Panglish

Author(s):  
Jonathon Keats

“I am of this opinion that our own tung should be written cleane and pure, unmixt and unmangeled with borowing of other tunges,” wrote Sir John Cheke in 1561, defending English against the deluge of language imported from French and Italian. The first professor of Greek at Cambridge University, Cheke did not object to foreign phrasing out of ignorance, but rather argued from principles so fastidious that his translation of the Gospel According to Matthew substituted the word crossed for crucified and gainrising for resurrection. Proud of his heritage, unbowed by European cultivation, Cheke refused to be indebted to other cultures in his expression, “wherein if we take not heed by tiim, ever borowing and never paying,” he warned, “[our tung] shall be fain to keep her house as bankrupt.” Nearly half a millennium has passed, and Cheke’s disquiet seems ridiculous, not only because English has been incalculably enriched by mortgaged non-Germanic words such as democracy and education and science, but also because our own tongue has so flourished as to be seen on the European continent and around the world as the sort of cultural threat that Classical and Romance languages were to Cheke’s countrymen. The predominance of English is staggering. An estimated 1.5 billion people speak it, a number that the British Council predicts will increase by half a billion by the year 2016. Moreover fewer than a quarter of these people speak English as a first language; there are nearly twice as many nonnative speakers in India and China as native speakers on the planet. As might be expected given these statistics, few of the world’s 1.5 billion English speakers are fluent. Most get by with a vocabulary of a couple thousand words, as compared to the eighty thousand familiar to the average American or Briton. Pronunciations are often simplified, especially in the case of tricky consonant clusters. (For example, cluster becomes clusser.) Rules of grammar are frequently streamlined, irregularities dropped.

2019 ◽  
Vol 6 (2) ◽  
pp. 334-341
Author(s):  
Yunisrina Qismullah Yusuf

Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.


2008 ◽  
Vol 31 (3) ◽  
pp. 28.1-28.16 ◽  
Author(s):  
Michael Clyne ◽  
Farzad Sharifian

In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.


Author(s):  
Aslı Altan ◽  
Erika Hoff

Children in bilingual communities are frequently exposed to speech from nonnative speakers, but little research has described how that input might differ from the input of native speakers. There is evidence that input from nonnative speakers might be less useful to language learning children, but little research has asked why. This chapter analyzes the frequency of complex structures in the child-directed speech of 30 native English speakers and 36 nonnative speakers who were late learners of English, all speaking English to their two-and-a-half-year-old children. All instances of nine categories of complex structures were coded in transcripts of mother-child interaction. The frequency of all but one category was greater in the speech of native speakers. These findings suggest that input provided by native speakers provides more frequent models of complex structures than nonnative input.


2019 ◽  
Vol 63 (1) ◽  
pp. 166-183
Author(s):  
Ksenia Gnevsheva ◽  
Daniel Bürkle

Current research shows that listeners are generally accurate at estimating speakers’ age from their speech. This study investigates the effect of speaker first language and the role played by such speaker characteristics as fundamental frequency and speech rate. In this study English and Japanese first language speakers listened to English- and Japanese-accented English speech and estimated the speaker’s age. We find the highest correlation between real and estimated speaker age for English listeners listening to English speakers, followed by Japanese listeners listening to both English and Japanese speakers, with English listeners listening to Japanese speakers coming last. We find that Japanese speakers are estimated to be younger than the English speakers by English listeners, and that both groups of listeners estimate male speakers and speakers with a lower mean fundamental frequency to be older. These results suggest that listeners rely on sociolinguistic information in their speaker age estimations and language familiarity plays a role in their success.


