Learning activity 1 karla morales daniel garcia
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There is no single standard form of English due to the language constantly evolving over time. While some scholars advocate for a standard English, the language varies across different parts of the world and is always changing with use. The article examines research on English as an applied study, using established linguistic theories to investigate how English has developed different variants internationally without a single standardized version.
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Changes in speech style
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.
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Standard english (slide)
Standard English refers to the accepted form of the English language used for official purposes in Anglophone countries. It encompasses grammar, vocabulary, and spelling. In Britain, Standard English is associated with Received Pronunciation and UK Standard English, while in the US it is associated with General American.
There are some differences between British and American English, primarily in pronunciation but also in vocabulary, grammar, and spelling. The differences are not huge, as the languages have remained relatively similar compared to other languages that diverged more after colonial periods.
World Englishes refers to localized varieties of English that have developed in former British colonies and areas influenced by the US. Over time, English varieties have emerged and adapted to local contexts
Etymology
The study of the origin and history of a word. It comes to us through Latin, with the Greek origin of (e´tymon “original form” + logia “study of”).
Etymology is, in a way, similar to archeology; since they both depend on existing evidence in order to explain a current form.
Each language has its complex history where the origin is broken down and changed through time. For instance, English went through Old, Middle and Modern eras reaching its contemporary form.
Why etymology
We need to study etymology to determine the true meaning of words and their functions in a sentence.
Etymology has no place in a general-purpose dictionary, and it should be left to historical or specialist dictionaries. Learners' dictionaries do not contain etymological information, though its exclusion from these dictionaries has been challenged (Ellegård 1978; Ilson 1983). Of the three Collins dictionaries.
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Standard English refers to the accepted form of the English language used for official purposes in Anglophone countries. It encompasses grammar, vocabulary, and spelling. In Britain, Standard English is associated with Received Pronunciation and UK Standard English, while in the US it is associated with General American.
There are some differences between British and American English, primarily in pronunciation but also in vocabulary, grammar, and spelling. The differences are not huge, as the languages have remained relatively similar compared to other languages that diverged more after colonial periods.
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The study of the origin and history of a word. It comes to us through Latin, with the Greek origin of (e´tymon “original form” + logia “study of”).
Etymology is, in a way, similar to archeology; since they both depend on existing evidence in order to explain a current form.
Each language has its complex history where the origin is broken down and changed through time. For instance, English went through Old, Middle and Modern eras reaching its contemporary form.
Why etymology
We need to study etymology to determine the true meaning of words and their functions in a sentence.
Etymology has no place in a general-purpose dictionary, and it should be left to historical or specialist dictionaries. Learners' dictionaries do not contain etymological information, though its exclusion from these dictionaries has been challenged (Ellegård 1978; Ilson 1983). Of the three Collins dictionaries.
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This document contains a reading comprehension test about the English language. It includes 3 sections: 1) completing sentences with appropriate words, 2) circling the right answer to multiple choice questions, and 3) matching concepts from two columns. The test covers topics like the origins and history of English, influences on the language from Latin and other languages, and internal/external factors that cause language to change over time. It aims to assess understanding of the key aspects and evolution of the English language based on the provided information.
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- Varieties of English, like Canadian English and Australian English, exhibit some differences in morphology, syntax and spelling compared to British English.
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This reflection discusses a reading on global Englishes that was required for a Lexical Analysis course. The author found it interesting to learn about the broad development and spread of the English language around the world for different reasons and uses, such as a second language or lingua franca. The text showed how English has dispersed globally and is now one of the most widely spoken languages. Knowing the history and spread of a language can help achieve course objectives like developing vocabulary learning strategies in various areas.
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Share & Like; https://www.facebook.com/EFL.ESL
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- The term "dialect" has historical connotations and refers to subordinate varieties of a language existing along a continuum.
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Kachru proposed a three concentric circles model to classify English speakers. The inner circle includes countries where English is the primary language such as the UK, US, and Canada. The outer circle comprises countries that were formerly British colonies and adopted English as an official language, such as India, Pakistan, and Egypt. The expanding circle includes countries where English is taught as a foreign language like China, Russia, and Brazil. The inner circle establishes the norms of English which are then developed or challenged by the outer circle and followed by the expanding circle.
Acquisition, creativity, standards and testing
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.
Tesol2011 pc
The document discusses the concept of English as a Lingua Franca (ELF) as an alternative to the traditional view of English having a 'standard' form based on Inner Circle varieties. It notes that ELF users prioritize effective communication over narrow definitions of correctness, making use of accommodation strategies, code-switching, and innovating in ways that create their own preferred forms. Research on ELF has found its users exploit the language through these means while focusing on successful interaction, not adherence to native speaker norms. The implications are that English teaching may need to take an ELF approach that develops accommodation skills and accepts global variation rather than discourage creativity.
