This document discusses revisiting the prosody of New Englishes. It argues that traditional views of English as a stress/intonation language need revision to consider some New Englishes as tone languages. It uses Singapore English as a case study, demonstrating the presence of tone at the word level and in intonation contours. It also briefly compares Hong Kong English and argues for considering substrate typology and the dynamic ecology in analyzing prosody in New Englishes.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
This document summarizes the spread of English as an international language and discusses its implications for English language teaching. It outlines how English has spread globally through colonialism and American cultural influence. It also describes Kachru's model of the three concentric circles that categorize countries based on their relationship with English. The document argues that English language teaching needs to move beyond privileging inner circle varieties and focus instead on intercultural communication. It discusses recommendations to re-examine assumptions around native speaker norms and standards in order to develop more culturally sensitive pedagogies.
This document discusses different types of grammar including prescriptive, descriptive, and pedagogical grammars. It addresses issues in describing grammar such as which rules to describe, varieties of language, and the relationship between form and function. The document also covers limitations of grammatical descriptions, including the interdependence of grammar and lexis. Finally, it discusses how grammar is learned and approaches to teaching grammar, such as input flooding, guided participation, and feedback.
Processing of regular and irregular past tense morphology in higly proficient...pliats
The document summarizes a study that investigated how highly proficient second language (L2) learners of English process regular and irregular past tense verbs. It found that both groups of L2 learners (those with naturalistic and classroom exposure to English) showed shorter reaction times for irregular past tense forms than regular forms, suggesting they decompose regular verbs morphologically like native English speakers. Both L2 groups also took longer to process novel "irregularised" forms compared to real irregular forms, though only the classroom exposure group showed this difference compared to "regularised" forms.
Differences in Frequencies between Linking Verbs and Relative Pronouns in Wri...CSCJournals
This document summarizes a research study that analyzed differences in frequencies of linking verbs and relative pronouns in written language. The study aimed to analyze two types of linguistic associations: lexical-grammatical associations and grammatical-grammatical associations. For lexical-grammatical analysis, four linking verbs (be, seem, look, feel) were analyzed to identify differences in occurrences. For grammatical-grammatical analysis, two relative pronouns (who, that) were analyzed when used as subjects in restrictive adjective clauses to identify differences in occurrences. The findings showed no significant differences between linking verb occurrences, though "be" occurred most frequently and "look" least frequently. Significant differences were found between relative pronoun occurrences, with "who
The document discusses lexical bundles, which are frequently occurring multi-word expressions in a given register or genre. Lexical bundles are not complete grammatical structures or idioms, but rather bridge phrases. They serve important functions in constructing discourse and indicating success within discourse communities. The document provides examples of lexical bundles from conversation and academic prose and categorizes them based on structural patterns and functional classification. It also discusses the importance of teaching lexical bundles to language learners.
An interdisciplinary approach to WikipediaGongorawiki
Wikimania Gdansk 2010 presentation at the Green Hall. Day 3. "An interdisciplinary approach to Wikipedia: literary criticism, linguistics, anthropology, and sociolinguistic research". Author: J. Gustavo Gongora.
The document summarizes a study that examines the use of discourse markers (DMs) such as "so, and, but, ok, well and right" by native English-speaking professors and non-native English-speaking Chinese professors in their academic lectures. The study found that while non-natives have acquired the use of some DMs like "so" and "and", their use lacks pragmatic functions and DMs like "ok, well and right" are often used inappropriately. The study analyzed recordings of lectures from 5 native and 5 non-native professors. It found that non-native use of DMs showed greater fluctuation and inconsistency than native professors. The findings provide implications for second language teaching.
This document summarizes the spread of English as an international language and discusses its implications for English language teaching. It outlines how English has spread globally through colonialism and American cultural influence. It also describes Kachru's model of the three concentric circles that categorize countries based on their relationship with English. The document argues that English language teaching needs to move beyond privileging inner circle varieties and focus instead on intercultural communication. It discusses recommendations to re-examine assumptions around native speaker norms and standards in order to develop more culturally sensitive pedagogies.
This document discusses different types of grammar including prescriptive, descriptive, and pedagogical grammars. It addresses issues in describing grammar such as which rules to describe, varieties of language, and the relationship between form and function. The document also covers limitations of grammatical descriptions, including the interdependence of grammar and lexis. Finally, it discusses how grammar is learned and approaches to teaching grammar, such as input flooding, guided participation, and feedback.
Processing of regular and irregular past tense morphology in higly proficient...pliats
The document summarizes a study that investigated how highly proficient second language (L2) learners of English process regular and irregular past tense verbs. It found that both groups of L2 learners (those with naturalistic and classroom exposure to English) showed shorter reaction times for irregular past tense forms than regular forms, suggesting they decompose regular verbs morphologically like native English speakers. Both L2 groups also took longer to process novel "irregularised" forms compared to real irregular forms, though only the classroom exposure group showed this difference compared to "regularised" forms.
Differences in Frequencies between Linking Verbs and Relative Pronouns in Wri...CSCJournals
This document summarizes a research study that analyzed differences in frequencies of linking verbs and relative pronouns in written language. The study aimed to analyze two types of linguistic associations: lexical-grammatical associations and grammatical-grammatical associations. For lexical-grammatical analysis, four linking verbs (be, seem, look, feel) were analyzed to identify differences in occurrences. For grammatical-grammatical analysis, two relative pronouns (who, that) were analyzed when used as subjects in restrictive adjective clauses to identify differences in occurrences. The findings showed no significant differences between linking verb occurrences, though "be" occurred most frequently and "look" least frequently. Significant differences were found between relative pronoun occurrences, with "who
The document discusses lexical bundles, which are frequently occurring multi-word expressions in a given register or genre. Lexical bundles are not complete grammatical structures or idioms, but rather bridge phrases. They serve important functions in constructing discourse and indicating success within discourse communities. The document provides examples of lexical bundles from conversation and academic prose and categorizes them based on structural patterns and functional classification. It also discusses the importance of teaching lexical bundles to language learners.
An interdisciplinary approach to WikipediaGongorawiki
Wikimania Gdansk 2010 presentation at the Green Hall. Day 3. "An interdisciplinary approach to Wikipedia: literary criticism, linguistics, anthropology, and sociolinguistic research". Author: J. Gustavo Gongora.
This document discusses the history and evolution of different approaches to teaching English as a foreign language. It begins by explaining how applied linguistics and TEFL were initially considered the same field. It then outlines four main approaches chronologically: 1) Grammar translation focused on rules and vocabulary translation with little speaking practice. 2) The direct method banned first language use and focused on immersion. 3) The natural approach emphasized meaningful input with no error correction. 4) The communicative approach shifted focus to real-world tasks and communication over grammatical forms. Each brought benefits but also limitations for developing language skills.
1. Contrastive analysis involves comparing pairs of languages to identify their differences and similarities, with the goal of informing fields like language teaching and translation. It provides a link between linguistic theory and practical application.
