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1
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.
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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.
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Palacios Martínez, Ignacio M., and José A. Sánchez Fajardo. "Introduction: Gaining insights into English as a contact language and its diffusion." Revista Alicantina de Estudios Ingleses, no. 30 (December 15, 2017): 5. http://dx.doi.org/10.14198/raei.2017.30.01.
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The aims of this volume are twofold: to contribute to the study of English as a contact language and its various manifestations in World Englishes, and to explore the causes and effects of the influence and diffusion of English in several languages, with particular reference to Spanish.As Schreier and Hundt (2013: 1) have noted, the English language “has been contact derived from its very beginnings” and to this we can add that due to its rapid and far reaching extension, leading to its current role as a global contact language (Görlach, 2002), it continues to be closely connected to a wide range of communities of speakers and languages across the world. In fact, as Onysko (2016: 192) claims, "the notion of language contact emerges as a valid candidate for being a unifying characteristic of all Englishes".
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Lim, Lisa. "Revisiting English prosody." English World-Wide 30, no. 2 (June 11, 2009): 218–39. http://dx.doi.org/10.1075/eww.30.2.06lim.
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Many New Englishes are spoken in what can often be considered multilingual contexts in which typologically diverse languages come into contact. In several Asian contexts, one typological feature that is prominent in the multilingual contact situation (the “ecology”) is tone. Given that tone is recognized as an areal feature and is acquired easily by languages in contact, the question that arises is how this is manifested in the prosody of these New Englishes. Recent work has shown that contact languages, including English varieties, evolving in an ecology where tone languages are present do indeed combine aspects of tone languages. This paper attempts to go a step further, in suggesting not only that such varieties should not be viewed as aberrant in comparison to “standard” English but recognized as having their own prosodic system partly due to substrate typology, but also that in the consideration of New Englishes — here, Asian (but also African) Englishes — the traditional view of English as a stress / intonation language need to be revisited and revised, to consider some New Englishes as tone languages. Singapore English (SgE) is presented as a case in point, with the presence of tone demonstrated in the set of SgE particles acquired from Cantonese, at the level of the word, as well as in the intonation contour which moves in a series of level steps. A comparison is then made with Hong Kong English, another New English in a tone-language-dominant ecology, with a consideration of typological comparability as well as difference due to the dynamic nature of SgE’s ecology.
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Mahboob, Ahmar. "Beyond Global Englishes: Teaching English as a Dynamic Language." RELC Journal 49, no. 1 (April 2018): 36–57. http://dx.doi.org/10.1177/0033688218754944.
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Currently, a growing number of teaching approaches focus on aspects of variation in language (e.g. English as a Lingua Franca (ELF), World Englishes, English for Specific Purposes (ESP), genre theories, etc.); however, each of these approaches tends to focus on particular (specific) aspects of language variation and do not fully account for the range or dynamicity of linguistic variations. This article, based on a discussion of language variation, proposes a model of language proficiency that considers the dynamic nature of language variation and is not dependent on static (native-speaker defined) norms of language. Using the Dynamic Approach to Language Proficiency as a model of language proficiency and grounded in understandings of language variation, this article introduces the concept of Teaching English as a Dynamic Language (TEDL). The article includes evidence for the need to develop such a model and also points out ways in which current and future work can contribute to further development of this approach. Finally, the article also identifies some socio-economic implications of this work and explicitly supports the need to recognize and empower local (including endangered) languages through TEDL.
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Poole, Brian. "World Englishes in English Language TeachingGlobal Englishes for Language Teaching." ELT Journal 74, no. 3 (June 2, 2020): 351–55. http://dx.doi.org/10.1093/elt/ccaa025.
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Zavyalova, Viktoriya L. "Tracing the roots of phonetic variation in East Asian Englishes through loan phonology." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 569–88. http://dx.doi.org/10.22363/2687-0088-2020-24-3-569-588.
