Relevant bibliographies by topics / Language and languages English language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and languages English language'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Language and languages English language"

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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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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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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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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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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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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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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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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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Macalister, John. "Language policies, language planning and linguistic landscapes in Timor-Leste." Language Problems and Language Planning 36, no. 1 (May 22, 2012): 25–45. http://dx.doi.org/10.1075/lplp.36.1.02mac.

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Timor-Leste is a nation where three exogenous languages (Portuguese, Bahasa Indonesia, English) and one of many endogenous languages (Tetun) compete to be heard in public spaces. The constitution names both Tetun and Portuguese as co-official languages, and English and Bahasa Indonesia as working languages in the civil service; but official and de facto language policy are not necessarily the same. One mechanism that can mediate between ideology and practice, both as a way of imposing and of resisting official policy, is language in the public space. This paper demonstrates the insights that examining language in the public space can provide on language policy debates. It reports on the investigation of a linguistic landscape in Dili, the capital of Timor-Leste, and finds considerable difference between official language policy and language practices.
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Dissertations / Theses on the topic "Language and languages English language"

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Itani-Adams, Yuki. "One child, two languages bilingual first language acquisition in Japanese and English /." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/28484.

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Thesis (Ph.D.)--University of Western Sydney, 2007.
A thesis presented to the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Yu, Yuanfang. "Foreign language learning : a comparative study of Australian and Chinese University students /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

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Mohamed, Mohamed Abdulla. "Ellipsis : a contrastive study of Swahili and English discourse /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10620175.

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Liando, Nihta V. F. "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Yuen, Dick-yan Dennis. "A comparison of oral and written composition in L1 Chinese and L2 English in an L2 English medium school." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14036435.

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Chang, Kwai-yan. "Will the English language become the single world language in the 21st century?" Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B42575709.

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Gordon, Leslie S. "Factors affecting English speakers' perception of L2 Spanish vowels." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436442802/viewonline.

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Wong, Shiu-yu Winnie. "Agrumentative writing in L1 Chinese and L2 English : a study of secondary six students in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709351.

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Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

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Nogic, Claire. "Politics and policy an analysis of the policy environment and motivating factors behind the English language policy in Rwanda /." Thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/85845.

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Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009.
This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.
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Books on the topic "Language and languages English language"

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Anthony, Burgess. A Mouthful of Air: Language, Languages-- Especially English. New York: W. Morrow, 1992.

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Dynamics of language contact: English and immigrant languages. Cambridge: Cambridge University Press, 2003.

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Anthony, Burgess. A mouthful of air: Language and languages, especially English. Don Mills, Ont: Stoddart, 1992.

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Anthony, Burgess. A mouthful of air: Language and languages, especially English. London: Hutchinson, 1992.

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College, City and Islington. ESOL - English for speakers of other languages: Courses with language support, language workshops. London: CIC, 1995.

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Michael, Montgomery. Language. Edited by University of Mississippi. Center for the Study of Southern Culture. Chapel Hill: University of North Carolina Press, 2007.

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Djité, Paulin G. From language policy to language planning: An overview of languages other than English in Australian education. Deakin, ACT: The National Languages & Literacy Institute of Australia, 1994.

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Culpeper, Jonathan, Francis Katamba, Paul Kerswill, Ruth Wodak, and Tony McEnery, eds. English Language. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9.

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Culpeper, Jonathan, Paul Kerswill, Ruth Wodak, Anthony McEnery, and Francis Katamba. English Language. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4.

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Mak, Linda Y. O., and Merry M. L. Keung. Changing languages: Language education in the era of transition. Hong Kong: Language Centre, The Hong Kong University of Science and Technology, 2000.

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Book chapters on the topic "Language and languages English language"

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Mahboob, Ahmar, and Angel M. Y. Lin. "Using Local Languages in English Language Classrooms." In English Language Teaching Today, 25–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_3.

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Pietsch, Lukas. "Prepositional aspect constructions in Hiberno-English." In Language Contact and Contact Languages, 213–36. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.12pie.

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Hilbert, Michaela. "Interrogative inversion in non-standard varieties of English." In Language Contact and Contact Languages, 261–89. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/hsm.7.15hil.

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Ivaniˇ, Roz, and Diane Potts. "Languages and Literacies in Education." In English Language, 560–78. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_38.

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Ivanič, Roz. "Languages and Literacies in Education." In English Language, 625–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_38.

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Thomas, Justin, P. J. Antony, K. N. Balapradeep, K. D. Mithun, and Narasimha Maiya. "Natural Language Compiler for English and Dravidian Languages." In Emerging Research in Computing, Information, Communication and Applications, 313–23. New Delhi: Springer India, 2015. http://dx.doi.org/10.1007/978-81-322-2550-8_31.

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Rehm, Georg, and Hans Uszkoreit. "Languages at Risk: A Challenge for Language Technology." In The English Language in the Digital Age, 4–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30684-6_2.

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Ober, Robyn, and Jeanie Bell. "4. English Language as Juggernaut – Aboriginal English and Indigenous Languages in Australia." In English Language as Hydra, edited by Vaughan Rapatahana and Pauline Bunce, 60–75. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697516-010.

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Herndon, Jeanne H. "Relationships of Some Indo European Languages with Detail of English Dialects." In Language, 614–15. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_37.

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McEnery, Tony, and Robbie Love. "Bad Language." In English Language, 495–507. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_34.

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Conference papers on the topic "Language and languages English language"

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Wirza, Yanty. "Bahasa Indonesia, Ethnic Languages and English: Perceptions on Indonesian Language Policy and Planning." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-8.