2. In the mid-20th century, contrastive analysis was explicitly formulated and widely used to predict difficulties in foreign language learning based on comparisons of the native language and target language. However, it lacked foundations in learning psychology and its predictions proved unreliable.
3. More recent contrastive analysis focuses less on direct applications and more on theoretical questions of why languages differ, informed by linguistic typology. It aims to increase language awareness for learners rather than predict errors.
This document is a term paper submitted for an M. Phil in Linguistics at the Islamia University of Bahawalpur. The paper examines linguistic factors that influenced changes in the English language in the 20th century after the 1920s. Specifically, it analyzes new linguistic approaches that emerged and replaced the traditional Latin-based model of language. The purpose is to explore how these approaches drove changes in language. The study also discusses how linguistic factors impact language teaching and how understanding these factors could help improve English language education standards in Pakistan.
Introduction to Language and Linguistics 005: Morphology & SyntaxMeagan Louie
Introduction to Language and Linguistics 005: Morphology & Syntax - In which we review the notion of morphological restrictions (word-internal distributional patterns), and introduce the idea of syntactic restrictions (word-external distributional patterns). Frame Sentences are introduced as a diagnostic for lexical category, and Phrase Structure Rules are introduced as a way to account for Frame Sentences (i.e., patterns in lexical word order). Hocket's design feature PRODUCTIVITY is discussed, and the difference between the Chomsky-style generative approach and a Skinner-style behaviourist approach mentioned.
This document discusses the pedagogical implications of contrastive analysis for teaching English as a second language. Contrastive analysis involves comparing the differences and similarities between a learner's first language and the target language. Understanding these differences can help teachers identify potential problem areas for learners and help learners avoid transferring rules from their first language incorrectly. The document also discusses various linguistic aspects like phonology, syntax and pragmatics that teachers can analyze using contrastive analysis to inform their lesson planning. Overall, contrastive analysis provides useful information for both teachers and students to improve English language learning.
This document discusses different approaches to grammar including formal grammar, functional grammar, and corpus linguistics. It addresses how grammar is studied from the perspectives of morphology, syntax, phonology, semantics and pragmatics. The document also contrasts Chomsky's focus on grammatical competence versus functional grammarians' emphasis on language use and communicative purpose. It notes debates around teaching grammar for communication and the role of focus on form, interaction, and discourse.
This document provides an overview of a linguistic typology course, including its goals, topics, readings, assignments, and schedule. The course explores the field of linguistic typology through examining a variety of languages from across the world. It aims to provide students with an understanding of cross-linguistic variation, theoretical approaches, and contemporary issues in the field. Students will complete problem sets, present on their final paper topic, and write a 15-20 page research paper on a pre-approved typological topic. The course will cover typologies of word order, morphology, and various grammatical categories through readings and discussion.
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.
Chomsky proposed the theory of Universal Grammar, which suggests that the human brain is equipped at birth with an innate set of rules for organizing language. Greenberg identified statistical tendencies across languages, such as subject-verb-object word order and genitive-noun order. While both theories aim to identify linguistic universals, Chomsky focused on abstract innate properties and Greenberg used empirical patterns in data from many languages. Debate continues on the extent of innate linguistic properties versus properties that emerge from language use and experience.
Introduction to Language and Linguistics 006: Syntax & Semantics (the interface)Meagan Louie
Introduction to Language and Linguistics 006: Syntax & Semantics - In which we review Phrase Structure Rules and discuss how constituency tests can be used to motivate particular PSRs. We also discuss the semantic difference between morpheme concatenation vs compounding - i.e., systematic/predictable vs non-systematic/predictable compositional meaning. We then review the basic semantic concepts introduced in week 4 (truth-conditions and reference), and formalize these in terms of a semantic ontology. This is all done for the purpose of observing that our PSRs/constituents are associated with a systematic/predictable interpretation - i.e., that each PSR can be associated with a semantic interpretation/composition rules. These semantic patterns can only be accounted for if we assume a hierarchical, as opposed to flat, structure. (Or, this could just be my way of trying to relevantly sneak compositional semantics into an intro-level course)
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
The document discusses different approaches to grammar, including descriptive grammar and prescriptive grammar. Descriptive grammar describes how language is actually used, while prescriptive grammar describes how some believe language should be used. It also discusses generative grammar, an approach proposed by Noam Chomsky that views language as a set of rules that generate sentences. Generative grammar aims to formally specify the grammar of a language.
The document provides an overview of the history and development of historical linguistics and compares traditional and modern approaches. It discusses how early studies of language origin and relationships were limited but led to realizations of connections between languages like Latin, Greek and Sanskrit. Modern historical linguistics dates to the late 18th century and uses comparative methods to reconstruct proto-languages and establish language families. The history of the English language is explored as reflecting cultural influences over 1500 years through events like the Roman invasion and Norman Conquest, with English evolving differently in various global contexts today.
Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition. by Egamberdieva Shakhzoda Damirovna, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun and Ergasheva Yulduz 2020. Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education. 2, 3 (Mar. 2020), 23-25. DOI:https://doi.org/10.31149/ijie.v2i3.251. https://journals.researchparks.org/index.php/IJIE/article/view/251/244 https://journals.researchparks.org/index.php/IJIE/article/view/251
A contrastive linguistic analysis of inflectional bound morphemes of English,...Bahram Kazemian
In order to contrast and compare inflectional bound morphemes of English, Azeri and Persian languages and to identify their similarities and dissimilarities, inventories of English, Azeri and Farsi inflections, i.e. their set of affixes, were gathered, studied, and elaborated with some examples, and with English meanings. Eventually, after comparison, the researchers ended up with a series of statements about similarities and differences between these languages. The design of the present study is comparative-analytic which concentrates on the comparison and contrasting inflections of English, Azeri and Persian languages. The data is analyzed and illustrated through the contrastive method.
The document summarizes two studies that examine how exposure to a second language (L2 English) influences the first language (L1 Korean) syntax of Korean-English bilinguals. The first study evaluates whether L2 syntactic influence occurs only under conditions of cognitive load or represents long-term changes to L1 processing. The second study aims to better understand the extent and nature of any L2 influence observed. The findings indicate that L2 English exposure is associated with inability to access monolingual-like L1 Korean animacy constraints, suggesting L2 syntax influences L1 representation in a pervasive way.
This document discusses vowel epenthesis in the Twi language spoken by students in Kasoa, Ghana. It analyzes student speech to identify the causes and locations of inserted vowels. The study finds that epenthetic vowels are used to create emphasis and emphasize statements. Previous research on epenthetic vowels in loan words is reviewed, focusing on how inserted vowels repair illegal consonant sequences and affect pronunciation. The quality, location, and phonetic characteristics of epenthetic vowels vary between languages.
This document provides an introduction and overview of discourse analysis (DA). It defines key terms like discourse and discusses different approaches to DA. DA analyzes patterns of language use across texts and how they relate to social and cultural contexts. It focuses on both spoken and written language. The document also discusses discourse and society, including how identities are performed through language. Ideologies are maintained partially through language use and different discourse communities use language in distinct ways.