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One key aspect of Englishes in the Kachruvian Expanding Circle concerns phonetic features as they commonly bear traits of speakers native languages. This article explores language contact phenomena that are likely to cause L1L2 phonological transfer, which underlies the phonetic specificity of English in East Asia. Drawing on the general theory of loan phonology, the author treats phonographic adaptation of English loanwords in East Asian languages compared to Russian, as a reliable source of data that supports research on the nature of phonetic variation in Chinese, Korean, Japanese, and Russian Englishes. The data were obtained through comparative analysis of English loanwords (200 for each language) selected from dictionary sources and speech samples from the Russian-Asian Corpus of English which was collected in earlier research. The findings confirm typological correlation of phonological transfer in loanword phonographic adaptation and in foreign language phonology. In both linguistic contexts, a crucial role is played by syllabic constraints, because being the fundamental unit of any phonological system, a syllable serves a domain of its segmental and suprasegmental features. Consequently, various resyllabification phenomena occur in English borrowings in the languages of East Asia whose phonological typology is distant from that of English; as a demonstration of this same conflict, the syllabic and, hence, rhythmic organization of East Asian Englishes tends to exhibit similar code-copying variation. The greater typological proximity of English and Russian syllable regulations leads to fewer manifestations of syllabic and rhythmic restructuring in both loanword adaptations and English spoken by native speakers of Russian.
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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.
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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.
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Hillman, Sara. "'It will be funny [to speak Hindi]': Travelling Englishes and perceptions about learning migrant languages in Qatar." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 177–200. http://dx.doi.org/10.1386/tjtm_00006_1.
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Abstract 'Travelling' Englishes and neo-liberal ideologies and policies to Qatar have implications for perceptions towards languages other than English, in particular Qatar's migrant languages. The current spotlight on the West and English in Qatar, often viewed in juxtaposition to Arabic, and in competition with it, has led to other languages that play an important role in the society and are part of the linguistic ecology of the region, being ignored. While the capital, status and position of these languages is variable, Qatar has chosen to favour English, leaving multilingualism and linguistic diversity off the agenda. This study examines Qatari students' perceptions about learning migrant languages in Qatar vis-à-vis English and looks at how the mobility of Englishes has in some ways generated further inequalities in Qatar, especially regarding knowledge and appreciation of its migrant languages. Important implications of these findings are discussed in terms of the interface of the impact of travelling Englishes with Qatar's growing linguistic diversity and trajectories related to language planning and policy, as well as Qatar's national identity and visions.
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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.
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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.
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Safotso, Gilbert Tagne. "Neologisms and Cameroonisms in Cameroon English and Cameroon Francophone English." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1210. http://dx.doi.org/10.17507/tpls.1010.04.
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Language learning/use is a very delicate task. When a learner/user of a given language is confronted with a difficulty, he/she is forced to create to communicate. This can be observed in most New Englishes. Those varieties of English abound in neologisms and local languages items. From an interlanguage frame, this study looks at some neologisms and Cameroonisms in Cameroon English (CamE) / Cameroon Francophone English (CamFE). The data come from debates on national radio stations and TV channels, conversations among students and university lecturers on university campuses across Cameroon, casual encounters such as public gatherings or during journeys, and from students’ essays. The findings show that, in CamE, most neologisms come from Pidgin English or French while Cameroonisms come from local languages, the inflection of some English words and skilful combination of some English structures. In CamFE, most neologisms come from French and Cameroonisms from home languages and code mixing.
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Oduaran, Fure. "Nouns as Lexical Heads in Urhobo English Code-Switching." English Linguistics Research 6, no. 1 (February 2, 2017): 47. http://dx.doi.org/10.5430/elr.v6n1p47.
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Two topics in the front burner of contact linguistics are bilingualism and code switching. Code switching between an indigenous language and the English language is pervasive where outer circle Englishes are spoken. Nigeria and other former colonies of Great Britain belong to this circle of Englishes. This study discusses nouns functioning as lexical heads in Urhobo/ English code switches. The switches include code switched NP[Z1] with determiner[Z2] s from Urhobo and head word[Z3] s from English; Urhobo –English complex Code switched NP with an adjective; complex CS NP with an adjective[Z4] prepositional phrase as complement. The study is premised on two theories. First is Noam Chomsky’s (1981) principles and parameters theory of transformational grammar which has been used for the analysis of the sentences. The second is Myers-Scotton’s (2002) Matrix Language Frame (MLF), which is used for distinguishing between the matrix and the embedded languages in the nominal phrasal constituents within the code switched sentences. In this study, Urhobo is the matrix language while English is the embedded[Z5] language based on matrix language frame (MLF) parameters. The study concludes that nouns functioning as lexical heads constitute part of the structural basis of Urhobo English code-switching. [Z1]NPs [Z2]determiners [Z3]words [Z4]adjective [Z5]embedded language
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Bolton, Kingsley, David Graddol, and Rajend Mesthrie. "Editorial." English Today 24, no. 2 (June 2008): 2. http://dx.doi.org/10.1017/s0266078408000138.
