scholarly journals Sociolinguistic perspective on varieties of English: implications for teaching

2021 ◽  
pp. 161-169
Author(s):  
L. V. Andreiko ◽  
◽  
D. O. Medvedovska ◽  
Yu. A. Skarloupina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
World Englishes ◽  
Language Varieties ◽  
The Social ◽  
Language Communication ◽  
The Uk ◽  
Received Pronunciation ◽  
Standard Language Ideology

The article explores the issue of language standardisation and sociolinguistic roots of varieties of English. It answers the question why some varieties of the English language become recognised as „standard” whereas other varieties are regarded as less prestigious or inferior and advocates the importance of sociolinguistic competence for teachers. Two models of language standardisation (the „popular” and the „expert” model) are critically discussed, providing a detailed explanation of the process of language standardisation and the formation of standard language ideology. The most frequently described variety of English in the UK, the Received Pronunciation, is described in greater detail, tracking down the reason why it has become recognised as the "standard" variety. A strong standard ideology with World Englishes and the current position of regional variations of English as its „deficient” or „fossilized” versions is discussed. The notions of language system and language use are considered in relation to the superiority or inferiority of different varieties. It has been shown that the social component is pivotal in understanding why certain varieties are regarded as less prestigious or inferior despite having equally rich and complex language systems. Such factors as stereotypes and ownership have an impact on their status too. The article proceeds to the discussion of implications of these sociolinguistic aspects for teaching. The importance of teachers' critical awareness of sociolinguistic realities is emphasised. Such benefits of raising students' awareness of varieties of English are presented: avoiding or reducing misunderstandings and misinterpretations in foreign language communication, recognising linguistic and cultural diversity, demonstrating relevance to real-life situations. Specific examples of practising language varieties are given.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

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.

The Science Reading Rooms of the British Library: The User Community and Patterns of Use

1995 ◽  
Vol 7 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Andrea Reid ◽  
Beryl Leigh
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Survey Methods ◽  
Information Service ◽  
British Library ◽  
Patterns Of Use ◽  
Single Reading ◽  
Science Reading ◽  
The Uk ◽  
Average User

When the British Library in London moves into its new building at St Pancras the reference collections for science, business and patents in the Science Reference and Information Service (SRIS), at present housed in three locations, will be united in a single reading room complex. Much information of value for planning future services and arrangement of stock has been obtained over the years by surveys of users and usage, most recently at the end of 1993. A variety of survey methods was employed. The largest category of users consists of students, whose proportion rose from 28% in 1983 to 40% in 1993, while the patent community fell proportionately from 23% to 13% over the same period. Nearly all users were based in the UK, 92% of them in London and the South-East; but 22% were carrying out work for clients, 38% of whom were based in London, 26% in the rest of the UK and 36% abroad. Patent searchers spent nearly twice as much time in the reading rooms as other readers. English language periodicals received most use (used by 44% of users), but monographs (34%) and foreign language periodicals (7%) also received substantial use. The average user consulted 24 items per visit, and the average number of enquiries per day was 561. These and other findings are being used in planning aspects such as reader admissions procedures, arrangement of open access stock and staffing rotas, to ensure that the SRIS reading rooms in the new building will fulfil the needs of users.

Use of Interactive Training Methods in English Language Teaching

2016 ◽  
Vol 5 (4) ◽  
pp. 56-61
Author(s):  
Рольгайзер ◽  
Anastasiya Rolgayzer
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Interactive Methods ◽  
Training Methods ◽  
Teaching English ◽  
Interactive Training ◽  
Language Communication

In the article relevance of the use of interactive training methods in teaching English language is considered. The main interactive methods applied in foreign language communication teaching are analyzed, advantages of each method are emphasized.

Comparing the Received Pronunciation of J. R. Firth and Daniel Jones: A sociophonetic perspective

2018 ◽  
Vol 49 (3) ◽  
pp. 381-400
Author(s):  
Joanna Przedlacka ◽  
Michael Ashby
Keyword(s):  
Foreign Language ◽  
Acoustic Analysis ◽  
Social Background ◽  
Regional Features ◽  
The Social ◽  
Vowel Systems ◽  
History Of ◽  
Received Pronunciation ◽  
Internal Variation

This study focuses on a corpus assembled from commercial recordings of 1929 and 1932 featuring the two British linguists J. R. Firth (1890–1960) and Daniel Jones (1881–1967). The aim is to analyse and quantify differences in the Received Pronunciation (RP) used by the two men, in relation to sociolinguistic and stylistic variation within RP of the period. A systematic acoustic analysis reveals that whereas the vowel systems of the two speakers are closely similar in most respects, there are significant differences in the realizations of the trap, price and dress qualities. We show that each of these has a well-documented history of variation in RP, and find that in each case Firth is employing the higher-class or more prestigious variant, which is a reversal of expectations based on what is known about the social and regional origins of the two. We consider the possible roles of social background, avoidance of regional features and hypercorrection. The outcomes of our work are (i) an illustration of RP used in the interwar period for the purposes of teaching English as a foreign language, (ii) empirical evidence for internal variation within the accent, (iii) additional insights into the stylistic and social correlates of this variation, and (iv) a demonstration that satisfactory formant analyses can be conducted with recordings from as early as the 1920s. Overall, it is hoped that this case-study will both throw light on the ‘standard’ accent of the era and inspire further sociophonetic investigations with legacy recordings.

The Independent Foreign Fiction Prize and Man Booker International Prize Merger

LOGOS ◽  
2017 ◽  
Vol 28 (3) ◽  
pp. 7-24
Author(s):  
Melanie Ramdarshan Bold ◽  
Corinna Norrick-Rühl
Keyword(s):  
Foreign Language ◽  
Cultural Capital ◽  
English Language ◽  
Publishing Industry ◽  
Positive Impact ◽  
Book Trade ◽  
Global Publishing ◽  
The Uk

There is a dramatic imbalance of cultural output in the global publishing industry. English-language publishers are disinclined to translate and publish foreign language books as a result of the popularity of English-language books and the high costs of translation. Three per cent is the oft-quoted number that indicates that foreign fiction in translation makes up only a minimal part of the UK book trade. This lack of bibliodiversity may have serious cultural consequences. There are thus several national and international initiatives to promote the publication and cultural capital of works in translation in order to reach a wider audience. Book prizes are generally understood to have a positive impact on the discoverability of a title and consequent sales; winning authors, as well as those on the longlist and shortlist of prestigious prizes, can expect a significant boost in sales of the books in question. But in a culture where translated foreign fiction titles represent only a small percentage of books published, does this phenomenon extend to prizes for translated foreign fiction? This paper explores the—audience-building and sales-generating—impact of the UK’s most prestigious award for literature in translation, the Independent Foreign Fiction Prize (IFFP), in particular in light of the prize’s recent merger with the Man Booker International Prize (MBIP), and speculates whether this may help with the ‘three per cent problem’.

scholarly journals Improving the learning process using computer technologies in a foreign language communication

2018 ◽  
Author(s):  
Tatiana Panaiotovna Avanesova ◽  
Anna Viktorovna Popova ◽  
Lialia Kamil'evna Vychuzhanova ◽  
Lena Kamil'evna Gruzdeva ◽  
Dmitrii Iur'evich Gruzdev ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Cognitive Linguistics ◽  
English Language ◽  
Professional Activity ◽  
University Professors ◽  
Language Communication ◽  
Radio Engineer ◽  
Engineer Analysis ◽  
Language Environment

The monograph presents materials on the following topics: the experimental formation of algorithms of professional activity of a military specialist in a foreign language environment; features of the implementation of educational functions in classical and distance learning methods; communicative competence of future bachelors of cultural science and subject-language integrated learning (on the example of the disciplines "Art History" and "English language"); foreign language as a component of professional training of ship radio engineer; analysis of the paradigm of cognitive linguistics; the use of thematic corpuses of texts when translating specialized discourse; expressiveness in the scientific and technical text; representation of linguistic personality in the field of maritime professional activity. The monograph is intended for researchers, university professors and students of psychological, pedagogical, methodical and linguistic specialties.

scholarly journals Shifting identities through switching codes: A close look at the social languages of pre-service English teachers in an Indonesian context

2017 ◽  
Vol 12 (2) ◽  
pp. 115-129
Author(s):  
Dwi Riyanti
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Teachers ◽  
Multiple Identities ◽  
The Social ◽  
Local Contexts ◽  
Shifting Identities ◽  
Multiple Languages ◽  
Pre Service Teacher

The globalization of English has undoubtedly brought shifts into how the English language is taught in classroom settings and how English teachers are prepared. In English as a foreign language (EFL) settings, for example, teaching and learning English is generally influenced by local contexts. Taking into account the sociocultural contexts of the learners and the teachers, identity construction becomes one important aspect in the process of English teaching and learning. Focusing on the microanalysis of social language uses, the study was aimed to understand how pre-service teachers of English as a foreign language in a multilingual setting, Indonesia, enact their identities through their language use in classroom settings. The data for this study was obtained from a classroom observation where an English pre-service teacher was performing peer teaching. The discourse analysis of the first thirteen minutes of a pre-service teacher's teaching demonstration indicates that multiple identities were enacted when the student teacher switched from one language to another. The pervasive use of code-switching in four different languages (Indonesian, English, Arabic, and Malay) provides clues that Mamas, a student teacher's pseudonym in the study was enacting different identities as he taught his peers. While further research is absolutely necessary to obtain more vivid pictures of the reasons behind using multiple languages in teaching English within this context, the study provides insight about how pre-service teachers in an Indonesian context try to develop identities as they learn to teach English.

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