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Journal articles on the topic 'English literature English language'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teaching is strongly defended by these researchers. Literature has a number of benefits which include but are not limited to availability of unique material, stimulation of reader's development and contribution to reader's vocabulary and cultural enrichment. Along with the abovementioned benefits diversity, interest, and vagueness, and universality, could be named as other advantages. This study reveals that literature increases all language skills since it extends linguistic knowledge through giving evidence of extensive and subtle vocabulary usage. Furthermore, it gives students the opportunity to strengthen language skills as it often enables oral discussions and exchange of opinions.

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2

Greene, Roland. "The Post-English English." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1241–44. http://dx.doi.org/10.1632/003081202x61106.

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The relation of english to other language-oriented departments, though dense with complexity, is rarely talked about in the open. One explanation for the lack of discussion may be the difficulty of framing a relation that is moving in two directions at once: while over the last generation or so English and the so-called foreign languages have come to resemble each other in substance, they have grown apart in material resources and institutional prestige. Many departments of English are more or less thriving, while departments of other languages and literatures in the same places are depleted and struggling. And yet, in the view of many of the people who determine our condition—administrators, legislators, and students—we are largely all of a piece; my problems will soon be yours, yours will be mine, and scholars and teachers of literature will find that they have far more joining than dividing them. To revive one of the rubrics of our New York University conference, we literary scholars are much better at collating the many ways we are different than identifying and leveraging the ways we are the same. How much does our declining influence in academy and society owe to an incapacity to come together and announce our identity when it matters? I take the position that we now have an ethical obligation to do what inclination and training have so badly prepared us for: to measure our sameness and difference on one scale and talk about what we can do together. How can people in English departments address this condition? What might those in other literature departments do? Having spent a career moving between these settings, I offer some reflections.

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3

Marasini, Nabin Chandra. "Teaching English Language through Literature." NUTA Journal 6, no. 1-2 (March 22, 2019): 28–31. http://dx.doi.org/10.3126/nutaj.v6i1-2.23225.

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This paper seeks to examine the importance of literature in the English language classroom and looks at the effect of its use. Examples given will be mainly from personal experience gained from teaching Nepalese students. It is necessary to understand the importance of teaching English Language through literature in order to make language learning an enriching experience for students. The growing trend of learning English in Nepal has increased its significance as well. The uses of literature in the classroom explore the interesting uses of words, phrases and sounds in contexts. It, then, without human intervention increase students’ awareness of literary language and help them understand language better.

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4

Rogovets, Anastasia S. "“What is Your Good Name?”: on Translating Multicultural Literature." Polylinguality and Transcultural Practices 16, no. 3 (December 15, 2019): 406–14. http://dx.doi.org/10.22363/2618-897x-2019-16-3-406-414.

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The article discusses distinguishing features of speech etiquette in Indian English and certain aspects of its translation into Russian. The relevance of this research topic is determined by the current spread of English as an international language and by the emergence of the World Englishes paradigm. In India there are a lot of cultural conventions that do not have English equivalents and, thus, cannot be expressed adequatelyby means of the English language. As a result of the language contact, Indian English has got an impact on its linguistic setting from Hindi and other regional languages. This linguistic transfer from Indian languages can be seen at various levels, including the use of politeness formulas. In this article the focus is made on the politeness formula “What is your good name?”, which is a polite way of asking someone’s name. This etiquette question is one of the most common Indian English politeness patterns, generalized all over India. The article analyzes the etymology of this expression and explains why it is frequently encountered in the speech of Indian English users, as well as to show the important role of such an analysis in overcoming translation difficulties.

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5

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.

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6

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.

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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.

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8

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.

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9

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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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19

PALMER, E. "Old English Literature." Year's Work in English Studies 63, no. 1 (January 1, 1985): 44–73. http://dx.doi.org/10.1093/ywes/63.1.44.

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20

HILL, J. "Old English Literature." Year's Work in English Studies 64, no. 1 (January 1, 1986): 74–118. http://dx.doi.org/10.1093/ywes/64.1.74.

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HILL, J. "Old English Literature." Year's Work in English Studies 66, no. 1 (January 1, 1988): 112–35. http://dx.doi.org/10.1093/ywes/66.1.112.

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Joyce, H. "Old English Literature." Year's Work in English Studies 67, no. 1 (January 1, 1989): 118–41. http://dx.doi.org/10.1093/ywes/67.1.118.

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HILL, J. "Old English Literature." Year's Work in English Studies 68, no. 1 (January 1, 1990): 121–37. http://dx.doi.org/10.1093/ywes/68.1.121.

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24

LEES, C. A. "Old English Literature." Year's Work in English Studies 69, no. 1 (January 1, 1991): 115–34. http://dx.doi.org/10.1093/ywes/69.1.115.