2011 ◽  
Vol 33 (3) ◽  
pp. 571-603 ◽  
Author(s):  
CLAUDIA FELSER ◽  
IAN CUNNINGS

ABSTRACTWe report the results from two eye-movement monitoring experiments examining the processing of reflexive pronouns by proficient German-speaking learners of second language (L2) English. Our results show that the nonnative speakers initially tried to link English argument reflexives to a discourse-prominent but structurally inaccessible antecedent, thereby violating binding condition A. Our native speaker controls, in contrast, showed evidence of applying condition A immediately during processing. Together, our findings show that L2 learners’ initial focusing on a structurally inaccessible antecedent cannot be due to first language influence and is also independent of whether the inaccessible antecedent c-commands the reflexive. This suggests that unlike native speakers, nonnative speakers of English initially attempt to interpret reflexives through discourse-based coreference assignment rather than syntactic binding.


2002 ◽  
Vol 24 (4) ◽  
pp. 617-637 ◽  
Author(s):  
Nan Jiang

The mapping of lexical form to meaning is an important part of vocabulary acquisition in a second language (L2). This study examines the proposition that L2 lexical forms are often mapped to the existing semantic content of their first language (L1) translations rather than to new semantic specifications of their own. Native and nonnative English speakers were asked to perform two semantic judgment tasks in which they had to determine the degree of semantic relatedness of English word pairs (experiment 1) or to decide whether two English words were related in meaning (experiment 2). The nonnative speakers, but not the native speakers, were found to provide higher rating scores on or responded faster to L2 word pairs sharing the same L1 translations than to L2 word pairs that do not. The finding is interpreted as strong evidence in support of the presence of L1 semantic content in L2 lexical entries.


2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.


2008 ◽  
Vol 31 (3) ◽  
pp. 28.1-28.16 ◽  
Author(s):  
Michael Clyne ◽  
Farzad Sharifian

In recent years, there has been a rapid evolution in the demographics of English speaking communities and individuals around the world, with an unprecedented growth in the number of users and learners of English. In the majority of cases, these learners and users are those who would traditionally have been classified as “non-native” speakers. This trend towards non-native speakers far outweighing native speakers in number is projected to pick up speed. The evolving nature of English in this context of its globalisation has called for a reassessment of a number of key dimensions in applied linguistic studies of English. Scholarly debates have surfaced about various political issues including the validity of the old distinction between “native” and “nonnative” speakers, what form English should – or is likely to – take as a language of international/intercultural communication (or lingua franca), and which groups are empowered and which ones disadvantaged by the accelerating prominence of English. Collectively, the essays in this issue of the journal engage with these issues in order to take the debate up to the next level. This article is a position paper which offers to open up the forum and to expand on some of some of these fundamental questions.


2019 ◽  
Vol 5 (1) ◽  
pp. 139-164 ◽  
Author(s):  
Bruce L. Smith ◽  
Eric Johnson ◽  
Rachel Hayes-Harb

Abstract Nonnative (L2) English learners are often assumed to exhibit greater speech production variability than native (L1) speakers; however, support for this assumption is primarily limited to secondary observations rather than having been the specific focus of empirical investigations. The present study examined intra-speaker variability associated with L2 English learners’ tense and lax vowel productions to determine whether they showed comparable or greater intra-speaker variability than native English speakers. First and second formants of three tense/lax vowel pairs were measured, and Coefficient of Variation was calculated for 10 native speakers of American English and 30 nonnative speakers. The L2 speakers’ vowel formants were found to be native-like approximately half of the time. Whether their formants were native-like or not, however, they seldom showed greater intra-speaker variability than the L1 speakers.


English Today ◽  
2003 ◽  
Vol 19 (3) ◽  
pp. 19-25 ◽  
Author(s):  
Raja Ram Mehrotra

English has been established in India for well over two centuries, and is now both its major lingua franca and ‘window on the world’. Some Indianisms are however little known beyond South Asia and are liable to be regarded by native speakers of English as ‘deviant’ in various ways. Here, a project is described in which a set of distinctive and representative Indian English expressions was shown to a group of native English speakers who were asked to comment on them. The list includes both distinctive words (such as face-cut, freeship, and weightage) and distinctive senses of universally used words (such as chaste, see, and tempo). The responses are discussed and a summarizing conclusion presented.


Sign in / Sign up

Export Citation Format

Share Document