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.
This document discusses research on how linguistic typological universals may constrain the development of interlanguage grammars in second language acquisition. It describes studies that have investigated whether implicational universals regarding phenomena like markedness, relative clauses, and question formation hold for learner languages. While many findings support the view that universals constrain interlanguage, some studies have found exceptions, suggesting the situation is more complex when considering factors like language differences, animacy, and limitations of learners. Overall, universals appear to influence but not determine interlanguage grammars.
This document discusses the history and evolution of the English language from Old English to Modern English. It describes how family trees were created to show how languages are related and how words in different languages with similar meanings, spellings and pronunciations (cognates) can indicate a shared ancestral language. The document also explains comparative reconstruction, which aims to reconstruct the original forms in ancestral languages, and provides examples of how sounds and words were reconstructed across language families. Finally, it outlines the major periods of English history: Old English before 1100, Middle English from 1100-1500, Early Modern English from 1500-1700, and Modern English after 1700.
Universal Grammar (UG) is the theory that humans are born with an innate, universal set of principles that guide language acquisition. The key points of UG are:
1) Poverty of stimulus - children hear a finite number of sentences but can understand and produce an infinite number, suggesting innate linguistic knowledge.
2) Parameters - principles of UG allow for variation between languages via parameters that are set based on a child's linguistic input.
3) Access to UG - theories debate whether adults fully retain access to UG for second language acquisition or are limited by their first language parameters.
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/
The document discusses language contact, which occurs when languages interact through written communication or direct social interaction between speakers. It provides examples of language contact through Latin and English, and Turkish and German. Language contact can result in borrowing of words, phrases, sounds, and grammatical structures from one language to another. The extent of borrowing depends on factors like the intensity of contact, prestige of languages, and relationship between speaker groups. Pidgins and creoles may emerge in situations requiring a common language for communication, like trade or plantation settings.
This document provides an introduction to syntax from a lecture given at the University of Aden. It begins by discussing related linguistic concepts like grammar and morphology. Grammar is defined as the mental representation of a speaker's linguistic competence, while morphology examines word structure and formation. Syntax is then defined as the study of how words are combined in an orderly manner to form phrases, clauses and sentences. The goals of syntax are outlined, such as illustrating patterns of language and analyzing sentence structure. The document concludes by noting that syntax establishes rules based on traditional grammar and requires recalling information over time.
The Effects of Two Languages in One Mind: First Language AttritionMattia Zingaretti
An introduction to the phenomenon of first language attrition with interactive materials, literature findings and useful resources for students and researchers. This is an Open Educational Resource (OER) co-created by Roberta Spelorzi and Mattia Zingaretti, PhD Researchers at the University of Edinburgh. This OER is licensed under Creative Commons Attribution-ShareAlike, allowing viewers to download, use and make changes to the materials, providing attribution to the authors and distributing the content under the same license as the original.
Comparative grammar is a method that traces the differences and relationships between languages by comparing their elements like phonology, grammar and core vocabulary. It was the most important branch of linguistics in the 19th century in Europe and was stimulated by the discovery that Sanskrit was related to Latin, Greek and German. Comparative grammar studies sound and meaning correspondences between languages to determine their historical relationships and influences.
This document discusses research on how linguistic typological universals may constrain the development of interlanguage grammars in second language acquisition. It describes studies that have investigated whether implicational universals regarding phenomena like markedness, relative clauses, and question formation hold for learner languages. While many findings support the view that universals constrain interlanguage, some studies have found exceptions, suggesting the situation is more complex when considering factors like language differences, animacy, and limitations of learners. Overall, universals appear to influence but not determine interlanguage grammars.
This document discusses the history and evolution of the English language from Old English to Modern English. It describes how family trees were created to show how languages are related and how words in different languages with similar meanings, spellings and pronunciations (cognates) can indicate a shared ancestral language. The document also explains comparative reconstruction, which aims to reconstruct the original forms in ancestral languages, and provides examples of how sounds and words were reconstructed across language families. Finally, it outlines the major periods of English history: Old English before 1100, Middle English from 1100-1500, Early Modern English from 1500-1700, and Modern English after 1700.
Universal Grammar (UG) is the theory that humans are born with an innate, universal set of principles that guide language acquisition. The key points of UG are:
1) Poverty of stimulus - children hear a finite number of sentences but can understand and produce an infinite number, suggesting innate linguistic knowledge.
2) Parameters - principles of UG allow for variation between languages via parameters that are set based on a child's linguistic input.
3) Access to UG - theories debate whether adults fully retain access to UG for second language acquisition or are limited by their first language parameters.
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/
The document discusses language contact, which occurs when languages interact through written communication or direct social interaction between speakers. It provides examples of language contact through Latin and English, and Turkish and German. Language contact can result in borrowing of words, phrases, sounds, and grammatical structures from one language to another. The extent of borrowing depends on factors like the intensity of contact, prestige of languages, and relationship between speaker groups. Pidgins and creoles may emerge in situations requiring a common language for communication, like trade or plantation settings.