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LEES, C. A. "Old English Literature." Year's Work in English Studies 70, no. 1 (January 1, 1992): 151–71. http://dx.doi.org/10.1093/ywes/70.1.151.

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LEES, C. A. "Old English Literature." Year's Work in English Studies 71, no. 1 (January 1, 1993): 177–204. http://dx.doi.org/10.1093/ywes/71.1.177.

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27

TREHARNE, E. M. "Old English Literature." Year's Work in English Studies 73, no. 1 (January 1, 1995): 82–115. http://dx.doi.org/10.1093/ywes/73.1.82.

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TREHARNE, E. M. "Old English Literature." Year's Work in English Studies 74, no. 1 (January 1, 1996): 80–111. http://dx.doi.org/10.1093/ywes/74.1.80.

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TREHARNE, L. M. "Old English Literature." Year's Work in English Studies 75, no. 1 (January 1, 1997): 91–123. http://dx.doi.org/10.1093/ywes/75.1.91.

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TREHARNE, E. M. "Old English Literature." Year's Work in English Studies 76, no. 1 (January 1, 1998): 110–30. http://dx.doi.org/10.1093/ywes/76.1.110.

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FREDERICK, J., and M. SWAN. "Old English Literature." Year's Work in English Studies 77, no. 1 (January 1, 1999): 130–66. http://dx.doi.org/10.1093/ywes/77.1.130.

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32

Solhi Andarab, Mehdi. "The content analysis of the English as an international language-targeted coursebooks: English literature or literature in English?" Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 69–79. http://dx.doi.org/10.18844/cjes.v14i1.3930.

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The integration of literature and literary works has always played an undeniable role in language education. Despite the existence of a wealth of literature in non-native English-speaking countries, in the majority of the coursebooks, the entire attention is devoted to literary works of the native English-speaking countries. In this study, five coursebooks claiming to be based on English as an international language (EIL) were randomly selected and analysed to investigate to what extent they have incorporated the literatures of native and non-native English-speaking countries. The criteria for the content analysis of the claimed EIL-based coursebooks were based on Kachru’s Tri-Partide Model to categorise the countries, and culture with a small c and Culture with a capital C dichotomy. Results indicated that although the chosen coursebook purports to be based on EIL, less or nearly no attention is given to the literary works of the non-native speakers of English. Keywords: ELT coursebooks, English as an international language, Kachru’s Tri-Partide model, literature in English

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33

Tieken-Boon Van Ostade, Ingrid. "Prescriptivism in English literature?" English Today 32, no. 4 (October 24, 2016): 54–55. http://dx.doi.org/10.1017/s0266078416000535.

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One of the things we discovered in the course of the Bridging the Unbridgeable project is that usage guides are predominantly produced by non-specialists. There are linguists, too, who wrote usage guides – David Crystal, for instance, Pam Peters and most recently Stephen Pinker – but authors are very often journalists and novelists. Kingsley Amis (1922–1995), whoseThe King's Englishwas published posthumously in 1997, is a good example, and so is Rebecca Gowers, who revised and updated her great-grandfather'sPlain Wordsin 2014. Examples of journalists-turned-usage-guide-writers are Simon Heffer (Strictly English, 2010) and Oliver Kamm (Accidence Will Happen, 2015). Writing is their job, so it is not surprising that novelists and journalists are drawn to language prescription as well. They may not be linguists in the strict sense, but they should be considered language specialists all the same.

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34

Ghimire, Nani Babu. "Nepalese English (Nenglish): Diverse and expanded assortment of Standard English." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 39–49. http://dx.doi.org/10.3126/sij.v2i01.39237.

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Nepalese English is a new version of Standard English which is developed due to the effect of the Worlds Englishes. When the English language is expanded, the consequence has been seen in the use of English according to the socio-cultural context of the countries. The use of English either in spoken or written form is also seen differently from the Standard English in Nepal. To uncover this change in the use of English in Nepal, I studied two fictions (novels) written by two Nepalese literary figures in English based on qualitative analysis of the authors’ practice in the use of Nepalese English in writing fiction and found that there is the influence of Nepalese socio-cultural, socio-political, social norms and values in English literature. The finding also illustrated that Nepalese words (characters, location, kinship and taboos terms) are making their entries, complete sentences in Nepali are written, English suffixes are being attached to Nepalese words and vice versa, the word order of English is changed in Nepalese English (Nenglish), the literal translation of Nepalese proverbs are being introduced in English literature. The practice of writing English literature using Nepalese English is being extended to create its own features in English language which leads to develop Nepalese English as a separate variety in the field of language study.

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

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

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Metz, Mike. "Addressing English teachers’ concerns about decentering Standard English." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 363–74. http://dx.doi.org/10.1108/etpc-05-2017-0062.

