and Applied Sciences 1, no. 6 (November 1, 2023): 1170–80. http://dx.doi.org/10.59324/ejtas.2023.1(6).113.

Full text
Abstract:
This research is an analysis of the translation equivalents in Nigerian and Ghanaian Englishes. Translation equivalents refer to manifestations of mother tongues interferences in which lexical items are substituted literally from other local languages to English language. This study discusses the data from ICE Nigeria and Ghana respectively that reflect mother tongue interferences. All the data were purposively drawn from International Corpus of English (ICE) Nigeria and (ICE) Ghana components. A total of thirty-nine expressions constitute the data for analysis in this study. An eclectic framework of language interference, transfer and language variation and change is used for analysis. The analyses are in three levels: sociolinguistic, semantic and corpus based. This study identifies some distinctive NE and GhE lexical items from ICE Nigeria and Ghana with their meanings. Examples include “raise voice and no light” (NE) and “feel the rain and kill time” (GhE). The translation equivalents in NE are majorly as a result of the influence of the Nigerian indigenous languages: Igbo, Yoruba and Hausa languages, among others. That of GhE is greatly influenced by the Akan, Ewe and Ga languages. The study reveals that translation equivalents in both varieties of English are quite related.
APA, Harvard, Vancouver, ISO, and other styles
28

Baghana, Jerome, Tatiana G. Voloshina, Yana A. Glebova, Emilia A. Bocharova, and Minara A. Radovich. "Globalization influence on linguistic and cultural state due to the language contacts’ interaction." Laplage em Revista 6, Extra-A (December 14, 2020): 190–97. http://dx.doi.org/10.24115/s2446-622020206extra-a579p.190-197.

Full text
Abstract:
The article deals with the peculiarities of linguistic and cultural changes of language structure influenced by globalization process within the language contacts’ interaction. The analysis of various aspects in the modern society proves the dominance of the English language in the formation of the world collaboration. According to the research, English hybrid languages or new Englishes, based on the Standard English norms, are forced to adapt to the local linguistic and cultural needs. These hybrid languages perform the mixture of indigenous languages’ structure and Standard English rules, thought in many cases English dominates and replaces phonetic, lexical, syntactic elements of indigenous languages. Much attention in the work is paid to the peculiarities of such hybrid language as Nigerian English, which presents the local language variant, functioning in Nigeria. Owing to language contacts’ cooperation, Nigerian English combines the language features of Standard English rules and Nigerian local languages’ peculiarities.&#x0D; &#x0D;
APA, Harvard, Vancouver, ISO, and other styles
29

Poppelaars, Antonius Gerardus Maria. "Language Contact, Language Policy and Education in South Africa." PAPIA 30, no. 1 (July 16, 2020): 35–46. https://doi.org/10.5281/zenodo.3947786.

Full text
Abstract:
Languages users may cause violence and racism: in 1976, protests against the imposition of Afrikaans at South African schools became a massacre when the police killed 172 native protesters. But, which language to choose as language of instruction since South Africa counts eleven official languages. Therefore, this paper discusses whether English should be South Africa&rsquo;s sole language of instruction, to stimulate the native population&rsquo;s presence at universities. To support the research, governmental documents on language policy and education have been examined. Also, the linguistic diversity of South African English through language contact has been described. South Africa&rsquo;s language policy underlines education in vernacular languages at public schools, whereas English is used at universities. This generates a low proficiency in English; therefore, many native South Africans do not enroll at universities. The result is once again an Apartheid-like segregation, which calls for the use of English as the sole language of education.
APA, Harvard, Vancouver, ISO, and other styles
30

Mary, Daniel Nimram, Isaac Nuhu Obins, Saina'an Lagan Blessing, Diana Ponsak Asheazi, and Nanlir Nimram Daniel. "Translation Equivalents in Nigerian English and Ghanaian English." European Journal of Theoretical and Applied Sciences 1, no. 6 (November 1, 2023): 1170–80. https://doi.org/10.59324/ejtas.2023.1(6).113.