This document provides an introduction to syntax from a lecture given at the University of Aden. It begins by discussing related linguistic concepts like grammar and morphology. Grammar is defined as the mental representation of a speaker's linguistic competence, while morphology examines word structure and formation. Syntax is then defined as the study of how words are combined in an orderly manner to form phrases, clauses and sentences. The goals of syntax are outlined, such as illustrating patterns of language and analyzing sentence structure. The document concludes by noting that syntax establishes rules based on traditional grammar and requires recalling information over time.
The Effects of Two Languages in One Mind: First Language AttritionMattia Zingaretti
An introduction to the phenomenon of first language attrition with interactive materials, literature findings and useful resources for students and researchers. This is an Open Educational Resource (OER) co-created by Roberta Spelorzi and Mattia Zingaretti, PhD Researchers at the University of Edinburgh. This OER is licensed under Creative Commons Attribution-ShareAlike, allowing viewers to download, use and make changes to the materials, providing attribution to the authors and distributing the content under the same license as the original.
Comparative grammar is a method that traces the differences and relationships between languages by comparing their elements like phonology, grammar and core vocabulary. It was the most important branch of linguistics in the 19th century in Europe and was stimulated by the discovery that Sanskrit was related to Latin, Greek and German. Comparative grammar studies sound and meaning correspondences between languages to determine their historical relationships and influences.
This document discusses pidgin and creole languages. It defines pidgin as a simplified language that develops for communication between groups that speak different languages. Pidgins have no native speakers and basic grammar. Creoles evolve from pidgins and become the native language of a community, with more complex grammar and phonology. Examples provided are Tok Pisin, Hawai'i Creole English, and Jamaican Creole. Pidgins are used for trade and practical communication while creoles take on properties of full languages.
The document discusses the relationship between language, thought, and culture. It explores the Sapir-Whorf hypothesis, which claims that the language we speak shapes how we think. The document examines the work of Sapir and Whorf, who argued that different languages lead to different worldviews. As evidence, it analyzes Whorf's study of the Hopi language and his claim that it conveyed a different concept of time than English. While the strong version of linguistic determinism has been debunked, evidence suggests there may be weaker "Whorfian effects," where language predisposes certain ways of thinking.
This document compares Pakistani English and British English. It outlines the background and history of how English came to be used in Pakistan through British colonization. It then describes some of the key phonological, semantic, and lexical differences between the two varieties. Phonologically, Pakistani English differs from British English in the pronunciation of words like "heart", "when", and "school". Semantically, words can have different meanings, like "China" referring to dividing up land plots. Lexically, Pakistani English incorporates words from Pakistani languages and culture, like "mujahiden" and "Sajan Sain", as well as innovations like "peon".
Standards, codification and world englishesLaiba Yaseen
This document discusses standards, codification, and varieties of World Englishes. It notes that while English varies regionally and within groups, standards of English are defined in grammars and dictionaries. Standard British English developed over the 12th century and was associated with privileged southern English private schools. Similarly, American English emerged as its own variety. The document also discusses the positions of Quirk and Kachru on models of English spread, and debates standards, teacher education, and notions of foreignness in teaching English as a foreign language.
This document discusses language and culture from a linguistic perspective. It explains that culture refers to the ideas and assumptions we learn as members of social groups, including our particular language. Our language provides a system for categorizing the world that is acquired without conscious awareness. Some key linguistic categories discussed are kinship terms, time concepts, and grammatical markers. Social categories refer to how we are connected to others, demonstrated through pronouns. Gender is discussed as the distinction between male and female that is reflected linguistically in areas like grammatical gender, gendered words, interaction, and speech.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
The document discusses how languages change over time through natural processes. It notes that after 1,000 years, languages diverge to the point of no longer being mutually intelligible, and after 10,000 years the relationship becomes indistinguishable from unrelated languages. The rate of change varies, but systematic sound changes and borrowing are the main drivers of divergence. The comparative method is used to reconstruct ancestral languages and classify languages into families based on regular sound correspondences.
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a specific group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
The document discusses the development of the English language from 1900 to present day. It notes that a large number of scientific and technological words have been added to the vocabulary in a short period of time, using Greek and Latin roots. World Wars I and II helped reduce differences between regional accents. The rise of technology and the British Empire were two key factors that contributed many new words to the language.
This document discusses the process of borrowing words from other languages. It defines borrowing as adopting words completely or partially from another language. Borrowings enter a language through either oral or written contact. Examples of borrowings include "television" from Greek and Latin, and "pizza" from Italian. There are two main types of borrowing: direct borrowing, which adopts words wholesale, and indirect borrowing, which involves loan translation, shifts in meaning, or blending elements of both languages. Direct borrowing includes cultural, core, and therapeutic borrowings, while indirect involves calques, loan shifts, and loan blends.