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The contents of this issue reflect the diversity of English today, as a world language, and as a language of diverse functions and possibilities, with contributions from Asia, South Africa and Europe. The first article by Kingsley Bolton looks at issues related to Asian Englishes, and attempts to survey major questions relating to the spread of English in the region. The second article by Rajend Mesthrie focuses on the role of English in contemporary South Africa and debates relating to the maintenance of African languages among young people in the post-apartheid era. One point that emerges from both articles is that English in both locations is seen as a middle-class language, or, at least, a language of middle-class aspiration.
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Sadeghpour, Marzieh, and Farzad Sharifian. "World Englishes in English language teaching." World Englishes 38, no. 1-2 (March 2019): 245–58. http://dx.doi.org/10.1111/weng.12372.
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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.
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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based on Alexiadou and Anagnostopoulou (1998), that the licensing of null subjects is conditioned by the interpretability of agreement features. When a language has [+interpretable] agreement features, raising of the verb to T (X-movement) satisfies the EPP requirement: hence, a null subject is allowed. On the other hand, in a language with [-interpretable] agreement features, the subject is obligatory since merger of the subject in the specifier of TP (XP-merge) is required to check the EPP feature. Learning of the obligatory status of English subjects is easier for Korean learners than for Spanish speakers since syntactically both English and Korean have the same feature value [-interpretable] (although null subjects are allowed in Korean for pragmatic reasons). Spanish has the opposite syntactic feature value [+interpretable] and resetting of this is more difficult. Licensing of null objects is hypothesized to be related to the strength of theta-features. Languages with strong theta-features, such as English and Spanish, do not allow null objects, whereas languages with weak theta-features like Korean allow null objects. It takes time for Korean speakers to learn the different value of English theta-features, resulting in the extended null object period in L2 English of Korean L1 speakers.
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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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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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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.
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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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Yule, Valerie. "Recent developments which affect spelling." English Today 27, no. 3 (August 18, 2011): 62–67. http://dx.doi.org/10.1017/s0266078411000393.
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Recent developments in English language include the rise of many Englishes throughout the world and home dialects appearing in broadcasting, which are increasing in salience rather than diminishing with globalisation; huge increases in the international vocabulary held in common by modern languages, particularly technical and scientific words; and the increases in alternatives in communication. Two restricted English vocabularies as a way to increase the accessibility of English language have received publicity; both are called Globish, one by a Frenchman, Jean-Paul Nerrière, of 1500 words (2009), and one by an Indian of 4000 words with an accompanying Indianised spelling (Gogate, 2002).
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Cameron, Andrew, and Nicola Galloway. "Local Thoughts on Global Ideas: Pre- and In-service TESOL Practitioners’ Attitudes to the Pedagogical Implications of the Globalization of English." RELC Journal 50, no. 1 (February 1, 2019): 149–63. http://dx.doi.org/10.1177/0033688218822853.
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With the globalization of the English language, Global Englishes (GE) is a growing research paradigm with numerous pedagogical implications for those learning and teaching English. The study reported here provides insights on pre- and in-service Teaching English to Speakers of Other Languages (TESOL) practitioners’ perceptions of Global Englishes Language Teaching (GELT) (Galloway & Rose, 2015; Rose & Galloway, 2019), which aims to make TESOL classrooms more reflective of learners’ needs in today’s globalized world, where multilingualism is the norm and English functions as a lingua franca. Interviews (n=5) with those taking a GE course on an MSc TESOL programme at a Russell Group university in the UK were triangulated with a survey among the wider programme (n=66). The study reveals that curriculum innovation is complex, particularly when it requires a conceptual transition, and practitioners need time and support to implement change. Furthermore, it was clarified that GE has made little headway into ‘traditional’ TESOL classrooms, which remains biased towards ‘native’ English norms.
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Macías, Reynaldo F. "Bilingualism, Language Contact, and Immigrant Languages." Annual Review of Applied Linguistics 10 (March 1989): 13–25. http://dx.doi.org/10.1017/s0267190500001185.
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This essay covers the literature on bilingualism over the last decade with emphasis on those publications issued between 1985 and 1989. Since this essay must be very selective, it concentrates on English language publications. There has been quite a growth in the descriptive literature of different multilingual areas of the world. This literature has been published in many of the major languages. The selection of publications in English somewhat distorts the distrigution of the literature by region and language, especially the growth of multilingualism-related publications in countries like the Soviet Union and East Germany. Access to some of these works, however, can best be obtained through Linguistics and Language Behavior Abstracts.