The World of English Language Teaching.pptx
Dr. Jui-Jung Tsao discusses the complex world of English language teaching. There are many varieties of English spoken around the world for different purposes. Who teaches English and which variety is taught depends on factors like whether it is taught as a foreign or second language, for general purposes or specific fields like business, and whether content-based or immersion approaches are used. While native English speakers were traditionally seen as the best teachers, the roles of non-native English speaking teachers are increasingly recognized as valuable due to their shared experience learning the language and cultural understanding. The best teachers are those that are proficient in English and effective instructors regardless of whether they are native or non-native speakers.
Language variety #1
This document discusses the debate around prescriptive versus descriptive linguistics and standard English. It notes that prescriptive linguistics aims to enforce language rules while descriptive linguistics describes language functions. Several experts are quoted arguing that standard English rules are arbitrary and imposed by elites, and that students have their own valid language varieties. The document also summarizes a 1974 policy asserting students' right to their own languages and the need for teachers to respect language diversity. It discusses code-switching and code-meshing approaches to addressing language variety in the classroom.
Gestures Presentation
The document summarizes research on whether gestures are universal or language-specific. It describes studies finding differences in gestures between languages and how gestures influence language acquisition. The presented study showed subjects videos of speakers of different languages with faces covered and had them identify if the speakers were speaking English. Subjects were mostly able to identify non-English speakers by their gestures. The study concluded gestures may be specific to languages and there is a perception of what English gestures look like.
Reflection (Varieties of English)
The document discusses the key concepts the author learned about varieties of English throughout an English analysis course. The author learned about regional varieties characterized by dialects, social varieties divided among social groups, discourse varieties related to activities, and attitude varieties related to the speaker. The author also learned about standard English, including British and American variations, and the importance of understanding both standard and non-standard English. Relating this topic to phonetics and phonology courses, the author understands why certain varieties like received pronunciation are taught and the importance of learning standard English.
Improving student's nini
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author conducted a study with 20 students over 5 debate sessions using topics like school uniforms and education funding. The debates significantly improved students' confidence, fluency, critical thinking, and awareness of self-learning. However, it did not strongly impact accuracy in pronunciation and grammar. Overall, the author concludes that English debate is a very effective method for enhancing students' speaking abilities.
Improving student's nini
This document discusses using English debate activities to improve students' speaking skills at a vocational high school in Bengkulu, Indonesia. It describes how the author observed 20 students participating in 5 debate meetings over various topics. Through the debates, the students gained confidence in speaking English and learned to independently develop and present arguments. The author found that English debate was an effective method for enhancing students' public speaking abilities and moving them towards more proficient English use.
How to teach elf
1) The document discusses teaching English as a lingua franca (ELF) and raising learner awareness of how English is used globally. It provides activities to help students understand the differences between English as a foreign language (EFL) and ELF.
2) One activity involves students guessing populations of English speaker groups and discussing chances of nonnative English interactions. Other activities include labeling acronyms, discussing English accents, and reconsidering teaching goals for ELF.
3) The goal is to help students recognize that English takes different roles depending on the interlocutors, not just location, and to prepare them for variation in English as an international language.
Prescriptivism essay feedback
The document provides guidance on how to structure an essay response about prescriptivism versus descriptivism in language. It includes sample introduction and context paragraphs that define the terms and discuss the historical background of the debate. It also gives suggestions for the main body, such as using examples to support arguments for and against prescriptivism, and discussing how language change and flexibility are important but rules aim to standardize communication.
purcom.pptx
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.
A study on intonation as a means of conveying deontic modality in English.pdf
This document summarizes a thesis on intonation as a means of conveying deontic modality in English. The thesis was written by Nguyễn Thị Hằng Tuấn for her MA in English Linguistics at Vietnam National University, Hanoi. It examines the use of intonation to express obligation and permission as types of deontic modality in English. The document provides background on the study, including its rationale, aims, scope, methodology, and design which involves analyzing theories of intonation and modality before investigating common mistakes Vietnamese learners make and providing pedagogical implications.
Proposal chapter i.docx
This document discusses linguistic interference in translation from Indonesian to English. It begins by defining interference as deviations that occur when translating between languages due to familiarity with more than one language. The document then provides examples of different types of interference that can happen at the phonological, grammatical, lexical, and semantic levels. Factors that can contribute to interference include a speaker's bilingual background, disloyalty to the target language, and limited vocabulary in the target language. The document aims to examine interference in translations produced by 6th semester English students in Indonesia to identify common problems and their causes.