- Three scholars developed similar models to characterize varieties of World Englishes: Tom McArthur's wheel model (1987), Manfred Gorlach's circle model (1988), and Braj Kachru's model (1988).
- McArthur's model had a central "World Standard English" surrounded by regional standards and emerging standards, and outer local varieties. However, it conflated different types of English and excluded European Englishes.
- Gorlach's model addressed some criticisms but was also inconsistent in excluding English as a foreign language.
- Kachru's model conceptualized Englishes more broadly, with an Inner Circle of norm-providing English varieties, an Outer Circle
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
The document discusses the history and development of the English language over three main periods: Old English, Middle English, and Modern English. It describes the influences of the Celtic, Anglo-Saxon, Danish, Norman, and Latin languages. Key events included the Roman conquest of Britain, introduction of Christianity, Viking invasions, and Norman conquest in 1066. The language transitioned from Old English to Middle English during this time, taking on characteristics from these other languages through conquest and settlement.
The document discusses the origins and evolution of languages. It introduces the concept of Proto-Indo-European as a hypothesized common ancestor of languages spoken in Europe and parts of Asia. It also notes that comparative reconstruction analyzes cognates across related languages to determine features of ancestral proto-languages. The document then focuses on the evolution of English from Old English to Middle English to Modern English, noting sound changes, borrowed vocabulary from Latin, Old Norse, and French, and syntactic changes over time.
This document discusses language variation and geography. It explains that every language has variations in how it is spoken in different regions and countries. There are standard languages as well as regional dialects that vary in terms of pronunciation, grammar, and vocabulary. Accents identify where a speaker is from regionally or socially, whereas dialects describe various linguistic features. The document also discusses bilingualism, where two languages are used, and diglossia, where two languages are used in complementary domains but not at the same time.
The document discusses the key features that distinguish human language from animal communication systems. It notes that while humans and some animals use sounds to communicate, human language has properties like arbitrariness, displacement, creativity, and being learned rather than innate. It also has a dual structure of sounds combining into meaningful units and is highly patterned and structured rather than a simple list of signals.
The document discusses corpus linguistics and different types of corpora. It defines corpus linguistics as the study of language based on large collections of electronic texts, known as corpora. It describes general corpora, specialized corpora, historical/diachronic corpora, regional corpora, learner corpora, multilingual corpora, comparable corpora, and parallel corpora. It also discusses corpus annotation, concordancing, frequency and keyword lists, collocation, and software used for corpus analysis.
Comparative linguistics involves comparing the grammatical structures and relationships between languages to determine if they have a common ancestral language. Sir William Jones' discovery in 1786 that Sanskrit was related to Latin, Greek, and German stimulated the study of comparative grammar. The comparative method was developed in the 19th century to reconstruct the Proto-Indo-European language from regular correspondences found between related languages like English and Italian.
This document discusses code switching, which is when multilingual speakers alternate between two languages or varieties of the same language in a single conversation. It defines code switching as the process of keeping the linguistic features of each language while switching between them to facilitate conversation. There are three main types of code switching: inter-sentential, which occurs at sentence boundaries; intra-sentential, which occurs within sentences; and tag switching, where a word or phrase from another language is inserted into the conversation. Examples of each type are provided.
This document outlines a study on the usage of Manglish, or Malay-English, in daily conversations among English Language Studies (ELS) students at the National University of Malaysia (UKM). The study aims to determine whether Manglish is commonly used and examine if its use helps ELS students speak more confidently. It poses research questions on why ELS students at UKM speak Manglish, whether they find it comfortable, and if it can help improve their English proficiency. The significance and scope of the study are also mentioned, and Manglish is defined.
This document discusses pidgin and creole languages. It defines pidgin as a simplified language that develops for communication between groups that speak different languages. Pidgins have no native speakers and basic grammar. Creoles evolve from pidgins and become the native language of a community, with more complex grammar and phonology. Examples provided are Tok Pisin, Hawai'i Creole English, and Jamaican Creole. Pidgins are used for trade and practical communication while creoles take on properties of full languages.
The document discusses the relationship between language, thought, and culture. It explores the Sapir-Whorf hypothesis, which claims that the language we speak shapes how we think. The document examines the work of Sapir and Whorf, who argued that different languages lead to different worldviews. As evidence, it analyzes Whorf's study of the Hopi language and his claim that it conveyed a different concept of time than English. While the strong version of linguistic determinism has been debunked, evidence suggests there may be weaker "Whorfian effects," where language predisposes certain ways of thinking.
This document compares Pakistani English and British English. It outlines the background and history of how English came to be used in Pakistan through British colonization. It then describes some of the key phonological, semantic, and lexical differences between the two varieties. Phonologically, Pakistani English differs from British English in the pronunciation of words like "heart", "when", and "school". Semantically, words can have different meanings, like "China" referring to dividing up land plots. Lexically, Pakistani English incorporates words from Pakistani languages and culture, like "mujahiden" and "Sajan Sain", as well as innovations like "peon".