This document summarizes key signaling pathways in muscle-invasive bladder carcinoma. It discusses molecular markers that indicate basal or luminal subtypes of bladder cancer, which differ in response to treatment. Basal cancers often overexpress EGFR and respond to chemotherapy, while luminal cancers involve alterations in genes like FGFR3, ERBB2/3 and are generally less aggressive. The document also reviews markers for cancer stem cells, receptor tyrosine kinase signaling pathways, cytoskeleton proteins, the PI3K-Akt-mTOR pathway, and VEGF/VEGFR pathways that are clinically significant for modeling and optimizing treatment of muscle-invasive bladder cancer.
This short document provides information about the photographers of two images, W J (Bill) Harrison and myers_pictures. It also includes an advertisement encouraging the reader to create their own presentation using Haiku Deck on SlideShare.
This document discusses the history and evolution of different approaches to teaching English as a foreign language. It begins by explaining how applied linguistics and TEFL were initially considered the same field. It then outlines four main approaches chronologically: 1) Grammar translation focused on rules and vocabulary translation with little speaking practice. 2) The direct method banned first language use and focused on immersion. 3) The natural approach emphasized meaningful input with no error correction. 4) The communicative approach shifted focus to real-world tasks and communication over grammatical forms. Each brought benefits but also limitations for developing language skills.
1. Contrastive analysis involves comparing pairs of languages to identify their differences and similarities, with the goal of informing fields like language teaching and translation. It provides a link between linguistic theory and practical application.
2. In the mid-20th century, contrastive analysis was explicitly formulated and widely used to predict difficulties in foreign language learning based on comparisons of the native language and target language. However, it lacked foundations in learning psychology and its predictions proved unreliable.
3. More recent contrastive analysis focuses less on direct applications and more on theoretical questions of why languages differ, informed by linguistic typology. It aims to increase language awareness for learners rather than predict errors.
This document is a term paper submitted for an M. Phil in Linguistics at the Islamia University of Bahawalpur. The paper examines linguistic factors that influenced changes in the English language in the 20th century after the 1920s. Specifically, it analyzes new linguistic approaches that emerged and replaced the traditional Latin-based model of language. The purpose is to explore how these approaches drove changes in language. The study also discusses how linguistic factors impact language teaching and how understanding these factors could help improve English language education standards in Pakistan.
Introduction to Language and Linguistics 005: Morphology & SyntaxMeagan Louie
Introduction to Language and Linguistics 005: Morphology & Syntax - In which we review the notion of morphological restrictions (word-internal distributional patterns), and introduce the idea of syntactic restrictions (word-external distributional patterns). Frame Sentences are introduced as a diagnostic for lexical category, and Phrase Structure Rules are introduced as a way to account for Frame Sentences (i.e., patterns in lexical word order). Hocket's design feature PRODUCTIVITY is discussed, and the difference between the Chomsky-style generative approach and a Skinner-style behaviourist approach mentioned.
This document discusses the pedagogical implications of contrastive analysis for teaching English as a second language. Contrastive analysis involves comparing the differences and similarities between a learner's first language and the target language. Understanding these differences can help teachers identify potential problem areas for learners and help learners avoid transferring rules from their first language incorrectly. The document also discusses various linguistic aspects like phonology, syntax and pragmatics that teachers can analyze using contrastive analysis to inform their lesson planning. Overall, contrastive analysis provides useful information for both teachers and students to improve English language learning.
This document discusses different approaches to grammar including formal grammar, functional grammar, and corpus linguistics. It addresses how grammar is studied from the perspectives of morphology, syntax, phonology, semantics and pragmatics. The document also contrasts Chomsky's focus on grammatical competence versus functional grammarians' emphasis on language use and communicative purpose. It notes debates around teaching grammar for communication and the role of focus on form, interaction, and discourse.
This document provides an overview of a linguistic typology course, including its goals, topics, readings, assignments, and schedule. The course explores the field of linguistic typology through examining a variety of languages from across the world. It aims to provide students with an understanding of cross-linguistic variation, theoretical approaches, and contemporary issues in the field. Students will complete problem sets, present on their final paper topic, and write a 15-20 page research paper on a pre-approved typological topic. The course will cover typologies of word order, morphology, and various grammatical categories through readings and discussion.
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.
Chomsky proposed the theory of Universal Grammar, which suggests that the human brain is equipped at birth with an innate set of rules for organizing language. Greenberg identified statistical tendencies across languages, such as subject-verb-object word order and genitive-noun order. While both theories aim to identify linguistic universals, Chomsky focused on abstract innate properties and Greenberg used empirical patterns in data from many languages. Debate continues on the extent of innate linguistic properties versus properties that emerge from language use and experience.
Introduction to Language and Linguistics 006: Syntax & Semantics (the interface)Meagan Louie
Introduction to Language and Linguistics 006: Syntax & Semantics - In which we review Phrase Structure Rules and discuss how constituency tests can be used to motivate particular PSRs. We also discuss the semantic difference between morpheme concatenation vs compounding - i.e., systematic/predictable vs non-systematic/predictable compositional meaning. We then review the basic semantic concepts introduced in week 4 (truth-conditions and reference), and formalize these in terms of a semantic ontology. This is all done for the purpose of observing that our PSRs/constituents are associated with a systematic/predictable interpretation - i.e., that each PSR can be associated with a semantic interpretation/composition rules. These semantic patterns can only be accounted for if we assume a hierarchical, as opposed to flat, structure. (Or, this could just be my way of trying to relevantly sneak compositional semantics into an intro-level course)
Applied linguistics uses knowledge about language, how it is learned, and how it is used to solve real-world problems. It includes areas like second language teaching, literacy, speech pathology, and translation. Applied linguistics has developed over the 20th century through different language teaching methods like the direct method, grammar translation, and audiolingualism. More recently, it views language in holistic and integrative ways rather than discrete skills, and considers the language learner's perspective. It also takes new approaches to teaching the four language skills of listening, speaking, reading and writing. Applied linguistics often lacks definitive answers because language occurs between people and in the mind.
The document discusses different approaches to grammar, including descriptive grammar and prescriptive grammar. Descriptive grammar describes how language is actually used, while prescriptive grammar describes how some believe language should be used. It also discusses generative grammar, an approach proposed by Noam Chomsky that views language as a set of rules that generate sentences. Generative grammar aims to formally specify the grammar of a language.
The document provides an overview of the history and development of historical linguistics and compares traditional and modern approaches. It discusses how early studies of language origin and relationships were limited but led to realizations of connections between languages like Latin, Greek and Sanskrit. Modern historical linguistics dates to the late 18th century and uses comparative methods to reconstruct proto-languages and establish language families. The history of the English language is explored as reflecting cultural influences over 1500 years through events like the Roman invasion and Norman Conquest, with English evolving differently in various global contexts today.
Present article examines the psycholinguistic factors that affect ease of learning foreign language vocabulary acquisition. Demonstrate the orthographic and phonological patterns of vocabulary acquisition. by Egamberdieva Shakhzoda Damirovna, Egamberdieva Farida Oktamovna, Egamberdiev Khumoyun and Ergasheva Yulduz 2020. Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education. 2, 3 (Mar. 2020), 23-25. DOI:https://doi.org/10.31149/ijie.v2i3.251. https://journals.researchparks.org/index.php/IJIE/article/view/251/244 https://journals.researchparks.org/index.php/IJIE/article/view/251
A contrastive linguistic analysis of inflectional bound morphemes of English,...Bahram Kazemian
In order to contrast and compare inflectional bound morphemes of English, Azeri and Persian languages and to identify their similarities and dissimilarities, inventories of English, Azeri and Farsi inflections, i.e. their set of affixes, were gathered, studied, and elaborated with some examples, and with English meanings. Eventually, after comparison, the researchers ended up with a series of statements about similarities and differences between these languages. The design of the present study is comparative-analytic which concentrates on the comparison and contrasting inflections of English, Azeri and Persian languages. The data is analyzed and illustrated through the contrastive method.
The document summarizes two studies that examine how exposure to a second language (L2 English) influences the first language (L1 Korean) syntax of Korean-English bilinguals. The first study evaluates whether L2 syntactic influence occurs only under conditions of cognitive load or represents long-term changes to L1 processing. The second study aims to better understand the extent and nature of any L2 influence observed. The findings indicate that L2 English exposure is associated with inability to access monolingual-like L1 Korean animacy constraints, suggesting L2 syntax influences L1 representation in a pervasive way.
This document discusses vowel epenthesis in the Twi language spoken by students in Kasoa, Ghana. It analyzes student speech to identify the causes and locations of inserted vowels. The study finds that epenthetic vowels are used to create emphasis and emphasize statements. Previous research on epenthetic vowels in loan words is reviewed, focusing on how inserted vowels repair illegal consonant sequences and affect pronunciation. The quality, location, and phonetic characteristics of epenthetic vowels vary between languages.
This document provides an introduction and overview of discourse analysis (DA). It defines key terms like discourse and discusses different approaches to DA. DA analyzes patterns of language use across texts and how they relate to social and cultural contexts. It focuses on both spoken and written language. The document also discusses discourse and society, including how identities are performed through language. Ideologies are maintained partially through language use and different discourse communities use language in distinct ways.
This document summarizes key signaling pathways in muscle-invasive bladder carcinoma. It discusses molecular markers that indicate basal or luminal subtypes of bladder cancer, which differ in response to treatment. Basal cancers often overexpress EGFR and respond to chemotherapy, while luminal cancers involve alterations in genes like FGFR3, ERBB2/3 and are generally less aggressive. The document also reviews markers for cancer stem cells, receptor tyrosine kinase signaling pathways, cytoskeleton proteins, the PI3K-Akt-mTOR pathway, and VEGF/VEGFR pathways that are clinically significant for modeling and optimizing treatment of muscle-invasive bladder cancer.
This short document provides information about the photographers of two images, W J (Bill) Harrison and myers_pictures. It also includes an advertisement encouraging the reader to create their own presentation using Haiku Deck on SlideShare.
El documento presenta el concepto de evaluación educativa como un proceso integral y permanente que identifica, analiza y toma decisiones sobre los logros de los estudiantes en función de los objetivos. Luego describe cinco modelos pedagógicos: tradicional, naturalista, conductista, cognitivo y social.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
1) A typical day for kids aged 6-12 involves over 7 hours of media activities, accounting for more than a quarter of their waking day. This includes activities like watching videos, playing games, and using apps on mobile devices.
2) Kids are consuming media across a growing number of devices, with mobile device ownership increasing. They spend more time engaging with media across multiple devices simultaneously.
3) Older kids are more likely to engage with social media, owning mobile phones and having their own social network profiles. Social networks are a primary online activity.
Thats my dream. no matter what happens!Lifia Marza
Ify adalah siswi yang memiliki hobi berfikir dan memimpikan membentuk band musik. Ia mulai belajar bermain piano dan menemukan teman satu sekolah yang bisa bernyanyi dan bermain alat musik lain. Bersama teman-teman barunya ini Ify membentuk band pertamanya. Namun persahabatannya dengan teman-teman lamanya mulai retak karena kesalahpahaman tentang perasaannya pada sosok Cakka yang disukai salah satu tem
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses several pieces of technology used in creating a project, including an Apple Mac, tripod, Canon 650 camera, Flip camera, GarageBand, iMovie, and Blogger. It describes how each was used, from researching and filming to editing and sharing the final product. While some technologies like the Mac and iMovie were difficult to learn, with time and effort the group was able to master the tools and use them effectively to complete their project.
A empresa anunciou um novo produto que combina hardware e software para fornecer uma solução integrada de automação industrial. O produto permite que as fábricas monitorem e controlem máquinas de forma remota para melhorar a eficiência e reduzir custos. A nova solução será lançada no próximo trimestre e espera-se que gere receita adicional significativa para a empresa no próximo ano fiscal.
Leadership Concerns in the 21st centurysarah_ichi07
The first slide will show a short activity about defining leadership in one's own words. Then the presenter will let the listeners imagine that they still live in 1913 not 2013. Next the presenter will ask the listeners about the events that took place in 1913 and if they were the leader or the president at that time, what could they have done to their country? The presenter then would explain that the leadership for the 21st century is a subtle and complex topic because none of us knows what the future holds for the upcoming 87 years of this 21st century.
The document discusses the differences between strategic planning and business planning. Strategic planning determines an organization's direction and goals over multiple years and focuses on the entire organization, while business planning focuses on specific products, services, or programs and includes operational details. The author argues that strategic planning sets the foundation that business planning builds upon by outlining operational details. Both are important for organizational success but have distinct purposes.
The media product summarizes how it used, developed, and challenged conventions of real music videos for the rock/indie genre. It structured the video around conventions like costumes inspired by 1960s British rock bands and locations like a pub, but developed the narrative in non-conventional ways. Specifically, it placed a woman in power over the protagonist rather than being rescued by the band, as is typical in other rock videos, to represent the singer's desire to be free from drug addiction. Overall, the product aimed to be unique while still appealing to audiences through an engaging narrative and editing that matched the song's pace and tone.
DFRC AG is looking for new technologies that can improve the management of big data, technologies of security and privacy, innovative data analytic and data mining capabilities for big data, Cyber Security for smart cities initiatives
Meet us during the ICT2013 event. Iwona +34-699073834
The music video will tell the story of a boy and girl through different stages of their lives. In the beginning, a young boy peeks through a door and sees a young girl playing with makeup and gold jewelry at a vanity. Later scenes will show the same two characters as teenagers enjoying each other's company. The video will cut between shots of the singing narrator and the couple to show the passage of time. It aims to tie the themes of gold from the song title to the girl's jewelry without overly sexualizing the children.
This document provides a final project proposal for a study on the formation of new words in English through shortening and compounding. The proposal includes background on changes in the English language over time. It states that the purpose is to document new word formation through morphological processes like compounding. The proposal outlines the research questions, data sources, methodology, and anticipated structure of the final paper. The research will analyze new word formation in English and contribute to the field of morphological analysis.
