Academic literature on the topic 'World Englishes (WE)'
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Journal articles on the topic "World Englishes (WE)"
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Lee, Kang-Young, and Randy Warren Green. "The World Englishes paradigm." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 155–68. http://dx.doi.org/10.1108/etpc-10-2015-0083.
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Purpose The world Englishes (WE) paradigm gravitating around the recent models of English has been theoretically discussed in the applied linguistics profession: that is, English today has gone beyond the general description of post-colonial and institutionalized varieties and is being defined as the linguistic diversity realized by all global users (Ates et al., 2015). This advocates the creation of “multidialectical English speakers/listeners” among WE with intercultural insight and knowledge (Lee, 2012) by supporting linguistic and cultural diversity with cultural tolerance. While theoretical discussions on WE abound, this paper aims to focus more on local learners/users of WE: it investigates Korean university students’ perceptions of WE, their attitudes toward WE and finally factors that affect their perceptions and attitudes. Design/methodology/approach Sixty Korean students in a university participated in the survey. Data include questionnaires and interviews. Findings Results indicate that the students still have a preference and are able to more easily recognize the inner circle (IC) Englishes but have a keen interest in being exposed to WE for less stressful, more interactive, communicative and comprehensible uses. Pedagogical implications and suggestions are also discussed. Research limitations/implications The data enable researchers to gain more insight into several of the social, political and cultural aspects or dimensions that are at play in the WE debate. As previous studies have indicated, an individual’s attitude toward WE is not just a simple matter of choosing which form of English to learn; it is one that has important ramifications in shaping a person’s worldview and cultural perspectives. Within the context of the WE paradigm, this study reveals the influence still held by IC countries yet provides strong evidence that an awareness of the reality of and interest in WE presently exists in Korea. Practical/implications This finding has important implications for English instructors, institutions and educational policy makers in the expanding circle where local varieties of English are emerging. Originality/value This paper is all originated from the current study’s research questions and interviews. Students were all attending a university at that time. This study carries an important value, as it reports how Korean university students feel/value WE in relation to IC Englishes and how they feel and shape their attitudes toward the theoretical justification of WE.
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Yajun, Jiang, and Chenggang Zhou. "World Englishes and contrastive rhetoric." English Today 22, no. 2 (April 2006): 11–22. http://dx.doi.org/10.1017/s0266078406002033.
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WE ARGUE here that a ‘paradigm gap’ has prevented recent research into world Englishes (WEs) and contrastive rhetoric (CR) from being mutually useful, and suggest particular areas in which insights from CR may benefit in particular the study of WEs. English in its standard ‘native’ form(s) is fast becoming the world’s lingua franca of science, commerce, the mass media, and entertainment. As a result, its non-native uses and users have become significant in at least the following eleven fields: applied linguistics, sociolinguistics, critical linguistics, contrastive rhetoric, second language acquisition, traditional English studies, lexicography, mass communication studies, cultural studies, pragmatics, and text linguistics (cf. Bolton, 2003a). We hope that the present study will contribute to the debate.
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Bolton, Kingsley. "Where WE stands: approaches, issues, and debate in world Englishes." World Englishes 24, no. 1 (February 2005): 69–83. http://dx.doi.org/10.1111/j.0883-2919.2005.00388.x.
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Brunner, Thomas, and Thomas Hoffmann. "The way-construction in World Englishes*." English World-Wide 41, no. 1 (February 24, 2020): 1–32. http://dx.doi.org/10.1075/eww.00038.bru.
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Abstract The way-construction (e.g. He sang his way into our hearts) is a highly idiomatic English Argument Structure construction. Apart from a brief discussion in Davies and Fuchs (2015: 13), however, no study has looked at the construction in World Englishes. Drawing on more than 14,000 tokens from the Corpus of Global Web-Based English (GloWbE), we present the first in-depth empirical analysis of the construction across various types of World Englishes. Our results provide support for Hoffmann’s (2014) claim of the correlation of Dynamic Model stage (Schneider 2003, 2007) and constructional productivity: the overall frequency of the construction as well as the productivity of the verbal, nominal, and prepositional slots of the construction correlate positively with a variety’s phase in the Dynamic Model. Moreover, it turns out that the less entrenched a variety is according to the Dynamic Model, the stronger is its tendency to select specific prototypical, or frequent, fillers in the constructional slots. Finally, we find no evidence for the reliteralisation hypothesis, i.e. that less advanced varieties exhibit a preference for concrete verbs or nouns.
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Morrow, Phillip R. "Perspectives: English in Japan: The World Englishes Perspective." JALT Journal 26, no. 1 (May 1, 2004): 79. http://dx.doi.org/10.37546/jaltjj26.1-4.