Sara Ganassin
The document summarizes research on cultural inequalities faced by women from migrant, refugee, and asylum-seeking backgrounds in the North East of England. The research used qualitative methods like focus groups conducted in English as a shared language, despite English not being the mother tongue of most participants or researchers. The study found that a flexible approach to language allowed effective communication and participation, while also empowering multilingual participants to support translations.
A Trendy and Multi-dialectical English- A Descriptive Review of Changes and C...
This document summarizes a research article about the current status of the English language. It discusses how English has become a global language used in many countries and contexts, leading to the development of new dialects. It also examines how concepts like native speaker and standardization have become more complex, as English is used locally around the world. The document reviews literature on topics like World Englishes, globalization and English, and implications for teaching English as additional language. It aims to describe the changes that have occurred in English and its status internationally.
Future English teachers' attitudes towards EIL pronunciation
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
Journal Response SungKey course concepts Intelligibility, Id.docx
Journal Response: Sung
Key course concepts: Intelligibility, Identity
Investigating the topic:
1. Read just the “Introduction” section. What are the two different opinions about sounding like a “native English speaker?”
2. Sung often talks about “intelligibility” with accents. For example, he says that “Although native-speaker accents were thought to be the ‘ideal’ pronunciation model in their minds, these students did not find these accents intelligible in reality” (Sung 18).
· What does Sung mean when he talks about a speaker’s “intelligibility”?
Take a position:
1. Is there an English model/accent that you find ideal? What is it? (If possible, include a link to a video of it so that I can hear!) Explain why you think that this accent is ideal for you.
2. In 1-2 paragraphs, take a position on this topic: Should EAL (English as an Additional Language) students try to sound like “native speakers” of English? Support your position using experiences from your real life.
Focus on Language:
As you were reading Sung’s article, you probably noticed that some words and phrases were highlighted in blue. These are transition words and phrases that help the author develop an argument over time and across multiple sentences. Each transition word or phrase indicates to the reader how new information is related to previous information.
Below are 4 categories of transition words/phrases. Find 2 highlighted words/phrases from Sung’s article that fit into each category (copy and paste them in the table below and include the page number).
Example 1
Example 2
Example 3
New information is different from the previous information
Instead (p. 17)
New information is a result of or based on previous information
therefore (p. 18)
New information is similar to previous information
In a similar vein (p. 19)
New information is an example used to support previous information
In particular (p. 20)
English 106
University of Arizona
English Today
http://journals.cambridge.org/ENG
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‘I would like to sound like Heidi Klum’: What do non-native speakers say about
who they want to sound like?
Chit Cheung Matthew Sung
English Today / Volume 29 / Issue 02 / June 2013, pp 17 - 21
DOI: 10.1017/S0266078413000102, Published online: 08 May 2013
Link to this article: http://journals.cambridge.org/abstract_S0266078413000102
How to cite this article:
Chit Cheung Matthew Sung (2013). ‘I would like to sound like Heidi Klum’: What do non-native
speakers say about who they want to sound like?. English Today, 29, pp 17-21 doi:10.1017/
S0266078413000102
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‘I would like to sound like Heidi
Klum’: What do non-native
speakers say about who they
want to sound like?
CHIT CHEUNG MATTHEW SUNG
An ...
Adjunctive english general extenders in newspaper editorials
General extenders (GEs) perform different functions in discourse and have been studied diversely, based on scholars’ foci. Viewed as universal vague informal spoken discourse markers in some studies, this study argues that the elements are deliberate vague discourse-pragmatic elements, in newspaper editorials of nine countries with different language situations of the English Language.
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Learning activity 1 karla morales daniel garcia
- 1. Communicating in English: Flexibility Within a Norm For many years controversy about whether a standard English exists or not has over run the mind of scholars and professionals on linguistics. Many of them are considered purist of the language and defend the idea that all the other variants of English spoken in different parts of the world are wrong. However, many people have shown the opposite. It cannot exist a standard form of English due the language is changing and evolving every day.
- 2. -Kind of Research- In the article it is explained that many scholars are looking forward the creation of the standard English. Nevertheless, despite the efforts this has not been possible due the language is in a constant change and development. This kind of research is Applied. The author takes an already established theory the make his investigation.
- 3. Type of Research The type of knowledge used for this research was the Apriori knowledge (based on observation). The author observed the variants of English language in different countries. After spending some time observing the language behavior, he was able to make a conclusion. Mark D. Offner. (n.d.). Offner - Communicating in English: Flexibility Within a Norm (TESL/TEFL). Retrieved from http://iteslj.org/Articles/Offner-Communicating.html
- 4. <iframe src="//www.slideshare.net/slideshow/embed_code/38727023" width="476" height="400" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe>