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Relevant bibliographies by topics / World Englishes

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Academic literature on the topic 'World Englishes'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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Journal articles on the topic "World Englishes"

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Kachru, Braj B. "Asia's Englishes and World Englishes." English Today 16, no. 1 (January 2000): 17–22. http://dx.doi.org/10.1017/s0266078400011391.

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عبد الله العليان, محمد. "World Englishes." المجلة العلمیة لکلیة الآداب-جامعة أسیوط 23, no. 73 (March 1, 2020): 527–50. http://dx.doi.org/10.21608/aakj.2020.134632.

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Bhatt, Rakesh M. "World Englishes." Annual Review of Anthropology 30, no. 1 (October 2001): 527–50. http://dx.doi.org/10.1146/annurev.anthro.30.1.527.

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Edwards, John. "World Englishes." Journal of Multilingual and Multicultural Development 36, no. 3 (October 21, 2014): 336–37. http://dx.doi.org/10.1080/01434632.2014.969118.

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Enokizono, Tetsuya. "World Englishes." Asian Englishes 6, no. 2 (December 2003): 111–14. http://dx.doi.org/10.1080/13488678.2003.10801124.

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Davies, Alan. "ASSESSING WORLD ENGLISHES." Annual Review of Applied Linguistics 29 (March 2009): 80–89. http://dx.doi.org/10.1017/s0267190509090072.

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English worldwide may be viewed in terms of spread and of diffusion. Spread refers to the use in different global contexts, such as publishing and examinations, of Standard British or American English. Diffusion describes the emergence of local varieties of English in, for example, India or Singapore, comparable to the earlier emergence of Australian English, Canadian English, and so on. In nonformal settings, interlocutors make use of their own local variety of English, their World Englishes (WEs). In formal settings, notably in English language assessment, it seems that the norm appealed to is still that of Standard British or American English. Since English as a lingua franca (ELF) appears to make use only of the spoken medium, there is less of a demand for an ELF written norm. At present what seems to hold back the use of local WEs norms in formal assessment is less the hegemony of Western postcolonial and economic power and more the uncertainty of local stakeholders.

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DAVIS, DANIEL R. "World Englishes in world religions." World Englishes 32, no. 3 (August 19, 2013): 377–79. http://dx.doi.org/10.1111/weng.12037.

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Beittel, Mark. "World Englishes: A Resource Book for Students World Englishes: An Introduction." ELT Journal 60, no. 1 (January 1, 2006): 87–93. http://dx.doi.org/10.1093/elt/cci089.

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Napratilora, Martina, and Rika Devianti. "UNDERSTANDING OF WORLD ENGLISHES." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 108–25. http://dx.doi.org/10.46963/mash.v2i1.28.

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World Englishes means that the different forms and varieties of English used in various sociolinguistic contexts in different parts of the world. It include the English Studies approach, sociolinguistic approaches (sociology of language, features-based, Kachruvian, pidgin and creole studies), applied linguistic approaches, lexicographical approaches, the popularizers approach, critical approaches, and the futurology approach. English studies approach is focus on the analysis of varieties of English from a synchronic and historical perspective, against a tradition of English Studies (Anglistik), dating from the late 19th century. Sociology of language is focus on English Research in relation to such issues as language maintenance/shift, and ethnolinguistic identity. Features-based is focus on the description of English through dialectological and variationist methodologies. The paper aim is to describe about what is world Englishes and English different form and English varieties used in sociolinguistic context. By knowing about world Englishes will help the language user be easy to use the language.

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Paranjape, Makrand. "COMPANION TO WORLD ENGLISHES." World Englishes 13, no. 2 (July 1994): 273–76. http://dx.doi.org/10.1111/j.1467-971x.1994.tb00312.x.

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Dissertations / Theses on the topic "World Englishes"

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Baker, Jessica. "Perceptions of World Englishes." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1491951177686307.

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Morais, Katia Vieira. "Negotiating Linguistic Diversity in World Englishes and World Portugueses." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194113.

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In this dissertation, I draw on comparative studies of English to establish a framework for looking at how Portuguese studies and teaching are shaped by political economies, cultural hierarchies, and educational institutions in Brazil and Cape Verde. I examine how English and Portuguese are constructed as world languages and how English and Portuguese rhetorics shape language teaching. People who are locally engaged contest these global constructions. As a result, diverse people construct world languages by adopting, adapting, resist, and transforming it in specific locations (Pennycook). First, I identify compositionists in the U.S. with what I call a rhetoric of multilingualism in which teachers of English should view English in relation to other Englishes and other languages. Secondly, I examine how the transnational organization for Portuguese-speaking countries perpetrates lusotropicalism--Gilberto Freyre's social theory of the Portuguese exceptionality to create a hybrid culture in the tropics. Despite fostering adaptability to local cultures, peoples, and languages, Freyre's lusotropical rhetoric eschews diversity by maintaining that a culture and a language should promote homogeneity. Then, I analyze the linguistic contexts, educational policies, and data gathered from questionnaires and interviews with language teachers in Brazil and Cape Verde. In light of higher education expansion and the maintenance of excellence, I argue that language teachers should promote the writing of Portuguese as a rhetorical construction in which grammar and mechanical correctness is only one aspect of writing instruction. Lastly, I propose the use of code meshing as a pedagogical strategy in academic discourse because it values language in its diversity and its relation to other languages. I argue that students' multilingual strategies deserve a place in academic writing. The rhetorical construction of language in academia could also become multilingual--globally networked and locally engaged. This study contributes to the internationalist discussions about how to teach writing in different languages and educational contexts.

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Ogilvie, Sarah. "Loanwords, World Englishes, and the Oxford Englisn Dictionary." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517305.

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Minnich, Anja Nicole. "Conceptualising English : a metaphorology of models in the discipline of world Englishes." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614995.

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Lok, Mai-chi Ian, and 樂美志. "Cultural understanding in English studies: anexploration of postcolonial and world Englishes perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804749.

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Lok, Mai-chi Ian. "Cultural understanding in English studies an exploration of postcolonial and world Englishes perspectives /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35804749.

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Kurtak-McDonald, Leilani Faye Louise. "World Englishes, English as a Lingua Franca, and the Pedagogical Implications for TESOL." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321787.

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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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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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Shrestha, Dipak. "Nepali English and news discourse: a linguistic and sociolinguistic study of Australian and Nepail news texts in English." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2250.

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This thesis describes and analyses distinctive characteristics of the emerging variety of English, that is, Nepali English. It draws on news texts written in Nepali English and compares them with similar news texts appearing in Australian newspapers. On the basis of the analysis, a preliminary taxonomy of markers of Nepali English is established.The research draws theoretical insights from sociolinguistics, contrastive rhetoric/contrastive discourse analysis and the analysis of news as discourse. Findings and the analysis of the findings are presented by using analytical models developed and widely used in the study of non-native varieties of English. Analysis and discussion of the findings suggest that systematic and regular features of Nepali English have developed, and these formal features have specific functions in the context in which they are used.

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Books on the topic "World Englishes"

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Seoane, Elena, and Cristina Suárez-Gómez, eds. World Englishes. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/veaw.g57.

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World Englishes. 2nd ed. New York: Routledge, 2009.

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Philip, Shaw, ed. World Englishes. 2nd ed. Great Britain: Hodder Education, 2011.

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Deshors, Sandra C., ed. Modeling World Englishes. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/veaw.g61.

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E, Smith Larry, Forman Michael Lawrence 1940-, and International Association for World Englishes. International Conference, eds. World Englishes 2000. Honolulu: College of Languages, Linguistics, and Literature, University of Hawaiʻi and the East-West Center, 1997.

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Schneider, Edgar W., ed. Englishes around the World. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/veaw.g18.

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Schneider, Edgar W., ed. Englishes around the World. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/veaw.g19.

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Hemmy, Kirsten, and Chandrika Balasubramanian, eds. World Englishes, Global Classrooms. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4033-0.

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Melchers, Gunnel. World Englishes: An introduction. London: Arnold, 2003.

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Anesa, Patrizia. Lexical Innovation in World Englishes. London ; New York, NY : Routledge, 2018. | Series: Routledge focus on linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781351109352.

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Book chapters on the topic "World Englishes"

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Saraceni, Mario. "World Englishes." In The Relocation of English, 30–53. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-0-230-29691-6_3.

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Sebba, Mark. "World Englishes." In English Language, 404–21. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_22.

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De Costa, Peter, Jeffrey Maloney, and Dustin Crowther. "World Englishes." In The Palgrave Handbook of Applied Linguistics Research Methodology, 719–39. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-59900-1_32.

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Anesa, Patrizia. "Investigating English and Englishes." In Lexical Innovation in World Englishes, 10–32. London ; New York, NY : Routledge, 2018. | Series: Routledge focus on linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781351109352-2.

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Kirk, John. "Irish English and World Englishes." In Expanding the Landscapes of Irish English Research, 270–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025078-15.

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Seoane, Elena. "World Englishes Today." In Varieties of English Around the World, 1–16. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/veaw.g57.01seo.

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Kachru, Braj B. "World Englishes in World Contexts." In A Companion to the History of the English Language, 567–80. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch55.

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Tupas, Ruanni, and Rani Rubdy. "Introduction: From World Englishes to Unequal Englishes." In Unequal Englishes, 1–17. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137461223_1.