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This paper examines the role of English in Japan from the World Englishes (WE) perspective, concentrating on two issues: the implications of WE for English education, and the status of Japanese English (JE) as a variety of English. An overview of WE is followed by a discussion of its implications for English teaching in Japan. Important implications include the need to familiarize students with multiple varieties of English and to encourage them to regard all varieties, including their own, as valid. In this connection, the status of JE is discussed and research findings are cited to support recognizing JE as an independent variety of English. この論文では、“World Englishes“(WE)の観点から、二つの関連した問題を検証する。すなわち、(i)WEが日本の英語教育に対して果たす役割、および、(ii)英語の一形態としての “Japanese English “(JE) の位置づけである。 本論では、まず、WEの理論を概観した上で、WEが日本の英語教育において果たす役割を論じる。次に教育において英語のどの形態を用いるべきかということについて、学生に多様な形態に親しませること、および、自分たちの英語を含めて、様々な英語の形態が正当なものであることを学生に気づかせることが重要であることを論じる。これに関連してJEの位置づけを行い、JEは多様な形態をもつ英語の一つとして認めるという主張を裏付ける研究結果について論じる。
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Brown, Jeffrey. "Beyond the World Englishes Paradigm: Agency, Performativity and Malaysian English." English Today 33, no. 3 (November 28, 2016): 54–59. http://dx.doi.org/10.1017/s0266078416000596.
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As a global language, English is taken up and used in local contexts in ways that cannot be accounted for by limited World Englishes (WE) paradigm. This can be illustrated through an analysis of the performative agency of individuals’ language usage in specific contact contexts. After a brief overview of the WE paradigm, this article offers a consideration of the Malaysian linguistic context and Malaysian English from a ‘post-WE’ perspective. The conclusion is that, rather than think of the respective WE and post-WE approaches as opposed to one another, it is more useful to characterize them as distinctive theoretical prisms that illuminate divergent issues.
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Sewell, Andrew. "World Englishes, English as a Lingua Franca, and the case of Hong Kong English." English Today 25, no. 1 (March 2009): 37–43. http://dx.doi.org/10.1017/s0266078409000066.
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ABSTRACTPerspectives from both World Englishes (WE) and English as a Lingua Franca (ELF) can assist in the description of Hong Kong English phonology. Mario Saraceni's article (English Today 94) provides some useful insights into the current debates about English as a Lingua Franca (ELF). His discussion of the background to this debate identifies three viewpoints: a traditional ENL view with its adherence to native-speaker models; the WE (World Englishes) paradigm with its ‘pluralised and pluricentric view of English in the world’; and the emerging ELF position, with its rejection of native-speaker norms in favour of ‘endonormative realisations of lingua franca varieties’ (Alessa Cogo, English Today 95). However, Cogo believes that the second and third positions are not separate paradigms, and that ELF sits ‘comfortably within a WE framework’, as claimed by Jenkins (2007:17). In this article, I would like to show how the two positions can work together to inform pedagogy by exploring the possible options for English pronunciation models in Hong Kong.
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Fang, Fan (Gabriel). "World Englishes or English as a Lingua Franca: Where does English in China stand?" English Today 33, no. 1 (February 4, 2016): 19–24. http://dx.doi.org/10.1017/s0266078415000668.
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As the English language spreads and functions as an international language, scholars have been investigating some of the ideological issues behind the function and use of English in various contexts, and have pondered the future status of this global language. From early research of World Englishes (WE) the legitimacy of post-colonial Englishes, or ‘New Englishes’, as they have been termed, has emerged in scholars’ discussions (Platt, Weber & Ho, 1984; Kachru, 1985, 1992). Some have argued that the research on WE envisages the varieties of English in the outer circle contexts, such as the varieties of English spoken in Singapore, Nigeria, and India, and that people have used those varieties of English to exhibit their own identities (Kachru, 1992; Kachru & Nelson, 2006). Therefore, WE has created ‘new paradigms and perspectives for linguistic and pedagogical research and for understanding the linguistic creativity in multilingual situations across cultures’ (Kachru, 1985: 30).
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Gonzales, Wilkinson Daniel Wong, and Mie Hiramoto. "Two Englishes diverged in the Philippines?" Journal of Pidgin and Creole Languages 35, no. 1 (May 13, 2020): 125–59. http://dx.doi.org/10.1075/jpcl.00057.gon.
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Abstract Although World Englishes (WE) scholarship is concerned with the study of English varieties in different social contexts, there is a tendency to treat postcolonial ones as homogenous regional phenomena (e.g., Philippine English). Few researchers have discussed variation and social differentiation in detail with empirical evidence. Thus, in order to understand how layers of different varieties of WE operate within a specific group of speakers, this study takes an empirical intergroup approach from a substratist framework. This study explores distinctive features of a metropolitan Manila variety of Chinese English used in the Philippines, Manila Chinese English (MCE), an English contact variety used by Manila Chinese Filipinos. After comparing the frequencies of selected features observed in a 52,000-word MCE database with frequencies in Manila English and American English corpora, this study found that a distinct variety – MCE – most likely emerged in the 1960s due to the extensive contact between general Manila English and local tongues of Chinese Filipinos such as (Hybrid) Hokkien and Tagalog, which function as MCE’s substrate languages. This study takes into account MCE’s structure, sources, and genesis, and discusses MCE in relation to Philippine English as positioned in Schneider’s dynamic model, to demonstrate how intergroup variations coexist but take divergent paths within a WE variety.
