scholarly journals A literature review of English Language Variation on Sociolinguistics

2021 ◽  
Author(s):  
Nur Aeni M ◽  
Muthmainnah -- ◽  
Like Raskova Octaberlina ◽  
Nenni Dwi Aprianti Lubis
Keyword(s):  
Literature Review ◽  
English Language ◽  
The Other ◽  
Standard English ◽  
Pennsylvania Dutch ◽  
Form Part ◽  
English Speaking ◽  
Key Features ◽  
Manchester City ◽  
The Continuum

This paper discusses the sense of Accent. This article offers a summary of the various recognizable shifts in the pronunciation of local dialects and the general variations in the standard English of different primary speaking populations. Accent is the component of the local pronunciation dialect. Grammar and vocabulary are otherwise mentioned. Secondary speakers of English prefer to use their mother tongue's intonation and phonetics in English speaking. The English primary speakers exhibit great regional diversity. Some of them are easily recognized by key features, such as Pennsylvania Dutch English; others are darker or more ambiguous. Broad regions may have sub-forms, as shown below. For example, cities less than 10 miles (16 km) away from Manchester city, such as Bolton, Rochedale, Oldham, and Salford have distinct accents that all together form part of the larger accents of the province of Lancashire. Australia has a "General accent" emphasis on the other side of the continuum, which is basically consistent in tens of miles. The accents of English can differ enough to give room for misunderstanding. In certain varieties of Scottish English, for example, the pronunciation of pearl can sound like petal to an American ear.

Singaporeans' reactions to Estuary English

English Today ◽  
2002 ◽  
Vol 18 (2) ◽  
pp. 33-38 ◽  
Author(s):  
Chia Boh Peng ◽  
Adam Brown
Keyword(s):  
English Language ◽  
Personal Communication ◽  
The Other ◽  
Standard English ◽  
Teaching Model ◽  
Received Pronunciation

A consideration of whether EE could conceivably be an alternative to RP as a teaching model.Since David Rosewarne first coined the term in 1984, much has been written about Estuary English (EE). The definition usually given of Estuary English is that if we can imagine a continuum with Received Pronunciation (RP) at one end and Cockney (an urban accent of London) at the other, then Estuary English is in the middle. This definition is restated by Wells (1998-9) as ‘Standard English spoken with the accent of the southeast of England. This highlights two chief points: that it is standard (unlike Cockney) and that it is localized in the southeast (unlike RP)’. The book English Language for Beginners (Lowe & Graham 1998) contains on p. 156 a diagram giving the actress Joanna Lumley as an example of RP, the boxer Frank Bruno for Cockney, and the comedian and writer Ben Elton for EE. This is ironic, in that Ben Elton himself denies that he is a speaker of EE (John Wells, personal communication).

Best Practices for Teaching ESL in Higher Education

2020 ◽  
pp. 52-64
Author(s):  
Bryan Christiansen
Keyword(s):  
Higher Education ◽  
Second Language ◽  
Literature Review ◽  
Teaching Practices ◽  
English Language ◽  
Teaching Performance ◽  
Learning And Teaching ◽  
British Council ◽  
English Speaking ◽  
Enhance Student Learning

This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.

William Perry’s The Royal Standard English Dictionary (1775)

2006 ◽  
Vol 33 (1-2) ◽  
pp. 139-168 ◽  
Author(s):  
Massimo Sturiale
Keyword(s):  
English Language ◽  
18Th Century ◽  
Rational Method ◽  
The Other ◽  
Standard English ◽  
James Buchanan ◽  
Correct Pronunciation ◽  
William Perry ◽  
The Way

Summary This paper examines the role of William Perry (1747–post 1805), an active Scottish schoolteacher and lexicographer, in the prescription of norms for a ‘correct’ pronunciation of standard English, being perfectly in line with the language guardians of the time. Although Perry shares a few characteristics with Thomas Sheridan (1719–1788) and James Buchanan (fl. 1753–1773), as he himself maintains in the Preface to his The Royal Standard English Dictionary, first published in Edinburgh in 1775, he also reveals a certain dissatisfaction with the way ‘the sounds of words are expressed’ by the other two 18th-century scholars. Therefore, the paper examines the ‘more rational method’ proposed in his attempt to better represent the sounds of the English language.

The Leninist Theory of Perception

Dialogue ◽  
1980 ◽  
Vol 19 (1) ◽  
pp. 1-19 ◽  
Author(s):  
D. Goldstick
Keyword(s):  
New York ◽  
Present Article ◽  
English Language ◽  
Theory Of Knowledge ◽  
Standard English ◽  
Philosophical Debate ◽  
The Past ◽  
English Speaking ◽  
The Subject ◽  
Alternative Reading

In the standard English-language reference work, The Encyclopedia of Philosophy, edited by Paul Edwards (New York and London, 1967), we find the following blunt statement on the subject of “orthodox Marxism's” theory of knowledge:Its epistemology is naive representationism.The use of the word “naive” will alert the reader to the unsurprising fact that the reference here is a definitely unfriendly one. More interesting is the way in which this characterization, based on an interpretation of Lenin's Materialism and Empirio-Criticism, has become generally accepted in English-speaking philosophical circles over the past forty years. The purpose of the present article is to explain the representationalist interpretation, challenge it in favour of an alternative reading of Lenin's text, and make some substantive comments on issues arising from the philosophical debate between the representationalist and anti-representationalist positions outlined.

scholarly journals On Some Forms of “Out-Group” Intolerance and “Unlimited” Tolerance in Linguoculture

2019 ◽  
Vol 15 (1 (19)) ◽  
pp. 130-140
Author(s):  
Narine Harutyunyan
Keyword(s):  
Ethnic Group ◽  
English Language ◽  
The Other ◽  
Local People ◽  
Value System ◽  
Cultural Traditions ◽  
National Community ◽  
English Speaking ◽  
The Subject ◽  
As If

The subject of the research is ethnic intolerance as a form of relationship between “we” and “other”, manifested in various modifications of the hostility towards others. There are several main types of ethno-intolerant relations: ethnocentrism; xenophobia, migrant phobia, etc. The author’s definitions of such concepts as “intercultural whirlpool”, “ethnocentric craters” and “xenophobic craters”, “emotional turbulence of communication” are presented. The negative, discreditable signs of ethnicity of a particular national community are represented in the lexical units of English in such a way as if the “other” ethnic group has the shortcomings that are not in the “we” group. The problem of “unlimited” tolerance is considered when “strangers” – immigrants, seek to impose “their own” religious and cultural traditions, worldview and psychological dominant on local people. The article deals with the problems of intolerance and “unlimited” tolerance not only as complex socio-psychological, but also as linguocultural phenomena that are actualized in the linguistic consciousness of the ethnic group (English-speaking groups, in particular). The article also deals with the problem of “aggressive” expansion of the English language, which destroys the nation’s value system, distorts its language habits and perception of the surrounding reality, and creates discriminatory dominance of a certain linguoculture.

scholarly journals COVID19 Research for the English-Speaking World: Health Communication During a Pandemic

2020 ◽  
Author(s):  
Zehra Taskin ◽  
Guleda Dogan ◽  
Emanuel Kulczycki ◽  
Alesia Ann Zuccala
Keyword(s):  
Health Information ◽  
Science Communication ◽  
English Language ◽  
The Other ◽  
World Health ◽  
The Public ◽  
Language Of Science ◽  
Universal Language ◽  
English Speaking ◽  
English Speaking World

Since COVID-19 first appeared, enormous numbers of scientific articles have been published on this subject every day, and these articles have been brought to the attention of millions of people. People make great efforts to obtain information about COVID-19, however, the public cannot access health information under equal conditions. On the other hand, one of the important missions of science is informing the public, and language is one of the essential channels of this mission. The main aim of this commentary is to analyse the languages of the published articles on COVID-19 to reveal the language trends. To achieve this aim, we evaluated 10,728 publications listed in WHO’s Global COVID-19 database. As a result, although 125 different countries publish articles on COVID-19, our findings show that English, as the universal language of science, is dominant. Scientists prefer the English language for their articles; in fact, this preference is the expected choice because of the international effect of the virus and reaching the whole world. However, all these English-language papers serve the inbound mission of science communication. It is important to convey the results of the research to the public, and in this study, the general features of the non-English journals are determined, and various suggestions are presented in order to make science communication more effective.

scholarly journals Reading Experiences of Nonnative-English-Speaking Students Majoring in English Language Teaching

2016 ◽  
Vol 1 (2) ◽  
pp. 105
Author(s):  
Sri Fatmaning Hartatik ◽  
Hernina Dewi Lestari
Keyword(s):  
English Language ◽  
First Language ◽  
English Language Teaching ◽  
The Other ◽  
Thinking Aloud ◽  
Reading Experience ◽  
Reading Material ◽  
Reading Materials ◽  
English Speaking ◽  
Reading Activities

This study attempts to synthesize the findings of an Indonesian case study on reading experiences of nonnative-English-speaking ELT students. The researchers examined 36 students of bachelor program students using a descriptive qualitative design. The finding revealed that 55.6% of the students spent 2-3 hours reading, 27.7% spent 1-2 hours reading, while the rest 16.7% spent less than an hour reading. In term of genre, 69.4% of the students preferred scientific reading genre while 30.6% preferred fiction. Regarding the mode of reading materials, 86.1% of the students used printed material and the other 13.9% used digital reading material. The finding of this study presented that 75% of the students liked to read materials in their first language while the rest 25% preferred to read reading materials in English. About the students’ preference of reading activities, the data showed that 63.89% of the students chose activities such as a combination of doing preview, giving keywords, scanning, skimming, giving clarification, asking and answering questions, and making conclusions while 36.11% preferred reading activities involving a combination of brainstorming, conducting survey, reciprocal teaching, doing evaluation, making inference, re-reading, thinking aloud, and having discussion as the reading activities. In term of the place to read, 50% of the students read at home, 27.8% read in the classroom, and 22.2% read at the library. About the reading experience, 63.89% of students were satisfied while the other 36.11% thought that their reading experience was insufficient.

William Perry’sThe Royal Standard English Dictionary(1775): A provincial’s attempt to ascertain and fix a standard to the pronunciation of the English tongue

2006 ◽  
Vol 33 (1-2) ◽  
pp. 139-168
Author(s):  
Massimo Sturiale
Keyword(s):  
English Language ◽  
18Th Century ◽  
Rational Method ◽  
The Other ◽  
Standard English ◽  
James Buchanan ◽  
Correct Pronunciation ◽  
William Perry ◽  
The Way

This paper examines the role of William Perry (1747–post 1805), an active Scottish schoolteacher and lexicographer, in the prescription of norms for a ‘correct’ pronunciation of standard English, being perfectly in line with the language guardians of the time. Although Perry shares a few characteristics with Thomas Sheridan (1719–1788) and James Buchanan (fl. 1753–1773), as he himself maintains in the Preface to hisThe Royal Standard English Dictionary, first published in Edinburgh in 1775, he also reveals a certain dissatisfaction with the way ‘the sounds of words are expressed’ by the other two 18th-century scholars. Therefore, the paper examines the ‘more rational method’ proposed in his attempt to better represent the sounds of the English language.

scholarly journals Language of written medical educational materials for non-English speaking populations: an evaluation of a simplified bi-lingual approach

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Tamim Alsuliman ◽  
Lugien Alasadi ◽  
Angie Mouki ◽  
Bayan Alsaid
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Repeated Measures ◽  
English Language ◽  
Mother Tongue ◽  
The Other ◽  
Multiple Choice Questions ◽  
Written Texts ◽  
English Speaking ◽  
Arabic Speaking

Abstract Background Debates have arisen in various non-English speaking countries over the chosen language of instruction in medical education, whether it has to be the English language or the mother tongue. English-based education supporters argue that English is the leading international language of medicine and research, and a crucial tool for Continuing Medical Education (CME), as well as for students who seek practice abroad. On the other hand, mother-tongue-based medical education supporters present it as a way to endorse communication and comprehension between medical practitioners and health care system users, to bridge the gap between practitioners and the paramedical staff, and to overcome linguistic dualism and the language thinking disparity while studying in another. This study aimed to evaluate one of the simplified bi-lingual approaches in terms of medical-educational-written texts for a non-English speaking population: Arabic speaking medical students in specific. Methods 1546 Arabic-speaking-medical students from different countries participated in a one-step-interactive-experimental-online test. The test assessed participants’ scientific comprehension of three distinct written paragraphs: The first paragraph used conventional mother tongue (Arabic), the second combined English terminology and simplified mother tongue (hybrid), and the third used an English excerpt (English). Two multiple-choice questions (First question in Arabic, second in English) followed each paragraph. Response time was communicated for each paragraph. Participants were asked to select their favorable method. Repeated Measures ANOVA models and Paired Samples t-Test were used for statistical analysis. Results Participants scored a mean of [0.10] for the Arabic paragraph, [0.72] for the hybrid paragraph, and [0.24] for the English paragraph (P <  0.001). Results showed a significantly higher mean of points and correct answers within the fastest time for the hybrid paragraph [0.68] compared to the Arabic [0.08] and English [0.18] paragraphs (P <  0.001). Moreover, 50% of participants preferred the hybrid paragraph over the other two paragraphs. Conclusions Taking into consideration the large number of participants and the statistically significant results, authors propose that simplified Arabic combined with English terminology may present a viable alternative method for medical-educational-written texts in Arabic-speaking population.

scholarly journals From English to Indonesia: Translation Problems and Strategies of EFL Student Teachers - A Literature Review

2018 ◽  
Vol 2 (1) ◽  
pp. 13-18
Author(s):  
Risni Ade Sandra
Keyword(s):  
Literature Review ◽  
Student Teachers ◽  
English Language ◽  
The Other ◽  
Source Text ◽  
Text Understanding ◽  
Other Hand ◽  
Cultural Content

This research articulates problems and strategies in translating text from English as the source text to Indonesia language as the target text. By reviewing and analysing critically mélange of concepts, examples and findings explained in some collected references, it is known that problems in translation mostly are around lexical, grammatical and semantic elements. In the other hand, the strategies used to produce acceptable translation result regarding to the readers’ of target text understanding have to consider aspects such as cultural content, the availability of equivalencies, and the ability to use the monolingual dictionary. This research also try to emphasize and to convince why finding problems and strategies of EFL student teachers in translating text is very prominent to help the mapping of which elements in English language that are still hard to be transmitted back to Indonesia language and how to overcome that problems.

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