Korean has been influenced by Chinese and incorporates many English loanwords known as Konglish. After World War 2 and the Korean War, more foreign cultures entered South Korea. Konglish words entered the Korean language through Japanese occupation and by South Koreans adapting English words to Korean phonetic rules. This causes English words to be pronounced differently in Korean with added vowels or changed consonant sounds. Konglish also impacts sentence structure and vocabulary meaning compared to English.
This document discusses the key lexical and grammatical features of Australian English. Lexically, Australian English has borrowed words from indigenous Australian languages as well as other varieties of English. It also uses many colloquial expressions and idioms. Grammatically, it features pronouns like "yous" and "you guys", deletion of verbs like "have", double negation, and distinctive discourse features like ending sentences with "but". However, variation exists across regions and social groups in Australia.
Comparing the differences between standard english and singlish.finihed one!!!!VLADV423
The document compares differences between Standard English and Singlish in morphology, semantics, phonetics/phonology, lexicology, and syntax. In morphology, Singlish is more optional with plurals and past tenses. Lexicology shows repetition for emphasis in Singlish and new particles like "lah." Phonetics/phonology demonstrates differences in consonant pronunciation and a fast speaking pace in Singlish. Regarding syntax, Singlish uses fewer words and is not always in the correct order compared to Standard English.
Assignment submitted by students of 5EEE of batch 2012-16,Amity University. A thought provoking and interesting journey in the work of George Bernard Shaw.
Members:
Hanshal Nautiyal - A2324612004
Devavrat Mathur - A2324612036
Gaurav Sinha - A2324612057
The document provides a brief history of the English language from its origins with the Angles, Jutes, and Saxons in the 5th century AD to its current status. It discusses how Old English evolved and was influenced by French and other languages. The grammar, tenses, punctuation and ongoing growth of vocabulary in English are also summarized. Key events like the Norman conquest in 1066 and the standardization of spelling in the 16th century that shaped the modern English language are highlighted.
George Bernard Shaw discusses proper English speech in his essay "Spoken English and Broken English". He argues that there is no single correct way to speak English, as even educated speakers from different regions vary in their pronunciations. Shaw acknowledges that as a public speaker he must enunciate clearly, but at home with his wife he speaks more casually. He advises foreign students learning English that they should not worry about speaking perfectly, as native English speakers are accustomed to different accents and variations in speech. The main point is to communicate effectively rather than adhering to arbitrary standards of correctness.
The document discusses the key features of Indian English, including its origins in the 1830s with the introduction of English language public instruction in India. It became the official language in 1837, replacing Persian. The number of English speakers in India has grown significantly over time to around 280 million currently, making it the largest English-speaking population worldwide. Indian English has developed its own stylistic, vocabulary, pronunciation and syntactic features that differ from other varieties of English due to the influence of Indian languages. These include differences in terms used for numbers, tagging questions, and the occasional omission of prepositions.
The conversation between singaporeans and foreigners due tokanokwhan samphan
This document summarizes a presentation on the features and differences between Singlish and Standard English pronunciation and word use. It discusses data collected from conversations between Singaporeans and foreigners to analyze pronunciation differences. Some key differences highlighted include the neutralization of vowel length in Singlish compared to Standard English, the use of dental fricatives in place of /θ/ in Singlish, and the omission of final consonants in consonant clusters. Singlish also has differences in semantics and vocabulary compared to other English varieties due to influences from other languages spoken in Singapore like Malay, Hokkien, and Cantonese. While Singlish pronunciation can sometimes cause misunderstandings, context usually helps with comprehension, and well-educated Singapore
Korean has been influenced by Chinese and incorporates many English loanwords known as Konglish. After World War 2 and the Korean War, more foreign cultures entered South Korea. Konglish words entered the Korean language through Japanese occupation and by South Koreans adapting English words to Korean phonetic rules. This causes English words to be pronounced differently in Korean with added vowels or changed consonant sounds. Konglish also impacts sentence structure and vocabulary meaning compared to English.
This document discusses the key lexical and grammatical features of Australian English. Lexically, Australian English has borrowed words from indigenous Australian languages as well as other varieties of English. It also uses many colloquial expressions and idioms. Grammatically, it features pronouns like "yous" and "you guys", deletion of verbs like "have", double negation, and distinctive discourse features like ending sentences with "but". However, variation exists across regions and social groups in Australia.
Comparing the differences between standard english and singlish.finihed one!!!!VLADV423
The document compares differences between Standard English and Singlish in morphology, semantics, phonetics/phonology, lexicology, and syntax. In morphology, Singlish is more optional with plurals and past tenses. Lexicology shows repetition for emphasis in Singlish and new particles like "lah." Phonetics/phonology demonstrates differences in consonant pronunciation and a fast speaking pace in Singlish. Regarding syntax, Singlish uses fewer words and is not always in the correct order compared to Standard English.
Assignment submitted by students of 5EEE of batch 2012-16,Amity University. A thought provoking and interesting journey in the work of George Bernard Shaw.
Members:
Hanshal Nautiyal - A2324612004
Devavrat Mathur - A2324612036
Gaurav Sinha - A2324612057
The document provides a brief history of the English language from its origins with the Angles, Jutes, and Saxons in the 5th century AD to its current status. It discusses how Old English evolved and was influenced by French and other languages. The grammar, tenses, punctuation and ongoing growth of vocabulary in English are also summarized. Key events like the Norman conquest in 1066 and the standardization of spelling in the 16th century that shaped the modern English language are highlighted.
