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Abdul, Rahman Ramakrishna Rita. "New varieties of English in postcolonial literatures: Malaysian English in Malaysian literature in English." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/553.
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This study investigates language choice in Malaysian literature written in English in three different phases of Malaysian sociopolitical development: the Immediate Post Independence Era (1957–1980), the Mahathir Era (1981–2002) and the Current Era (2003–2006).The study is organised around three major objectives. The first examines the development and the use of Malaysian English (MalE) by Malaysian writers; the second examines the extent to which the use of MalE relates to the sociocultural development in Malaysia; and the third explores the significance of shifts in writing style involving the use of localised English. The study identifies, categorises, and analyses instances of MalE in Malaysian literature in English in terms of these three overarching objectives.The outcomes of this study suggest that the use of a nativised endonormative variety of English in Malaysian postcolonial writings is becoming more prevalent, and that such a harnessing of linguistic resources by Malaysian writers has important ramifications in terms of the construction and maintenance of a shared Malaysian national identity.
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Lingemyr, Jesper. "English Varieties in Swedish Upper Secondary School : An analysis of Listening Exercises in Swedish National Tests." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23579.
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The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.
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Güldenring, Barbara Ann Verfasser], and Rolf [Akademischer Betreuer] [Kreyer. "Emotion Metaphors in New Englishes: A Corpus-Based Study of Emotion Concepts in Institutionalized Second-Language Varieties of English / Barbara Ann Güldenring ; Betreuer: Rolf Kreyer." Marburg : Philipps-Universität Marburg, 2020. http://d-nb.info/1218685883/34.
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Fest, Jennifer [Verfasser], Stella [Akademischer Betreuer] Neumann, and Thomas [Akademischer Betreuer] Niehr. "News in the context of regional and functional variation : a corpus-based analysis of newspaper domains across varieties of English / Jennifer Fest ; Stella Neumann, Thomas Niehr." Aachen : Universitätsbibliothek der RWTH Aachen, 2016. http://d-nb.info/1130402606/34.
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Fest, Jennifer Verfasser], Stella [Akademischer Betreuer] [Neumann, and Thomas [Akademischer Betreuer] Niehr. "News in the context of regional and functional variation : a corpus-based analysis of newspaper domains across varieties of English / Jennifer Fest ; Stella Neumann, Thomas Niehr." Aachen : Universitätsbibliothek der RWTH Aachen, 2016. http://d-nb.info/1130402606/34.
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Швачко, Світлана Олексіївна, Светлана Алексеевна Швачко, Svitlana Oleksiivna Shvachko, and T. Vasyura. "English varieties." Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/22927.
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Fristedt, Emma. "Irish loanwords in English varieties." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27603.
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This essay will discuss and research the width and frequency of Irish loanwords in contemporary English varieties. The meanings, uses, differences, similarities and collocations of selected words will be discussed and analyzed in order to find answers to the research questions asked. The methods used are quantitative and qualitative research methods. The quantitative method will measure the frequency of the selected words in each of the selected varieties and the qualitative method will discuss the meanings and uses of the words in the different varieties. Each word has its own section which discuss meanings, developments and instances in which the words can be found in the different varieties. These sections are summarized at the end of the essay and the conclusion states that Irish loanwords in contemporary English varieties are not greatly widespread compared to the frequency of the same words in Irish English. A few of the words have been able to develop their meaning and use through time, but most instances of the words show the original meaning and use.
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Islam, S. M. Arifull. "English Vowels: A World English Perspective." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1241.
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In spite of having a fixed standard of pronunciation, English is being used in various ways in parts of the world, particularly in its way of utterance. English vowel is playing one of the significant roles in making different varieties of English language. This essay tries to see into detail how some phonetic features (formant movement, frequency, pitch) of English vowels vary in relation to Bengali, Catalan, Italian, Spanish and Swedish speakers. It has been found that all these speakers vary a lot from each other in the utterance of English vowels.
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Hurtig, Markus. "Varieties of English in the Swedish Classroom." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-581.
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Many English teachers see British English as the standard variety and teach this variety in the classroom. Their students are, however, also exposed to a great deal of American English in today’s media. As a result, there are a lot of students who use a mixture of these varieties because of the double input, both from media and from the teachers in school. In this paper, I interviewed teachers from Swedish secondary and upper secondary schools to find out what their attitudes towards British and American English were and whether these attitudes were reflected in their teaching. I also examined whether the teachers actually spoke the variety of English they thought they did as well as what their views were on students using a mixture of varieties. The focus of this essay will be on American English and British English.
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Llewelyn, Margaret. "The legal protection of new plant varieties." Thesis, Aberystwyth University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363254.
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Hall, Charles, Philip M. McCarthy, Gwyneth A. Lewis, Debra S. Lee, and Danielle S. McNamara. "Using Coh-Metrix to assess differences between English language varieties." University of Arizona Linguistics Circle, 2007. http://hdl.handle.net/10150/126392.
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This study examined differences between the written, national language varieties of the United States and Great Britain, specifically in texts regarding the topic of Law. The few previous studies that have dealt with differences between the dialects of the United States and Great Britain
have focused on shallow-level features, such as lexis, subject-verb agreement, and even orthography. In contrast, this study uses the
computational tool, Coh-Metrix, to distinguish British from American discourse features within one highly similar genre, Anglo-American legal cases. We conducted a discriminant function analysis along five indices of cohesion on a specially constructed corpus to show those differences in over 400 American and English/Welsh legal cases. Our results suggest substantial differences between the language varieties, casting doubt on previous generalizations about British and American writing that predict that the national varieties would vary more by genre than by language
variety. Our results also offer guidance to materials developers of legal English for international purposes (such as in the E.U.) and drafters of international legal documents for producing effective and appropriate materials.
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Almegren, Afnan. "Saudi EFL learners' awareness of world Englishes : second language varieties." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232282.
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It is important to understand the attitudes of students towards varieties of English so that better pedagogical and educational policies can be created and adopted. This study therefore attempts to investigate the attitudes of young Saudi EFL learners towards the concept of World Englishes in the context of their culture. The preference of Saudi learners for one variety of English over the others is also explored. Research on the awareness of World Englishes among Saudi EFL learners is limited; this study is designed to fill this gap. For the purpose of this research, three objectives were formulated – to understand how World Englishes, and second language varieties in particular, are perceived in the Saudi Arabian context by EFL learners; to explore the apparent domination of one English variety over others based on Saudi EFL learners' points of view; and to understand reasons behind the preference for one kind of English over the others. The study was conducted through both direct and indirect techniques of attitude measurement, via questionnaire and interviews. The questionnaire was designed as a verbal guise test combined with closed and open-ended questions. The sample of this study was a mixture of adult male and female students from two of Saudi Arabia's largest public educational environments. The findings of this study reveal that Saudi students are aware of at least some of the varieties of English. However, their attitudes towards these different world Englishes vary. They perceive British and American English as the standard benchmark and are not very accepting of non-native variants of World Englishes. It was also found that although most students preferred the English of native English teachers, they wanted to be taught by a teacher from Saudi Arabia because of their shared background.