Full text
Abstract:
This research is an analysis of the translation equivalents in Nigerian and Ghanaian Englishes. Translation equivalents refer to manifestations of mother tongues interferences in which lexical items are substituted literally from other local languages to English language. This study discusses the data from ICE Nigeria and Ghana respectively that reflect mother tongue interferences. All the data were purposively drawn from International Corpus of English (ICE) Nigeria and (ICE) Ghana components. A total of thirty-nine expressions constitute the data for analysis in this study. An eclectic framework of language interference, transfer and language variation and change is used for analysis. The analyses are in three levels: sociolinguistic, semantic and corpus based. This study identifies some distinctive NE and GhE lexical items from ICE Nigeria and Ghana with their meanings. Examples include &ldquo;raise voice and no light&rdquo; (NE) and &ldquo;feel the rain and kill time&rdquo; (GhE). The translation equivalents in NE are majorly as a result of the influence of the Nigerian indigenous languages: Igbo, Yoruba and Hausa languages, among others. That of GhE is greatly influenced by the Akan, Ewe and Ga languages. The study reveals that translation equivalents in both varieties of English are quite related.&nbsp;
APA, Harvard, Vancouver, ISO, and other styles
31

Md. Khalid Raza. "Impact of English Language in Engineering." Creative Launcher 4, no. 4 (October 31, 2019): 76–79. http://dx.doi.org/10.53032/tcl.2019.4.4.14.

Full text
Abstract:
Language, verbal or non-verbal is an important tool of communication. Languages are created by humans and are a lot different from human communication systems. It is through language that traditions, belief, system, information and knowledge are transferred from one generation to another. There is multitude of languages across the world, despite of this. Effective communication , where the listeners interprets message in exact manner as the speaker intends to while speaking , requires accurate use of language. Languages cannot exist in isolation. Any language that is not a native language of any community is called dead language. A dead language may be studied for academic purposes but not communication (verbal or written) is preformed in that language apart from educational purpose. Ancient Sanskrit, Hebrew, and Latin are some of the examples of dead language.
APA, Harvard, Vancouver, ISO, and other styles
32

Chechetka, V. I., L. V. Lukina, and A. V. Pilevtseva. "THE DYNAMICS OF ANGLICISMS IN THE MODERN GERMAN LANGUAGE." Modern Linguistic and Methodical-and-Didactic Researches, no. 2(37) (December 31, 2022): 70–83. http://dx.doi.org/10.36622/mlmdr.2022.20.78.008.

Full text
Abstract:
Statement of the problem. Our research is aimed at considering the problem of borrowing English words (anglicisms) in German. On the basis of modern German texts of different genres (slogans of firms and enterprises, speeches of public figures in the media, etc.), an attempt is made to analyze some of the problems dealing with distortions of the standard German language. Results. Over the centuries, as a result of political and economic changes in the German-speaking countries, the German language has been significantly influenced by other languages, and a large number of foreign words have entered its vocabulary. Today, in the lexical system of the German language, there is an excessive amount of English borrowings. Some linguists and vocabulary researchers classify and treat German as a recipient language. At present, there are cases when English words are used as a standard, and even the term Denglisch has appeared, i.e. combination of two languages (Deutsch+Englisch = German + English). The article deals with the problems of the phenomena of linguistic purism, analyzes the research of the German Linguistic Society (VDS), which opposes the excessive dominance of foreign words. Every year, the Society awards prizes for the creation of new words by mixing German and foreign languages, in particular English, and the peculiarities of their translation. We have identified the “words of the year” that influenced the German language in one way or another, and we also consider problems that have a negative impact on the standard German language. Conclusion. Due to the rapid development of new technologies and industries, the role of English as the language of international communication in German society is growing. The influence of the English language on the language situation in Germany has been observed for several centuries. In the 21st century, this process is not weakening, but on the contrary, it is expanding. As a result of the study, it is concluded that the English language certainly has an impact on the development of the German language, but does not violate its uniqueness and naturalness of the lexical system.
APA, Harvard, Vancouver, ISO, and other styles
33

Kirubai, Mrs Joyce Deva, and Dr J. Joel Dr.J.Joel. "Assessing English Language Proficiency." Indian Journal of Applied Research 4, no. 5 (October 1, 2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.

Full text
Abstract:
While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.&#x0D; Keywords: foreign language, motivation, language studies, English, French, Spanish, German
APA, Harvard, Vancouver, ISO, and other styles
35

Yu, Jie. "History of teaching English in China: the path from Chinese English to China English." Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication 28, no. 1, 2025 (April 7, 2025): 111–29. https://doi.org/10.55959/msu-2074-1588-19-28-1-8.

Full text
Abstract:
The article aims to review briefly the sociolinguistic history of the language contact between Chinese languages and English, presents an overview of basic English language education in the Chinese education system during different periods of Chinese history. The study traces the emergence and development of English as a variety in China, in the form of China English, Chinese English, and Chinglish. This study could be of important scholarly significance for World Englishes researchers in the context of considering the English speech of native Chinese speakers. Attention is paid to English education in the country, focused on the rules of the functioning of this language as a native language for representatives of the Anglo-Saxon culture, and to the situation in which, from the middle of the last century, an exonomative model of language teaching was formed in the PRC and has been actively operating until recently. The paper highlights the increased attention of researchers to the issues of revising the policy of foreign language education in the PRC, which is explained by the ideological need that dictates the attempts of Chinese scholars to secure for China English the status of one of the varieties of World Englishes.
APA, Harvard, Vancouver, ISO, and other styles
36

Palupi, Muji Endah. "Analisis Google Terjemahan Yang Menggandung Ungkapan Bahasa Seksisme Terjemahan Bahasa Inggris." Wanastra: Jurnal Bahasa dan Sastra 11, no. 1 (March 5, 2019): 01–06. http://dx.doi.org/10.31294/w.v11i1.4652.

Full text
Abstract:
The phenomenon of sexist language is closely related to the concept of gender that has been structured at the level of language correctionalism. Therefore, this sexist word or phrase is actually made by people who are influenced by views on both types of gender. Often in language sexism more gender-oriented or degrading. One language that is considered to contain a lot of vocabulary and expression of Sexist is English Language. This is because English Language is an International Language. English Language that is rich in vocabulary and many elements of language are absorbed. This research will be explain types of sexist language found in the results of the English Translation. Analysis of the accuracy of translations in English language will be studied in the science of learning foreign languages. That actually English Language is a language that is more inclined to sexism than other languages. This is evident in most translations which are considered inaccurate and ambiguous which contain sexist elements in the results of the translation into other languages. Keywords: Google Translation, Sexism Language, English Translation
APA, Harvard, Vancouver, ISO, and other styles
37

Muluh Nkwetisama, Carlous. "Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.106.

Full text
Abstract:
The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.
APA, Harvard, Vancouver, ISO, and other styles
38

Malto, Margielyn A., and Dr Francis Mervin L Agdana. "English lexical reference of minamanwa language." International Journal of Multidisciplinary Research and Growth Evaluation 5, no. 3 (2024): 488–502. http://dx.doi.org/10.54660/.ijmrge.2024.5.3.488-502.

Full text
Abstract:
This study focuses on the preservation of the Minamanwa language, an indigenous language spoken by the Mamanwa tribe in the Philippines. Employing a qualitative ethnographic research design, data were collected through observations and interviews with adult members of the Mamanwa community in Barangay Jubgan, Surigao del Norte. The findings reveal 404 Minamanwa words, with a 10.2% similarity to the Visayan language in spelling and pronunciation. Additionally, a mini-dictionary was developed as a lexical reference for the Minamanwa language in English. The study concludes that the Minamanwa language has been influenced by the Visayan language due to daily interactions, and it holds potential for use within schools, particularly in the MTB-MLE program. Recommendations include incorporating the Minamanwa dictionary into language instruction, implementing language programs to preserve indigenous languages, and conducting further research on ethnolinguistic languages in the Philippines. This study contributes to the preservation and recognition of indigenous languages, fostering cultural continuity and pride among Filipino communities.
APA, Harvard, Vancouver, ISO, and other styles
39

Betageri, Ankur. "A Case for the Standardization of Indian English." Indian Literature 61, no. 1 (January 16, 2017): 171–81. https://doi.org/10.5281/zenodo.6807100.

Full text
Abstract:
In this paper I consider the status of Indian English as a variety whose standard varieties are either British English or American English and show how this status forces it to position itself as a minor language without a major language, or as a variation of standard variety major languages which do not accord it the position of minority. Using Deleuze and Guattari&rsquo;s concepts of major and minor languages, and Harris&rsquo;s conception of language as a set of constraints, I show how having nationalistically defined foreign standards make Indian English both dependent on foreign sources to derive authenticity as well as limit its creative possibilities as a minor language by making its power of variation illegitimate. As a solution to this crisis I propose the recognition and standardization of an acculturated variety of Indian English.
APA, Harvard, Vancouver, ISO, and other styles
40

Akhmedova, Dilsora Mukhsinovna Umrzoqova Ozoda. "ENGLISH AS A GLOBAL LANGUAGE." INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY 3, no. 5 (June 2, 2023): 1310–13. https://doi.org/10.5281/zenodo.7997970.

Full text
Abstract:
As indicated in the title, this article shows a brief viewpoint of English as an international language, how it becomes a global language, its impact to globalization and other languages. In this article, following statements are described: how the English language is entering to our country; the main role of English in the modern world.
APA, Harvard, Vancouver, ISO, and other styles
41

Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

Full text
Abstract:
The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.
APA, Harvard, Vancouver, ISO, and other styles
42

Khamitova, Shaizat Amantayevna, and Almagul Sovetovna Adilova. "Language Adaptation of Turkisms in English." Engineering and Educational Technologies 8, no. 3 (September 30, 2020): 24–32. http://dx.doi.org/10.30929/2307-9770.2020.08.03.02.

Full text
Abstract:
One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.
APA, Harvard, Vancouver, ISO, and other styles
43

Geoghegan, Leah. "Language learning motivation in multilingual CLIL." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 41 (January 31, 2024): 137–51. http://dx.doi.org/10.30827/portalin.vi41.26620.

Full text
Abstract:
Motivation has long been acknowledged as an undeniably important factor in language learning, and recent research indicates that it may play an even more important role in CLIL than non-CLIL settings (Navarro Pablo &amp; García Jiménez, 2018). However, given the lack of research into CLIL in languages other than English, Dalton-Puffer, Nikula and Smit (2010) have called for a comparison across additional languages, so as to determine the strengths and weaknesses of CLIL language-independently. This comparison is particularly necessary with respect to L2 motivation, given that the spread of English as a global language has led to qualitative differences between learning English compared with other languages (Dörnyei &amp; Ushioda, 2013). The current study thus investigates the language learning motivation of students taking both English and French CLIL classes to determine if there are quantitative differences between the participants’ English and French language learning motivation. Results indicate that the participants exhibited a higher level of language learning motivation towards English than French. The findings highlight the need to better prepare CLIL methodologies when languages such as French are taught alongside English.
APA, Harvard, Vancouver, ISO, and other styles
44

Merritt, Haily. "Language Mode Influences Language-Specific Categorization." IU Journal of Undergraduate Research 4, no. 1 (December 16, 2018): 118–23. http://dx.doi.org/10.14434/iujur.v4i1.24536.