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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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Tahir, Rawshan Ibrahim, and Ambigapathy Pandian. "A comparative Analysis of apology Speech acts between American English and Iraqi Kurdish." SMART MOVES JOURNAL IJELLH 4, no. 7 (July 12, 2016): 19. http://dx.doi.org/10.24113/ijellh.v4i7.1528.
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The present study is a comparative analysis of apology speech acts in both native speakers of Kurdish and native speakers of American English. It aims at finding out the similarities and differences in the strategies used to apologize in both languages. Therefore, a Discourse completion Task (DCT) questionnaire consisted of 15 situations was used to collect the data from 50 native speakers of English and 50 native speakers of Kurdish language. The findings revealed that both languages used similar five main strategies to apologize which confirm the universality of speech acts. However, the differences came out in the use of sub-strategies of an explicit expression of apology; native speakers of English used more an expression of regret strategy to perform an apology while native speakers of Kurdish used offer of an apology strategy more to apologize. Furthermore, the differences occurred in the frequency of strategies used to apologize in both languages. The study also revealed the occurrence of other new strategies in Kurdish Language that did not exist in English languag
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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.
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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.
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Ishikawa, Tomokazu. "Conceptualising English as a global contact language." Englishes in Practice 4, no. 2 (April 1, 2017): 31–49. http://dx.doi.org/10.1515/eip-2017-0002.
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Abstract English as a global contact language has been conceptualised as (1) geo-localised Englishes, (2) English similects, and (3) transcultural multi-lingua franca. Although taking a simplified and reified approach, the first framework of geo-localised Englishes has contributed to raising awareness of global diversity in English use and corresponding innovative classroom practices. Meanwhile, the second framework of English similects has taken a lingua franca approach between different first-language (L1) users, and provided insight into omnipresent multilingualism across interactants beyond particular speech communities. However, from a complexity theory perspective, geo-local communities and interactants’ L1s are just among many complex social systems, and thus neither the first nor the second framework is capable of fully explaining what emerges from communication through the language in question. The third framework of transcultural multi-lingua franca seeks to comprehend the full range of multilingualism, or broadly conceptualised translanguaging with multiple ‘languages’, which emerges across individuals, time and space. It also takes notice of both the border-transgressing nature of culture and the possible transience of salient cultural categories in global communication. Furthermore, this last framework suggests that English language education in the 21st century take a multilingual, transcultural and post-normative turn.
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Sadirbekova, Zh A., and U. U. Beknazarova. "CONTRASTIVEANALYSISOFENGLISHANDKAZAKHPHRASEOL OGYCLOSETOMEANING." Bulletin of Korkyt Ata Kyzylorda University 57, no. 2 (2021): 191–96. http://dx.doi.org/10.52081/bkaku.2021.v57.i2.054.
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Currently, it is interesting and relevant for linguists to understand the unknown aspects of the problems related to the Kazakh and English languages, their common patterns and features. One of the main language units that needed to be contributed to study is phraseology. In this paper, the similarities and differences of similar phraseologies are contrasted in different as aglutative Kazakh and analytical English languages. Kazakh and English does not belong to related group of family. It is considered depending on the types of phraseology in Kazakh and English6 the external identity of phraseological phrases, the semantic nature and their semantic integrity, and the meaning of phrases. Examples of phraseology are taken from the works of Kazakh and English poets and phrasal dictionaries. In addition, types and groups of phraseology, similarities and features of analogy types in both languages are described. Keywords: phraseological units,culture, verbal phraseology, contrastive analysis
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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (June 23, 2021): 1–16. http://dx.doi.org/10.1145/3457987.
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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.
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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.
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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.
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Whittaker, Simon. "The Language or Languages of Consumer Contracts." Cambridge Yearbook of European Legal Studies 8 (2006): 229–57. http://dx.doi.org/10.5235/152888712802731205.
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Does european community law make any requirement as to the language in which the terms of consumer contracts are to be expressed?At the outset, I need to explain that the significance of this question (and its answer) will differ according to what is meant by the word ‘language’ itself. A first meaning is found where one refers to English, French, or Chinese as a ‘language’, that is, to quote the Oxford English Dictionary, ‘a system of communication used by a particular country or community’. A second meaning of ‘language’, again as explained by the Oxford English Dictionary, refers to ‘the manner or style of a piece of writing or speech’; so, for example, one may describe a piece of prose as being written in simple or elaborate, verbose or laconic, language. To avoid confusion in the following discussion, I shall refer to these two different significances as ‘language type’ and ‘language style’.