George Bernard Shaw discusses proper English speech in his essay "Spoken English and Broken English". He argues that there is no single correct way to speak English, as even educated speakers from different regions vary in their pronunciations. Shaw acknowledges that as a public speaker he must enunciate clearly, but at home with his wife he speaks more casually. He advises foreign students learning English that they should not worry about speaking perfectly, as native English speakers are accustomed to different accents and variations in speech. The main point is to communicate effectively rather than adhering to arbitrary standards of correctness.
The document discusses the key features of Indian English, including its origins in the 1830s with the introduction of English language public instruction in India. It became the official language in 1837, replacing Persian. The number of English speakers in India has grown significantly over time to around 280 million currently, making it the largest English-speaking population worldwide. Indian English has developed its own stylistic, vocabulary, pronunciation and syntactic features that differ from other varieties of English due to the influence of Indian languages. These include differences in terms used for numbers, tagging questions, and the occasional omission of prepositions.
The conversation between singaporeans and foreigners due tokanokwhan samphan
This document summarizes a presentation on the features and differences between Singlish and Standard English pronunciation and word use. It discusses data collected from conversations between Singaporeans and foreigners to analyze pronunciation differences. Some key differences highlighted include the neutralization of vowel length in Singlish compared to Standard English, the use of dental fricatives in place of /θ/ in Singlish, and the omission of final consonants in consonant clusters. Singlish also has differences in semantics and vocabulary compared to other English varieties due to influences from other languages spoken in Singapore like Malay, Hokkien, and Cantonese. While Singlish pronunciation can sometimes cause misunderstandings, context usually helps with comprehension, and well-educated Singapore
Singlish is a unique creole language spoken in Singapore that mixes elements of English with other languages spoken in Singapore like Mandarin, Cantonese, Hokkien, Malaysian, and Indian languages. Singlish has differences from standard English in terms of grammar, with topic prominence and copula deletion. Pronunciation is also distinct, with changes to consonants and stress, and different vowel sounds. Despite difficulties for non-Singaporeans to understand, Singlish acts as a lingua franca and cultural bridge between Singapore's multicultural population.
G.B. Shaw gave a radio talk in 1927 where he argued that there is no single ideal form of correct English. He notes that members of a committee tasked with defining correct English pronunciation disagreed on simple words, showing regional accents. Shaw also points out that he speaks differently in formal versus informal settings. He advises foreign students visiting England to speak "broken English" with a strong accent, rather than trying to mimic perfect English, as locals will be more likely to understand and assist them that way.
The document discusses the history and development of Indian English. It began as the language promoted by the British Raj to create an Indian class that was English in culture and intellect. Over centuries, English has become integrated into India's linguistic landscape. It is now one of the official languages and used extensively in various domains. Indian English has unique features influenced by Indian languages and culture that distinguish it from other varieties of English. These features include influences on pronunciation, grammar, and phraseology. The document outlines some of the key linguistic characteristics of Indian English.
The document provides information about various British accents including the Manchester, Liverpool, Birmingham, Nottingham, Bristol, and Leeds accents. It discusses key features of each accent such as distinctive pronunciations of vowels and consonants. For example, it notes that the Manchester accent involves over-enunciation of vowel sounds and avoidance of ng coalescence, while the Liverpool accent replaces /θ/ with /f/ and may pronounce /k/ as /x/ at the ends of words.
This document discusses various features of dialects and accents in spoken English. It provides examples of differences in pronunciation, meaning, grammar and vocabulary across regional dialects. It also discusses debates around the teaching of standard English in schools, with some arguing it is important to promote equal opportunities, while others believe all English varieties should be valued equally.
The document summarizes key differences between English and four other languages: Arabic, Chinese, Kayah, and Hindi. It discusses differences in grammar structures, pronunciation of sounds, writing systems, and other considerations for English language learners from backgrounds speaking these other languages. Some of the most difficult adjustments identified include English vowel and consonant sounds, syllable stress patterns, and lack of consistent spelling and pronunciation rules.
The document discusses accents and dialects in English. It defines accents as distinctive modes of pronunciation associated with regions or social classes, while dialects refer to variations in grammar and vocabulary particular to groups. The document examines how accents can cause prejudice and are used in comedy. It provides examples of accents from the UK and Ireland and analyzes phonetic spelling, grammar, and vocabulary differences found in the novel Trainspotting written in Scottish dialect.
The document discusses the differences between accents and dialects. Accents are differences in pronunciation only, while dialects also involve differences in vocabulary, grammar and word order. It then focuses on accents and dialects within British English, describing Received Pronunciation (RP) as the standard accent and discussing regional variations and how accents can indicate social class.
Estuary English developed as a mixture of Cockney and Received Pronunciation accents. It is influenced by both working class London accents and middle class accents. Research has found Estuary English exhibits some Cockney vowel pronunciations and features like 't' glottalization but lacks features like 'h' dropping. Studies of London teenagers' accents in different areas found regional variation, suggesting Estuary English is not fully uniform. Accent change also reflects societal diversity as seen in urban accents influenced by communities like Caribbean, African, Indian, Arabic and others.
