Resettling In The English Language

2021 ◽  
pp. 81-110
Author(s):  
Carmen Bugan
Keyword(s):  
English Language ◽  
Native Language ◽  
Perception Of Self

When the native language becomes unstable, and writers are forced to abandon it, or when experience simply destroys the transaction of meaning or truth between a writer and her language, the notion of the ‘place of writing’ itself becomes destabilized and abstracted. This chapter probes the poet’s relationship with an adopted language, and offers a glimpse into the experience of writing in-between languages, hovering at the borders between them. As one re-settles in a new language, the native and the adopted languages play more complex and nuanced parts in the perception of self and of freedom, as the poet no longer defines one language in terms of another, one experience in terms of another, but seeks a language that brings feelings and experiences from both in a continuously evolving lyric.

The Impact of Anglicizing Former German-Language Psychology Journals on Authorship and Citation Frequencies

2012 ◽  
Vol 17 (3) ◽  
pp. 190-198 ◽  
Author(s):  
Günter Krampen ◽  
Thomas Huckert ◽  
Gabriel Schui
Keyword(s):  
Side Effects ◽  
English Language ◽  
General Trend ◽  
Native Language ◽  
Impact Factors ◽  
German Language ◽  
Journal Articles ◽  
Number Of Citations ◽  
The Impact ◽  
Number Of Authors

Exemplary for other than English-language psychology journals, the impact of recent Anglicization of five former German-language psychology journals on (1) authorship (nationality, i.e., native language, and number of authors, i.e., single or multiple authorships), (2) formal characteristics of the journal (number of articles per volume and length of articles), and (3) number of citations of the articles in other journal articles, the language of the citing publications, and the impact factors (IF) is analyzed. Scientometric data on these variables are gathered for all articles published in the four years before anglicizing and in the four years after anglicizing the same journal. Results reveal rather quick changes: Citations per year since original articles’ publication increase significantly, and the IF of the journals go up markedly. Frequencies of citing in German-language journals decrease, citing in English-language journals increase significantly after the Anglicization of former German-language psychology journals, and there is a general trend of increasing citations in other languages as well. Side effects of anglicizing former German-language psychology journals include the publication of shorter papers, their availability to a more international authorship, and a slight, but significant increase in multiple authorships.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

Analyzing the Effectiveness of Caliber Intelligence Quotient Test (CIQT) In Evaluating Intelligence Quotient in English Medium & Vernacular Medium Schools in Gujarat & Maharashtra

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Dr. Jignesh Prashnani ◽  
Dr. Karan Deshmukh
Keyword(s):  
Intelligence Quotient ◽  
English Language ◽  
Native Language ◽  
Medium Of Instruction

There are mainly two types of schools in India. The first one is vernacular medium schools where the students are provided education in their native language and the second one is English medium schools where the medium of instruction is English. There are various differences in between these two types of schools. In vernacular medium schools, the main focus is on the native language of the students and their culture but in English medium schools, the focus is on the English language to make them employable in future. This paper aims to analyze the methodology used by the newly lauched Caliber Intelligence Quotient Test (CIQT) in evaluating Intelligence Quotient in English Medium & Vernacular Medium Schools in Gujarat & Maharashtrawith examples.

German-English Interference in the Field of Vocalism (Based on the Speech of Germans who Study English as a Foreign Language)

2021 ◽  
pp. 128-143
Author(s):  
Anna Abryutina ◽  
Anna Ponomareva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
Comparative Methods ◽  
Instrumental Method ◽  
Qualitative And Quantitative ◽  
Theoretical Significance

The growing popularity of contrastive phonology as a branch of linguis-tics is seen now, in particular, due to the spread of bilingualism and multilin-gualism. Globalization involves the ability to speak several languages, in the study of which the phonetic level is primarily considered. The purpose of this work is to examine and describe the most likely consequences arising from in-terference in the articulation of vowel sounds in the English-language speech of Germans who study English as a foreign language. The article deals with monophthongs, diphthongs, and triphthongs, dis-cusses possible variations in the articulation of sounds, as well as the processes of reduction, elision, and substitution. Descriptive and comparative methods are the leading ones in the work, however, the instrumental method is also used to determine deviations from the norm and the nature of changes in articulation. The paper identifies a number of trends in the articulation of English sounds by Germans and reveals the reasons of the main difficulties which stu-dents face while studying phonetic norms of RP and speaking German as their native language, i.e. the qualitative and quantitative mismatch of allophones. The achievement of this goal testifies to the theoretical significance of this work, namely, the possibility of further detailed research in the field of sociophonetics and phonostylistics.

scholarly journals NATIVE LANGUAGE IDENTIFICATION FOR RUSSIAN USING ERRORS TYPES

2020 ◽  
Author(s):  
N. V. Remnev ◽  
Keyword(s):  
Research Group ◽  
English Language ◽  
Native Language ◽  
Language Identification ◽  
Data Driven ◽  
Shared Task ◽  
Identification Task ◽  
Learner Corpus ◽  
Russian Speakers ◽  
Russian Research

The task of recognizing the author’s native (Native Language Identification—NLI) language based on a texts, written in a language that is non-native to the author—is the task of automatically recognizing native language (L1). The NLI task was studied in detail for the English language, and two shared tasks were conducted in 2013 and 2017, where TOEFL English essays and essay samples were used as data. There is also a small number of works where the NLI problem was solved for other languages. The NLI problem was investigated for Russian by Ladygina (2017) and Remnev (2019). This paper discusses the use of well-established approaches in the NLI Shared Task 2013 and 2017 competitions to solve the problem of recognizing the author’s native language, as well as to recognize the type of speaker—learners of Russian or Heritage Russian speakers. Native language identification task is also solved based on the types of errors specific to different languages. This study is data-driven and is possible thanks to the Russian Learner Corpus developed by the Higher School of Economics (HSE) Learner Russian Research Group on the basis of which experiments are being conducted.

scholarly journals Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

2021 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
World Englishes ◽  
English Language Teaching ◽  
Complex World ◽  
Special Issue ◽  
Expanding Circle ◽  
Long Time ◽  
Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

2019 ◽  
pp. 109-126
Author(s):  
Laila Aghai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Qualitative Research Study ◽  
Proficiency Levels ◽  
L1 And L2 ◽  
The U.S

This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.

What the Hell, English?

2021 ◽  
pp. 2-38
Author(s):  
Arika Okrent ◽  
Sean O’Neill
Keyword(s):  
Language Development ◽  
Word Order ◽  
English Language ◽  
Native Language ◽  
History Of ◽  
Dutch Language ◽  
Orderly System ◽  
The Way

This chapter provides an overview of the oddities of the English language. It begins by looking at the poem of Dutch writer Gerard Nolst Trenité and how he spent his career nitpicking defense of his own native language. Nolst Trenité saw that the Dutch language had its own inconsistencies. His complaints about the way his fellow citizens butchered the Dutch language were different from his complaints about English, but they came from the same expectation that language should be a logical, orderly system. The patterns are often overshadowed by what looks like randomness, and there are irregularities everywhere, not just in the spelling system. At every level of language, from spelling to vocabulary to grammar to word order to meaning there are violations of harmony and order. This book is thus a collection of answers to questions about English. It also presents a history of English that explores the tension between logic and habit in language development.

scholarly journals Usporedba brzine govora u materinskome hrvatskome (L1) i stranome engleskome (L2) jeziku

Fluminensia ◽  
2018 ◽  
Vol 30 (1) ◽  
pp. 77-96
Author(s):  
Mirjana Matea Kovač
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
English Language ◽  
Native Language ◽  
Speech Rate ◽  
Attentional Resources ◽  
Chronological Sequence ◽  
Language Condition ◽  
L1 And L2 ◽  
Production Mechanisms

This paper aims at investigating the differences regarding speech rate between the Croatian (L1) and the English language (L2). The selected tasks include descriptions of dynamic entities which require careful planning and a chronological sequence of speech acts in real time, as well as the description of static spatial arrangements and their relations. The speech tasks were first performed in the native language, followed by the performance of the same tasks in the foreign language. A significantly faster speech rate was hypothesized in the foreign language condition for each investigated speech task due to the unautomated nature of L2 speech production mechanisms. The obtained results point to the conclusion that the speech rate is significantly slower in L2 in narrative tasks due to the conceptual complexity of the task. However, no significant differences in the speech rate were found between the two languages in the case of highly structured tasks with shorter duration, or in the case of repeated tasks. Due to the fact that the tasks have already been performed in the native language, the processing demands on the level of conceptualization decrease, freeing up the attentional resources, which, in turn, assist the formulation and articulation stage by reducing the processing pressure. Also, the fact that no significant differences were found might be explained by the existence of strong associative links between L1 and L2, as well as by the occurrence of highly frequent words which can be easily retrieved from the mental lexicon, especially if they have previously been activated in the native language. Introduction of new topics, on the other hand, implies higher cognitive demands in the conceptualization stage, resulting in a slower speech rate in both languages.

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