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Whittaker, Simon. "The Language or Languages of Consumer Contracts." Cambridge Yearbook of European Legal Studies 8 (2006): 229–57. http://dx.doi.org/10.1017/s1528887000004729.
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Does european community law make any requirement as to the language in which the terms of consumer contracts are to be expressed? At the outset, I need to explain that the significance of this question (and its answer) will differ according to what is meant by the word ‘language’ itself. A first meaning is found where one refers to English, French, or Chinese as a ‘language’, that is, to quote the Oxford English Dictionary, ‘a system of communication used by a particular country or community’. A second meaning of ‘language’, again as explained by the Oxford English Dictionary, refers to ‘the manner or style of a piece of writing or speech’; so, for example, one may describe a piece of prose as being written in simple or elaborate, verbose or laconic, language. To avoid confusion in the following discussion, I shall refer to these two different significances as ‘language type’ and ‘language style’.
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Kirkpatrick, Andy. "Asian Englishes: Implications for English Language Teaching." Asian Englishes 9, no. 2 (December 2006): 4–19. http://dx.doi.org/10.1080/13488678.2006.10801186.
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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.
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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.
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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.
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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
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Kim, Caroline. "The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English." Westcliff International Journal of Applied Research 1, no. 2 (November 1, 2017): 16–23. http://dx.doi.org/10.47670/wuwijar201712ck.
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While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.
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Grounds, Richard A. "English Only, Native-Language Revitalization and Foreign Languages." Anthropology News 48, no. 8 (November 2007): 6–7. http://dx.doi.org/10.1525/an.2007.48.8.6.
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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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Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.
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The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.
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Junker, Dörte A., and Ida J. Stockman. "Expressive Vocabulary of German-English Bilingual Toddlers." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 381–94. http://dx.doi.org/10.1044/1058-0360(2002/042).
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This study investigated whether young children learning two languages simultaneously are inherently weaker language learners than their monolingual counterparts. Two questions were examined: (a) whether simultaneous language learning at an early age slows down the language learning process for both languages (bilingualism deficit hypothesis) and (b) whether young children use a unitary language system containing features of both languages, preventing them from separating the languages (unitary language system hypothesis). To test these hypotheses, vocabulary skills of 10 German-English bilingual toddlers were compared with those of monolingual German- and English-speaking peers around 24 months of age using Rescorla's (1989) Language Development Survey. This vocabulary checklist, based on parental report, was used in its original English and in a German translated version. Findings revealed that bilingual toddlers were not inferior in conceptual vocabulary size and verb diversity when words in both languages were pooled. Given that nearly half of the bilingual conceptual vocabulary (43%) was associated with lexical forms in both languages, it is inferred that language separation is possible at age 2. Findings from this study contribute to the growing body of evidence that early simultaneous acquisition of more that one language is not an inherent disadvantage for the child. These findings suggest further that some existing instruments may be useful for assessing the early vocabulary of German-English bilingual toddlers.
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Smalley, William A. "Missionary Language Learning in a World Hierarchy of Languages." Missiology: An International Review 22, no. 4 (October 1994): 481–88. http://dx.doi.org/10.1177/009182969402200405.
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Languages are organized into a hierarchy of multilingualism based on patterns of learning and use. Native speakers of English, at the top of the hierarchy, find the popularity of English to be convenient. However, it is also detrimental to the work of English-speaking missionaries, as many are inhibited by hierarchical assumptions from gaining the level of skill which they need in the languages of the people to whom they want to minister. Missionary language competence therefore seems to be decreasing throughout the world as English increases, and only conversion of the typical Anglo missionary worldview can reverse the decline.
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Nero, Shondel. "Languages Without Borders: TESOL in a Transient World." TESL Canada Journal 29, no. 2 (August 23, 2012): 143. http://dx.doi.org/10.18806/tesl.v29i2.1106.
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In today’s transient world, where a continual multidirectional flow of people, goods, and services has deterritorialized languages and their users, languages, especially English, are now without borders. In this context, English language teaching (ELT) as a profession is called to a new task. In this article, I examine this task by asking the fundamental question: What does/should English-language teaching and learning look like in a world of languages without borders? I discuss the changing faces of English within and beyond the field of TESOL. I argue that the spread and natural evolution of English itself, combined with the transience in the population of English-language users, have forced a reexamination of the goals of English-language learning and teaching as well as a reconceptualization of the English language itself along with sacredly held paradigms in ELT.