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Chang, Yu-Jung. "Learning English today: what can World Englishes teach college students in Taiwan?" English Today 30, no. 1 (February 5, 2014): 21–27. http://dx.doi.org/10.1017/s0266078413000527.
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With the global spread of English, research in World Englishes (WE) has burgeoned in the past two decades. Its concepts have been taken up by researchers in Teaching English to Speakers of Other Languages (TESOL) to question ‘native-speakerism’ (Holliday, 2005, 2006) in English instruction. However, the implications of this theoretical discussion have so far yet to be realized in EFL classrooms, where teachers and learners alike still largely submit to native-speaker norms. This study therefore aims to examine how discussions of power, politics, and the spread of Englishes might influence students’ perceptions of English and their experiences of learning and using English. The analysis focuses on papers written by students enrolled in a semester-long WE course, and demonstrates the value of bringing WE into English curriculums to help students become critical learners and confident users of English today.
Dissertations / Theses on the topic "World Englishes (WE)"
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Arrieta, Marie. "Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3411.
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The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."
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Kaisanlahti, A. (Anniina). "Scottish independence in the media:“We live in an uncertain world. Our homeland and our interest overseas are subject to constant threats:history shows how quickly and unexpectedly crises can emerge.”." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705111797.
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Scotland voted for independence in September 18th 2014. The referendum got a lot of media attention, and many aspects of the possible independence were discussed in virtually every media in the United Kingdom and all over the world. The independence was supported by the so-called Yes campaign, mainly organized by the leading party in the Scottish Parliament, the Scottish National Party. The opposing side of the argument was the Better Together campaign, which had the support of the other major parties in Scotland, as well as many other individuals. The study examines different ways of media persuasion and influence by discussing what ways the media can affect political discussion and people’s opinions. In addition, such themes as Scotland’s history, online news, language and power and the power of the media are discussed in relevance to the study. The data used in the study are from the websites of two Scottish newspapers: the Scotsman (scotsman.com) and Herald Scotland (heralaldscotland.com). The 17 articles chosen for the study are from before the 2014 referendum took place. The main methods used in the study are presupposition (i.e. assuming something is true without further explanation), agenda setting (e.g. what is emphasized and what is left out) and message framing (how an issue is characterized in a text and how it us understood). Three major themes stood out in the data used: the first was the theme of national identity and historical references, the second was uncertainty and fear, and the final theme was the SNP leader Alex Salmond as the face of independence. It is shown in the study Scottish national identity and historical references were more often used by the Yes side, whereas fear and uncertainty were often referred to by the Better Together side. Finally, Alex Salmond was presented as the face of the entire independence movement by the unionist, and he was often presented in a negative light. The final part of the study contemplates some of the possibilities for why the people of Scotland voted No in 2014, which could be said to be the uncertainties about the possible independence, as well as the untrustworthiness of Alex Salmond as a political leader. On the other hand, the people who voted Yes could be said to be the people who were unhappy with the political decisions made by Westminster, and wanted Scotland to be able to make its own decisionsSkotlanti järjesti kansanäänestyksen itsenäisyydestään 18. syyskuuta vuonna 2014. Itsenäisyyden puolesta toimi Kyllä -kampanja, jota johti Skotlannin parlamentin johtava puolue, Skotlannin Kansallispuolue. Unionissa pysymistä kannatti Better Together (parempi yhdessä) -kampanja, joka sai tukea muilta Skotlannin pääpuolueilta sekä monilta muilta yksittäisiltä poliitikoilta esimerkiksi Englannissa. Äänestystä käsiteltiin laajasti kaikissa medioissa niin Yhdistyneessä Kuningakunnassa kuin muualla maailmassakin. Tutkielmassa käsitellään median vaikutuskeinoja poliittisessa keskustelussa. Sen tarkoituksena on osoittaa, mitä keinoja käyttäen esimerkiksi sanomalehdet voivat vaikuttaa ihmisten mielipiteisiin. Tämän lisäksi käsitellään lyhyesti Skotlannin historiaa, internet uutisia sekä kielen ja median vallankäyttöä. Tutkimusmateriaalina on käytetty kahden Skotlantilaisen sanomalehden nettisivuja, jotka ovat the Scotsman (scotsman.com) ja Herald Scotland (heraldscotland.com). Valitut 17 artikkelia ovat ajalta ennen vuoden 2014 äänestystä. Keskeisinä metodeina tutkielmassa on käytetty niin sanottua presuppositio tai ennakko-otaksuma -teoriaa, jonka mukaan jonkin asian sanotaan tai vihjataan olevan totta ilman enempää selvennystä. Toisena metodina on agenda setting -teoria, jossa esimerkiksi pohditaan, mitä tekstissä korostetaan ja mitä jätetään pois. Viimeisenä