Pakistani English has developed under the influence of both British colonial rule and the regional languages of Pakistan. It retains some vocabulary and grammar from British English but also incorporates words and usages from Urdu and other Pakistani languages. Pakistani English is distinct from other dialects with its own terms and spellings. It is taught using British English standards but has also absorbed some American English influences through modern media and technology.
This document defines accent and dialect, and outlines some of their key features. An accent primarily deals with pronunciation and reflects a speaker's social identity, while a dialect deals with vocabulary and grammar. Accents can be characterized by features like assimilation, reduction, and regional variations. Dialects exhibit lexical, grammatical, pronominal, and verbal variations that depend on social and regional factors. Studies have shown dialects and accents exist along a continuum, with features gradually merging across geographical regions.
The history of Standard English and the issues and implications of Standard English in the classroom and life. The confusion between Standard English and Received Pronunciation. http://spellingblog.howtospell.co.uk/
Hinglish is a hybrid language that combines elements of English and Hindi. It is commonly used in India, where both English and Hindi are widely spoken. Hinglish involves code-switching between the two languages by freely interchanging words and phrases within sentences. It has become an important lingua franca in India, especially in business. Hinglish incorporates words from both languages and has developed its own vocabulary and idioms over time.
FAQs about the English Language: VocabularyESL Reading
The document discusses various topics related to the English language vocabulary:
1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
2. While Chinese has the most written characters, estimates suggest English has the largest vocabulary among European languages due to its openness to importing words from other languages.
3. Irregular verbs, which do not follow standard conjugation patterns, are estimated to make up around 180 of the most commonly used English verbs. They are believed to be "fossils" that have survived from ancient Indo-European languages.
4.
This document discusses pronunciation differences between Pakistani English and British English. It begins by defining language, dialect, and accent. It then explains that pronunciation can be studied at the segmental level of phonemes or vowels/consonants and the supra-segmental level of stress and intonation. Received Pronunciation is introduced as the standard British accent. Common mispronunciations in Pakistani English are identified, such as dropping /r/ sounds and issues with consonant clusters. Finally, some frequently mispronounced words and religious terms are defined.
Phonological changes in speech occur through omission and assimilation as sounds are made easier to articulate over time. Societal changes like increased mobility and mass communication have also led to less regional variation and the informalization of language in media. While some see these changes as a natural process, others view them as a decline in "correct" speech.
Introduction to Classical Japanese OrthographyAdam Clark
This document provides an introduction to the orthography of Classical Japanese. It discusses how Classical Japanese differs from Modern Japanese in its use of kana and kanji. Specifically, it notes that Classical Japanese used obsolete kana (ゑ and ゐ), different rules for particles like を, and different representations of sounds like わ and を with hiragana. It also discusses how kanji were written in older forms before simplification. The document serves as a basic overview of these orthographic differences for students of Japanese.
This presentation discusses World Englishes and its emergence and development over time. It defines World Englishes as localized varieties of English that have developed in territories influenced by Britain. The presentation outlines different models of World Englishes, including Kachru's three-circle model classifying varieties as Inner Circle, Outer Circle, and Expanding Circle. It also discusses debates around issues like interlanguage and differences between World Englishes and standard English. The future of World Englishes is seen as supporting multilingualism, multiculturalism, and linguistic human rights.
This presentation discusses World Englishes and its emergence and development over time. It defines World Englishes as localized varieties of English that have developed in territories influenced by Britain. The presentation outlines different models of World Englishes, including Kachru's three-circle model classifying varieties based on their status. It also discusses debates around issues like errors versus differences in indigenous Englishes and the influence of languages and cultures on emerging Englishes. The presentation concludes by considering the future of World Englishes in terms of multilingualism, multiculturalism and linguistic human rights.
On The Origin And Nature Of Standard Englishguest5737aa
The document discusses the origins and nature of Standard English. It traces the term "Standard English" back to 1138 when it referred to military standards or flags. By the 18th century, it was applied to language and literature. Standard English emerged from the East Midland dialect becoming dominant due to various political, communication, and industrial factors. Linguists disagree on the definition of Standard English and whether it refers to grammar, orthography, or a particular accent. The document concludes that while there is debate around Standard English, English language teachers should be aware of variations but focus on exposing students to authentic materials to familiarize them with English broadly.
Singlish is a unique creole language spoken in Singapore that mixes elements of English with other languages spoken in Singapore like Mandarin, Cantonese, Hokkien, Malaysian, and Indian languages. Singlish has differences from standard English in terms of grammar, with topic prominence and copula deletion. Pronunciation is also distinct, with changes to consonants and stress, and different vowel sounds. Despite difficulties for non-Singaporeans to understand, Singlish acts as a lingua franca and cultural bridge between Singapore's multicultural population.
G.B. Shaw gave a radio talk in 1927 where he argued that there is no single ideal form of correct English. He notes that members of a committee tasked with defining correct English pronunciation disagreed on simple words, showing regional accents. Shaw also points out that he speaks differently in formal versus informal settings. He advises foreign students visiting England to speak "broken English" with a strong accent, rather than trying to mimic perfect English, as locals will be more likely to understand and assist them that way.
The document discusses the history and development of Indian English. It began as the language promoted by the British Raj to create an Indian class that was English in culture and intellect. Over centuries, English has become integrated into India's linguistic landscape. It is now one of the official languages and used extensively in various domains. Indian English has unique features influenced by Indian languages and culture that distinguish it from other varieties of English. These features include influences on pronunciation, grammar, and phraseology. The document outlines some of the key linguistic characteristics of Indian English.