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.
This study analyzed the use of English code-mixing and code-switching in Thai pop songs from 2008-2012. It found that English words were the most common type of code-mixing, making up 39.78% of English elements, with nouns being the most frequent word class. Code-switching most often occurred at the sentence level, accounting for 36.82% of English elements. Simple sentences were the most frequent code-switched item. The study also examined how English words were nativized, or adapted, finding that reduplication was commonly used. This study provides insight into how English is creatively used in Thai pop songs for rhetorical and aesthetic purposes.
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English and Uzbek language Typology lecture 3 4L (1).pptxIroda8
According to the subject of comparison, linguistic typology consists of four main types:
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Domestication of the English Language in Nigeria: An Examination of Morpho-Sy...Premier Publishers
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1. Contrastive analysis involves comparing pairs of languages to identify their differences and similarities, with the goal of informing fields like language teaching and translation. It provides a link between linguistic theory and practical application.
2. In the mid-20th century, contrastive analysis was explicitly formulated and widely used to predict difficulties in foreign language learning based on comparisons of the native language and target language. However, it lacked foundations in learning psychology and its predictions proved unreliable.
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Language is constantly changing across time, space, and social groups. It varies based on factors like age, region, and social status. Linguistic changes can spread from group to group and word to word through a community. Studies of language change examine reasons for changes and identify factors beyond age that influence the direction of changes over time. Social status and gender differences can also promote language change as variations are adopted as norms. Interaction between people provides opportunities for linguistic changes to spread.
Vietnamese Acquisition Of English Word Stressenglishonecfl
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Linguists in the 19th century proposed the existence of a Proto-Indo-European language from which many modern European languages descended. Comparative reconstruction analyzes cognates (similar words) across languages to find commonalities and determine relationships to ancestral languages. English language history spans Old English (5th-11th centuries CE), influenced by Germanic invasions, Middle English (11th-15th centuries CE), influenced by French following the Norman invasion, and Modern English (15th century CE-present), which underwent phonological and syntactic changes. Languages evolve gradually over long periods through borrowing, new word creation, meaning changes, and other processes.
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The document discusses historical linguistics and how languages change over time. It covers two main branches - diachronic linguistics which studies how languages change through time, and synchronic linguistics which looks at languages at a single point in time. Languages undergo various types of changes including sound changes, grammatical changes, semantic changes, and borrowing of words from other languages. Both linguistic and non-linguistic factors can influence how and why languages evolve.
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Introduction to English Linguistics, 2nd edition, is a book primarily intended to be used by beginning university students of English. Although this co-authored work is written within a German setting, it is undoubtedly accessible world-wide. For while it "presupposes no prior knowledge of linguistics" (p. xi), it must also be admitted that the book is written in such a lucid and enjoyable style that the reader barely finds any abrupt cut in the flow of information. And rather than adopting one particular theoretical framework, the book draws on insights from various traditions. In addition to being written in user-friendly English, the book is error-free. It comprises a two-page introduction, seven chapters, each of which ending with a section on recommended readings and a few exercises for both basic and advanced levels, a glossary of terms used throughout the book, a list of references and a subject index.
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This study investigated the impact of learners' first language (L1) and proficiency levels on their written production and degree of register awareness. It analyzed essays from four Asian learner groups - Hong Kong, Korea, Taiwan, and Japan - across different CEFR levels using 58 linguistic features distinguishing writing and speech registers. Statistical analysis showed Hong Kong learners exhibited more writing-appropriate features while Japanese learners showed more informal, speech-like features. Korean and Taiwanese learners also demonstrated some speech features in writing. L1 background affected learners' register awareness and use of linguistic features.
2. Revisiting English prosody 219
1. Why revisit English prosody?
Why revisit English prosody indeed? This might well be the question that imme-
diately arises upon encountering this paper. It is not particularly novel, after all,
to recognize that the prosodic patterns of varieties of English differ: recent years
have seen extensive attention to intonational variation in English (IViE) within
the British Isles (see e.g. Grabe 2004), and different intonation patterns in varieties
of English around the world, including New Englishes, have long been noted (e.g.
Wells 1982; Schneider et al. 2004). Closer to home — the focus of this issue — in
the past two decades, too, a significant amount of research has made headway in
providing much-needed and important descriptions of various prosodic aspects
of Asian Englishes (see e.g. the summary overviews in Mesthrie 2008b: for Indian
English, Gargesh 2008; Malaysian English, Baskaran 2008; Philippine English,
Tayao 2008). For Singapore English (SgE), research has encompassed areas of in-
tonation (e.g. Deterding 1994; Low 1994, 1998; Lim 1997, 2000, 2001, 2004a; Goh
1998; Zhu 2003), stress (e.g. Low 2000; Lim and Tan 2001; Tan 2003; Lim 2004b),
and rhythm (e.g. Low, Grabe and Nolan 2000; Deterding 2001).
So why is a revisiting of English prosody necessary? The motivation for this is
three-fold. First, as has often been the pattern in some scholarship, such descrip-
tions of structural features of New Englishes have tended to be, at worst, in relation
to what they lack in comparison to native varieties of English, and, at best, how
they differ from native varieties while still adopting notions and terms which may
not be at all relevant for New Englishes, such as tonic stress. While such observa-
tions of prosodic patterns have certainly been valuable in the growing body of
material for the description of a variety, I believe that viewing patterns in New
Englishes from the vantage point of patterns documented for native Englishes can
do a disservice to the New English varieties in that such an approach tends to miss
representing patterns which reflect structural features from the Asian substrates.
Instances where a serious attempt to describe and explain such distinctive pat-
terns in these New Englishes in their own right are few and far between, though in
very recent years, a number of younger scholars have been taking this up (more of
this later). Second, descriptions of structural features of various regional groups of
New Englishes — African, South Asian, Southeast Asian, East Asian, etc. — have
tended to manifest in a list of features which the members in each group — or
across a number of groups — share (e.g. Kachru and Nelson 2006 on Asian Eng-
lishes; Mesthrie 2008a on African and Asian Englishes), as if by virtue of mem-
bership of that particular group (also see Lim 2009a). While in (summaries of)
such widely encompassing, ambitious volumes, a certain amount of reductionism
is certainly necessary, even desireable, for providing broad brush strokes of groups
of varieties, and while elsewhere in the volumes (e.g. in the separate chapters on
3. 220 Lisa Lim
individual African and Asian Englishes in Mesthrie 2008b) there may be an in-
dication of the factors for such patterns, some mention of why these systematic
phonological similarities or phonetic differences amongst or between the groups
still needs to be made, on the basis of the typologies of the substrate (and super-
strate) languages.1 Finally, a clear recognition of the typologies of the substrate
languages of some New Englishes where one or more of the substrates are tone
languages must surely lead to a serious consideration of what this means for the
New English. While English is classified a stress or intonation language, New Eng-
lishes which manifest some presence of tone in their prosodic system must war-
rant at least some consideration for whether they may be classified instead as tone
languages, as is suggested for SgE (Lim 2007a, b, 2008a, b).2 This paper is thus an
attempt to address these three concerns.