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Renfrow, Crystal. "There's a New Breed Coming to Town: Developing New Pima Cotton Varieties." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1997. http://hdl.handle.net/10150/622319.
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Park, Linda Seojung. "Language varieties and variation in English usage among native Korean speakers in Seoul." Thesis, University of Iowa, 2019. https://ir.uiowa.edu/etd/6830.
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In the last few decades, a rise in Korean speakers’ borrowing from English has led to a rich pool of contemporary Anglo-Korean vocabulary, also known as English loanwords. Despite the English roots of these borrowed words, their usage in a Korean context is often non-uniform and non-traditional; this process of borrowing, reshaping, and dispersing borrowed vocabulary provides insights on the dynamics of Korean society and its relationship to global English-speaking communities.
In order to investigate the variations on Korean speakers’ use of Anglo-Korean words and their potential correlations with various factors, I conducted interviews with 24 native Korean speakers in Seoul, Korea in the summer of 2018. Subjects were diverse in their age, gender, and occupation. I analyzed the r speakers with a preference of Sino-Korean words, speakers with a preference of Anglo-Korean words, and speakers with a speech mixed of Korean, Korean English, and American English.
I identified two variables as the most significant causes of diversity of speech: 1) age and 2) exposure to English. I established that 80% of my subjects over the age of 60 fell into the Sino-Korean-dominant category, and the best indicator of a subject being a translingual speaker was an increased exposure to English. In order to expand on evidence from my interviews, I historically contextualize Korean language in society alongside current ideologies related to language in Korea. In so doing, I explore the relationship between these variables and the language varieties of individual speakers. I argue that because a speaker’s age and exposure to English shapes the language variety they use and the language ideology in Korea touches individual speakers in different ways, native speakers in today’s Korea use several language varieties. These findings challenge the notion of a linguistically and ethnically homogeneous Korea and shed light on the current status of Korean English and American English in Korea.
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Reed, Sylvia L. "On the meaning(s) of 'after' in varieties of Scottish English." University of Arizona Linguistics Circle, 2013. http://hdl.handle.net/10150/271013.
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Basic spatial and temporal meanings of the preposition after in Standard American English and Highland Scottish English are accounted for in this proposed semantics of the preposition. In addition, two seemingly aberrant meanings in Highland Scottish English and Lowlands Scots/ Lowlands Scottish English are discussed; the proposed semantics accounts for these meanings as well. The meaning of after is related to the meanings of first and subsequent, which are given definitions in terms of points of reference.
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Chabo, Maria. "“It is important to understand that there are not just 3 varieties of English” : Swedish upper secondary school students’ awareness of and attitudes towards varieties of English." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55437.
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The main aim of this study is to investigate Swedish upper secondary school students’ awareness of and attitudes to varieties of English, especially with a focus on accents. Based on a survey with both open-ended and closed questions, this study is both qualitative and quantitative. The questionnaire was distributed digitally to several teachers at three upper secondary schools in Sweden, one school in Eskilstuna and the other two in Stockholm. The number of participants in total was 88. The results revealed that the students were aware of several varieties of English, but the most known varieties were American, British, Irish and Indian English. Furthermore, the students were enthusiastic about both American and British English, but American English was the most common. In addition, the majority of the students believed that it was essential to learn about varieties of English in school and that American, British and Canadian were the most important varieties to learn about. In conclusion, the students have a general awareness of and an openness to linguistic variation, as well as being positive towards learning about different varieties of English in school.
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Ruuska, Sofia. "Englishes Online: : A comparison of the varieties of English used in blogs." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-27491.
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This study is based on data gathered from two corpora. It investigates and analyses the written English of second language users, in this case English used by Swedes, with the English used online in blogs found in the Birmingham Blog Corpus, which includes blogs written in English by authors of various nationalities. The aim is to compare Swedes’ use of English in blogs and the English used in general in blogs. The study focuses on typical features associated with either American English (AmE) or British English (BrE) and investigates which variety is the most prominent online. The results indicate that features that are generally associated with AmE have a higher frequency in both analysed corpora in this thesis. The conclusion is therefore that AmE tends to dominate both Swedish and international authors’ use of English in blogs.
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Jones, Andrew Thomas. "Alien varieties of Lotus corniculatus L. on new roadside verges." Thesis, University of Hull, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314435.
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Weekly, Robert. "Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.
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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist with older migrants and the local white British population in what has been termed as superdiversity. This study focuses on older migrants who interact with newer migrants within the classroom, in a teacher-student relationship, and also to a degree outside the classroom. It reports on the attitudes of multilingual English language teachers to varieties of English and how this influences their teaching practices. I interviewed and conducted focus group discussions with first and second generation migrants between January 2012 and February 2013. The participants are representative of two conflicting ideologies. On the one hand the participants have varying degrees of experience with indigenised non-native varieties of English through travel, from learning English in a context outside Britain, and through family and friendship networks. On the other hand they also have the responsibility to teach British Standard English to students who may already be speaking a fluent stable variety of English. The aim of the study was to understand how the participants reconciled conflicting attitudes about language and the extent to which this impacted on their teaching practices. The main findings of the study are that while many of the teachers are aware of and open to different variation in spoken English, this predominantly related to pronunciation. However there were clear differences between first and second generation migrants which appear to be related to the participant’s experience of different societal ideologies. This translated into different attitudes about correct language and their beliefs about their teaching practices. While first generation migrants’ attitudes showed evidence of being influenced by dual ideologies, second generation migrants’ attitudes more closely reflected societal ideologies in the UK.
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Hugger, Daniela Maria. "English varieties in Sweden : A case-study exploring the use of English by language teachers in Swedish schools." Thesis, Högskolan Dalarna, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35072.
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This study investigates which English variety teachers in Sweden learned, which they use now and whether this has changed over time. The study included the two major varieties of English, namely British English and American English. The hypothesis for this paper is that British English will have played an important part in the teachers’ schooling but American English will have had a strong influence in their day-to-day lives and will likely have hanged how they use English. Data was collected in the form of questionnaires filled in by 294 teachers who teach English at primary, secondary and upper secondary schools in Sweden. The results support the thesis of the paper that teachers mainly learned British English at school while American English becomes more common for teachers under the age of 40. However, the majority of participants were found to use a variety which has features of both British and American English - it is referred to as Mid-Atlantic English in this paper.
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Pollard, Andrew. "Prosodic and Paralinguistic Features of Multiple English Varieties and the Attitudes and Performance of Korean Learners of English." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/85485.
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This convergent mixed methods study explores prosodic and paralinguistic features of nine English speaker origins pertinent to Korean learners of English and how language attitude formation and English listening comprehension may be affected. The study found prosodic features (tone, clarity, rhythm, pausing, filled pausing) and paralinguistic features (talking to oneself, crying) interact with language attitude formation and English listening comprehension, which has implications for practice, pedagogy and policy in Korea and the wider ELF context.
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Sahlström, Camilla. "Upper Secondary Students' Assessment of Four Women Speaking Four Different Varieties of English." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-125.