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Purpose This paper aims to address concerns of English teachers considering opening up their classrooms to multiple varieties of English. Design/methodology/approach Drawing on the author’s experience as a teacher educator and professional developer in different regions of the USA, this narrative paper groups teachers’ concerns into general categories and offers responses to the most common questions. Findings Teachers want to know why they should make room in their classrooms for multiple Englishes; what they should teach differently; how they learn about English variation; how to balance Standardized English and other Englishes; and how these apply to English Learners and/or White speakers of Standardized English. Practical implications The study describes the author’s approach to teaching about language as a way to promote social justice and equality, the value of increasing students’ linguistic repertoires and why it is necessary to address listeners as well as speakers. As teachers attempt to adopt and adapt new approaches to teaching English language suggested in the research literature, they need to know their challenges and concerns are heard and addressed. Teacher educators working to support these teachers need ways to address teachers’ concerns. Social implications This paper emphasizes the importance of teaching mainstream, White, Standard English-speaking students about English language variation. By emphasizing the role of the listener and teaching students to hear language through an expanded language repertoire, English teachers can reduce the prejudice attached to historically stigmatized dialects of English. Originality/value This paper provides a needed perspective on how to work with teachers who express legitimate concerns about what it means to decenter Standardized English in English classrooms.

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Radic-Bojanic, Biljana. "Language anxiety of English language and literature students." Nasledje, Kragujevac 14, no. 38 (2017): 9–21. http://dx.doi.org/10.5937/naslkg1738009r.

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38

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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39

Golovyashkina, M. A. "Dostoevsky in English Literature." Язык и текст 7, no. 1 (2020): 49–56. http://dx.doi.org/10.17759/langt.2020070104.

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There is the task of studying the degree of influence of the famous works of F.M. Dostoevsky on English-language literature and culture in general. Statements are given and the opinion of the great English-speaking literary classics about the works of Dostoevsky and the Russian-language novel is described. The author considers the main critical articles, essays and theses related to the Dostoevsky and his works, written by famous English-speaking novelists and literary critics of that era and the next one. Among them: Matthew Arnold, George Gissing, George Meredith, Oscar Wilde and others. The article describes the interpretation of their opinions about the great Russian writer’s works and on the degree of his influence on the literary trends of his contemporaries. The author gives a comparison between the images of the characters of the Dostoevsky novels and other English-speaking authors, which is sometimes amazing. In addition, the article presents a list of special courses that are currently being studied at universities and colleges in the USA and Great Britain dedicated to Dostoevsky.

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Buffoni, Franco, and Justin Vitiello. "To the English Language." World Literature Today 71, no. 2 (1997): 270. http://dx.doi.org/10.2307/40153043.

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Keizer, E., M. Albakry, J. van de Weijer, B. Los, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 85, no. 1 (January 1, 2006): 1–128. http://dx.doi.org/10.1093/ywes/mal001.

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Keizer, E., M. Albakry, J. Van De Weijer, B. Los, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 86, no. 1 (July 23, 2007): 1–165. http://dx.doi.org/10.1093/ywes/mam001.

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Keizer, E., A. Auer, J. Van De Weijer, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 87, no. 1 (January 1, 2008): 1–172. http://dx.doi.org/10.1093/ywes/man015.

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Haser, V., A. Auer, J. van de Weijer, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 88, no. 1 (January 1, 2009): 1–146. http://dx.doi.org/10.1093/ywes/map018.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 89, no. 1 (January 1, 2010): 1–168. http://dx.doi.org/10.1093/ywes/maq001.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 90, no. 1 (January 1, 2011): 1–154. http://dx.doi.org/10.1093/ywes/mar001.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, K. Allan, et al. "I * English Language." Year's Work in English Studies 92, no. 1 (January 1, 2013): 1–180. http://dx.doi.org/10.1093/ywes/mat006.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, B. Gyuris, K. Allan, S. Mehl, et al. "I * English Language." Year's Work in English Studies 93, no. 1 (January 1, 2014): 1–174. http://dx.doi.org/10.1093/ywes/mau010.

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COATES, R., D. DENISON, V. SALMON, and K. WALES. "II English Language." Year's Work in English Studies 65, no. 1 (January 1, 1987): 24–66. http://dx.doi.org/10.1093/ywes/65.1.24.

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VAN OSTADE, I. T. B., J. VAN DE WEIJER, O. FISCHER, W. VAN DER WURFF, B. GYURIS, J. COLEMAN, C. E. HOUGH, et al. "I English Language." Year's Work in English Studies 78, no. 1 (January 1, 2000): 1–155. http://dx.doi.org/10.1093/ywes/78.1.1.

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