The document provides information about various British accents including the Manchester, Liverpool, Birmingham, Nottingham, Bristol, and Leeds accents. It discusses key features of each accent such as distinctive pronunciations of vowels and consonants. For example, it notes that the Manchester accent involves over-enunciation of vowel sounds and avoidance of ng coalescence, while the Liverpool accent replaces /θ/ with /f/ and may pronounce /k/ as /x/ at the ends of words.
This document discusses various features of dialects and accents in spoken English. It provides examples of differences in pronunciation, meaning, grammar and vocabulary across regional dialects. It also discusses debates around the teaching of standard English in schools, with some arguing it is important to promote equal opportunities, while others believe all English varieties should be valued equally.
The document summarizes key differences between English and four other languages: Arabic, Chinese, Kayah, and Hindi. It discusses differences in grammar structures, pronunciation of sounds, writing systems, and other considerations for English language learners from backgrounds speaking these other languages. Some of the most difficult adjustments identified include English vowel and consonant sounds, syllable stress patterns, and lack of consistent spelling and pronunciation rules.
The document discusses accents and dialects in English. It defines accents as distinctive modes of pronunciation associated with regions or social classes, while dialects refer to variations in grammar and vocabulary particular to groups. The document examines how accents can cause prejudice and are used in comedy. It provides examples of accents from the UK and Ireland and analyzes phonetic spelling, grammar, and vocabulary differences found in the novel Trainspotting written in Scottish dialect.
The document discusses the differences between accents and dialects. Accents are differences in pronunciation only, while dialects also involve differences in vocabulary, grammar and word order. It then focuses on accents and dialects within British English, describing Received Pronunciation (RP) as the standard accent and discussing regional variations and how accents can indicate social class.
Estuary English developed as a mixture of Cockney and Received Pronunciation accents. It is influenced by both working class London accents and middle class accents. Research has found Estuary English exhibits some Cockney vowel pronunciations and features like 't' glottalization but lacks features like 'h' dropping. Studies of London teenagers' accents in different areas found regional variation, suggesting Estuary English is not fully uniform. Accent change also reflects societal diversity as seen in urban accents influenced by communities like Caribbean, African, Indian, Arabic and others.
Pakistani English has developed under the influence of both British colonial rule and the regional languages of Pakistan. It retains some vocabulary and grammar from British English but also incorporates words and usages from Urdu and other Pakistani languages. Pakistani English is distinct from other dialects with its own terms and spellings. It is taught using British English standards but has also absorbed some American English influences through modern media and technology.
This document defines accent and dialect, and outlines some of their key features. An accent primarily deals with pronunciation and reflects a speaker's social identity, while a dialect deals with vocabulary and grammar. Accents can be characterized by features like assimilation, reduction, and regional variations. Dialects exhibit lexical, grammatical, pronominal, and verbal variations that depend on social and regional factors. Studies have shown dialects and accents exist along a continuum, with features gradually merging across geographical regions.
The history of Standard English and the issues and implications of Standard English in the classroom and life. The confusion between Standard English and Received Pronunciation. http://spellingblog.howtospell.co.uk/
Hinglish is a hybrid language that combines elements of English and Hindi. It is commonly used in India, where both English and Hindi are widely spoken. Hinglish involves code-switching between the two languages by freely interchanging words and phrases within sentences. It has become an important lingua franca in India, especially in business. Hinglish incorporates words from both languages and has developed its own vocabulary and idioms over time.
FAQs about the English Language: VocabularyESL Reading
The document discusses various topics related to the English language vocabulary:
1. There is no definitive count of words in the English language, though estimates range from 600,000-1,000,000 words. The Oxford English Dictionary defines over 600,000 words.
2. While Chinese has the most written characters, estimates suggest English has the largest vocabulary among European languages due to its openness to importing words from other languages.
3. Irregular verbs, which do not follow standard conjugation patterns, are estimated to make up around 180 of the most commonly used English verbs. They are believed to be "fossils" that have survived from ancient Indo-European languages.
4.
This document discusses pronunciation differences between Pakistani English and British English. It begins by defining language, dialect, and accent. It then explains that pronunciation can be studied at the segmental level of phonemes or vowels/consonants and the supra-segmental level of stress and intonation. Received Pronunciation is introduced as the standard British accent. Common mispronunciations in Pakistani English are identified, such as dropping /r/ sounds and issues with consonant clusters. Finally, some frequently mispronounced words and religious terms are defined.
Phonological changes in speech occur through omission and assimilation as sounds are made easier to articulate over time. Societal changes like increased mobility and mass communication have also led to less regional variation and the informalization of language in media. While some see these changes as a natural process, others view them as a decline in "correct" speech.
Introduction to Classical Japanese OrthographyAdam Clark
This document provides an introduction to the orthography of Classical Japanese. It discusses how Classical Japanese differs from Modern Japanese in its use of kana and kanji. Specifically, it notes that Classical Japanese used obsolete kana (ゑ and ゐ), different rules for particles like を, and different representations of sounds like わ and を with hiragana. It also discusses how kanji were written in older forms before simplification. The document serves as a basic overview of these orthographic differences for students of Japanese.
This presentation discusses World Englishes and its emergence and development over time. It defines World Englishes as localized varieties of English that have developed in territories influenced by Britain. The presentation outlines different models of World Englishes, including Kachru's three-circle model classifying varieties as Inner Circle, Outer Circle, and Expanding Circle. It also discusses debates around issues like interlanguage and differences between World Englishes and standard English. The future of World Englishes is seen as supporting multilingualism, multiculturalism, and linguistic human rights.
This presentation discusses World Englishes and its emergence and development over time. It defines World Englishes as localized varieties of English that have developed in territories influenced by Britain. The presentation outlines different models of World Englishes, including Kachru's three-circle model classifying varieties based on their status. It also discusses debates around issues like errors versus differences in indigenous Englishes and the influence of languages and cultures on emerging Englishes. The presentation concludes by considering the future of World Englishes in terms of multilingualism, multiculturalism and linguistic human rights.
On The Origin And Nature Of Standard Englishguest5737aa
The document discusses the origins and nature of Standard English. It traces the term "Standard English" back to 1138 when it referred to military standards or flags. By the 18th century, it was applied to language and literature. Standard English emerged from the East Midland dialect becoming dominant due to various political, communication, and industrial factors. Linguists disagree on the definition of Standard English and whether it refers to grammar, orthography, or a particular accent. The document concludes that while there is debate around Standard English, English language teachers should be aware of variations but focus on exposing students to authentic materials to familiarize them with English broadly.
Issues and implications of world Englishes for teachersMelanie Gonzalez
This document summarizes a presentation on issues and implications of World Englishes for teachers. It discusses how English became an international language, attitudes surrounding its role, and pedagogical implications for teaching English as a foreign language versus English as a second language. Key terms are defined and Kachru's 3-circle model of World English is explained. Examples of variations in lexicon, grammar and phonology in World Englishes are provided, as well as implications for English language teaching.
Current Prospectives on Teaching WEs and ELFElla Glazov
The document summarizes current perspectives on teaching World Englishes and English as a lingua franca based on recent research. It explores implications for TESOL and discusses how English is being taught and studied globally, including debates around the concepts of native speaker standards, interlanguage, and the development of new Englishes and their norms in outer and expanding circles of English use. Research focuses on the spread and influence of English worldwide as well as identity issues and resistance to linguistic imperialism in English teaching and learning.
This document summarizes a presentation on a research article that questions the distinction between native and non-native English speakers. It discusses how applied linguistics is redefining these concepts. While initially there was a fixed dichotomy, several researchers have critically examined the theoretical foundations and questioned if the distinction is necessary. The presentation outlines research showing non-native teachers can successfully teach English. It argues that both native and non-native teachers need training, and that the goal of English language teaching is developing users of the language rather than approximating native speakers. Overall, it advocates moving beyond the native/non-native distinction to a more nuanced understanding of all language users.
This document discusses teaching Polish students to write in English by building on their native Polish discourse styles and culture. It describes key differences between Polish and English rhetorical styles, such as Poland's emphasis on content over structure and England's preference for linearity. The author implemented lessons comparing cohesion/coherence in Polish and English texts. Students learned to appreciate cultural differences in writing without perceiving their own style as inadequate. Evaluations showed students found the individualized approach beneficial for developing skills to write for international audiences.
Acquisition, creativity, standards and testingLaiba Yaseen
This document discusses several topics related to second language acquisition and World Englishes. It addresses theoretical orientations in SLA research and how they often neglect speaker intentions. It also discusses SLA in multilingual contexts and how the functions of an additional language are determined by community needs. Finally, it examines issues of proficiency, communicative competence, and how English has been nativized and developed new varieties around the world according to social and historical contexts.
This document summarizes a debate between Kachru and Quirk regarding World Englishes and standards of English. Kachru argued that varieties of English used in places like India and Nigeria are legitimate Englishes, not just errors or deviations from native standards. Quirk believed a common standard was necessary for intelligibility. The document also discusses how Kachru challenged the interlanguage theory and its view of non-native varieties as deficient. It notes debates around teaching standards, and implications for applied linguistics in understanding new Englishes in their sociocultural contexts rather than only through inner-circle norms.
Applied Linguistics session 111 0_07_12_2021 Applied linguistics challenges.pdfDr.Badriya Al Mamari
Applied linguistics is a branch of linguistics that applies linguistic theories and methods to solve language-related problems. It originated in the 1950s and draws from various fields like sociology, psychology, and computing. Applied linguistics covers areas like second language teaching, language disorders, and the use of technology for language learning. It aims to improve language efficiency and address issues like how best to teach languages based on social and cultural factors. Corpora, or large electronic collections of authentic texts, are an important tool used in applied linguistics research to study language quantitatively and qualitatively.
Language Needs: The Unaddressed Factor in Internationalization (i18n)Parisa Mehran
This needs analysis study examined the English language needs of 278 Japanese undergraduate students and insights from 12 instructors/policy makers at Osaka University. Key findings included: Students struggled most with listening and speaking skills like understanding fast speech and expressing themselves spontaneously. They reported having little opportunity to use English. Instructors agreed students needed improved communication skills for future careers. Both groups saw value in an online English for General Academic Purposes course to address issues like large class sizes and provide more speaking practice and feedback on writing. The study provides implications for developing an online EGAP course at multiple levels focusing on all skills.
The document discusses various topics related to bilingualism, including:
- Types of bilingualism such as simultaneous, early sequential, and late bilingualism.