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Language policy and planning in Indonesia have been geared toward strengthening the national language Bahasa Indonesia and the preserving of hundreds of ethnic languages to strengthen its citizens’ linguistic identity in the mid of the pervasive English influences especially to the young generations. The study examines perceptions regarding the competitive nature of Bahasa Indonesia, ethnic languages, and English in contemporary multilingual Indonesia. Utilizing text analysis from two social media Facebook and Whatsapp users who were highly experienced and qualified language teachers and lecturers, the study revealed that the posts demonstrated discussions over language policy issues regarding Bahasa Indonesia and the preservation of ethnic language as well as the concerns over the need for greater access and exposure of English that had been limited due to recent government policies. The users seemed highly cognizant of the importance of strengthening and preserving the national and ethnic languages, but were disappointed by the lack of consistency in the implementation of these. The users were also captivated by the purchasing power English has to offer for their students. The users perceived that the government’s decision to reduce English instructional hours in the curriculum were highly politically charged and counterproductive to the nation’s advancement.
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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
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Mabokela, Ronny. "Phone Clustering Methods for Multilingual Language Identification." In 9th International Conference on Natural Language Processing (NLP 2020). AIRCC Publishing Corporation, 2020. http://dx.doi.org/10.5121/csit.2020.101421.

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This paper proposes phoneme clustering methods for multilingual language identification (LID) on a mixed-language corpus. A one-pass multilingual automated speech recognition (ASR) system converts spoken utterances into occurrences of phone sequences. Hidden Markov models were employed to train multilingual acoustic models that handle multiple languages within an utterance. Two phoneme clustering methods were explored to derive the most appropriate phoneme similarities between the target languages. Ultimately a supervised machine learning technique was employed to learn the language transition of the phonotactic information and engage the support vector machine (SVM) models to classify phoneme occurrences. The system performance was evaluated on mixed-language speech corpus for two South African languages (Sepedi and English) using the phone error rate (PER) and LID classification accuracy separately. We show that multilingual ASR which fed directly to the LID system has a direct impact on LID accuracy. Our proposed system has achieved an acceptable phone recognition and classification accuracy in mixed-language speech and monolingual speech (i.e. either Sepedi or English). Data-driven, and knowledge-driven phoneme clustering methods improve ASR and LID for code-switched speech. The data-driven method obtained the PER of 5.1% and LID classification accuracy of 94.5% when the acoustic models are trained with 64 Gaussian mixtures per state.
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Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei, and Xuanzhe Liu. "Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract)." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.

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Sentiment classification typically relies on a large amount of labeled data. In practice, the availability of labels is highly imbalanced among different languages. To tackle this problem, cross-lingual sentiment classification approaches aim to transfer knowledge learned from one language that has abundant labeled examples (i.e., the source language, usually English) to another language with fewer labels (i.e., the target language). The source and the target languages are usually bridged through off-the-shelf machine translation tools. Through such a channel, cross-language sentiment patterns can be successfully learned from English and transferred into the target languages. This approach, however, often fails to capture sentiment knowledge specific to the target language. In this paper, we employ emojis, which are widely available in many languages, as a new channel to learn both the cross-language and the language-specific sentiment patterns. We propose a novel representation learning method that uses emoji prediction as an instrument to learn respective sentiment-aware representations for each language. The learned representations are then integrated to facilitate cross-lingual sentiment classification.
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Remnev, N. V. "NATIVE LANGUAGE IDENTIFICATION FOR RUSSIAN USING ERRORS TYPES." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1123-1133.

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The task of recognizing the author’s native (Native Language Identification—NLI) language based on a texts, written in a language that is non-native to the author—is the task of automatically recognizing native language (L1). The NLI task was studied in detail for the English language, and two shared tasks were conducted in 2013 and 2017, where TOEFL English essays and essay samples were used as data. There is also a small number of works where the NLI problem was solved for other languages. The NLI problem was investigated for Russian by Ladygina (2017) and Remnev (2019). This paper discusses the use of well-established approaches in the NLI Shared Task 2013 and 2017 competitions to solve the problem of recognizing the author’s native language, as well as to recognize the type of speaker—learners of Russian or Heritage Russian speakers. Native language identification task is also solved based on the types of errors specific to different languages. This study is data-driven and is possible thanks to the Russian Learner Corpus developed by the Higher School of Economics (HSE) Learner Russian Research Group on the basis of which experiments are being conducted.
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Lian, Xin, Kshitij Jain, Jakub Truszkowski, Pascal Poupart, and Yaoliang Yu. "Unsupervised Multilingual Alignment using Wasserstein Barycenter." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/512.

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We study unsupervised multilingual alignment, the problem of finding word-to-word translations between multiple languages without using any parallel data. One popular strategy is to reduce multilingual alignment to the much simplified bilingual setting, by picking one of the input languages as the pivot language that we transit through. However, it is well-known that transiting through a poorly chosen pivot language (such as English) may severely degrade the translation quality, since the assumed transitive relations among all pairs of languages may not be enforced in the training process. Instead of going through a rather arbitrarily chosen pivot language, we propose to use the Wasserstein barycenter as a more informative ``mean'' language: it encapsulates information from all languages and minimizes all pairwise transportation costs. We evaluate our method on standard benchmarks and demonstrate state-of-the-art performances.
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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.
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Aminian, Maryam, Mahmoud Ghoneim, and Mona Diab. "Handling OOV Words in Dialectal Arabic to English Machine Translation." In Proceedings of the EMNLP'2014 Workshop on Language Technology for Closely Related Languages and Language Variants. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-4213.

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Reports on the topic "Language and languages English language"

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.208.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Vandehey, Daniel. Led Down the Garden Path: Cognitive Processing of English Language Idioms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7228.

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Perea-Hernandez, Jose. Teacher Evaluation of Item Formats for an English Language Proficiency Assessment. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.436.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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