Second Language Acquisition, world Englishes, and English as a Lingua Franca (ELF)

2018 ◽  
Vol 37 (1) ◽  
pp. 106-119 ◽  
Author(s):  
Anna Mauranen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
World Englishes ◽  
Lingua Franca

English or Englishes?

2022 ◽  
pp. 1560-1574
Author(s):  
Aicha Rahal
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
World Englishes ◽  
Lingua Franca ◽  
The World ◽  
Considerable Debate

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.

English or Englishes?

2019 ◽  
pp. 83-102
Author(s):  
Aicha Rahal
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
World Englishes ◽  
Lingua Franca ◽  
The World ◽  
Considerable Debate

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.

World Englishes, Second Language Acquisition, and Language Contact

2015 ◽  
Author(s):  
Rajend Mesthrie
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
World Englishes ◽  
Target Language ◽  
Political Dimension ◽  
Second Languages

Although areas of potential overlap between the fields of Second Language Acquisition (SLA) and World Englishes (WE) may seem obvious, they developed historically in isolation from each other. SLA had a psycholinguistic emphasis, studying the ways in which individuals progressed towards acquisition of a target language. WE studies initially developed a sociolinguistic focus, describing varieties that arose as second languages in former British colonies. This chapter explores the way in which each field could benefit from the other. The SLA emphasis on routes of development, overgeneralization, universals of SLA, and transfer in the interlanguage has relevance to characterizing sub-varieties of WEs. Conversely, the socio-political dimension of early WE studies and the notion of macro- or group acquisition fills a gap in SLA studies which sometimes failed to acknowledge that the goal of second language learners was to become bilingual in ways that were socially meaningful within their societies.

scholarly journals I English Language

2019 ◽  
Vol 98 (1) ◽  
pp. 1-166
Author(s):  
Viktorija Kostadinova ◽  
Nuria Yáñez-Bouza ◽  
Gea Dreschler ◽  
Sune Gregersen ◽  
Beáta Gyuris ◽  
...  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Lexical Semantics ◽  
Lingua Franca ◽  
Section 8 ◽  
History Of

Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

scholarly journals Word Meaning, Androcentrism, and Language Acquisition (Based on a survey of English proverbs)

2021 ◽  
Vol X (3) ◽  
pp. 165-172
Author(s):  
Ana Lemonjava ◽  
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Word Meaning ◽  
Lingua Franca ◽  
Methods And Techniques ◽  
Novel Approaches

In our days second language acquisition is not just an option but rather a necessity, particularly, when it is about English which is a global lingua franca. It is a permanent process involving consideration both of constantly updating methods and techniques and novel approaches to various aspects of language. Given the intensified discussions of the androcentric nature of some aspects of English and of the so called he/man approach, I decided to check whether and how similar phenomena may evolve among Georgian learners of English. For the sake of this goal, I conducted the following survey. The object of the survey was the dual meaning of the word man in English proverbs. The word referred either to “a male person” or “a person in general.” The survey was conducted in a group of 10 students. The students got a survey file while being on the online meeting. The language of the meeting was English. After having read all the proverbs, the students were to write “a male person” or “a person in general” at the end of each proverb. If they were unable to distinguish between the meanings, they could write “I cannot guess.” The paper presents the results of the survey with an emphasis on the students’ capability of distinguishing between generic and masculine meanings of the word in question and on related linguistic and didactic implications.

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