scholarly journals An Analysis of Madurese Dialect in the English Conversation by the Members of Bata-Bata English Centre (BBEC)

2021 ◽  
Vol 3 (2) ◽  
pp. 101-121
Author(s):  
Imroatul Mufidah ◽  
Eva Nikmatul Rabbianty
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Mother Tongue ◽  
Native English Speakers ◽  
World Englishes ◽  
English Speakers ◽  
Study Results ◽  
The World ◽  
Global Language ◽  
Different Parts

The concept of world Englishes refers to English as a global language that means communication in numerous dialects and the movement towards an international standard for English. Varieties of English are used in various sociolinguistic contexts in different parts of the world, also in Indonesia. Since English plays as a foreign language, sometimes Indonesians still use their dialect. This study was mainly purposed to describe Madurese dialect in the English conversation made by Bata-Bata English Centre (BBEC). Mainly, this research is aimed to (1) Describe the patterns of Madurese dialect in English conversation by the members of the Bata-Bata English Centre (BBEC). (2) Know the factors that affect the pattern of Madurese dialect in the English conversation by the Bata-Bata English Centre (BBEC). This research belongs to qualitative research which investigates the group of BBEC about Madurese dialect in their English conversation. The researcher observed the students' learning process, interviewed them and took notes, recordings, and pictures. The study results were that the researcher found the patterns of Madurese dialect occur in the English conversation in three features: pronunciation which caused sound changing, a grammatical pattern that caused incorrect grammar; and inappropriate vocabulary. Second, the researcher found that three factors affected how their dialect in the English conversation. The first is lack of speech, Madurese language influences second, and the last factor is never listening to native English speakers. Madurese language that plays as their mother tongue influences their dialect in the English conversation

scholarly journals NATIVESPEAKERISM AND WORLD ENGLISHES: TEACHERS PERCEPTION TOWARDS NON-NATIVE ENGLISH VARIETIES

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ronald Maraden Silalahi
Keyword(s):  
Foreign Language ◽  
World Englishes ◽  
English Speakers ◽  
Group Discussions ◽  
Teachers Perceptions ◽  
Contextual Understanding ◽  
The World ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

<p>In the last decade, the development of information technology confirms English as a Lingua Franca used by native English speakers and nonnative English speakers. English in a global context has triggered the emergence of new English variants, resulting from the assimilation of English into a local language known as World Englishes. On the other hand, Teaching English as a Foreign Language (TEAFL) in Indonesia is still oriented towards the ideology of nativespeakerism which believes that TEAFL should be done by Native English-Speaking Teachers (NEST) because they are believed to have better linguistic competence and contextual understanding than Nonnative English-Speaking Teachers (NNEST). This article is directed to determine the perceptions of English teachers in Indonesia regarding the world Englishes phenomenon. This research is qualitative research with 20 informants consisting of 10 Nonnative English-Speaking Teachers and 10 Native English-Speaking Teachers. Four Focus Group Discussions (FGDs), each consisting of 5 informants, will be conducted to gather as much information as possible related to teachers’ perceptions. This research is expected to provide an overview of foreign language teaching in Indonesia. The results showed that nativespeakerism has a strong correlation with the world Englishes phenomenon. In the Indonesian context, this is shaped by the stigma that forms in society. This research is expected to enrich teaching studies, specifically in teaching foreign languages.</p>

Mentoring University Preparatory Students Through World Englishes (WEs)-Integrated Courses

2018 ◽  
pp. 77-96
Author(s):  
Ahmet Cihat Kapçık ◽  
Ali Öztüfekçi ◽  
Aybüke Demet Ören ◽  
Ayten Kaplan ◽  
Çiğdem Yılmaz Uzunkaya ◽  
...  
Keyword(s):  
Data Collection ◽  
English Proficiency ◽  
Language Skills ◽  
Native English Speakers ◽  
World Englishes ◽  
English Speakers ◽  
The World ◽  
Expanding Circle ◽  
The Status ◽  
Data Collection Procedure

The increasing number of non-native English speakers in the world has led to the use of varieties of English. Nowadays, the number of speakers of English in the expanding circle has exceeded the number of speakers in the outer and inner circles. This has given rise to the scrutiny of English as a Lingua Franca (ELF). With this regard, the research on World Englishes (WEs) has increased over the last few decades. In light of these observations, the purpose of this chapter is to raise awareness of World Englishes (WEs) among preparatory students at private universities in Turkey. Specifically, the study is concerned with mentoring preparatory students through Wes-integrated courses. The participants of this study were 20 preparatory students at A2-level English proficiency. As data collection procedure, the mentor teacher of the existing program adapted EFL materials including videos, dialogues, and integrated four language skills. The data were collected through questionnaires and reflective essays. With regard to the results, the students had an idea about the concept of Wes, and they became aware of the varieties of English to some extent; specifically, they displayed consciousness about the status of English across the world and sympathy toward WEs.

scholarly journals THE USE OF LEXICAL COLLOCATIONS IN SOME ARTICLES OF SEVENTEEN.COM WEBSITE

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Marsya Aprila Tayibnapis ◽  
Lina Meilinda ◽  
Yessy Purnamasari
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Research Technique ◽  
Lexical Collocations

Collocations are one of the problems faced by EFL (English as a Foreign Language) learners when learning English language. This study is intended to help the EFL Learners and non-native English speakers to add knowledge about collocations. Therefore, this study is aimed to find the use of lexical collocations and their meaning. This study used a descriptive qualitative research technique. The source of the data is eleven articles from eight sections in seventeen.com. om the research, there were 79 lexical collocations and they were classified as six out of seven types that Benson et al. (2010) proposed. The data showed that the most used type is L3 (adjective + noun) and the least used is L4 (noun + verb). The meaning of the lexical collocations was defined from the contexts. 

scholarly journals Which words do English non-native speakers know? New supernational levels based on yes/no decision

2020 ◽  
pp. 026765832093452
Author(s):  
Marc Brysbaert ◽  
Emmanuel Keuleers ◽  
Paweł Mandera
Keyword(s):  
Word Recognition ◽  
Family Life ◽  
Large Scale ◽  
Native Speakers ◽  
Mother Tongue ◽  
Native English Speakers ◽  
English Speakers ◽  
Vocabulary Test ◽  
Word Families ◽  
The World

To have more information about the English words known by second language (L2) speakers, we ran a large-scale crowdsourcing vocabulary test, which yielded 17 million useful responses. It provided us with a list of 445 words known to nearly all participants. The list was compared to various existing lists of words advised to include in the first stages of English L2 teaching. The data also provided us with a ranking of 61,000 words in terms of degree and speed of word recognition in English L2 speakers, which correlated r = .85 with a similar ranking based on native English speakers. The L2 speakers in our study were relatively better at academic words (which are often cognates in their mother tongue) and words related to experiences English L2 students are likely to have. They were worse at words related to childhood and family life. Finally, a new list of 20 levels of 1,000 word families is presented, which will be of use to English L2 teachers, as the levels represent the order in which English vocabulary seems to be acquired by L2 learners across the world.

scholarly journals Which words do English non-native speakers know? New supernational levels based on yes/no decision

2020 ◽  
Author(s):  
Marc Brysbaert
Keyword(s):  
Word Recognition ◽  
Family Life ◽  
Large Scale ◽  
Native Speakers ◽  
Mother Tongue ◽  
Native English Speakers ◽  
English Speakers ◽  
Vocabulary Test ◽  
Word Families ◽  
The World

To have more information about the English words known by L2 speakers, we ran a large-scale crowdsourcing vocabulary test, which yielded 17 million useful responses. It provided us with a list of 445 words known to nearly all participants. The list was compared to various existing lists of words advised to include in the first stages of English L2 teaching. The data also provided us with a ranking of 61 thousand words in terms of degree and speed of word recognition in English L2 speakers, which correlated r = .85 with a similar ranking based on native English speakers. The L2 speakers in our study were relatively better at academic words (which are often cognates in their mother tongue) and words related to experiences English L2 students are likely to have. They were worse at words related to childhood and family life. Finally, a new list of 20 levels of 1000 word families is presented, which will be of use to English L2 teachers, as the levels represent the order in which English vocabulary seems to be acquired by L2 learners across the world.

How Many Millions? The Statistics of English Today

English Today ◽  
1985 ◽  
Vol 1 (1) ◽  
pp. 7-9 ◽  
Author(s):  
David Crystal
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
English Speakers ◽  
The World

In the reign of Queen Elizabeth – the first, that is, from 1558 to 1603 – the number of English speakers in the world is thought to have been between 5 and 7 million. At the beginning of the reign of the second Queen Elizabeth in 1952, the figure had increased almost fiftyfold. In 1962, Randolph Quirk estimated in The Use of English that 250 millions had English as a mother tongue, with a further 100 million using it as a second or foreign language.

scholarly journals A Comparative Analysis of the Generic Structure of RA English Abstracts in Chinese-Medium and English-Medium Linguistics Journals

2015 ◽  
Vol 5 (4) ◽  
pp. 98 ◽  
Author(s):  
Mindan Wei ◽  
Yunping Liu ◽  
Junli Liu
Keyword(s):  
Foreign Language ◽  
Native English Speakers ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
English Speakers ◽  
Generic Structure ◽  
Research Results ◽  
Integrated Method ◽  
Study Results ◽  
Chinese Scholars

<p>This paper aims to analyze the generic structure of English abstracts in both Chinese-medium and English-medium linguistics journals. A total of 40 abstracts published in the year of 2011-2013 are collected randomly, with 20 written by native English speakers from <em>Applied Linguistics </em>and <em>Language</em> and the other 20 by Chinese scholars from <em>Journal of</em> <em>Foreign Languages</em> and <em>Foreign Language Teaching and Research</em>. The BIMRD/C model is adopted in this study as distinct differences can be found in the two corpora in terms of the Background move. Three major differences are revealed. Firstly, the abstracts written by native English speakers are more complete in structure than those by Chinese writers as they tend to omit the Background move and the Discussion/Conclusion move. Secondly, most Chinese writers prefer to combine the Method move with the Introduction move and put it at the very beginning of the abstract, while native writers tend to use the independent and the integrated Method nearly equally. Thirdly, in the Results move, Chinese scholars tend to objectively report their study results in detail by <em>“Results indicate that…”</em>, sometimes listing them, while native English writers sometimes choose to highlight their research results by patterns of <em>“we find (show, propose) that” </em>and<em> “I propose”</em> although most of them also use such objective patterns to present their research results. This study is especially helpful for those Chinese writers who hope to publish their paper in international journals.</p>

Syntactic variation in interactions across international Englishes

2004 ◽  
Vol 25 (1) ◽  
pp. 109-132 ◽  
Author(s):  
Christiane Meierkord
Keyword(s):  
Mother Tongue ◽  
World Englishes ◽  
Contact Interactions ◽  
Dialect Contact ◽  
Syntactic Variation ◽  
Transfer Processes ◽  
Naturally Occurring ◽  
The World ◽  
World English ◽  
Different Parts

Discussions of World Englishes mainly concentrate on the particularities of individual varieties of English spoken in the different parts of the world. There is, however, another form of World English which emerges when speakers of different international varieties interact with each other. When English is the mother tongue of neither of the speakers who use the language for communicative purposes, they employ it as a lingua franca. This paper describes the syntactic variation found in this variety of English. It presents the results of analyses of a corpus containing 22 hours of naturally occurring interactions and describes both unsystematic as well as (seemingly) systematic grammatical choices made by the speakers. The results reveal that, not unlike the processes which have previously been documented for dialect contact, interactions across international Englishes are characterised by processes of levelling and regularisation, whilst at the same time individual speakers retain the characteristics of their original varieties. Individual Englishes are further constrained by transfer processes and interlanguage patterns.

Mother-tongue diversity in the foreign language classroom: Perspectives on the experiences of non-native speakers of English studying foreign languages in an English-medium university

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Jennifer Bruen ◽  
Niamh Kelly
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Native English Speakers ◽  
Foreign Languages ◽  
English Speakers ◽  
Medium Of Instruction ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Native Speakers Of English

AbstractThis paper considers the position of university language students whose mother tongue is other than the medium of instruction. Specifically, it investigates the attitudes and experiences of non-native English speakers studying either German or Japanese as foreign languages at an English-medium university. The findings indicate that the non-native speakers (NNSs) of English consider themselves to be at an advantage over the native speakers (NSs) of English in the study of German and Japanese as Foreign Languages, despite the fact that the medium of instruction is English, at least in the early stages of the language module. This is primarily owing to the fact that the non-native English speakers are already experienced language learners with an extensive linguistic repertoire. This view is supported by the NSs of English. Some concerns are expressed by non-native speakers of English in relation to an assumed knowledge of culture and society of the host country. The implications of these findings are discussed. Diverging from previous studies, this research focuses on learners of languages other than English and contributes to recent discussions on the increase in linguistic and cultural diversity and its impact within the foreign language classroom.

Rethinking Maltese English as a continuum of sociolinguistic continua through evaluations of written and oral prompts

2021 ◽  
Vol 42 (3) ◽  
pp. 245-272
Author(s):  
Sandro Caruana ◽  
Laura Mori
Keyword(s):  
University Students ◽  
Social Stratification ◽  
Scientific Literature ◽  
World Englishes ◽  
Linguistic Competence ◽  
English Speakers ◽  
The World ◽  
Speech Events

Abstract Scientific literature has tackled Maltese English (MaltE) mainly in the framework of World Englishes in order to focus on its features compared to other varieties of English around the world. In this paper we shed more light on MaltE by proposing a sociolinguistic perspective, oriented towards its social stratification, and by referring to it through degrees of linguistic competence in English. We therefore propose two continua of variation: MaltE as an L2 continuum and as a situational one. Within this framework, we identify two groups defined as Mainly Maltese Speakers (MMS) and Mainly English Speakers (MES). We suggest that MaltE can be interpreted both as an L2, and as a variety used according to speech events, domain, participants, in-groupness etc. To investigate this we carried out a perceptual experiment involving two groups of university students, specialising in Maltese and English respectively. We discuss the results based on ratings and evaluations of authentic MaltE written and spoken prompts.

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