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Society exhibits a wide variety of different languages with various prominent features. At the same time as we honour diversity, however our civilisation is coloured with prejudice and preconceptions. Even if there is a rather liberal view on language use today, dialects and accents still carry positive and negative connotations for a majority of citizens. Research shows, that we are prejudiced and that we have predetermined ideas when it comes to certain language varieties.
In this study, I take up four varieties of Standard English: American, English, Australian and Scottish. I focus on the associations Swedish students make when it comes to these four language varieties and how this transforms into attitudes towards the speakers. A language attitude study is carried out by using a modified Matched Guise Test. I explain the difference between dialect and accent, as well as societal attitudes to language varieties and present some prominent linguists and their methods. Finally, I draw some conclusions by comparing my results to previous findings.
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Zhang, Qi. "Attitudes beyond the inner circle : investigating Hong Kong students' attitudes towards English varieties." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1712.
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The development of Hong Kong English has triggered a number of concerns amongst the local population with respect to its status. However, despite the prominence of research into attitudes towards language variation within sociolinguistics, very few studies focus on the Hong Kong context. Furthermore, while previous research has demonstrated that native English speakers tend to have more positive attitudes towards Standard English varieties as far as status is concerned, whereas non-standard varieties are usually evaluated more highly in terms of solidarity, we lack information about the attitudes of Hong Kong Chinese people with respect to different English varieties (particularly the local non-standard variety). This quantitative study sets out to investigate the attitudes of 44 Hong Kong university students with respect to eight varieties of English speech, i. e. educated Hong Kong English accent (HKed), the broad Hong Kong accent (HKbr), Received Pronunciation (RP), General American (AmE), Australian English (AusE), Tyneside English (TynE), Philippine English (PE) and Mandarin-accented English (ME). This study employed a range of direct (e. g., interviews) and indirect (e. g., the verbal-guise test) techniques of attitude measurement in order to obtain in-depth information regarding such perceptions. The results suggest that Hong Kong informants actually have relatively positive attitudes towards HKed - especially in terms of solidarity. Moreover, ME was evaluated comparatively highly, indicating that it might potentially develop into a ubiquitous `China English'. The finding that AmE was rated even more highly than RP provides grounds for suggesting that the replacement of RP by a General American accent could already be underway. Overall, though, Hong Kong informants prefer HKed since it is a variety close to RP. Therefore, although the results demonstrate that a certain amount of linguistic self-hatred does exist in Hong Kong, it is not extended to HKed and the broadness of local accents does indeed appear to play a role in Hong Kong people's language attitudes. Surprisingly, the ability to identify an accent, as well as a range of social variables tested had no significant effect on informants' attitudes towards the eight varieties of English under investigation. The thesis concludes with discussion of these findings with respect to the pedagogical implications they have for the choice of linguistic model in English language teaching both within the Hong Kong population and indeed with regard to other Chinese communities.
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Ramos, de Fuentes Eduardo. "Developing of new stress-tolerant rice varieties for the Mediterranean region." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663479.
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Rice (Oryza sativa) is the most important crop for human direct consumption, but its yield and production are strongly affected by biotic and abiotic stresses. Rice is the most salt-sensitive cereal and in addition, salinity is a rising problem around the world reinforced by the climate change effects such as rise of the sea level, soil degradation and water scarcity. Regarding biotic stresses, the apple snail (Pomacea sp.) is one of the worst introduced pest that affects rice production. It has been detected for first time in Europe in Spain, in 2009 in Ebro River Delta, destroying rice fields at seedling stage. Additionally, rice blast, caused by an ascomycete called Pyricularia oryzae, is a disease that strongly affects the rice production worldwide causing yield losses that range from 15% to 50%, even using specific fungicides.
The main objective of this thesis is to develop new stress-tolerant rice varieties for the Mediterranean region, by the introgression of the Saltol QTL and new blast resistance genes to Mediterranean local varieties.
A molecular marker assisted backcross scheme (using KASP technology) was followed to introgress the salt tolerance traits. The Saltol donor varieties were FL478 and IR64-Saltol, two salt-tolerant Asiatic indica rice lines, while the recurrent parental lines were PL12 and PM37, two Mediterranean japonica rice lines. BC3F3 plants were tested for salt tolerance in hydroponic assays. The standard evaluation system (SES) described by IRRI was used to evaluate the lines. Relative chlorophyll content (RCC, measured with a SPAD), fresh weight and plant length was also recorded. Additionally, two consecutive years of field assays were performed in Ebro River Delta using different foreign and local lines (and their hybrids), to evaluate their general performance and rice blast resistance.
From the 4 crosses combination performed between both Saltol donors and both Mediterranean recurrent parents, PL12 x FL478 (LP cross) and PM37 x IR64-Saltol (MS) were selected to proceed with the whole backcrossing process, to determine the return to the recurrent parent genome and to obtain the homozygous Saltol BC3F4 seeds. For the hydroponic assays, 54 BC3LPF3 lines were initially tested since a high variability between lines was observed. From them, some lines like LP-3, LP-15 or LP-17, performed similar or even better in the SES than the salinity donor FL478 line. The RCC data showed again a high variability between lines, although RCC did not correlate with SES results. The data analysis was hindered due to the differences scored between replicates and the fact that much of them were totally dead at the end of the assay. A certain degree of heterozygosity may explain the variability found between replicates during the SES evaluation. The fresh weight (FW) and the plant length in both shoot and root was strongly affected by the salinity treatment. However, the reduction was higher in shoot than in root. Finally, the blast tolerance field assays were severely affected by the rice stem borer Chilo suppressalis, both years. The evaluation for rice blast tolerance was really difficult and no outstanding line was selected to proceed.
In conclusion, the Saltol QTL has been successfully introgressed in two Mediterranean japonica rice varieties, although more replicates of the hydroponics assays must be performed to confirm and select the most salt tolerant obtained lines. These lines will be tested in 2018 and 2019 in field assays, under salinized and no salinized conditions. Regarding rice blast resistance field assays, no conclusive results were achieved. More field assays must be done, and other lines should be tested. In order to reduce C. suppressalis infestations, more phytosanitary actions should be taken in the future.
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Helleberg, Fia. "English with an accent : A study of attitudes among Swedish adolescents regarding British and Middle Eastern varieties of English." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40161.
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This study examines the attitudes of adolescent Swedes towards speakers of British and Middle Eastern varieties of English. Due to the ongoing wars in the Middle East and elsewhere, and thus the stream of refugees seeking sanctuary in Sweden and other European countries, many children from diverse backgrounds have been and will be enrolled in Swedish schools. Considering their right to democratic, humane and inclusive education, it is of importance to identify and oppose possible prejudice and preconceptions towards foreign languages, cultures and religions at an early state. This study aims towards this goal. The study, carried out among Swedish teenagers, is based on a matched-guise test in combination with an Osgood scale. The pre-recorded speakers were from Iran, Syria, and Britain. The results of the study prove that there were preconceptions regarding Middle Eastern varieties of English, yet they can be both positive and negative. It is evident that the majority of the informants perceived the Middle Eastern speakers of English negatively with regard to traits that may be related to education, economy and intelligence, yet they rated the same speakers positively with regard to traits that may be correlated to emotional and social capacity. Interestingly enough, the study also provides evidence to suggest that British speakers of English are perceived favourably with regard to traits that may be related to education, economy and intelligence, yet negatively with regard to traits that may be correlated to emotional and social capacity. Overall, the study mainly provided results that confirm findings of previous research within the field.
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Rautio, T. (Teija). "How do Finns regard different Englishes?:a study of Finnish students’ perceptions of seven varieties of English." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201611102984.
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The goal of the study was to examine Finnish university students’ perceptions of seven different varieties of English: General American, Scottish English, Australian English, RP, Indian English, Canadian English and Southern American English. The study was conducted with 14 respondents who heard one speech sample of each variety and then ranked them in two categories: Manner of Speech, including five traits, and Speaker Personality, including 13 traits. All of the traits were ranked within a six-scale chart, 1 depicting ‘not at all’ and 6 ‘very’. The study was conducted in two sections: first, the respondents filled in the Manner of Speech section after hearing the speech sample for the first time. Then, after hearing it again, they filled in the Speaker Personality section, discussing their opinions of the speaker with a partner simultaneously. The respondents were instructed to attempt to explain what features shaped their perceptions of the speakers. The traits of the study were divided into Status Dimension and Solidarity Dimension. These two dimensions have been present in most of the studies in perceptual dialectology, the traditional conclusion being that usually standard varieties (UK and US English) are upgraded on traits of prestige, education and status and downgraded on those that have to do with the accessibility, humor and solidarity of the speaker—and for non-standard varieties, the other way around. This assumption was somewhat in line with the results of the study: standard varieties were evaluated higher in terms of status than solidarity. However, the latter was also ranked fairly high, which could be seen to indicate the prevalence of the standard varieties in the English teaching in Finland: what is familiar is accessible. Moreover, not all of the non-standard varieties were upgraded on solidarity; Scottish and Indian English received very modest evaluations in both dimensions. On the other hand, Southern American English and Australian English were upgraded especially on solidarity, which is in line with the earlier studies, but were ranked quite high in terms of status, as well. The results, although merely suggestive due to the small-scale sampling of the study, point to the standard varieties’ prevalence in Finland. The predicted shift from UK English to US English as the ascendant variety was not yet visible as UK English was upgraded significantly more on status than other varieties. However, US English was considered a very familiar and distinguished variety among the respondents, which might indicate that the shift that the linguists are expecting will, indeed, happen in the near futureTutkimuksen päämääränä oli tutkia suomalaisten yliopisto-opiskelijoiden näkemyksiä seitsemästä englannin varieteetista: amerikan-, skotlannin-, australian-, intian- ja kanadanenglannista sekä brittiläisestä yleiskielestä ja USA:n eteläosien englannista. Tutkimukseen osallistui 14 vastaajaa, jotka kuulivat yhden puhenäytteen jokaisesta varieteetista. Vastaajat arvioivat varieteetit kahteen kategoriaan liittyen: puhetapaa arvioitiin viiden ominaisuuden perusteella ja puhujan persoonallisuutta 13 ominaisuuden perusteella. Kaikki ominaisuudet arvioitiin numerolla yhdestä kuuteen, 1 tarkoittaen ”ei lainkaan” ja 6 ”hyvin”. Tutkimus tehtiin kahdessa osassa: kuultuaan näytteen kerran vastaajat täyttivät ensiksi puhetapaosion, ja toisen kuuntelukerran jälkeen he täyttivät puhujan persoonallisuus -osion keskustellen samanaikaisesti puhujaa koskevista mielipiteistään parin kanssa. Vastaajat ohjeistettiin yrittämään selittää, mitkä tekijät muovasivat heidän näkemyksiään puhujista. Tutkittavat ominaisuudet jaettiin kahteen ulottuvuuteen: statukseen ja solidaarisuuteen. Nämä kaksi ulottuvuutta ovat olleet läsnä useimmissa kansandialektologian tutkimuksissa. Niiden perinteinen päätelmä on ollut, että yleensä standardien varieteettien (britti- ja amerikanenglanti) puhujat arvioidaan arvovaltaa, pätevyyttä ja statusta omaaviksi, mutta vähemmän helposti lähestyttäviksi, huumorintajuisiksi ja solidaarisiksi — ja ei-standardien varieteettien (alueelliset murteet) puhujat päinvastoin. Tämä oletus todettiin jossain määrin paikkansapitäväksi tämän tutkimuksen tuloksissa: standardien varieteettien puhujat arvioitiin korkeammalle statukseen kuin solidaarisuuteen liittyvissä ominaisuuksissa. Kuitenkin myös niiden solidaarinen ulottuvuus arvioitiin melko korkealle, minkä voitaisiin nähdä kertovan standardien varieteettien vallitsevuudesta englanninopetuksessa: se, mikä on tuttua, on myös helposti lähestyttävää. Sitä paitsi kaikkia murteisia puhujiakaan ei arvioitu erityisen solidaarisiksi; skotlannin- ja intianenglanti saivat hyvin vaatimattomat arvostelut molemmissa ulottuvuuksissa. Toisaalta australianenglanti ja eteläisen USA:n englanti arvioitiin aiempaa tutkimusta mukaillen korkealle erityisesti solidaarisuuden suhteen, mutta myös statusulottuvuudeltaan se sai melko korkeat arvioinnit. Tutkimuksen tulokset ovat vain suuntaa antavia tutkimuksen suppeasta otannasta johtuen. Siitä huolimatta ne viittaavat siihen, että Suomessa laajalle levinneintä englantia ovat juuri standardit varieteetit. Vallalla oleva varieteetti ei näytä kielitieteilijöiden ennustuksista huolimatta vielä vaihtuneen brittienglannista amerikanenglanniksi; brittienglanti arvioitiin huomattavasti korkeammalle statuksen suhteen kuin muut varieteetit. Vastaajat pitivät kuitenkin amerikanenglantia hyvin tuttuna ja arvostettuna varieteettina, mikä saattaa osoittaa muutoksen tapahtuvan lähitulevaisuudessa
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Winkle, Claudia [Verfasser], and Christian [Akademischer Betreuer] Mair. "Non-canonical structures, they use them differently : : information packaging in spoken varieties of English." Freiburg : Universität, 2015. http://d-nb.info/1122646925/34.
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Neumaier, Theresa [Verfasser], and Edgar W. [Akademischer Betreuer] Schneider. "Patterns of Conversational Interaction in Varieties of English / Theresa Neumaier ; Betreuer: Edgar W. Schneider." Regensburg : Universitätsbibliothek Regensburg, 2019. http://d-nb.info/1190888254/34.
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Green, William Charles. "After the New English: Cultural politics and English curriculum change." Thesis, Green, William Charles (1991) After the New English: Cultural politics and English curriculum change. PhD thesis, Murdoch University, 1991. https://researchrepository.murdoch.edu.au/id/eprint/51513/.
Full textAbstract:
The focus of this study is on what is called the New English, a specific line of development in English teaching since the watershed period of the 1960s. Recently characterized as the 'ascendant paradigm' in language education in the North American context, in Australia and the United Kingdom it has until very recently been acknowledged as the dominant-hegemonic tradition in English teaching, arguably reaching its apotheosis in the late 1970s and early to mid 1980s. Since the mid 1970s, however, there has been extensive debate regarding literacy pedagogy and the English subjects, and allegedly a 'crisis' in English teaching more generally. This is something which has been driven and contextualized by the cultural and ideological offensives of the New Right, as a significant new force in educational politics. At the same time, there have been significant challenges issued to the Dartmouth tradition in English teaching— the New English, in short—, stemming from new initiatives in linguistic and literary theory, and new forms of cultural and political analysis in educational studies. That is, the politico-theoretical conditions of English curriculum change have undergone a marked transformation in recent times, and this has had specific and quite decisive implications for the discourse on English teaching which is at issue here.
It is, however, the thesis of this study that the New English represents an important, if clearly limited, moment in the larger discourse on English teaching, as a central feature of the social apparatus of State-sponsored mass compulsory schooling. Moreover, current debates concerning the nature of English teaching indicate a major crisis in the organizing principles of curriculum and schooling, in accordance with both the collapse of longstanding ideological settlements and the emergence of what can be appropriately described as postmodern educational culture. For this reason, struggles over the definition of the subject-discipline and the politics and processes of English curriculum change are of particular interest for critical curriculum studies. It is contended, further, that the New English represents an exemplary instance of what must be recognized as a contradictory politics, involving both positive and progressive features on the one hand, and negative and increasingly reactionary features, on the other. Given this, the future of English teaching as a key strategy in the project of critical-democratic schooling is dependent on appropriate forms of deconstruction and critique, specifically with regard to the New English, and the assertion of English teaching as a significant form of cultural politics.
The study accordingly examines aspects of the positioning of the New English within the wider field of educational and cultural politics, and documents some of the consequences and missed opportunities associated with the failure of the New English, a failure both to fully realize its own radical possibilities and to recognize the changing conditions underlying contemporary curriculum and schooling, in what is clearly an emergent cultural-ideological formation predicated on new principles of social integration and moral order. The study concludes with a brief assessment of new possibilities for English curriculum praxis in postmodern conditions, suggesting that the notions of rhetoric and cultural studies are important considerations in and for the reconstruction of English teaching as critical-postmodernist pedagogy.
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Shen, Cheng Ling. "In search if a medium of instruction : Macao secondary students' attitudes towards three English varieties." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1943961.
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Ortu, Laura. "World Englishes: Attitude in the Expanding Circle Towards East and Southeast Asian Varieties of English." Thesis, Stockholms universitet, Engelska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-191503.
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English has become an essential part in our lives. It is inevitable to formulate an opinion when we meet a new person, and in particular we tend to focus our attention on the way this person speaks. The present research aims to answer the questions on how a European audience (Italian audience) perceives different varieties of English to which it is exposed. Four different speakers from four different Southeast and East Asian countries were selected and recorded while reading a short text. These recordings were submitted to the audience, which was asked to answer a set of questions about comprehensibility and likability. Results show that the audience elected as their favourite speaker the clearest accent to hear, thus suggesting that the members of the audience might have been influenced by comprehensibility and accentedness in the first place. Other variables, such as expressiveness, were not significantly considered by the participants.
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Enarsson, Anna. "New Blends in the English Language." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-674.
Full textAbstract:
Titel: New Blends in the English Language
Författare: Anna Enarsson
Antal sidor: 29
Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society
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Лещенко, Ольга Іллівна, Ольга Ильинична Лещенко, and Olha Illivna Leshchenko. "New Technology in the English Classroom." Thesis, Tesol Ukraine, 2001. http://essuir.sumdu.edu.ua/handle/123456789/62711.
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Мультимедіа дійсно доповнює і посилює методологію, що набуває "орієнтована на навчання", яка стала настільки модною - і це правильно.Multimedia really complements and enhances the “learner-centred” methodology that has become so fashionable - and rightly so.
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Binder, Ella. "World Englishes in Lower Secondary School Textbooks : A comparative study between a Polish and a Swedish Textbook." Thesis, Högskolan i Gävle, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29361.
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The aim of this study has been to find out whether the authors of English textbooks in two EU countries, Poland and Sweden, view diversity and promote World Englishes in the same way or whether there are any differences. The attempt has been made to analyse reading texts in the two textbooks for teaching English as a foreign language, a Polish and a Swedish one, in order to see what different Englishes have been promoted there, and to which extent they are represented in both textbooks. For the purpose of this analysis, Marko Modiano´s descriptive model of World Englishes has been used. The study has shown that the Polish textbook focuses mostly on British and American English, and to a great degree on European countries where English is taught as a foreign language. On the other hand, the Swedish textbook promotes both British and American English, as well as major and local varieties of English, but does not mention European countries, except Great Britain obviously, almost at all. World Englishes are present both in the Polish and in the Swedish textbook but the textbook authors take slightly different approaches in promoting them.
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Amery, Rob. "A new diglossia : contemporary speech varieties at Yirrkala in North East Arnhem land." Thesis, Canberra, ACT : The Australian National University, 1985. http://hdl.handle.net/1885/132957.
Full textAbstract:
This subthesis is concerned with one aspect of the
sociolinguistic situation at Yirrkala in N.E. Arnhem Land. In particular I
shall be looking at the role and structure of a contemporary dialect of
Yolngu Matha, Dhuwaya or so called "Baby Gumatj" in relation to
other clan dialects.
The main purpose of choosing this thesis topic is to lay some
linguistic groundwork for the making of an informed decision in regard
to the use of Dhuwaya within the bilingual program at Yirrkala
Community School. If it is decided to employ Dhuwaya in the earlier
grades (which appears to be the case), then guidelines are needed to
determine which Dhuwaya forms should be employed. Adult language
should be employed to serve as a model. Thus criteria are presented for
choosing adult forms in preference to developmental forms. By
undertaking research into Dhuwaya, I am not trying to encourage the
use of Dhuwaya in any way. On the contrary, by establishing the ways in
which Dhuwaya differs from clan languages and by making these
differences explicit, any formal language programs undertaken in the
school or in the community in the future may utilize these findings.
This then would facilitate clan language acquisition by the younger
generation. I use the title R New Diglossio in two senses :
a) Yirrkala is a diglossic situation not previously described and is a
departure from the diglossia originally defined by Ferguson (1959).
b) The diglossic situation at Yirrkala appears to have been a recent
development and is in fact s till in the making. In this sense it is a new
diglossia chronologically. See Section 4.4 for explication.
This study is by necessity a somewhat cursory overview. As a
Balanda (white Australian) without having previous exposure to Top End
Northern Territory communities or to Aboriginal languages of N.E.