- Studies showing young children can quickly learn a new language if they move to a new country, such as Leopold's diary study of his daughter.
- Debate around separate-store and common-store models of how bilinguals process languages in the brain.
- Concepts like code-switching, code-mixing, cognates, and forward/backward translation between languages.
Pronunciation and philippine dictionaries (philippine lexicography)Sheng Nuesca
Here is a file on Philippine pronunciation and its lexicography. Also included here are the tips on learning the correct Filipino pronunciation and the nuances of its lexicography.
Ell 615 final presentation shuning zhangShuningZhang3
This document discusses the impact of a Chinese speaking English language learner's first language on producing correct English sentences. It notes two main types of differences between Chinese and English grammar that can cause difficulties: principles that exist in English but not Chinese, and principles that are different between the languages. The findings section provides examples of morphological and syntactic differences like article usage, grammatical inflections, conjunctions, prepositions and word order. It recommends addressing these differences through practice to develop new habits for structures that don't exist in the first language and changing habits for structures that are different.
The document compares and contrasts the Japanese and English languages. It notes that Japanese uses three types of characters (kanji, hiragana, katakana) while English uses the Latin alphabet. Grammatically, Japanese follows a subject-object-verb word order while English is subject-verb-object. Culturally, communication in Japanese places more emphasis on politeness and respect based on factors like age, sex, and status of the individuals, which can make expressing oneself in English difficult for Japanese learners.
This document discusses English as a global lingua franca and issues related to teaching English. It begins by defining a lingua franca as a language used for communication between speakers of different first languages. English has become the dominant global lingua franca due to Britain's former colonial power. While a global language provides advantages of wider communication, it can also perpetuate power imbalances. The document then discusses debates around which variety of English to teach, noting arguments for both teaching standardized English as well as recognizing World Englishes. It also considers teaching English as a lingua franca without focusing on native-speaker norms. Finally, the document examines debates around defining native English speakers and their role as teachers.
This document discusses the status and importance of recognizing African American English (AAE) in education. It provides background on AAE, noting that it is a rule-governed dialect similar to other English varieties. While some teachers view AAE negatively, resolutions since the 1970s have advocated validating students' home languages. The document reviews research showing AAE speakers often receive less attention from teachers and outlines efforts to promote AAE in teacher education.
The document discusses different topics related to World Englishes and global communication, including:
- Kachru's model of three concentric circles (Inner Circle, Outer Circle, Expanding Circle) to illustrate how English is distributed globally.
- Characteristics of native and non-native English varieties, including differences in vocabulary, pronunciation, grammar between American English, British English, and other varieties.
- Concepts like linguistic prejudice, cultural conventions, schemas, and how they vary across English varieties.
- Models like ENL (English as Native Language), ESL (English as Second Language), EFL (English as Foreign Language) that classify speakers based on their language acquisition.
1. The document discusses the role of technology in education, particularly English language teaching, in light of Industry 5.0.
2. It argues that technology should be viewed as a tool rather than a toy or terror in the classroom, to empower both teachers and learners.
3. Looking ahead, it suggests that generations born into an increasingly automated world may require different skills, and both educators and technologies will need to adapt to new generations of learners.
This document discusses the ethical obligation of classroom teachers to conduct research and proposes action research as a solution. It notes that while research is expected of professors, teachers face different constraints like large class sizes, limited time and resources. Action research is presented as a way for teachers to systematically research problems in their own classrooms using minimal resources. The key steps are to identify an issue, make a plan, take action by collecting data, evaluate the results, and share findings. A new open access journal is also introduced that welcomes short papers on action research from teachers.
21st Century Learning: Blending Content, Task, and TechnologyRobert Dickey
This document discusses blending content, tasks, and technology in 21st century English learning. It addresses adopting technology as a tool rather than for entertainment, defining tasks as purposeful language learning rather than exercises, and using content to learn English through both content-driven and language-driven approaches. A CBLT framework is presented for constructing content-enriched lesson plans incorporating an exemplar text, student responses and tasks, group work, and assessment. The document cautions about balancing flow, cognitive load, interest, workload, concerns from content specialists, and the role of technology in blending these elements effectively.
Challenging for Innovation in Entrepreneurship EducationRobert Dickey
Presentation at the 4th International Conference on Entrepreneurship / ENEDA Conference, Feb 20-22, 2020 in Singapore. (ENEDA = Entrepreneurship Educators Association of the Philippines)
Entering the Field of Scholarly Research & Publication (Asian EFL 2018)Robert Dickey
Entering the Field of Scholarly Research & Publication
The Asian EFL Journal International Conference on Research & Publication
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Aug 25 2018
From Classroom to Journal: Action Research and the Road to Publication (Asian...Robert Dickey
1) Teachers face challenges in conducting research due to heavy workloads and lack of time, funds, and support. However, action research (AR) provides an accessible way for teachers to research problems in their own classrooms and improve teaching in a collaborative manner.