Standards, codification and world englishesLaiba Yaseen
This document discusses standards, codification, and varieties of World Englishes. It notes that while English varies regionally and within groups, standards of English are defined in grammars and dictionaries. Standard British English developed over the 12th century and was associated with privileged southern English private schools. Similarly, American English emerged as its own variety. The document also discusses the positions of Quirk and Kachru on models of English spread, and debates standards, teacher education, and notions of foreignness in teaching English as a foreign language.
This document discusses language and culture from a linguistic perspective. It explains that culture refers to the ideas and assumptions we learn as members of social groups, including our particular language. Our language provides a system for categorizing the world that is acquired without conscious awareness. Some key linguistic categories discussed are kinship terms, time concepts, and grammatical markers. Social categories refer to how we are connected to others, demonstrated through pronouns. Gender is discussed as the distinction between male and female that is reflected linguistically in areas like grammatical gender, gendered words, interaction, and speech.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
The document discusses how languages change over time through natural processes. It notes that after 1,000 years, languages diverge to the point of no longer being mutually intelligible, and after 10,000 years the relationship becomes indistinguishable from unrelated languages. The rate of change varies, but systematic sound changes and borrowing are the main drivers of divergence. The comparative method is used to reconstruct ancestral languages and classify languages into families based on regular sound correspondences.
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a specific group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
The document discusses the development of the English language from 1900 to present day. It notes that a large number of scientific and technological words have been added to the vocabulary in a short period of time, using Greek and Latin roots. World Wars I and II helped reduce differences between regional accents. The rise of technology and the British Empire were two key factors that contributed many new words to the language.
This document discusses the process of borrowing words from other languages. It defines borrowing as adopting words completely or partially from another language. Borrowings enter a language through either oral or written contact. Examples of borrowings include "television" from Greek and Latin, and "pizza" from Italian. There are two main types of borrowing: direct borrowing, which adopts words wholesale, and indirect borrowing, which involves loan translation, shifts in meaning, or blending elements of both languages. Direct borrowing includes cultural, core, and therapeutic borrowings, while indirect involves calques, loan shifts, and loan blends.
- Three scholars developed similar models to characterize varieties of World Englishes: Tom McArthur's wheel model (1987), Manfred Gorlach's circle model (1988), and Braj Kachru's model (1988).
- McArthur's model had a central "World Standard English" surrounded by regional standards and emerging standards, and outer local varieties. However, it conflated different types of English and excluded European Englishes.
- Gorlach's model addressed some criticisms but was also inconsistent in excluding English as a foreign language.
- Kachru's model conceptualized Englishes more broadly, with an Inner Circle of norm-providing English varieties, an Outer Circle
Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more.
Email : silviananda.putrierito@gmail.com
Language choice in multilingual communitiesAris Suarez
Kalala, a 16-year-old living in Bukavu, Zaire, uses multiple languages and varieties depending on the social context. He speaks an informal variety of his tribal language Shi at home, and a more formal Shi for weddings and funerals. In the marketplace, he uses informal Shi with members of his tribe and Kingwana, a local variety of Swahili, with others. At school he learned standard Zairean Swahili, but uses Kingwana more in daily interactions. He switches between standard Swahili, Kingwana, and Indoubil, a youth variety, depending on who he's talking to and the social setting.
The document discusses the history and development of the English language over three main periods: Old English, Middle English, and Modern English. It describes the influences of the Celtic, Anglo-Saxon, Danish, Norman, and Latin languages. Key events included the Roman conquest of Britain, introduction of Christianity, Viking invasions, and Norman conquest in 1066. The language transitioned from Old English to Middle English during this time, taking on characteristics from these other languages through conquest and settlement.
The document discusses the origins and evolution of languages. It introduces the concept of Proto-Indo-European as a hypothesized common ancestor of languages spoken in Europe and parts of Asia. It also notes that comparative reconstruction analyzes cognates across related languages to determine features of ancestral proto-languages. The document then focuses on the evolution of English from Old English to Middle English to Modern English, noting sound changes, borrowed vocabulary from Latin, Old Norse, and French, and syntactic changes over time.
This document discusses language variation and geography. It explains that every language has variations in how it is spoken in different regions and countries. There are standard languages as well as regional dialects that vary in terms of pronunciation, grammar, and vocabulary. Accents identify where a speaker is from regionally or socially, whereas dialects describe various linguistic features. The document also discusses bilingualism, where two languages are used, and diglossia, where two languages are used in complementary domains but not at the same time.
The document discusses the key features that distinguish human language from animal communication systems. It notes that while humans and some animals use sounds to communicate, human language has properties like arbitrariness, displacement, creativity, and being learned rather than innate. It also has a dual structure of sounds combining into meaningful units and is highly patterned and structured rather than a simple list of signals.
The document discusses corpus linguistics and different types of corpora. It defines corpus linguistics as the study of language based on large collections of electronic texts, known as corpora. It describes general corpora, specialized corpora, historical/diachronic corpora, regional corpora, learner corpora, multilingual corpora, comparable corpora, and parallel corpora. It also discusses corpus annotation, concordancing, frequency and keyword lists, collocation, and software used for corpus analysis.
Comparative linguistics involves comparing the grammatical structures and relationships between languages to determine if they have a common ancestral language. Sir William Jones' discovery in 1786 that Sanskrit was related to Latin, Greek, and German stimulated the study of comparative grammar. The comparative method was developed in the 19th century to reconstruct the Proto-Indo-European language from regular correspondences found between related languages like English and Italian.
This document discusses code switching, which is when multilingual speakers alternate between two languages or varieties of the same language in a single conversation. It defines code switching as the process of keeping the linguistic features of each language while switching between them to facilitate conversation. There are three main types of code switching: inter-sentential, which occurs at sentence boundaries; intra-sentential, which occurs within sentences; and tag switching, where a word or phrase from another language is inserted into the conversation. Examples of each type are provided.
This document outlines a study on the usage of Manglish, or Malay-English, in daily conversations among English Language Studies (ELS) students at the National University of Malaysia (UKM). The study aims to determine whether Manglish is commonly used and examine if its use helps ELS students speak more confidently. It poses research questions on why ELS students at UKM speak Manglish, whether they find it comfortable, and if it can help improve their English proficiency. The significance and scope of the study are also mentioned, and Manglish is defined.
This essay discusses different perceptions of beauty through nature, people, and music. It describes how nature is beautiful when in harmony but not when sick. It highlights how Mother Theresa, Gandhi, and Nelson Mandela were beautiful people for helping others through peaceful means. Music is described as relieving stress through classical pieces. The conclusion emphasizes having appreciation for different perspectives of beauty since perceptions vary based on experiences.
Singapore, Singapore's language and Singlishmiyabi
Powerpoint slidess for my Japanese speech regarding Singapore's language and Singlish. The first few slides were on Singapore's Geography are later ommited in my actual presentation.
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.
The document is a collection of materials for learning English, including poems, rhymes, songs, and tips. It encourages learning English through listening rather than reading, such as by reciting poems aloud. It also provides examples of materials to recite, such as poems, limericks, jazz chants and songs, to help gain fluency through repetition. Tips include learning phrases instead of individual words and setting goals for English exams. The overall message is that regular listening practice through recitation can help improve English skills.
A Power Point Presentation of an English Lesson for students at the lower secondary level. Answers are provided for the questions. There are questions on grammar, vocabulary, comprehension and creative writing.
The document discusses the history and importance of chocolate in human civilization. It notes that chocolate originated in Mesoamerica over 3000 years ago and was prized by the Aztecs and Mayans for its taste. Cocoa beans were used as currency and their cultivation was tightly regulated. The document highlights how chocolate spread around the world following the age of exploration and is now one of the most popular flavors globally.
Fair's Fair is the New Form 1 literature component for secondary schools in Malaysia. It is a short story about how three friends worked together to go to the fair.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
The Quick And Dirty Guide To Creating Blog Posts That Your Audience CravesDominique Jackson
You've been reading about the importance of blogging for a long time. You might have started out with a blog post every now and then, but never got any traction. Most people fail at blogging because they're creating the wrong type of content.
This presentation will show you how to create blog posts that your target audience CRAVES and is STARVING for. The type of content that people look for when they're further into the buying process. And the best part? It's just a simple 3 step process!
Singapore English Syllabus - Better than what you thinkDavid Yeng
In Singapore, we have a distinct reason to learn English. Although we are from Singapore, a Asian country, our proficiency in English is extremely high. In most non-English speaking systems or International Curriculum, English is used mainly for functional use (Read, Listen, Write, Speak). Singapore's English is much more than that. It is to be developed as a tool of thought, to respond, to critique, to analyse, etc...
This document highlights many paradoxes and inconsistencies in the English language. Some examples provided include:
- There being no egg in eggplant or ham in hamburger.
- English muffins not originating in England and French fries not from France.
- Quick sand taking one down slowly and boxing rings being square.
- Many plurals not following consistent rules, such as the plural of mouse being mice but the plural of house not being hice.
- Different words having similar meanings but different structures, like play being used for recitals but recite for plays.
The document provides descriptions of 36 different classroom activities for teaching English. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some example activities described are matching pictures to numbers, memorizing pictures, guessing covered parts of pictures, and playing games like hot potato and Simon says to reinforce vocabulary.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
- The document discusses the complexities in defining types of English language teaching and learning. There are many acronyms used to describe contexts such as ESL, EFL, and ELF.
- Young learners are best served by finding their own voice in the language, taking risks before focusing on accuracy, and learning about other cultures through collaboration with other English learners.
- There is no single 'real' English, as the language constantly evolves through borrowing words from other languages. The distinctions between basic social English and academic English are important for teaching.
This document discusses English as an international language and its importance in education. It notes that English is taught in Indonesian schools from elementary through university levels. However, not all students can effectively apply their English skills in real life. The document argues that teaching English at early ages is important so it can be used as an important communication tool. It also discusses different strategies English teachers can use to make learning English more engaging and help students understand and pay attention.
The document discusses learning the English language. It begins by defining English and explaining that it is now the dominant global language after French and Arabic. Some reasons why English is important to learn include its status as a global language and use in business and education. However, some people avoid learning English because they think it is difficult or not important in their daily lives. The document then provides seven steps for effectively learning English, such as surrounding yourself with English materials, listening to English music, studying frequently, and practicing speaking without fear of making mistakes.
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 Singlish using more monophthongs and pronouncing consonant clusters differently than Standard English. Singlish also incorporates vocabulary from other languages spoken in Singapore like Malay, Hokkien, and Cantonese. The document concludes that while Singlish pronunciation may cause some initial misunderstandings, context usually clarifies meaning and Singaporeans have generally good intelligibility.
This document discusses varieties of English and how they differ lexically and in terms of collocations. It begins by explaining that varieties of English, both native and non-native, vary in their words, phrases, and the ways words are commonly used together. The document then provides examples of lexical differences and collocations from different varieties of English like Nigerian English. It also discusses how non-native varieties develop their own standardized forms through processes like codification in media and lexicography.
This document discusses varieties of English and how they differ lexically and in terms of collocations. It begins by explaining that varieties of English, both native and non-native, vary in their words, phrases, and the ways words are commonly used together. The document then provides examples of lexical differences and collocations from different varieties of English like Nigerian English. It also discusses how non-native varieties undergo nativization, adapting the language to the local context through borrowings, loan translations, and semantic shifts.
English is argued to be the best language because it is universal, easy to learn, and can help in learning other languages. It is a universal language as many countries use it to communicate. It is easy for foreigners to learn English when visiting English-speaking countries. Knowing English also makes it easier to learn other languages like Japanese, Chinese, and Malay since some use the Roman alphabet or borrow English words. While English has evolved over time and is influenced by other languages, in Singapore it is often mixed with other languages.
The differences between Singlish and Standard English in Pronounciation AliceRobyn
1. Singlish is a variant of English spoken colloquially in Singapore that differs from Standard English in its pronunciation and grammar.
2. The document outlines some of the key phonological differences between Singlish and Standard English, including differences in vowel pronunciation, treatment of consonant clusters, and pronunciation of consonants like 'r' and 'l'.
3. It encourages understanding the linguistic culture of Singapore to easily adapt when visiting, working, or living in Singapore.
This document analyzes the effects of using Singlish final particles in international communication. It discusses how final particles like "lah" and "lor" can cause misunderstandings with foreigners but are also an important part of Singaporean identity. The document presents research involving Singaporeans and foreign tourists that found solutions like speaking more slowly and changing accents can help overcome communication barriers. While final particles strengthen local unity, overuse may negatively impact English proficiency. The conclusion is that both locals and foreigners should strive for a common English standard while respecting cultural differences in language.
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.
Perspectives and problems of codifying nigerian pidgin english orthographyAlexander Decker
The document discusses various perspectives on codifying the orthography of Nigerian Pidgin English. It examines views that Nigerian Pidgin English should develop its own orthography based on Nigerian languages rather than English spelling. It also considers perspectives that support using English spelling for Nigerian Pidgin English due to its roots in English and the advantages this could provide. Overall, the document explores the ongoing debate around establishing a standardized orthography for Nigerian Pidgin English and considers arguments for both indigenous and English-based approaches.
Paper presented at the Researching Multilingually seminar, held at The University of Manchester, UK. (22-23 May, 2012). Some slides have been added, containing information that was communicated orally during the seminar.
The document discusses the linguistic diversity found in the Philippines, which possesses over 100 indigenous languages. It provides examples comparing features such as lexicon, phonology, and syntax across some of the major Philippine languages including Tagalog, Cebuano, Kapampangan, Pangasinan, and Ilokano. While these languages share some similarities, they also have extensive differences in terms of words, sounds, and grammar. The document also examines the influence of Spanish and English on the indigenous languages over time.
This document appears to be the cover and contents page of an English textbook for 11th grade students in Ukraine. It was written by Oksana Karpyuk and published in 2019. The textbook aims to complete a series of standard level publications for senior high school using an integrated competency-based approach. Key content areas like environmental safety, civic responsibility, health and safety, and entrepreneurship are realized through the topics and tasks in the textbook. It received a recommendation from Ukraine's Ministry of Education and Science.
Linguistic varieties and multilingual nations ( Sociolinguistic )Ani Istiana
This document discusses linguistic varieties and multilingual nations. It begins by noting over half the world's population is bilingual or multilingual, acquiring languages for different purposes. It then defines terms like vernacular, which refers to non-standardized first languages; standard languages, which are written and codified; lingua francas for communication between groups; pidgins which develop for communication without a shared language; and creoles which become primary languages. The document provides examples of these terms from Bali, and discusses factors in planning a national language like selection, codification, extending functions, and securing acceptance.
La Lingua Language School - Sydney, AustraliaCCyuhak (청춘유학)
La Lingua Language School, Sydney, Australia, ESL, English, Learning, Education, Institute, TESOL, IELTS, Pathway, Business English, Cambridge, Academic English, Hospitality English, Tourism English
visit us on www.ccyuhak.com
This document appears to be the cover and contents page of an English textbook for 11th grade secondary school students in Ukraine. It was published in 2019 by Aston Publishing in Ternopil, Ukraine. The textbook aims to complete a series of standard level publications for senior high school using a competency-based approach as outlined in the 2018 Ukrainian education program. It integrates themes of environmental safety, civic responsibility, health and safety, and entrepreneurship and financial literacy into its lesson material and exercises.
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Singlish1
1. +
Liwen Huang
ENG101-01N
Instructor: Brian Ray
University of North Carolina
at Greensboro
+
When Singaporeans speak English
Just forget about grammar and pronunciation for a while
2. +
Introduction
Some background
Singapore is a Southeast However, when people go to
Asian country and his official Singapore, they found they
language is English. Besides could not understand what
that, 75% of Singaporean is Singaporeans talked about
Chinese, so the majority of them actually. How come that
can speak Chinese, including happened? At first, let us listen
Mandarin, Cantonese and to a Singaporean speak English.
Hokkien Chinese. On the other SIMI IPhone4S in Singapore.
hand, Singaporeans usually After listening to this audio
speak English in their daily lives online, could you understand
and they do not think they have what they said and how much
a strange accent when they could you understand?
speak English.
2
3. When
Singaporean
+ speak
English
What and Why Singlish?
First and foremost, Singapore English, and they bring the Malaysian English to the Singapore
Singlish, has six main parts, which are English. In recent year, Singapore has a strong
English, Mandarin, Cantonese, Hokkien, economic relationship with the U.S., so the
Malaysian, and Indian languages. Singlish Singaporean learn a lot of American English and use it
is an English-based creole language, which to the daily life. All of them cause the Singlish has
is a kind of creole language. After that, the different characteristics from diverse languages all
creole language “is a stable natural over the world and this unique phenomenon of
language developed from the mixing of Singlish becomes a unique character of Singapore. As
parent languages; creoles differ from everyone knows that Singapore is not only an
pidgins (which are believed by scholars to International trading and financial, but also a tourist
be necessary precedents of creoles) in country. Moreover, Singapore is a multicultural
that they have been nativized by children country, which has many different races.
as their primary language, making them Consequently, many tourists come to Singapore
have features of natural languages that because they are attracted by the unique situation of
are normally missing from pidgins” cross culture of Singapore, especially the language.
(http://en.wikipedia.org/wiki/Creole_lan Demonstrating this point, Lubna Alsagoff observes
guage). that ‘English, although one language, has many voices
Before talking about Singlish, people in order to realize ‘different cultural ways of thinking
have to know about their history. and behaving, characteristic of the Singaporean
Singapore was the colony of British from experience’ (see also Bhatt 2005: 25)’” (342).
1819 to 1965. Therefore, during that Additionally, Singlish is not only a branch of Standard
period, the standard official language is English, but also a bridge, which connect with
British English. Moreover, most of different languages and cultures because Singlish
Singaporeans are the immigration from commixes English, Mandarin, Cantonese, Hokkien,
China, so they speak English with Chinese Malaysian and Indian languages and all of these
slang and accents more or less. Besides people can understand and communicate with others
that, few decades years ago, Singapore by Singlish. Therefore, as Lee Kuan Yew, former Prime
was combined with Malaysia. As a result, Minister of Singapore, said, “today the lingua franca is
many Malaysians immigrate to Singapore English, or Singlish (Lee 2005)” (342).
3
4. +
The Grammar of Singlish
At first, the grammar of Singlish does not have so 3. Here it is the slowness of the printer
many differences between the standard English, but it that is tropicalized (6).
absorbs Chinese and other languages grammar more Another common grammar of Singlish is “Copula-
or less because of multicultural situation. deletion (6)”, which means that in some situations, the
The most frequent situation of Singlish grammar is copula verb is disappeared in Singlish conversation.
topic-prominence, which is “the topic of the sentence For understanding this point, Jakob R. E. Leimgruber
at the beginning of the sentence” (5). This kind of made some examples.
grammar is from Chinese and Malay (Tan 2003). For 1. That boat ∅ very short one. (iii.C.2.f)
easy understanding, this is an example from Tan. 2. My uncle ∅ staying there. (ii.M.1.m)
1. Zh`e bˇen shu ̄ woˇ qu` nia ́n du ́-guo. 3. What ∅ your dialect? Panjabi? (ii.I.1.m)
这本书我去年读过。 4. The place ∅ called Sungei Buloh.
This clf book 1sg last year read-exp (iii.M.gr)
‘I read this book last year.’ (Tan 2003: This unique grammar, using in English, is from
6)(5) Mandarin. Mandarin does not use copula verb. As a
Besides that, not only noun phrase can be the topic in result, when Singaporeans speak English in their daily
Singlish. For instance, lives, they usually ignore the copula verb.
2. Too slow lah, I find that printer. (Bao
and Lye 2005: 279)
4
5. SSB (Standard Southern British)
+ eCONomy ecoNOMic
aCADemy acaDEMic
eCONomy aCADemy
Pronunciation SEP (Singapore English Pronunciation)
eCONonomic
of Singlish aCADemic(DAVID DETERDING and ROBERT HVITFELDT, 1994).
Additionally, in Singapore, people usually emphasize ‘I’, ‘you’, and ‘me’ in one sentence.
In some cases, they are stressed in ‘have’ in conversation.
Besides the grammar
Finally, the third distinction is vowels. In Singlish, it does have long and short vowels.
differences, there is another
As a result,
unforgettable difference
seat/sit cart/cut caught/cot fool/full bed/bad
between Standard English
these five pairs of words have same pronunciation in Singapore English (DAVID
and Singapore English. It is
DETERDING and ROBERT HVITFELDT, 1994).
the pronunciations of
Singlish. There is an audio of
Singlish chat and could you
find out what are
pronunciation differences
between Singlish and
English? Singlish on chat.
The first main
distinction of pronunciations
of Singlish is consonant.
Generally, the Singaporean
changes the voiceless
consonant to the voice
consonant. For instance, the
pronunciation of „curry‟ in
Standard English is /ˈkʌri/,
but in the Singlish the
pronunciation changes to
/ˈgʌri/. Furthermore, in
Singlish, „three‟ and „tree‟
have same pronunciation and
“„then‟ has the same sound as
„den‟” (DAVID
DETERDING and ROBERT
HVITFELDT, 1994).
After that, the second
difference is stress situation
in Singlish. In this part, some
examples will make it clearer
and easier to understand.
5
6. +
Singlish, a unique cultural identity
When Singaporeans speak English
Although English-speakers, Moreover, Singlish is like a However, now he is very worried
like British and Americans, could bridge, connecting different races about he cannot do anything in the
not understand Singlish when they people, because it has so many U.S. when he visit and look after me,
first visit Singapore or speak to elements of diverse languages. If because little American understand
Singaporeans and at the same time, your English is not good as a native Mandarin.
the Singapore government speaker, you do not need to worry Furthermore, every Singaporean
encourages his citizens to speak about that you cannot communicate can understand more than one
Standard English, Singlish is still with Singaporeans. It is because language, so it is very helpful when
the most popular language in that you can add Mandarin or they do global business. Nowadays,
Singapore. This fact shows that Cantonese in your English globalization is a main trend all over
Singlish is not only a branch of conversation. It makes a great the world and owning a bilingual skill
English, but also a unique cultural number of tourists feel comfortable is very significant. Therefore, it causes
identity of Singapore. Even though, and convenient when they visit that Singaporean has a very strong
Singapore has cleanest streets, Singapore. For instance, when the superiority when they compete with
luxury shopping malls, and author’s father went to Singapore, others in the international market.
wonderful tourist attraction, he could talk with local people in
Sentosa, it has Singlish, which is an simple English and Mandarin.
unforgettable point of Singapore.
6
7. +
Conclusion
When Singaporean speak English
When Singaporeans speak English, it is hard to understand, but
this phenomenon is the one of their cultural characters. Singapore
English has its own specialties like grammar and pronunciation rules.
When people listen to the Singlish, they would think this language is
really funny and unique. Someone may believe that Singlish is not a
language strictly because it just mixes several different languages.
Nevertheless, precisely because of mixes from different languages, it
brings Singapore a unique attractive point to everyone from every
country and almost everyone could communicate with others in
Singlish. On the street, in Singapore, people could find diverse races
people live and work together very well and happy. It shows that
Singlish has its unique influences to the Singapore.
Reference
Creole language, Retrieved from
http://en.wikipedia.org/wiki/Creole_language
DAVID DETERDING and ROBERT HVITFELDT, The Features of
Singapore English Pronunciation: Implications for Teachers,
Teaching and Learning, 1994, Vol 15, No 1, pp. 98-107.
LUBNA ALSAGOFF, English in Singapore: culture, capital and identity
in linguistic variation, World Englishes, Vol. 29, No. 3, pp. 336–
348, 2010.
7
8. +
When
Singaporeans
speak English
+
Liwen Huang
ENG101-01N
Instructor: Brian Ray
University of North Carolina at Greensboro