Arnhem Land3, data collection and transcription proved extremely
difficult. This was especially the case because Dhuwaya is a highly
stigmatized language variety at Yirrkala. This preliminary study points
to the need for an in-depth longitudinal sociolinguistic study. Such a
study should prove valuable in understanding issues of language
maintenance within the bilingual program at Yirrkala Community School
and for educational policies in the isolated homeland centres. Brief chapter summaries are as follows:
CHAPTER 1 provides background material including: a) historical, b)
sociological and c) linguistic, relevant to the study of Dhuwaya and its
sociolinguistic context. Methodology and approach is outlined in 1.6.
There are three varieties, Baby Dhuwaya, Deuelopmental Dhuwaya
and Rdult Dhuwaya, all subsumed by the labels Dhuwaya or “Baby
Gumatj" in common usage. These three varieties have separate
identifiable phonological and morphological features.
CHAPTER 2 outlines and discusses phonological features of Dhuwaya
and makes comparisons between Baby Dhuwaya, Developmental Dhuwaya
and Adult Dhuwaya phonology. CHAPTER 3 discusses morphological features of Adult Dhuwaya
relative to a) clan dialects and b) Developmental Dhuwaya. Dhuwaya is
characterized by specific morphological rules applying to dialect
sensitive morphemes; rules which take into account the dialect
differences between Dhuwal and Dhuwala dialects.
CHAPTER 4 discusses the differences between the three varieties of
Dhuwaya and the rationale for differentiating between them. Baby
Dhuwaya is a restricted register demonstrating universal
characteristics of Baby Talk registers whilst Developmental Dhuwaya
is a maturational or child language variety illustrating features
typical of developmental varieties universally. Although Developmental
Dhuwaya as spoken by very young children shares many features in
common with Baby Dhuwaya, there are s till important differences
remaining. Adult Dhuwaya functions as a communilect or common
language for the younger generation, but belongs specifically to
Yirrkala and its homelands. The Yirrkala situation is quite different to
other Yolngu communities in N.E. Arnhem Land (e.g. Galiwin’ku where a
clan language Djambarrpuyngu has become the communilect.) At
Yirrkala Dhuwaya functions as the L (Low) variety in a diglossic
situation, where multilingualism is the norm.
CHAPTER 5 summarizes the linguistic findings and in the light of
these and other sociolinguistic evidence discusses various theories on
the origin of Dhuwaya. It differs from other Yolngu Matha dialects in
much the same way linguistically as these dialects differ from each
other. I conclude that the most likely theory is that Dhuwaya has
developed by means of koineization of Eastern Dhuwala/Dhuwal Baby
Talk or ‘motherese' and developmental varieties. Dhuwaya is
structurally and functionally an almost prototypical koine language
variety. The implications for sociolinguistic theory, of this unique
diglossic situation in North East Arnhem Land, are discussed briefly. CHAPTER 6 discusses the implications of these findings for the future
in terms of a) language maintenance and b) the Yirrkala Community
School bilingual education program. I conclude that the linguistic
differences between Dhuwaya and other Dhuwala/Dhuwal dialects are
really quite minimal. Should the community agree to the use of
Dhuwaya in the earlier grades in the school, I am suggesting specific
recommendations as to the variety of Dhuwaya to be employed. Adult
Dhuwaya forms are better employed and I present criteria for
differentiating adult forms from developmental and Baby Talk forms.
Several sample texts, chosen for their exemplification of
different varieties of Dhuwaya, are included in an appendix.
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Fairhurst, Melanie. "The pragmatic markers anyway, okay and shame : a comparative study of two African varieties of English." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85844.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The goal of this study was to determine and compare the functions of the pragmatic markers (PMs) okay, anyway and shame as they occur in two spoken components of the International Corpus of English (ICE), namely ICE-SA (South African English) and ICE-EA (East African English). Using the commercially available Concordance program WordSmith Tools 4.0, all instances of okay, anyway and shame were identified in each corpus and all non-PM instances were then excluded. The remaining instances of okay, anyway and shame were subsequently hand coded to determine the primary functions that these elements exhibit. The classification of the various functions was done according to Fraser’s (1996, 1999, 2006) framework for identification of PMs. Despite the different size and state of completion of the two corpora, it was found that the functions of the two PMs okay and anyway were similar in South African English and East African English. The findings of the corpus investigation included identifying the functions of okay as both a conversational management marker and a basic marker, as well as its role in turn taking. Anyway was found to function as an interjection, a mitigation marker, a conversational management marker and a discourse marker. Shame was found to be a uniquely South African English PM, and to function both as an interjection and as a solidarity marker.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om vas te stel watter funksies verrig word deur die pragmatiese merkers (PM's) okay, anyway en shame, soos wat hulle gebruik word in twee gesproke komponente van die Internasionale Korpus van Engels (IKE), naamlik IKE-SA (Suid-Afrikaanse Engels) en IKE-OA (Oos-Afrika Engels). Met behulp van die kommersieel-beskikbare Concordance-program Wordsmith Tools 4.0, is alle gevalle van okay, anyway en shame binne die onderskeie korpusse geïdentifiseer, waarna alle nie-PM gevalle uitgesluit is. Die oorblywende gevalle van okay, anyway en shame is daarna met die hand gekodeer ten einde die primêre funksies van hierdie elemente vas te stel. Die funksies is geklassifiseer volgens Fraser (1996, 1999, 2006) se raamwerk vir die identifikasie van PM's. Ten spyte van verskille in die grootte en vlak van voltooidheid van die twee korpora, is vasgestel dat die PM's okay en anyway soortgelyke funksies verrig in beide Suid-Afrikaanse Engels en Oos-Afrika Engels. Uit die korpus-analise het dit verder geblyk dat okay nie net 'n rol speel in beurtneming nie, maar ook funksioneer as 'n gespreksbestuur-merker en basiese merker. Anyway blyk op sy beurt te funksioneeer as 'n tussenwerpsel, versagting-merker, gespreksbestuurmerker en diskoersmerker. Laastens is gevind dat shame as PM uniek is aan Suid- Afrikaanse Engels en dat dit funksioneer as beide 'n tussenwerpsel en solidariteitsmerker.
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Worsfold, Adrian John. "New denominationalism : tendencies towards a new reformation of English Christianity." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:11844.
Full textAbstract:
The tensions which had over hundreds of years built up in the Roman Catholic Church produced the first Reformation. In England the new Anglican Church could not hold together all its elements, and the Great Ejection of 1662 saw the real beginning of separate denominations. Today another realignment is taking place. In an environment of indifference to churchgoing the Churches must respond. But they are divided within. Some elements desire to convert the world, others wish to defend the Church from it, a number want to absorb the world and others wish to combine these approaches. The differences relate to viewpoints about belief and authority. Historical techniques, scientific knowledge and philosophical models have affected the understanding of the Church, the Bible and models of belief. The result is that liberalism, once outside subscribing denominations, has returned to them. This has created further strains with those of biblical and Church beliefs and authority views. A new holiness movement is sweeping the Churches. A revivalist spirit calling on interpreted individual experience is spreading across Catholic and Protestant structures. This has created both new unity and divisions. Behind the desires for ecumenism, the result within denominations is renewed tension between 'independency' and the 'broad Church'. New denominationalism, the realignment of belief and authority patterns, threatens to become a New Reformation, a structural change resulting from alliances and schism.
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Miyagi, Kazufumi. "Japanese EFL teachers' perceptions of nonnative varieties of English : are they ready to include other Englishes in their classrooms?" Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98560.
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This study investigates Japanese EFL teachers' perceptions of regional varieties of English, which are designated as either the Outer Circle or the Expanding Circle by Kachru (1985), and their potential place in EFL teaching in Japan. Participants were 36 teachers at junior high and elementary schools and 28 undergraduates in a TEFL certificate program. Data collection was completed with the use of two Likert-scale questionnaires: one involving a task in listening to various English varieties, and the other asking about beliefs about the English language in general and perceptions of nonnative/nonstandard Englishes as opposed to the two major varieties in ELT in Japan: American and British English. In addition, oral interviews were conducted with several participants and their assistant language teachers (ALTs).The findings suggested that in-service teachers showed more ambivalent attitudes toward nonnative varieties than student-teachers did; although the teachers acknowledged potential benefits of nonnative Englishes for the future use of EIL, they showed hesitation in regarding different Englishes as instructional models to be exposed to students. However, the study also showed participants' interest in introducing other Englishes as awareness-raising models. The possibility of inclusion of nonnative varieties was further discussed.
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McKenzie, Robert M. "A quantitative study of the attitudes of Japanese learners towards varieties of English speech : aspects of the sociolinguistics of English in Japan." Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/1519.
Full textAbstract:
Language attitude studies focussing specifically on native speaker perceptions of varieties of English speech have demonstrated consistently that standard varieties tend to be evaluated positively in terms of competence/ status whilst non-standard varieties are generally rated higher in terms of social attractiveness/ solidarity. However, the great majority of studies which have investigated non-native attitudes have tended to measure evaluations of ‘the English language’, conceptualised as a single entity, thus ignoring the substantial regional and social variation within the language. This is somewhat surprising considering the importance of attitudes towards language variation in the study of second language acquisition and in sociolinguistics. More specifically, there is a dearth of in-depth quantitative attitude research in Japan concentrating specifically on social evaluations of varieties of English, as the limited number of previous studies conducted amongst Japanese learners have either been qualitative in design or too small in scale. Moreover, the findings of these studies have been somewhat inconclusive. The present quantitative study, employing a range of innovative direct and indirect techniques of attitude measurement, investigated the perceptions of 558 Japanese university students of six varieties of English speech. The results obtained suggest that Japanese learners are able to differentiate between speech varieties within a single language of which they are not native speakers and hold different and often complex attitudes towards (a) standard/ non-standard and (b) native/ non-native varieties of English speech. For instance, the learners rated both the standard and non-standard varieties of inner circle speech more highly than varieties of expanding circle English in terms of prestige. In contrast, it was found that the learners expressed higher levels of solidarity with the Japanese speaker of heavily-accented English and intriguingly, with speakers of non-standard varieties of UK and US English than with speakers of standard varieties of inner circle English. Moreover, differences in the Japanese students’ gender, level of self-perceived competence in English, level of exposure to English and attitudes towards varieties of Japanese all had significant main effects on perceptions of varieties of English speech. However, the regional provenance of the informants was not found to be significant in determining their language attitudes. The results also imply that Japanese learners retain representations of varieties of English speech and draw upon this resource, whether consciously or unconsciously, in order to identify and evaluate (speakers of) these speech varieties. The findings are discussed in relation to the pedagogical and language planning implications for the choice of linguistic model in English language teaching both inside and outwith Japan and in terms of the methodological importance of the study for potential future attitudinal research in this area.
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Källstad, Elin. "Is teaching GA and RP enough? : A study of Swedish upper secondary students’ attitudes towards varieties of English and their English education." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42417.
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This study focuses on the teaching and learning of English as a second language and how different varieties of English are currently being used in education around the world and in Sweden. The purpose is to examine Swedish upper secondary students’ comprehension of different spoken varieties of English and their attitudes towards these varieties. Additionally, it will be investigated how important the students think exposure to different varieties is, which varieties they feel are important to have encountered, and what they think more generally regarding English language teaching and learning. 92 students in an upper secondary school in Sweden took part in the study. A listening exercise was carried out with follow up questions to test comprehension and examine how easy the students found the speakers to understand and how much they liked the sound of the pronunciation. This was followed by a questionnaire where the students were asked to indicate their level of agreement with statements about the importance of exposure to different varieties of English in their education. The results showed that the participants understood the speakers well in general, but that English English and American English were considered the easiest to understand and most pleasant to listen to, while Indian English ended up at the other side of the spectrum. Most of the students answered that it is very important for them to be exposed to various varieties of English in their education, and suggestions regarding which varieties to use in class were given. In conclusion, English teaching in Sweden should include more exposure to different Englishes to meet students’ requests.
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Carrie, Erin. "A social-psychological study of foreign learners' attitudes and behaviours towards model varieties of English speech." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5667.
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This thesis attempts to bridge the gap between Social Psychology and Sociolinguistics by exploring the relationship between language attitudes and language use. Using a sample of 71 university students in Spain, it investigates how learners deal with phonological variation in the English language, what language attitudes are held towards American and British models of English speech and which social and psychological factors are linked with learners' language attitudes and language use. A social-psychological model was adopted and adapted, allowing learners' use of intervocalic /t/ to be successfully predicted from measures of attitude, subjective norm and perceived behavioural control. Direct measures of learners' preferred accent and pronunciation class were also highly predictive of learners' language use. Several trends were found in the attitudinal data. Firstly, British English speech was rated more favourably overall, though American English speech was often viewed as more socially attractive. Secondly, the evaluative dimensions of competence and social attractiveness were salient amongst learners in the Spanish context. Each of these findings endorses those of previous language attitude studies conducted elsewhere. Thirdly, female speakers were consistently rated more favourably than male speakers; thus, highlighting the need for further investigation into the variable of speaker sex. Familiarity with the speech varieties under investigation – most often gained through education, media exposure, time spent abroad and/or contact with native speakers – seemed to result in learners challenging rigid stereotypes and expressing more individualised attitudes. Overall, British speech emerged as formal and functional, while American speech was thought to fulfil more informal and interpersonal functions. This thesis provides compelling evidence of attitude-behaviour relations, adds to the growing volume of language attitude research being conducted across the globe, and establishes – for the first time – which social and psychological variables are relevant and salient within English-language learning contexts in Spain.
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Casaregola, Laura. "How Our Music Tastes Relate to Language Attitudes with Standard and Non-standard Varieties of English." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1044.
Full textAbstract:
Sociolinguistics studies on language perception have shown that listeners form different attitudes toward speakers based on the speakers’ language varieties (Lukes and Wiley 1996, Lippi-Green 2012, Thompson, Craig, and Washington 2004). Just from hearing a voice, listeners form opinions, and these opinions are often informed by societal archetypes, as well as societal stereotypes. For example, Standard American English is generally perceived with more prestige and respect than non-standard varieties. Unfavorable perceptions of non-standard varieties can, and in many documented cases does, lead to inequitable and/or discriminatory situations (Baugh 2003). Non-standard and standard varieties are found in language use in music. The emergence of the Internet and music playing platforms, as well as more diverse musicians getting mainstream radio play and pay, leads to non-standard varieties reaching new listeners in a new format. In this thesis, I survey the types of music to which people listen, and their perceptions to speakers of Standard American English, Southern American English, and African American English to investigate how the music people listen to connects to their language attitudes. The results show that overall, listeners of any genre have more favorable attitudes toward Standard American English; and, that listeners of rap and/or hip-hop have more favorable attitudes than other groups of listeners toward the non-standard varieties.
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Sella, Valeria. "Automatic phonological transcription using forced alignment : FAVE toolkit performance on four non-standard varieties of English." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-167843.
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Forced alignment, a speech recognition software performing semi-automatic phonological transcription, constitutes a methodological revolution in the recent history of linguistic research. Its use is progressively becoming the norm in research fields such as sociophonetics, but its general performance and range of applications have been relatively understudied. This thesis investigates the performance and portability of the Forced Alignment and Vowel Extraction program suite (FAVE), an aligner that was trained on, and designed to study, American English. It was decided to test FAVE on four non-American varieties of English (Scottish, Irish, Australian and Indian English) and a control variety (General American). First, the performance of FAVE was compared with human annotators, and then it was tested on three potentially problematic variables: /p, t, k/ realization, rhotic consonants and /l/. Although FAVE was found to perform significantly differently from human annotators on identical datasets, further analysis revealed that the aligner performed quite similarly on the non-standard varieties and the control variety, suggesting that the difference in accuracy does not constitute a major drawback to its extended usage. The study discusses the implications of the findings in relation to doubts expressed about the usage of such technology and argues for a wider implementation of forced alignment tools such as FAVE in sociophonetic research.
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Soto-Ortiz, Roberto, and Jeffrey C. Silvertooth. "A Crop Phenology Model for Irrigated New Mexico Chile (Capsicum annuum L.) Type Varieties." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/215050.
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Field experiments were conducted with the objective of developing a general New Mexico chile type plant (Capsicum annuum L.) phenological model as a function of heat units accumulated after planting (HUAP). Field experiments were conducted from 2003 through 2005 in the Sulfur Springs Valley of Arizona, near Sunsites in Cochise County, Arizona (31° 56" N, 109° 52" W, about 4,000 feet elevation) on a Borderline fine sandy loam (coarse-loamy, mixed, superactive thermic Typic Calcigypsids) and in the Animas Valley, New Mexico (31° 57" N, 109° 48" W, about 4,400 feet elevation), on a Vekol fine sandy clay loam (fine, mixed, thermic, Typic Haplargids). Plant measurements were collected routinely and important phenological stages that corresponded to first bloom, early bloom, peak bloom, physiological maturity, and red harvest were identified and recorded. Results indicate that within locations, all varieties performed similarly in relation to HU accumulation patterns. A general New Mexico chile type plant phenological model as a function of HUAP for all sites and varieties was obtained. First bloom occurred at 954 ± 254 HUAP, early bloom at 1349 ± 306 HUAP, peak bloom at 1810 ± 261 HUAP, physiological maturity at 2393 ± 215 HUAP, and red chile harvest was identified to occur at 3159 ± 220 HUAP. The purpose of this phenological baseline or model is to provide a crop management tool for growers for predicting and identifying critical stages of growth. Further development and validation of this model is a continued objective of this research program.
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Grindstaff, Seth. "New Criticism—Not So New to Tennessee’s High School English Teachers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3408.
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When Tennessee Department of Education adopted Common Core in 2010, Tennessee implemented New Critical ideas associated with the college classroom, but did not present this connection to English teachers. Comparing high school education reforms like A Nation at Risk (1983) and TNCore to the New Critical works of Cleanth Brooks, T. S. Eliot, John Crowe Ransom, Robert Penn Warren, William Wimsatt and Monroe Beardsley, reveals that New Criticism is the literary method grounding current ELA education reform. Referencing Deborah Appleman’s Critical Encounters in Secondary English (2015), Diana Ravitch’s The Death and Life of the Great American School System (2010), and questionnaires completed by Tennessee teachers, this study tracks New Criticism’s influence from the college classroom to the high school classroom. Presenting English teachers the history behind what and how they teach will equip them to explain their methodology to students.
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Hinnebusch, Thomas J. "Negotiating the new TUKI English-Swahili Dictionary." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-98078.
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This paper is intended to give a somewhat personal view of the new TUKI English-Swahili Dictionary (hereafter TUKI). This new dictionary is the work of many years and it`s publication is indeed to be heralded and welcomed. Both the TUKI dictionary and the publication of its earlier `companion` the Kamusi ya Kiswahili Sanifu (KKS), which I have consulted in reviewing TUKI, are major publishing events and important contributions to Swahili lexicography. They establish the Institute of Kiswahili Research as an important, credible, and productive African research enterprise, and all of us involved in teaching Swahili owe the Institute our congratulations and support.
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Heuvel, Lisa L. "English Mineral Exploration in the New World." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539626476.
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Williams, Ben. "The new Suffolk hymnbook : a novel." Master's thesis, University of Cape Town, 2000. http://hdl.handle.net/11427/7827.
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Wood, Tahir Muhammed. "Perceptions of, and attitudes towards, varieties of English in the Cape Peninsula, with particular reference to the ʾcoloured communityʾ." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1002018.
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This study set out to analyse the concept of the ʾcoloured communityʾ and to describe the linguistic phenomena associated with it. It was found that the community was characterized by division and an overt rejection of 'coloured' identity. A satisfactory definition of the community could only be arrived at by exploring social psychological and anthropological concepts, particularly that of the social network, and a covert identification was postulated. This in turn was used to explain the linguistic phenomena which were found to be associated with the community. The latter included a vernacular dialect consisting of non-standard Afrikaans blended with English, as well as a stratification of particular items in the English spoken by community members . This stratification was analysed in terms of the social distribution of the items, enabling comparisons to be made with the English spoken by ʾwhitesʾ. A fieldwork study was embarked on with the intention of discovering the nature of the perceptions of, and attitudes towards, the idiolects of certain speakers. These idiolects were considered to be typical and representative of the forms of English normally encountered in the Cape Peninsula, and were described in terms of the co-occurrences of linguistic items which they contained. Tape recordings of the speech of this group of speakers were presented in a series of controlled experiments to subjects from various class and community backgrounds who were required to respond by completing questionnaires. It was found that those lects which contained items and co-occurrences of items peculiar to 'coloured' speakers were associated with lower status than those containing items and co-occurrences of items peculiar to 'white' speakers. Attitudes towards speakers were found to be more complex and depended upon the styles and paralanguage behaviours of the speakers, as well as accent, and also the psychological dispositions of the subjects who participated
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Raffelsiefen, Renate. "Relating words : a new approach to English morphology /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8438.
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