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Technology, Tasks, Textbooks, and Teacher Reflections – Where teacher research and classroom teachingcollide with new-age learners
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Second Language Acquisition & Applied Linguistics for session with Kazakh tea...Robert Dickey
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Flipped Classrooms, Activities, and Tasks in the Classroom for session with K...Robert Dickey
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presentation for the 2015 TESOL Asia / Asian EFL Journal 14th Annual International Conference at Clark Freeport Zone, Pampanga, Philippines August 21-23, 2015
KOTESOL provides marketing opportunities for organizational partners through various channels like email lists, conferences, and events. This document discusses partnership options for the upcoming ICEE2015 conference, including booth displays in various sizes and locations, as well as stickers and prizes to encourage engagement. It also outlines KOTESOL's other upcoming regional and national events and notes they are reviewing the partnership agreement to create tiers like premium, full-service, and economy partnerships, while recognizing in-kind support. Partners are encouraged to contact the listed liaison for more information.
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This document discusses alternatives in continuing professional development for teachers. It begins by defining key terms like professional, development, and continuing. It then discusses areas of professional development like subject matter knowledge and understanding learners. The document outlines employer expectations and concerns around professional development as well as potential "limits". It proposes a 4-step cycle for professional development and provides resources from the KOTESOL Professional Development Special Interest Group.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Perceptions while working
with Koreans’ English
(It’s not just Konglish)
Robert J. Dickey
KOTESOL Daejeon-Chungcheong
Annual Autumn Symposium
November 24, 2012
Woosong University, Daejeon
3. Role(s) of English in Korea
Course of study
Preparation for overseas travel or study
• Does destination matter?
Interaction with non-Koreans
Work-related
• international materials
• business partners
Entertainment
3
4. Teachers’ Perceptions
Qualifications and Background
• Time in Korea / Asia / Abroad
• Time in Teaching (EFL, Asia)
• Educational Background
Teaching Approaches
• GTM/Audio-Lingual (avoid errors)
• Communicative (risk-taking)
• World Englishes
4
5. Learners’ Perceptions
Age
Experience with English
• Formal education
• Informal learning / use
Self-monitoring
• Error vs. Mistake
Parent/Employer/Other influence?
5
6. Defining Konglish
Literature doesn’t agree
Teachers don’t agree
Koreans don’t agree
How do we deal with it
if we don’t know what it is?
6
7. “Growing a Language?”
Suppose
• Languages are born, evolve, decay, die
• Vulgarization is natural (Latin, etc.)
Stages might be
• Contact/Pidgin
• Creole (disputed)
• “ish”
• “ian”
7
8. Users’ & Teachers’ Perceptions
When does the local variety become
valid for various purposes?
• Local business & entertainment
• Local media
• Communication with outsiders while
“here”
• International communication
When are there “native speakers” of a
localized variety? 8
9. Literature
From scholarly research to books to
blogs, snippets/photos from local
media, teachers wordlist handouts…
Written in both English and Korean
Distinction 1:
• Historical (linguistic source) or
• Current (Usage)
Distinction 2:
• Is it Korean or English? 9
11. Literature Summary
L1 Interference / Fossilization
Pidgins & Creoles (contact languages)
World Englishes
English as a Lingua Franca
Common-core (simplified) English
• Pronunciation
• Vocabulary
• Structures 11
14. The Literature - Konglish
Kim, J. (2010). Konglish as a second language? [New Perspective]. The Korea Herald, April 9.
Miller, J. (2003). A Word by Any Other Meaning: Konglish. MED Magazine 5.
Park, J-K. (2002). Teaching World Englishes and teacher development. KATE Newsletter 26(2).
Doms, D. (2004). English and Korean speakers' categorization of spatial actions: A test of the Whorf hypothesis.
(Unpublished Masters' Dissertation.)
Kent, D.B. (1999). Speaking in tongues: Chinglish, Japlish and Konglish. KOTESOL Proceedings PAC2, 1999.
Kent, D.B. (2001). Teaching Konglish: Selected resources for students and teachers. KOTESOL Proceedings 2001.
Kent, D.B. (n.d.). "KONGLISH": A Strange Linguistic Practice of Koreans ["The Kent Konglish Dictionary"].
Everest, T. (2002). Konglish: Wronglish? The English Connection 6(5).
Shaffer, D. (2010). English-to-Korean borrowing: Focusing on meaning. The English Connection 14(3).
Nam, J.Y. and Southard, B. (1994). Orthographic representation and resyllabification of English loan words in Korea.
Language and Speech, 37(3).
Kang, Y., Kenstowicz, M., and Ito, C. (2008). Hybrid loans: A study of English loanwords transmitted to Korean via
Japanese. Journal of East Asian Linguistics 17.
Lee, J.S. (2006). Linguistic constructions of modernity: English mixing in Korean television commercials. Language in
Society 35(1).
Shim, R. J. (1999). Linguistic constructions of modernity: English mixing in Korean television commercials. World
Englishes 18(2).
Kim, H. (2009). Linguistic motivation in formation and translation of compound nouns. Discourse and Cognition 16(1).
Min H-S. (2001). A study on the semantics of signboard language in Korea. Korean Semantics 9.
Kim, S-H. (2001). An error analysis of college students' writing: Is that really Konglish? Studies in Modern Grammar 25.
14
16. “Korean” Language
Three accepted avenues for inclusion
in “Korean” language
• “Pure”(indigenous) Korean ( 순한국어 )
• Sino-Korean ( 한자어 )
• Adopted Loanwords ( 외래어 )
►Treated as “proper” Korean
How defined?
16
17. “Korean” Language (2)
“Pure” Korean developments
►Pre-Hangul (does this matter?)
►Hermit Kingdom era (pre-1870)
►1870-1945 (pre-American influence, words
from Korean linguistic roots)
►1945-current (“modern” words from Korean
linguistic roots)
17
18. “Korean” Language (3)
Treated as Korean:
• Sino-Korean ( 한자어 )
►Korean words derived from Chinese
►Words created in Korea from Chinese
Characters
►Words created in Japanese from Chinese
Characters and adopted in Korea
►Japanese words with created “Chinese”
Characters and adopted in Korea
18
19. “Korean” Language (4)
Treated as Korean:
• 외래어 ( 단어 ) Foreign linguistic input,
accepted as new Korean
►Foreign origins unknown to some users
►Many are generally understood by society as
“English” (though some words were not)
►Written more frequently in Korean script
►Widely used to replace Korean lexical items
or to fill-in Korean lexical gaps, e.g., “bus”
19
20. Korean Language (5)
Not Korean
Words recognized as “foreign”
►Not in dictionary?
►Korea has a government-recognized
language authority
►May be written in either (or both) Korean and
English scripts
►More or less common, depending on age
groups, social level, education, etc.
20
21. English in Korea (1)
1880-1940: Missionary English - principally
North American English
1920-1980: Japanized English - principally
British English, Japanese pronunciation
and narrowed definitions, includes words
from other languages treated as English
1945-1990: US Army English - influenced by
American Black Vernacular and (US)
southern dialects plus military terminology
21
22. English in Korea (2)
1960-current: classic British/American
Literature
1960-current: contemporary USA music,
radio, movies & TV
1966-1981: US Peace Corps “Educated
American English”
1990-current: Expatriate Teachers
(US,CAN,UK,AUS)
2000-current: Outer Circle Englishes
22
23. Historical Summary
A significant amount of so-called
“Konglish” has been adopted as valid
Korean language (loanwords)
Some amount of “Konglish” is high-use
in Korea although not recognized as
valid Korean
Several recognized varieties of English
are circulating in Korea
23
24. Survey of Teachers
62 respondents, 56 responses used
Demographic mix:
• Teaching experience
• Asian experience
• Higher education
Diverse responses to
• “How would you define “Konglish”
• Please provide examples
24
25. Respondents’ Qualifications
26 Respondents had M.Ed.English,
MATESOL/related, or M. AppLing
19 Respondents had a Master’s in another
field (2 included above)
3 Doctorate English, 3 in other field (3)
28 Certificates (less than 150 hours)
17 Diplomas (more than 150 hours)
24 Licenses/Diplomas to teach
4 no teaching qualification (2 with Master’s) 25
26. Teacher Responses (1)
Definitions coded into 20 Fields
Fields generated from responses and
the literature
• 5 fields for “use in Korean language”
• 15 fields for “use in English language”
►1 field (Decoration) no responses
►10 fields only one response
Many could be merged into “themes”
26
27. Coding Fields
Into Korean Into English
Korean w/English inserted K think is English but...
Loanwords into Korean Similar but not always
Direct Transcription of corresponding to
English to Korean: US/UK English
Hangulization (or English Specific to
speaking as writing) Korea
Created English-like Structural borrowing
words for Korean from Korean
Adopted Words 외래어 K thinking in English
language
27
28. Coding Fields (2)
Into English Into English
Interlanguage (fossilized English words w/
error) adjusted meanings
Korean Pronunciation of narrowed meanings
English broadened meanings
K In-group formations of Non-standard to Non-
English Asians
Code-mix / -share even Aberration (Non-
within a created word standard)
Adapted Words Inappropriate
Created Words Creative 28
29. Coding Fields (3)
Into English
Ideological Use
K Culture influenced English
Decorative
29
30. Teacher Responses (2)
Examples coded into 5 “themes”
• Used in Korean
• Structure from Korean or code-mixing
• Adaptation of Vocabulary use or meaning
• Pronunciation issue
• Error
Definitions considered where examples
were unclear
30
31. Teacher Responses (3)
Theme Responses % (56)
Used in Korean: 17 30.4% *
Structure from Korean or
code-mixing: 10 17.9%
Adaptation of Vocabulary
use or meaning: 34 60.7%
Pronunciation issue: 10
17.9%
Error: 5 8.9% 31
32. Teacher Responses (4)
10 / 17 “In Korean” Theme did not indicate
any of the “English” issues.
• Only 3 of those 10 had a higher degree in
TESOL/English/English Education
14 Definitions indicated Konglish “specific to
Koreans”
8/ 13 “Aberrant” Definitions hold higher
degree in TESOL/English/English Educ
5 Definitions indicated Created words
32
33. Discussion
Learners enter the classroom with
these words, structures, & sounds
Resource to be developed, as Kent
and Shaffer and others argue
Distinctions to be noted in terms of use
outside intra-Korean usage
Correction as needed for International
Communication
33
34. Analysis
Differences in source of Konglish
impact manner of correction
Differentiated terminology perhaps
necessary?
• Engrish or Engrean for Anglicisms
Appreciation of Creativity
34
35. The Future
Bilingual future for Korea?
Functional multilingualism?
Heightened general proficiency?
Only for a few?
Test-based?
Role for (imported) native-speakers of
English teachers?
35
36. Rob Dickey
Keimyung University
Email: rjdickey@content-english.org
36
Editor's Notes
Formal not limited to classroom, can include independent courses of study
Singlish, Singaporean-English, Australian English … define through an accepted local dictionary? Army & Navy?