tutkielmassa on hyödynnetty viestin kehystämis eli message framing -teoriaa, jonka mukaan viestin esitystapa vaikuttaa siihen, miten yleisö sen ymmärtää. Tutkimusmateriaalista nousi esiin kolme pääteemaa, joita olivat kansallisidentiteetti ja historialliset viittaukset, epävarmuus ja pelko sekä Skotlannin kansallispuolueen johtaja Alex Salmond itsenäisyysaatteen kasvoina. Tutkimuksesta selviää, että nettiartikkeleissa kansallisidentiteettiä ja historiallisia viittauksia käyttivät hyödykseen eniten itsenäisyyden kannattajat, kun taas epävarmuuden ja pelon teemat esiintyivät voimakkaasti unionia puolustavissa teksteissä. Lisäksi unionia kannattavissa lausunnoissa Alex Salmond esitettiin usein koko itsenäisyysaatteen kasvoina, ja usein negatiivisessa valossa. Tutkielman lopuksi pohditaan syitä sille, miksi skotlantilaiset äänestivät itsenäisyydelle Ei vuonna 2014. Tulosten perusteella mahdollisen itsenäisyyden epävarmat seuraukset sekä Alex Salmondin epäluotettavuus poliittisena johtajana olivat suuressa roolissa äänestyksen lopputuloksessa. Toisaalta Kyllä -äänen puoltajia voidaan sano olleen ne ihmiset, jotka kokivat olevansa tyytymöttämiä Iso-Britannian hallituksen tekemiin päätöksiin ja halusivat Skotlannin täyden päätäntävallan sitä koskevissa asioissa
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D'Angelo, James Frank. "A broader concept of World Englishes for educational contexts: applying the "WE enterprise" to Japanese Higher Education Curricula." Thesis, 2016. http://hdl.handle.net/10394/17014.
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This study investigates the application of the world Englishes (WE) paradigm to English language teaching (ELT) in the higher education context of Japan, as well as the possible application of competing paradigms that also work within a pluricentric view of English: English as an International Language (EIL) and English as a Lingua Franca (ELF). The Chukyo University Department of World Englishes (DWE), within the College of World Englishes, serves as the primary site of inquiry. A main focus of the study is to explore the development of a broader concept of World Englishes for educational contexts.
A literature review of work in the three fields of WE, EIL, and ELF was conducted, as well as a literature review of leading work in the field of English language curriculum design. The literature reviews establish a baseline of what is currently known in these fields. To provide additional answers to the research questions for this study, three sets of qualitative data were obtained and analyzed: a survey of graduates of the DWE since 2006, a survey of teachers in the DWE, and a series of observations of actual classes within the DWE. A coding scheme was designed for each of the two survey instruments to facilitate their analysis, which was used to report on and analyze the survey data, as well as incorporating actual excerpts from the raw data, to better illustrate and support particular trends or commonalities expressed in the data. The classroom observations were written up in the form of ‘vignettes’ from which further analysis could be made and triangulated with the data from the two surveys.
These results were then interpreted to report the findings of the study, and a series of themes were identified that showed potential areas to focus on for curriculum enhancements. These include: the overcoming of shyness in Japanese students, the insufficiency of communicative language teaching (CLT) within a 4-skills curriculum, the applicability of content and language integrated learning (CLIL) in Japanese higher education, the need for more academic and business/professional education, the concept of world mindedness, the overall relevance of the WE/EIL/ELF paradigms, and the concept of ‘Educated English’ (Kachru 2003, Bamgbose 1982), as an objective for the Expanding Circle. The concept of Educated English in particular, has heretofore been underexplored in Expanding Circle WE research.
The study concludes that based on the needs of students in the DWE, and more widely in Japan and across other Expanding Circle contexts, a broader concept of WE is necessary to better inform ELT curricular and pedagogical practices. The goal of working towards educated Japanese English as an outcome is more realistic for higher proficiency, highly motivated students, and the study concludes that ELT pedagogy to realize this goal is better suited to creation of an honors track, and general track, in the DWE and other institutions. Ultimately, the thesis contributes new insights into creating a broader concept of WE, drawing on research from competing paradigms, and posits a more suitable model of English pedagogy for Expanding Circle users of English.
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"Teaching English as an International Language (TEIL) in the Military Context: Incorporating TEIL into the English Curriculum of the Korea Military Academy." Master's thesis, 2019. http://hdl.handle.net/2286/R.I.53554.
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abstract: This study investigates how the teaching English as an international language (TEIL) framework can be integrated into the English curriculum of the Korea Military Academy (KMA). Addressing the research gap on TEIL and military settings, this study first critically reviews issues around the varieties of English (i.e., world Englishes), the international functions of English, and the pedagogical implications of TEIL in today’s globalizing world. The study then examines current challenges and objectives of ELT and suggests practical strategies for incorporating TEIL into the English curriculum of the KMA.
The study suggests the following four strategies to apply TEIL into the English curriculum of the KMA: (a) introduce WE/EIL activities into the English Conversation course; (b) establish a WE/EIL course; (c) provide extracurricular WE/EIL activities; and (d) incorporate intercultural content into the Military English course. The study argues that implementing these suggestions would help cadets develop both their linguistic proficiency in English and intercultural communicative competence that are essential for them to become professional military communicators who can effectively communicate with interlocutors from diverse linguistic, cultural, and national backgrounds in international military contexts.
While the study contributes to the literature by bridging the gap between TEIL and military contexts, it demonstrates the following implications: (a) a meaningful case of applying TEIL into the military context in Korea; (b) the importance of both linguistic proficiency in English and intercultural competence for ELT in the KMA; and (c) the possibility of influencing the Korea Air Force and Naval Academy to reexamine their English curricula. The study concludes that the English curriculum of the KMA should be revised based on the recognition of the symbiotic relationship among linguistic proficiency in English, exposure to diverse varieties of English, and intercultural competence in order to produce cadets who can effectively communicate in English as a military lingua franca for the success of their designated military objectives in the future.Dissertation/Thesis
Masters Thesis English 2019
Books on the topic "World Englishes (WE)"
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Milne, A. A. The world of Christopher Robin: Containing When we were very young and Now we are six. London: Dean in association with Methuen Children's Books, 1991.
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The way we word: Musing on the meaning of everyday English. Saskatoon: Fifth House, 1993.
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Word Origins... and How We Know Them: Etymology for Everyone. Oxford: Oxford University Press, 2005.
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1894-1979, Muir Percy H., ed. The company we kept. New Castle, Del: Oak Knoll Press, 1995.
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Nicholas, Thomas. The world we live in: An introduction to environmental studies for ESL students. [Bellingham, Wash.]: Thomas Nicholas and William Pech, 1990.
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Dictionary of word origins: A history of the words, expressions, and clichés we use. Secaucus, NJ: Carol Pub. Group, 1995.
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Unpleasant words: A collection of those parts of the English language that we would prefer to forget. Bath: Crombie Jardine, 2009.
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We hold on to the word of lizard: A small anthology of Zimbabwean Ndebele writing. Středokluky [Czech Republic]: Zdeněk Susa, 2004.
Find full textBook chapters on the topic "World Englishes (WE)"
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Brown, Adam. "We Joined the Navy to See the World." In Activities and Exercises for Teaching English Pronunciation, 116–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-28.
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Cheng, Liying, Gwan-Hyeok Im, and Rubaiyat Jabeen. "Whose English(es) Are We Assessing and by Whom?" In Challenges in Language Testing Around the World, 169–79. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4232-3_12.
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Simon, Beth Lee. "Introducing the Midland: What is it, where is it, how do we know?" In Varieties of English Around the World, ix—xii. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/veaw.g36.01sim.
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Decke-Cornill, Helene. "‘We Would Have to Invent the Language we are Supposed to Teach’: The Issue of English as Lingua Franca in Language Education in Germany." In Context and Culture in Language Teaching and Learning, edited by Michael Byram and Peter Grundy, 59–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596728-007.
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Calorio, Giacomo. "“What is contemporary Japanese Cinema?”. Questioning the answers, answering with questions." In Studi e saggi, 11–27. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-260-7.01.
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The English title of a recent book by renowned film scholar Yomota Inuhiko reads: “What is Japanese Cinema?”. In the preface to the English edition Yomota states that the direction we might take, should we try to provide an answer to the question, changes according to which word, “Japanese” or “Cinema” we choose to emphasize. When his survey reaches the recent past, the Japanese scholar describes the 2000s as “an era of chaos”. Starting from these questions and affirmations, and combining them with others made by scholars such as David Bordwell, Mitsuyo Wada-Marciano, Andrew Dorman and Mori Naoyuki, the following article attempts to explore a more specific doubt: “What is contemporary Japanese cinema”? In so doing, however, other questions arise, as we need to define when contemporaneity starts and what makes it different both from previous eras, and from the contemporaneity of other national cinemas. The further we probe, the more complex our definition becomes.
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Spinde, Timo, Felix Hamborg, and Bela Gipp. "Media Bias in German News Articles: A Combined Approach." In ECML PKDD 2020 Workshops, 581–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65965-3_41.
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AbstractSlanted news coverage, also called media bias, can heavily influence how news consumers interpret and react to the news. Models to identify and describe biases have been proposed across various scientific fields, focusing mostly on English media. In this paper, we propose a method for analyzing media bias in German media. We test different natural language processing techniques and combinations thereof. Specifically, we combine an IDF-based component, a specially created bias lexicon, and a linguistic lexicon. We also flexibly extend our lexica by the usage of word embeddings. We evaluate the system and methods in a survey (N = 46), comparing the bias words our system detected to human annotations. So far, the best component combination results in an F$$_{1}$$ 1 score of 0.31 of words that were identified as biased by our system and our study participants. The low performance shows that the analysis of media bias is still a difficult task, but using fewer resources, we achieved the same performance on the same task than recent research on English. We summarize the next steps in improving the resources and the overall results.
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Wood, Roy C. "Roads not adopted: tourism research in neo-liberal(?) times." In Tourism in development: reflective essays, 198–208. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789242812.0017.
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Abstract This chapter explores conceptions of neo-liberalism in the context of the development of tourism research. Although its intellectual origins are somewhat earlier, neo-liberalism as an economic philosophy is mostly seen as growing in global dominance from the late 1970s and early 1980s. However, the starting point for this discussion is the extensive and ongoing debate about neo-liberalism's general influence on higher education in particular. This is justified in terms of the corresponding growth of tourism in higher education since the 1970s. Putting it another way, in the English-speaking world (and, some would argue, beyond), the apparent growth of neo-liberalism in higher education is coincidental with the rise of tourism as a subject in that milieu. Accordingly, we might not unreasonably expect the development of tourism as a relatively new area of enquiry to more strongly reflect the supposed tropes of the neo-liberal project than is the case with more established subjects. Following from this, the chapter seeks to explore the extent to which the neo-liberal project has influenced tourism research, finally reflecting on the implications of such an analysis.
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Meer, Philipp, and Dagmar Deuber. "Standard English in Trinidad: Multinormativity, Translocality, and Implications for the Dynamic Model and the EIF Model." In Modelling World Englishes, 274–97. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474445863.003.0013.
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This article applies the Dynamic Model and the Extra- and Intra-territorial Forces (EIF) Model to Standard English in Trinidad based on the findings of a large-scale attitude study. The results suggest that, in the educational domain in Trinidad, a multidimensional norm orientation with coexisting standards that incorporates exo- and endonormative tendencies is prevalent. The Dynamic Model is not fully able to explain the findings, but the EIF Model can account for this norm complexity. However, the assumption underlying both models that postcolonial Englishes prototypically achieve (full) endonormativity unless their development is stalled at an earlier stage or even reversed is unlikely to fully capture the norm developmental processes in Trinidad and other complex postcolonial speech communities. We therefore propose an extension of the EIF Model that, depending on the constellation, directionality, and continuity of different sets of forces, allows for multinormative stabilization as an alternative development. We also introduce translocality as an alternative theoretical framework for the conceptualization of forces and argue for a more comprehensive understanding of intra-varietal heterogeneity. An extended and modified version of the EIF Model that takes these further complexities into account can help explain the norm developments in highly complex postcolonial speech communities.
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Rahal, Aicha. "English or Englishes?" In Advances in Linguistics and Communication Studies, 83–102. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6992-3.ch004.
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The discipline of World Englishes has been one of the most thriving branches of English linguistics. This branch has become the focal focus of considerable debate. The chapter mainly aims to show the multilingual reality of English. It is an attempt to answer the question “Do we have English or Englishes?” The chapter tries to study the recent situation of English as a lingua franca. It first gives an overview of the spread of English and the emergence of new Englishes. Then, it presents the principals of traditional applied linguistics and second language acquisition. It also discusses the concepts of World Englishes, multilingualism, and pluralism. After that, the chapter presents the World Englishes debate to show the gap between monocentrists and pluralists. Finally, the study sheds light on the fact that Englishes reflect the multilingual reality of English.
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Murata, Kumiko. "Teaching WE and ELF in EMI from an ELF Perspective." In Bloomsbury World Englishes Volume 3: Pedagogies. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350065918.0020.
Full textConference papers on the topic "World Englishes (WE)"
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Chernova, D. A., S. V. Alexeeva, and N. A. Slioussar. "WHAT DO WE LEARN FROM MISTAKES: PROCESSING DIFFICULTIES WITH FREQUENTLY MISSPELLED WORDS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-147-159.
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Even if we know how to spell, we often see words misspelled by other people — especially nowadays when we constantly read unedited texts on social media and in personal messages. In this paper, we present two experiments showing that the incidence of orthographic errors reduces the quality of lexical representations in the mental lexicon—even if one knows how to spell a word, repeated exposure to incorrect spellings blurs its orthographical representation and weakens the connection between form and meaning. As a result, it is more difficult to judge whether the word is spelled correctly, and — more surprisingly — it takes more time to read the word even when there are no errors. We show that when all other factors are balanced the effect of misspellings is more pronounced for the words with lower frequency. We compare our results with the only previous study addressing the problem of misspellings’ influence on the processing of correctly spelled words — it was conducted on the English data. It may be interesting to explore this issue in a cross-linguistic perspective. In this study, we turn to Russian, which differs from English by a more transparent orthography. Much larger corpora of unedited texts are available for English than for Russian, but, using a different way to estimate the incidence of misspellings, we obtained similar results and could also make some novel generalizations. In Experiment 1 we selected 44 words that are frequently misspelled and presented in two conditions (with or without spelling errors) and were distributed across two experimental lists. For every word, participants were asked to determine whether it is spelled correctly or not. The frequency of the word and the relative frequency of its misspelled occurrences significantly influenced the number of incorrect responses: not only it takes longer to read frequently misspelled words, it is also more difficult to decide whether they are spelled correctly. In Experiment 2 we selected 30 words from the materials of Experiment 1 and for every selected word, we found a pair that is matched for length and frequency, but is rarely misspelled due to its orthographic transparency. We used a lexical decision task, presenting these 60 words in the correct spelling, as well as 60 nonwords. We used LMMs for statistics. Firstly, the word type factor was significant: it takes more time to recognize a frequently misspelled word, which replicates the results obtained for English. Secondly, the interaction between the word type factor and the frequency factor was significant: the effect of misspellings was more pronounced for the words of lower frequency. We can conclude that high frequency words have more robust representations that resist blurring more efficiently than low frequency ones. Finally, we conducted a separate analysis showing that the number of incorrect responses in Experiment 1 correlates with RTs in Experiment 2. Thus, whether we consciously try to find an error or simply read words orthographic representations blurred due to exposure to frequent misspellings make the task more difficult.
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Procopio, Luigi, Edoardo Barba, Federico Martelli, and Roberto Navigli. "MultiMirror: Neural Cross-lingual Word Alignment for Multilingual Word Sense Disambiguation." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/539.
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Word Sense Disambiguation (WSD), i.e., the task of assigning senses to words in context, has seen a surge of interest with the advent of neural models and a considerable increase in performance up to 80% F1 in English. However, when considering other languages, the availability of training data is limited, which hampers scaling WSD to many languages. To address this issue, we put forward MultiMirror, a sense projection approach for multilingual WSD based on a novel neural discriminative model for word alignment: given as input a pair of parallel sentences, our model -- trained with a low number of instances -- is capable of jointly aligning, at the same time, all source and target tokens with each other, surpassing its competitors across several language combinations. We demonstrate that projecting senses from English by leveraging the alignments produced by our model leads a simple mBERT-powered classifier to achieve a new state of the art on established WSD datasets in French, German, Italian, Spanish and Japanese. We release our software and all our datasets at https://github.com/SapienzaNLP/multimirror.
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Traifeh, Hanadi, Raad Bin Tareaf, and Christoph Meinel. "E- Learning Experiences from the Arab World." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.791.
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Although most Arab countries offer free public education, the majority of their educational systems do not prepare students for the labour market or equip them with the skills needed to compete in today’s global society. Teaching methods and techniques do not encourage critical and analytical thinking, and are still teacher-centred instead of being designed with intentional focus on students and learners. E-learning technologies have the potential to address most of these challenges. For example, digital technologies can make education more efficient, scalable and accessible. And with the wide spread of the internet in the region, an increased adoption of e-learning has been witnessed among Arab students and life-long learners. To assess the current state of the e-learning sphere in the Arab world, we conducted a survey to learn more about the digital learning experiences of Arab students. In this paper, we report our findings. Most of the 200 participants who responded to our survey hold a bachelor degree and higher, and claimed to spend more than 4 hours online. However, only 19.5% of all participants have enrolled in an Arabic e-learning program or MOOC, and 70% still prefer to take their courses in English. We also assess the different factors Arab learners take into consideration when joining an online course, and also explore the reasons that lead 80% of participants not to join any online courses. Our observations show that adoption of digital learning in the Arab world is very low but has significant potential for growth. The paper concludes with recommendations on how to spread digital learning in the region.
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Krylov, Alexey. "EUPHEMIA AS A LANGUAGE PHENOMENON: WORD-FORMATIVE ASPECT." In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.18.
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We present a mixed classification of German euphemisms based on the analysis and synthesis of previous classifications based on the material of English, German and Russian languages and abstraction and unification of the revealed linguistic facts. The presented classification distinguishes between lexical-semantic (with 8 types), morphological (with 4 types) and complex (2 types) methods of euphemisms formation.
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Barba, Edoardo, Luigi Procopio, Niccolò Campolungo, Tommaso Pasini, and Roberto Navigli. "MuLaN: Multilingual Label propagatioN for Word Sense Disambiguation." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/531.
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The knowledge acquisition bottleneck strongly affects the creation of multilingual sense-annotated data, hence limiting the power of supervised systems when applied to multilingual Word Sense Disambiguation. In this paper, we propose a semi-supervised approach based upon a novel label propagation scheme, which, by jointly leveraging contextualized word embeddings and the multilingual information enclosed in a knowledge base, projects sense labels from a high-resource language, i.e., English, to lower-resourced ones. Backed by several experiments, we provide empirical evidence that our automatically created datasets are of a higher quality than those generated by other competitors and lead a supervised model to achieve state-of-the-art performances in all multilingual Word Sense Disambiguation tasks. We make our datasets available for research purposes at https://github.com/SapienzaNLP/mulan.
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Pasini, Tommaso. "The Knowledge Acquisition Bottleneck Problem in Multilingual Word Sense Disambiguation." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/687.
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Word Sense Disambiguation (WSD) is the task of identifying the meaning of a word in a given context. It lies at the base of Natural Language Processing as it provides semantic information for words. In the last decade, great strides have been made in this field and much effort has been devoted to mitigate the knowledge acquisition bottleneck problem, i.e., the problem of semantically annotating texts at a large scale and in different languages. This issue is ubiquitous in WSD as it hinders the creation of both multilingual knowledge bases and manually-curated training sets. In this work, we first introduce the reader to the task of WSD through a short historical digression and then take the stock of the advancements to alleviate the knowledge acquisition bottleneck problem. In that, we survey the literature on manual, semi-automatic and automatic approaches to create English and multilingual corpora tagged with sense annotations and present a clear overview over supervised models for WSD. Finally, we provide our view over the future directions that we foresee for the field.
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Meng, Fandong, Zhaopeng Tu, Yong Cheng, Haiyang Wu, Junjie Zhai, Yuekui Yang, and Di Wang. "Neural Machine Translation with Key-Value Memory-Augmented Attention." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/357.
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Although attention-based Neural Machine Translation (NMT) has achieved remarkable progress in recent years, it still suffers from issues of repeating and dropping translations. To alleviate these issues, we propose a novel key-value memory-augmented attention model for NMT, called KVMEMATT. Specifically, we maintain a timely updated keymemory to keep track of attention history and a fixed value-memory to store the representation of source sentence throughout the whole translation process. Via nontrivial transformations and iterative interactions between the two memories, the decoder focuses on more appropriate source word(s) for predicting the next target word at each decoding step, therefore can improve the adequacy of translations. Experimental results on Chinese)English and WMT17 German,English translation tasks demonstrate the superiority of the proposed model.
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Anastasyev, D. G. "EXPLORING PRETRAINED MODELS FOR JOINT MORPHO-SYNTACTIC PARSING OF RUSSIAN." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1-12.
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In this paper, we build a joint morpho-syntactic parser for Russian. We describe a method to train a joint model which is significantly faster and as accurate as a traditional pipeline of models. We explore various ways to encode the word-level information and how they can affect the parser’s performance. To this end, we utilize learned from scratch character-level word embeddings and grammeme embeddings that have shown state-of-theart results for similar tasks for Russian in the past. We compare them with the pretrained contextualized word embeddings, such as ELMo and BERT, known to lead to the breakthrough in miscellaneous tasks in English. As a result, we prove that their usage can significantly improve parsing quality.
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Alharbi, Manal. "Masked priming in picture naming and lexical selection." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0004/000419.
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Our study focused on the co-activation of lexical nodes in bilinguals’ speech production. We investigated whether the co-activated lexical forms compete for selection or not and whether language proficiency level would modulate the coactivation level in bilinguals. We tested the performance of Arabic-English bilinguals using the masked priming paradigm in a picture naming task. We found that the coactivated lexical forms do not compete for selection and that proficiency level does not affect the process of lexical selection.
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Zhang, Wen, Yang Feng, and Qun Liu. "Bridging the Gap between Training and Inference for Neural Machine Translation (Extended Abstract)." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/667.
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Neural Machine Translation (NMT) generates target words sequentially in the way of predicting the next word conditioned on the context words. At training time, it predicts with the ground truth words as context while at inference it has to generate the entire sequence from scratch. This discrepancy of the fed context leads to error accumulation among the translation. Furthermore, word-level training requires strict matching between the generated sequence and the ground truth sequence which leads to overcorrection over different but reasonable translations. In this paper, we address these issues by sampling context words not only from the ground truth sequence but also from the predicted sequence during training. Experimental results on NIST Chinese->English and WMT2014 English->German translation tasks demonstrate that our method can achieve significant improvements on multiple data sets compared to strong baselines.
Reports on the topic "World Englishes (WE)"
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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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Avellán, Leopoldo, Claudia Calderón, Giulia Lotti, and Z’leste Wanner. Knowledge for Development: the IDB's Impact in the Region. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003387.
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By analyzing a novel dataset on publications by the Inter-American Development Bank (IDB), we shed light on the extent to which the knowledge production of a multilateral development bank can reach its beneficiaries. We find that IDB publications are downloaded mostly in the American continent, with Colombia, Peru, Mexico and the United States leading the ranking. Moreover, during the COVID-19 pandemic downloads of IDB publications increased, both in the world and in Latin America and the Caribbean. Some characteristics of publications are significantly associated with higher numbers of downloads, such as the language of publications: documents in at least two languages or in Spanish only are downloaded more often than documents in English only, suggesting that it is important to disseminate research in the language of the targeted audience. As for the online discussion on the IDB, we find that mentions of the IDB touch different sectors important for development (especially modernization of the state, health, labor markets and financial markets), they increase when a document is published, and also when a loan is approved.
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Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.
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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.