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Baratta, Alex. "The Reality of World Englishes." In World Englishes in English Language Teaching, 37–67. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13286-6_3.

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Schneider, Edgar W. "World Englishes on YouTube." In Varieties of English Around the World, 253–82. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/veaw.g57.11sch.

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Conference papers on the topic "World Englishes"

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Thi Hao, Tran, and Ngo Dinh Phuong. "World Englishes from a holistic view and considerations on English education in Vietnam." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.42.

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Chan, May Pik Yu, June Choe, Aini Li, Yiran Chen, Xin Gao, and Nicole Holliday. "Training and typological bias in ASR performance for world Englishes." In Interspeech 2022. ISCA: ISCA, 2022. http://dx.doi.org/10.21437/interspeech.2022-10869.

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Cao, Yating, and Hua Chen. "World Englishes and Prosody: Evidence from the Successful Public Speakers." In 2019 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2019. http://dx.doi.org/10.1109/apsipaasc47483.2019.9023164.

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Wakhidah, Nur Jannah Ismi, and Hepy Adityarini. "The Representation of World Englishes and Cultural Themes in Senior High School English Textbooks in Indonesia." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.060.

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Li, Gengyan. "Adjusting Students' Attitude toward English Accent in China's EFL Education from the Perspective of World Englishes." In 2016 International Conference on Education, E-learning and Management Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iceemt-16.2016.118.

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Minematsu, Nobuaki. "Keynote 2: Perceptual and structural analysis of pronunciation diversity of World Englishes." In 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051410.

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Shiozawa, Fumiya, Daisuke Saito, and Nobuaki Minematsu. "Improved prediction of the accent gap between speakers of English for individual-based clustering of World Englishes." In 2016 IEEE Spoken Language Technology Workshop (SLT). IEEE, 2016. http://dx.doi.org/10.1109/slt.2016.7846255.

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Kawase, Yuji, Nobuaki Minematsu, Daisuke Saito, and Keikichi Hirose. "Visualization of pronunciation diversity of world Englishes from a speaker's self-centered viewpoint." In 2014 17th Oriental Chapter of the International Committee for the Co-ordination and Standardization of Speech Databases and Assessment Techniques (COCOSDA). IEEE, 2014. http://dx.doi.org/10.1109/icsda.2014.7051437.

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Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.

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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.

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Kasahara, S., S. Kitahara, N. Minematsu, H. P. Shen, T. Makino, D. Saito, and K. Hiorse. "Improved and robust prediction of pronunciation distance for individual-basis clustering of World Englishes pronunciation." In ICASSP 2014 - 2014 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2014. http://dx.doi.org/10.1109/icassp.2014.6854194.

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Reports on the topic "World Englishes"

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Arrieta, Marie. Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5309.

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.

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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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KRUPINA, E. A. OLD ENGLISH LEXEME “RINC” IN IN THE GLOSSARIES AND IN THE TEXT OF THE POEM “BEOWULF”. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-51-56.

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The article considers the Old English lexeme “rinc” with the help of etymology and word formation, the author uses contrastive-comparative analysis of the headword in the glossaries and contextual analysis of the lexeme.

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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.

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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.

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Коваленко, Г. С., and А. Д. Подвінська. Розвиток граматичних навичок на уроках з англійської мови у школярів основної школи за допомогою навчальних інтернет-програм. Криворізький державний педагогічний університет, 2020. http://dx.doi.org/10.31812/123456789/5999.

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Статтю присвячено використанню навчальних iнтернет-програм на уроках англiйської мови для розвитку граматичних навичок в учнiв основної школи. Розроблено план-конспект уроку з англiйської мови у 7 класi на тему “City features”, пiдтему “Quantifiers” з використанням мобiльних додаткiв “Johnny Grammar’s Word Challenge” та “Oxford English Grammar and EnglishListening”.

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Irwin, Courtney L., Patrícia S. Coelho, Bruno Kluwe-Schiavon, Anabela Silva-Fernandes, Óscar F. Gonçalves, Jorge Leite, and Sandra Carvalho. Treatment-related changes of molecular biomarkers in major depressive disorder: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0105.

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Review question / Objective: The aim of this review is two-fold: first, we sought to identify candidate biomarkers that could provide information on whether an individual with MDD would respond positively to common non-pharmacological treatments, and secondly, to conduct a meta-analysis to determine whether one form of common non-pharmacological treatment (namely CBT, tDCS and TMS) would produce better results over another in regards to its influence on biomarker levels. Information sources: The information sources used were: three online databases (PubMed, Scopus, and PsycINFO) to identify English-language human randomised controlled trials unrestricted by year of publication.

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.

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