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Azmi, Mohd Nazri Latiff, Lidwina Teo Pik Ching, Norbahyah Binti Jamaludin, Muhammad Nur Haziq Bin Ramli, Muhammad Habibbullah Bin Razali, Muhammad Ammar Yasser Bin Amram, and Kauselya A/P Jayakumar. "THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 209. http://dx.doi.org/10.25134/erjee.v4i2.335.
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English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.Keywords: English language, Malay language, history of language
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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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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.
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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Pennycook, Alastair. "Multilithic English(es) and language ideologies." Language in Society 37, no. 3 (May 12, 2008): 435–44. http://dx.doi.org/10.1017/s0047404508080573.
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Braj Kachru, Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press, 2005. Pp xxiv, 333. Pb. $27.95.>Yamuna Kachru & Cecil Nelson, World Englishes in Asian contexts. Hong Kong: Hong Kong University Press, 2006. Pp. xxiv, 412. Pb. $32.50.Rana Rubdy & Mario Saraceni (eds.) English in the world: Global rules, global roles. London: Continuum, 2006. 218 pp. Pb. £30.00.With the growth of Asia's manufacturing and service industries, the prediction that China and India, respectively, will have the first and third largest global economies within 30 years, a population that comprises over 50% of the world's people, and massive English language programs throughout the region, it is no surprise that the role of English in Asia has become a major concern. At a recent (2006) Asia TEFL conference in Japan, the notions of Asian English(es), along with Asian methodologies and Asian knowledge, were topics of considerable discussion. The size and diversity of Asia, however, makes it a very difficult entity to define: The Asia TEFL conference included delegates from Israel and Iran, and two of the books under review here, Braj Kachru's Asian Englishes: Beyond the canon (AEBC) and Yamuna Kachru & Cecil Nelson's World Englishes in Asian contexts (WEAC), include (with identical maps) Australia and New Zealand. In some ways, the idea of Asia is defined by what it is not: Europe and North America. It is also not, of course, South America or Africa, though with WEAC containing a chapter on African Englishes (as well as African American Vernacular English, or AAVE), it seems as if they might be allowed in. It is clear nevertheless that various notions of Asia – as an economic zone, as a cultural entity, and as a user of a type or types of English – are widely used. We need to take the notion of Asia and Asian English(es) seriously, if only to try to understand what is meant by Braj Kachru's explanation that AEBC is “essentially about the Asianness in Asian Englishes and their gradual, yet marked, distinctiveness” (p. xv).
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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.
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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.
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Wulandari, Dwi, and Afif Noor. "Foreign Language Learning, Environment, and their Influence on Moslem Teenage Learners’ Identity." E3S Web of Conferences 202 (2020): 07043. http://dx.doi.org/10.1051/e3sconf/202020207043.
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This study is aimed at looking at how the environment of foreign language learnings affect the identity formation of the teenage learning them. English and Arabic languge, the language learnt formally by teenage at madrasa, are compared to find out which influences what in learners identity. The study shows that learners see both languages in a positive attitude, though in a different manner. English is seen with pretty much respct of the symbols of modernization, and therefore the learners are more cautious in using them, although some studies report that there is no negative influence of English on learners’ identity. On the other hands, Arabic language is easily view as part of learners’ identity as it is closely related with Islam. Though the learners perceive the language in a quite different manner, the result of their learning aimed at communication show quite similar result, as both processes show the difficulty in enhancing quick achivements.
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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.
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One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.
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Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.
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Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.
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R, Ms Nandhini, and Dr T. V. S. Padmaja. "Pandemic and Virtual Learning: The Fourth Era in the Growth of English as a Global Language." SMART MOVES JOURNAL IJELLH 9, no. 6 (June 28, 2021): 30–36. http://dx.doi.org/10.24113/ijellh.v9i6.11096.
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The status of English language among all other languages is always a topic of interest for many centuries. It appears that no other language ever created a colossal impact on other cultures, languages and world history. Statements like “English is today a truly global language” (Rubdy 2006: 5) affirms that English Language indeed has obtained a global status. This paper will investigate the question of what defines a language as a global language and what factors are the factors that determine the status and the present state of English during the Covid 19 crisis.
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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.