Full text
Abstract:
The present study aims to fill a gap at the intersection of the phenomena of language mode—the state of activation of the bilingual’s languages and language processing mechanisms—and the subset problem—issues learners face when the second language has fewer of some kind of contrast than the first language. When the subset problem is present in second language acquisition, learners may struggle to acquire specific contrasts of a language and may map them incorrectly to their first language. By studying advanced learners of Spanish and considering language mode, we are able to investigate whether learners create separate categories for Spanish vowels—as opposed to simply adapting their English categories—and whether the use of such categories depends on the language being perceived. Spanish and English serve as convenient languages for study of these phenomena because Spanish has fewer vowels than English. With this, we ask: “Does language mode influence language-specific categorization?” To investigate this question, we had native English-speaking, proficient Spanish learners perform an AX task in both English and Spanish, where they identified whether two aurally presented vowel stimuli were the same or different. There was no strong effect of language mode across conditions, but we found that reaction times were significantly slower and that error rates were higher in tasks that included stimuli from more than one language. Thus, we conclude that when multiple languages are activated it is more difficult to process a given language.
APA, Harvard, Vancouver, ISO, and other styles
45

Shrestha, Amul. "‘English only’ to ‘English for all’ - a new Paradigm Shift." Journal of Business and Social Sciences 3, no. 1 (November 18, 2021): 1–10. http://dx.doi.org/10.3126/jbss.v3i1.40821.

Full text
Abstract:
Due to globalisation and the influence of the historical events like colonisation made English language as a global lingua franca and the language comprising highest speakers in the world. Because of its indomitable nature, the languages of the world got influenced. Thus, English as a second or foreign language (ESL/EFL) might be the counterpart to any other languages belonging to any nations. Consequently, bi-multilingualism has been a new paradigm shift from monolingual era opening the horizon of divergent linguistic features. This paper provides an ample space to discuss about the implication of multilingualism eradicating the era of monolingualism and diversity management in ELT classroom in academia. This article articulates about the new innovative ideas for creating the languages of same standard in the society, without any biasness, releasing the more luring path for cultural connection. And yet a gap has been left behind to plan, promote and produce for the further researches in this field.
APA, Harvard, Vancouver, ISO, and other styles
46

Babiker, Mohyeldeen Mohamed, Ahmad Muhammad Ahmad, and Saad Abbakar Bakheet Ahmed. "Contrastive Analysis of Adjectives of Quality of English and Fur Languages." British Journal of Multidisciplinary and Advanced Studies 4, no. 1 (January 28, 2023): 111–24. http://dx.doi.org/10.37745/bjmas.2022.0102.

Full text
Abstract:
The research aims to compare and contrast adjectives of quality of English and Fur languages to find out the similarities and differences between them. The researchers have adopted contrastive methodology to do this research. They compared and contrasted adjectives of quality of in English and Fur languages. The results of the research revealed that the two languages almost share the same adjectives of quality. English and Fur adjectives of quality modify the nouns. Moreover, the both languages use their adjectives of quality attributively and predicatively. The two languages use the intensifiers to strengthen the adjectives of quality. On the other hand, the both languages belong to different language families. English is from an Indo-European language family, whereas, Fur belongs to Nilo-Saharan language family. It is very obvious that English attributive adjectives go before the nouns which they describe whereas, Fur attributive use of adjectives (boorô, mandin , toy, dɨwwô, fattâ , dɨkkô ) come after the nouns which they modify. English predicative use of adjectives slightly differs from the Fur language, because in English language they come after the verb (be) however, in Fur language they go before the verb (ii=be). In addition to the position of intensifiers in Fur language differs from English ones. The English intensifiers go before the adjectives whereas; the Fur ones go after the adjectives. The differences in adjectives of quality between the two languages result in problems encountered by the Fur learners in learning English language and vice versa.
APA, Harvard, Vancouver, ISO, and other styles
47

Millet, Jérôme. "Éditorial (english language)." Inflexions N° 1, no. 1 (2005): 14. http://dx.doi.org/10.3917/infle.001.0014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Domingues, Vera. "Beyond English language." Nature Ecology & Evolution 5, no. 12 (November 1, 2021): 1567. http://dx.doi.org/10.1038/s41559-021-01596-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.

Full text
Abstract:
Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical &amp; Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p&lt;0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p&lt;0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p&lt;0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
APA, Harvard, Vancouver, ISO, and other styles
50

Francis, W. Nelson, and Robert Burchfield. "The English Language." Language 62, no. 3 (September 1986): 712. http://dx.doi.org/10.2307/415507.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'English language' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography