scholarly journals A Review of the Major Varieties of English Language

2019 ◽  
Vol 12 (2) ◽  
pp. 93 ◽  
Author(s):  
Ligang Han
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Regional Differences ◽  
English Language ◽  
Language Use ◽  
American English ◽  
British Isles ◽  
British English ◽  
The World ◽  
Different Parts

English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language–British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.

scholarly journals An attempt to raise Thai students’ awareness of World Englishes in a General English Program

2019 ◽  
Vol 14 (1) ◽  
pp. 19-34
Author(s):  
Krich Rajprasit ◽  
Roby Marlina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
World Englishes ◽  
Teacher Education Programs ◽  
The World ◽  
Global Spread ◽  
Thai Students ◽  
English Program ◽  
Different Parts

As witnessed over three decades in the field of Applied Linguistics, the emergence of world Englishes (hereafter WE), thanks to the global spread of English, has prompted various scholars to call for the need to critically revise the ways in which teachers teach English. Specifically, practitioners have been encouraged to raise their students’ awareness of WE. Examples of WE-informed curricula, modules, or lessons have been showcased by WE advocates from different parts of the world. However, most of these curricula, modules, and lessons are taught or delivered within TESOL teacher-education programs, leading some educators to question the relevance of WE to language learners. This paper showcases and evaluates critically how a WE-informed practitioner at one of the leading universities in Thailand attempts to inspire students enrolled in a General English program to develop respectful views of English language variation. Although the attempt has resulted in minor changes in students’ views, it certainly highlights that the teaching of world Englishes to English language learners is far from an idealistic attempt.

The statistics of English in China

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Rining Wei ◽  
Jinzhi Su
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Turn Of The Century ◽  
National Language ◽  
Chinese People ◽  
The World ◽  
Populous Country

In the mid-1980s, Crystal (1985) lamented that there were no reliable figures available for the number of learners to whom English is taught as a foreign language in many regions of the world, and that ‘China has always been excluded from the statistical reviews, because of the shortage of information from inside the country’ (Crystal, 1985: 9). More recently, Bolton (2008: 6) similarly notes that because of ‘the absence of accurate language surveys’ academics have to make educated guesses regarding the total number of those learning/knowing English. The figure of the total English learners/users in China has been estimated to be somewhere between 200 and 350 million (cf. Bolton, 2003: 48; Kachru, 1997; McArthur, 2003; Zhao & Campbell, 1995; Graddol, 2006: 95). Fortunately, a national language survey in China conducted at the turn of the century does provide some hard statistics on the number of English language learners/users in the world's most populous country, and also sheds some light on the realities of use of English and English proficiency among the Chinese people.

scholarly journals The Role of Anxiety in Learning and Performing English in the Cadet College Classes: Bangladesh Perspective

2018 ◽  
Vol 9 (5) ◽  
pp. 111
Author(s):  
Zakeya Sultana
Keyword(s):  
United States ◽  
College Students ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The World ◽  
And Performance ◽  
College Classes ◽  
The Impact

Feeling of anxiety is exceedingly experienced by the English language learners throughout the world. Though the impact of anxiety on learning and performing in English has been widely studied in United States, Canada, Japan, Taiwan and many other countries; this present study, in contrast, tries to find out the reasons of anxiety in learning and performing English in the classes among the Bangladeshi cadet college students. Data has been collected through questionnaire from 30 participants from different cadet colleges in Bangladesh. Finally 10 students (one third of the total participants) were interviewed to get supportive data on their responses. An analysis of their responses indicate that preoccupied fear, peers’ parents’ and teachers’ reactions (sometimes)hold the participants back to flourish and express themselves properly. The responses of the participants quite clearly show that peers’, parents’ as well as preceptors’ amiable attitude towards the learners can pave the way for anxiety free learning and performance. So the findings can clearly facilitate both the students and the teachers in this respect.

scholarly journals Vowel Variation Between American English and British English

2018 ◽  
Vol 9 (1) ◽  
pp. 350
Author(s):  
Afzal Khan ◽  
Soleman Awad Mthkal Alzobidy
Keyword(s):  
English Language ◽  
American English ◽  
Stress Pattern ◽  
Standard English ◽  
Social Differences ◽  
British English ◽  
International Language ◽  
South Eastern ◽  
The World

The English Language, being an international language, is spoken all over the world with many variations. These variations occur primarily due to environmental, cultural and social differences. The main reasons for these variations are intermingling of different races and strata in a society. In this regard prominent differences can be observed at phonological levels. These phonological variations produce different kinds of English, like British and American English. In these two there are differences in intonation, stress pattern, and pronunciation. Although South-Eastern British R.P. is known as Standard English but one cannot deny the existence and value of American English. The study attempts to highlight the vowel variation between British English and American English at phonological level.

scholarly journals Exploring Gender-based Language Identity Among Iranian EFL Learners

2017 ◽  
Vol 6 (4) ◽  
pp. 70
Author(s):  
Hossein Khodabakhshzadeh ◽  
Mansooreh Hosseinnia ◽  
Fatemeh Ahmadi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
American English ◽  
Male And Female ◽  
Efl Learners ◽  
Language Identity ◽  
Australian English ◽  
Gender Based

The purpose of this study is examining the language identity among male and female language learners in Iran. 1268 English language learners from different parts of the country from different ages and Iranian ethnicity and English language proficiency levels participated in this research. Validated and reliable scales of measuring language identity was used. The results of this study revealed that male and female English language learners are significantly different in their language identity and Iranian English language learners are in a moderate level of language identity. Moreover, the majority of the participants in each gender (male: 35.52%, and female: 50.88%) chosen American English as their favorite pronunciation kind, females (41.04) prefer Persian English more than males (20.94), and the lowest percent among male learners is related to Australian English (7.05) and among female learners is related to Canadian (1.54). 

Articulatory Phonetics

2019 ◽  
pp. 285-301
Author(s):  
Sofia Alexandrovna Ivanova ◽  
Victoria Hasko
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
American English ◽  
Vowel Reduction ◽  
Regional Dialects ◽  
English Vowels ◽  
Articulatory Phonetics

This chapter focuses on the articulatory phonetics of English vowels; thus, it identifies descriptive parameters for vowel articulation in English, differentiates monophthongs and diphthongs, classifies the vowels of American English using these parameters, and addresses vowel reduction in American English. The theoretical material is followed by a pedagogical consideration of how the specifics of the articulatory characteristics of English vowels can be addressed in the classroom to facilitate comprehension and production of English vowels by English language learners. Supplementary materials are suggested for readers offering sample activities that could be used by language practitioners in ESL classrooms for this goal, as well as for exploring other dialects of English, including specific regional dialects falling under the umbrella of General American English, the variety addressed in this chapter.

American and British Business-Related Spelling Differences

2004 ◽  
Vol 67 (2) ◽  
pp. 153-167 ◽  
Author(s):  
James Calvert Scott
Keyword(s):  
Cultural Differences ◽  
English Language ◽  
American English ◽  
Culturally Sensitive ◽  
British English ◽  
The World ◽  
Teaching Ideas

English language business-related documents around the world contain purposeful spelling differences that reflect two standards, American English and British English. Given the importance of culturally acceptable spelling, the need to be aware of and sensitive to cultural differences, and strong reactions to variation in spelling, it is important to understand the differences in these two spelling systems. Families of words that illustrate spelling practices draw attention to differences between the American and British spelling systems. Under at least some circumstances, business communicators should accommodate for spelling differences when communicating with those from other cultures. Implementing the presented teaching ideas based upon reacting, discussing, adapting, researching, and writing can clarify understanding of the American and British business-related spelling systems and help learners to prepare more culturally sensitive business documents when appropriate.

scholarly journals The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English

2017 ◽  
Vol 1 (2) ◽  
pp. 16-23
Author(s):  
Caroline Kim
Keyword(s):  
Higher Education ◽  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Cultural Background ◽  
World Englishes ◽  
Standard English ◽  
Linguistic Barriers ◽  
The World

While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.

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