To best appreciate the patterns observed in the prosody of some Asian Eng-
lishes, I find it useful to subscribe to an ecological approach (after e.g. Mufwene
2001, 2008; for a detailed account of applying this approach to the understand-
ing of Asian Englishes, see Ansaldo 2009a, b, c; for a model which assumes this
perspective for Postcolonial Englishes, see Schneider 2007), which adopts ecol-
ogy as a metaphor from population genetics and biology. In this approach, the
emergence of contact-induced varieties such as SgE can be regarded as speakers
making selections from a pool of linguistic variants available to them in a contact
setting. This feature pool consists of the sum total of the individual forms and vari-
ants that each of the speakers involved, with different language backgrounds and
varying linguistic experiences, brings into the contact situation. Which variants
from this feature pool are chosen as stable elements of the newly emerging variety
depends on the complete ecology of the contact situation, which comprises both
external and internal factors. External ecology involves components such as the
numerical (demographic) relationships between speech communities, the social
relationships, involving issues of power or prestige distributions, between the par-
ticipants, as well as attitudes towards the participants and/or their languages; and
1. I wish to add that, even as I make this point, I have the greatest amount of respect for these
invaluable collections of descriptions of varieties of English and the authors and editors who put
them together.
2. To my knowledge, the idea that SgE, as a New English, be considered a tone language was for
the first time seriously postulated in Lim (2007a: 468–9), and then more explicitly proposed in
Lim (2007b, 2008a, b). (Note though that Killingey (1968) suggests that SgE word stress should
not be discussed on the grounds that Malayan [Singapore + Malaysia] English is “a tone lan-
guage” but later (Killingey 1972) withdraws the statement, cited in Bloom 1986: 428; note also
though that “Malayan English” of four decades ago is a different animal from SgE today.) Later,
other similar statements have been independently proposed or assumed (Ng 2008, 2009; Siraj
2008; Wee 2008a, b).
4. Revisiting English prosody 221
the quality and quantity of communicative events. The two main external factors
impinging on the ecology in which SgE has emerged, namely migration patterns
and language policies, which have both had effects on aspects such as population
proportions and dominance of languages over different eras, are explored in other
work (see Lim in prep). Internal ecology involves the nature of the linguistic input
elements, surface similarities and typological degrees of relatedness between the
languages involved, and it is this aspect of the ecological approach that is relevant
to the investigation undertaken in this paper.
This paper is structured as follows. In Section 2, I first provide a brief illus-
tration of various aspects of the prosody of one Asian English: SgE. Rather than
attempt an analysis which tries to find equivalences to native Englishes — e.g.
describing the frequencies of various intonation contour types or tones, or noting
the placement of tonic syllable or stresses, always compared to patterns in British
English (BrE) — I aim to examine those patterns which are particular to SgE. In
Section 3, I consider an explanation for why such patterns manifest in SgE by ap-
pealing to the internal ecology in which SgE has evolved, specifically examining
the typology of the substrate languages, addressing in particular the idea of the
presence of (Sinitic) tone. In Section 4, I then go on to consider the implications
for understanding the prosodic patterns of other Asian Englishes — but not sim-
ply because these varieties belong to the same regional group, but rather because
it so happens that there are elements of their ecologies, viz. the typologies of their
substrate languages, which share common traits which contribute to such pro-
sodic patterns. I also consider the implications that such findings hold for work on
English intonation, as well as for theoretical classifications of intonation and tone
languages. In this regard, what I argue for is a revisiting of English prosody, in a
more radical reconsideration of the prosody of some Asian Englishes, in terms of
viewing such varieties not as stress or intonation languages but as tone languages.
2. Like Chinese mε55?3
SgE has often been anecdotally described as if it “sounds like Chinese” (Bloom
1986: 430, citing Killingey 1968). This intriguing observation has not, however,
until recently, garnered serious investigation based on an examination of substrate
typology as to why this may be the case. This section presents a summary overview
3. The SgE particle mε55 indicates (often mock-) surprise or incredulity for the proposition it is
attached to; also see example (5a). Here the translation of the section heading would be ‘Does it
really sound like Chinese?’, in response to the description in the first sentence of this section.
5. 222 Lisa Lim
of the evidence derived from a number of fronts: discourse particles, words, and
utterances.
2.1 Discourse particles
Perhaps the most obvious presence of tone in SgE is that found in the discourse
particles. Again, although the particles have long been acknowledged in most
scholarship as coming from the (southern) Chinese languages (e.g. Platt 1987;
Gupta 1992; and see Lim 2007a for a comprehensive overview), and the question
of whether the particles themselves carry (lexical) tone was posed early in scholar-
ship on the particles (Platt 1987), it is only in very recent work that these two issues
have been seriously addressed (Lim 2007a, b, 2008b, in prep). It has been argued
that the larger set of SgE particles, namely hor, leh, lor, ma, meh, have their origins
in Cantonese, and were acquired into SgE in a later era compared to the earlier
particles lah, ah and what, and have carried into SgE (their original) Sinitic tone
(Lim 2007a). Here we focus on this Cantonese set, examples of which are provided
below in (1a) to (1e); note that the particles are transcribed together with their
tone, represented as pitch level numbers, a practice proposed in Lim (2007a).4
These are accompanied in each case by an example of the corresponding particle
in Cantonese from which it derives (from Matthews and Yip 1994: 347, 348, 352).5
A comparison of the SgE and Cantonese particles in the (a) and (b) pairs reveals
striking parallels in segmental form, tone and meaning. In (1a), for example, the
SgE particle hɔ24, which always occurs with a rising tone, and which asserts a
proposition, making clear a positive response from the addressee is expected (Wee
2004: 124; Lim 2007a), is matched in Cantonese in its hó particle, with the same
rising tone and indicating an expectation of the addressee’s confirmation (Mat-
thews and Yip 1994: 347). The SgE particle lɔ33 in (3a), which occurs with mid-
level tone, and which indicates obviousness, and in negative contexts inevitability
or resignation (Wee 2004: 123; Lim 2007a), is similarly matched by a Cantonese
4. SgE data for particles and utterances derive from the naturally occurring data of the Gram-
mar of Spoken Singapore English Corpus (GSSEC; Lim and Foley 2004), except (4a), from
Wong (1994). The tones of the particles are represented as pitch level numbers 1 to 5 where, in
the Asianist tradition, the larger the number the higher the pitch; thus 55 represents a high level
tone, 24 represents a rising tone, and so on.
5. The transcription of examples (1b) to (5b) is provided as in the source (Matthews and Yip
1994), which uses the Yale system. Rising and falling tones are shown by rising and falling ac-
cents; high level tone is indicated by a level accent; no tonal indication is given for the mid level
tone, and h is inserted after the vowel to indicate all low-register tones (low rising, low level
and low falling).
6. Revisiting English prosody 223
particle lo in (3b) with mid-level tone and meaning of resignation (Matthews and
Yip 1994: 352).
(1) a. A: But it’s beautiful in that… how… I mean, Finn got a chance to
realize himself, right?
B: He’s quite innocent la21 hɔ24? Innocent.
‘He’s quite innocent, don’t you agree?’
[asserting proposition, expecting agreement]
b. A: Géi leng a hó?
quite nice PRT PRT
‘Pretty nice, huh?’
[expecting confirmation]
B: Haih a.
is PRT
‘Yes, it is.’
(2) a. A: My parents will disown me a22 if I marry someone Caucasian or
Indian. My parents very what.
‘My parents will disown me if I marry someone Caucasian or
Indian. My parents are really impossible’.
B: *** very old fashion a21.
A: My parents very old fashion a21? Then your parents le55?
‘Are you saying that my parents are old fashioned? Then what about
your parents?’
[indicating comparison, ‘what about?’]
b. A: Dī gāsī maaih saai béi yàhn la.
CL furniture sell all to people PRT
‘The furniture has all been sold.’
B: Ga chē lē?
CL car PRT
‘What about the car?’
[meaning ‘what about’?]
(3) a. A: But um I might stop working for a while if I need to, if I need to
la21, especially for looking after kids.
B: But for me, I won’t stop working lɔ33. The most I won’t give birth to
kids lɔ33. For the most I don’t marry lɔ33.
‘In my case, (even if I have children to look after) I won’t stop
working. In the worst of cases, I won’t have children. In the worst of
cases, I won’t get married.’
[indicating obviousness, resignation]
7. 224 Lisa Lim
b. Ngóh mjī dím syun lo
I not-know how act PRT
‘I really don’t know what to do’.
[indicating resignation]
(4) a. A: How come you call me?
‘Why did you call me?’
B: You page for me ma22.
‘You paged for me, after all (as you know) (so naturally I’m
returning your call)’.
[indicating obviousness]
b. A: Bīngo lèih ga?
who PRT
‘Who’s that?’
B: Ngóhdeih sān lóuhbáan āma.
our new boss PRT
‘Our new boss, of course.’
[indicating obviousness]
(5) a. A: No la21! He’s using Pirelli, you don’t know mε55?
‘No, he has Pirelli tyres; didn’t you know that?’
[indicating surprise, scepticism]
B: Really? Don’t bluff.
b. sīnsāang wah mh dāk ge mē?
teacher say not okay PRT PRT
‘What, did the teacher say it wasn’t okay?’
[expressing surprise]
As evidence for the claim that the particles occur in SgE with their original (Can-
tonese) tone, Figure 1 provides an illustration of the pitch contour of one SgE par-
ticle, from the utterance maybe it like what you say lɔ33, with the particle lɔ33
visualized clearly as being realized with level tone; instrumental analysis confirms
that the particle lies in the middle of speakers’ pitch range, and hence can be cat-
egorized as mid-level.
By virtue of the tones originally from Cantonese — comprising mid-level
and high-level tones as well as rising and falling tones — the particles introduce
very particular pitch levels or contours into the SgE prosodic system. As the par-
ticles occur in phrase-final position, this means that there are thus very particular
boundary tones in SgE.
8. Revisiting English prosody 225
2.2 Word level
At the level of the word, some very recent work, all of which assuming at the outset
that SgE “has tones” (Wee 2008b), has suggested that SgE has tone in addition to
stress, with tone being predictable from stress (Ng 2008), with a high level tone be-
ing assigned to the final syllable (Ng 2008; Wee 2008a), as can be seen in the words
in example (6) (from Ng 2008; Wee 2008a, b).6
(6) cat, see 55 / H
`manage, `teacher 33–55 / MH
in`tend, a`round 11–55 / LH
`Singapore, `managing 33–33–55 / MMH
`origin, bi`lingual 11–33–55 / LMH
o`riginal, se`curity 11–33–33–55 / LMMH
o`riginally 11–33–33–33–55 / LMMMH
M
H
M H
M H
Figure 2. MH tones in SgE word `normal, in sentence-initial, -medial and -final position
(from Ng 2009)
6. The tones on each syllable in example (6) are represented in pitch level numbers as well as in
the phonological tradition where L = Low tone, M = Mid tone, and H = High tone.
Time (s)
Pitch(Hz)
0.901855 1.71591
0
500
Figure 1. Mid-level tone of SgE particle lɔ33
9. 226 Lisa Lim
This word-level tonal pattern is also shown to be independent of sentence position
(Ng 2009), as illustrated in Figure 2.
2.3 Phrase / Utterance
Finally, let us consider SgE prosody at phrase level, where, echoing the observa-
tion in Lim (2004a: 42–8), a characteristic pattern in the intonation contour may
be analysed as comprising sequences of sustained level steps or level tones which
step up or down to each other, rather than glide more gradually from one pitch
level to another. An illustration of such a pattern is provided in Figure 3, which
constitutes the intonation on the utterance I think happier, where it is evident that
the pitch steps up abruptly to a high level pitch for think, and then steps down
again for happier. Similarly in Figure 4, the utterance You told me moves in a series
| ai | tiŋ | hæpiə |
Figure 3. Sustained level step pattern in SgE utterance I think happier
| ju | tol | mi |
Figure 4. Sustained level step pattern in SgE utterance You told me
10. Revisiting English prosody 227
of sustained level tones, each of which is at a slightly higher pitch than the previ-
ous one.7
3. But is it tone?
Having now viewed the evidence for a tone-like presence in SgE at the levels of
particles, words and utterances, a number of issues need to be addressed. For the
more sceptical amongst us, the first question is what the likelihood is that this is
indeed tone that is observed in SgE. A number of reasons come together to con-
firm that this is in fact a more than credible prospect.
First, suprasegmental features, including tone, are documented as being sus-
ceptible to being acquired in contact situations (Curnow 2001). Tone is often ac-
quired in a non-tonal language by borrowing or imitation due to the presence of
tone in the broader linguistic environment (Gussenhoven 2004: 42–3), such as in
Middle Korean due to the prestigious status of Chinese in society then (Ramsay
2001) — here it should be noted how this is related to dominance in the external
ecology. As a result of this, tone has been noted to be an areal feature, occurring in
genetically unrelated languages spoken by geographically contiguous speech com-
munities, as in Africa and South East Asia (Nettle 1998; Svantesson 2001).
The next point to recognize is that the linguistic feature of tone is certainly
present in the ecology of Singapore. If we consider just the main players in the
ecology — by this I mean the languages which are dominant — we have Bazaar
Malay, Hokkien, Mandarin, and Cantonese (Lim 2007a, in prep; Ansaldo 2009a,
b, c), where, with the latter three being Sinitic varieties, tone languages are clearly
in the majority. Tone is thus a salient typological aspect of the feature pool. Oth-
er work has shown that dominant traits do influence the output (Thomason and
Kaufman 1988), as seen, for example, in the case of Sri Lanka Malay (SLM) where,
while pidgin-derived Malay is SVO, Sinhala and Tamil are both SOV, and the re-
sulting Sri Lanka Malay is SOV; similarly, agglutinative morphology emerges in
SLM because it is salient in two of the three adstrates, Sinhala and Tamil (Ansal-
do 2008, 2009b). Additionally, if we consider external ecology, in Singapore it is
the Chinese who form the largest proportion of 78% of the population, and have
been such a majority since the early 20th century (Lim 2007a, in prep). On both
counts then, namely, of the proportion of tone languages, and the proportion of
speakers of these languages, tone dominates in the ecology. Moreover, tone is high
7. SgE has been described as displaying a frequent use of (BrE) level tones (Goh 1998), but in
such a description the pattern seems to be construed in analytical terminology for native Eng-
lishes, as mentioned in Section 1.
11. 228 Lisa Lim
in markedness, in terms of the feature having a heavy functional load, or, put in
terms of Matras’ (2000) model of categorial fusion, it is pragmatically dominant,
which also makes it a more likely target for being acquired (Matras 2000: 577). In
all, it is most possible for tone to be acquired in SgE, given the feature’s dominant
presence in the ecology, both internal and external.
Finally, observations similar to the SgE case study have been made for other
contact varieties whose substrates involve tone languages, in particular languages
arising from contact situations involving European accent languages and African
tone languages. One such example which has been argued strongly for in this re-
gard is that of Saramaccan, an Atlantic maroon creole spoken mostly in Surinam,
generally classified as an English-based creole, though its lexicon shows substantial
Portuguese influence, with Gbe and Kikongo as substrates. There is evidence for a
split lexicon in Saramaccan where the majority of its words are marked for pitch
accent, with an important minority marked for true tone (Good 2004a, b, 2006).
Similarly, Portuguese-lexifier Papiamentu shows use of both contrastive stress and
contrastive tonal features which operate independently from stress (Kouwenberg
2004; Rivera-Castillo and Pickering 2004; Remijsen and van Heuven 2005), and
the Austronesian language Ma’ya is also documented as a hybrid system involving
both contrastive stress and tone, a result of contact with tonal Papuan languages
(Remijsen 2001: 43). Lest one may argue that “creoles” are categorically different
from “varieties of English” or of any other “language”, there is also the example
of Roermond Dutch, which has a Germanic-style stress system, but also a lexical
tonal contrast, in that words may have no tones or a single H tone (Yip 2002: 257),
as well as Nigerian English, whose prosody is also suggested to be a mixed sys-
tem that stands “between” an intonation / stress language and a tone language (Gut
2005): its pitch inventory is reduced compared to BrE, and the domain of pitch
appears to be the word, with high pitch triggered by stress, thus resembling a pitch
accent language. In short, what is being suggested for SgE is nothing inconceiv-
able, but a phenomenon that has been documented in other contact languages
with substrate typology that is comparable in terms of involving tone languages.
4. Asian Englishes on the agenda
The more significant question, I believe, that follows from all the above is this:
What does this herald for the linguistics of English and the setting of the agenda
for current and future work?8 In what follows I consider two sets of issues arising
8. This question is posed in the spirit of the 1st conference for the International Society for
the Linguistics of English (ISLE1), with its theme “Setting the Agenda”; the workshop “The
12. Revisiting English prosody 229
from our observations of tone in SgE, which provide a response to the three con-
cerns raised in Section 1, with the first being more theoretical in considering the
implications for descriptive models of English intonation and for categorizations
of intonation / stress and tone languages, and the second focusing on implications
for the study of Asian Englishes.
4.1 English intonation models and tone language classification
First, in the consideration of New Englishes — here, Asian (but also e.g. African)
Englishes — I believe that we can attempt to stop using BrE- or “native-English”-
based models. Certainly there are models such as ToBI and INTSINT which have
been used for diverse languages; however when it comes to New Englishes, even
if scholars have noted the problems in applying, e.g. the British model of into-
nation to the transcription of New Englishes (e.g. for SgE: Deterding 1994; Low
and Brown 2005), and that such models are not appropriate for describing other
Englishes, there is still a tendency to describe the system with regard to a native
English standard.
Further, and perhaps more interestingly, the traditional view of English as a
stress/intonation language needs revising. As is increasingly recognized, distin-
guishing between so-called stress languages, accent(ual) languages and tone lan-
guages is in fact not clear-cut. While traditionalists may still cling to the classic
divide, many cutting-edge scholars have become more amenable to regarding
these categories as being more loosely or broadly defined. For instance, most now
agree that the category of accent languages does not group languages of a typo-
logically coherent class (Hyman 2001a; Gussenhoven 2004), and take the position
that the so-called accentual languages are just a subclass of tone languages (Yip
2002: 4). More significant for the purpose of this paper, tone languages are most
recently defined much more broadly than before: following Hyman (2001b: 1368),
“a language with tone is one in which an indication of pitch enters into the lexi-
cal realisation of at least some morphemes”, regardless of the density of lexically
contrastive tones on words; lexical tonal marking, after all, has been noted to be
of gradient nature (e.g. van der Hulst and Smith 1988). This opens up possibilities
for more fluid considerations of tone languages, and of “combinations” of charac-
teristics of what traditionally are considered stress languages and tone languages.
It has, after all, been noted that tone and stress are “two separate phonological
dimensions — tone being basically a property of segments, and stress not — which
may well occur combined in the same language in quite a variety of ways” (Arends,
Typology of Asian Englishes” in which this paper was presented was organized (by this author)
for the conference.
13. 230 Lisa Lim
Muysken and Smith 1995: 329); and that drawing a dividing line between languag-
es with contrastive tone on (almost) all syllables and languages with tone contrasts
in more restricted locations in the word is difficult (Gussenhoven 2004: 47).
In the light of the possibilities outlined in Section 3 and released from the
constraints of more traditional categorization noted above, how then may we view
the prosodic system of SgE?
For the set of particles, we first return to the question first explicitly raised
by Platt (1987: 394) two decades ago: Do the particles have independent (lexical)
tone? Based on the linguistic and sociohistorical evidence presented in this paper
and in Lim (2007a, in prep), it is quite clear that the later set of SgE particles have
been acquired into the SgE system in their entirety, including the tone they have
originally in Cantonese; further, they must be used with that form, and not with
any other pitch pattern, for the meaning required, regardless of the intonation pat-
tern of the utterance in which they are found. This, I argue, is reason enough for
accepting that they indeed comprise a subset of items which have tone (though
not lexically contrastive tone — note, as outlined in the preceding paragraph, that
this is not necessary for considering this to be tone).9 These tonal items are then
situated within what is possibly a different prosodic system — one that is more of
a stress / intonation language, in which pitch functions in a system of intonation
relatively comparable to the forms and functions identified in other “standard”
varieties of English such as BrE (Zhu and Lim 2002; Zhu 2003; Lim 2004a: 39–42).
Such a phenomenon is noted by Gussenhoven (2004: 46) as one of three typologi-
cally special cases where tone languages are concerned, namely when there is lexi-
cally specified tone in intonation-only languages. An example of this situation is
when there are tonal specifications in the “segmental” lexicon for particles which
invariably appear with a particular intonation contour, such as Dutch sentence-
final [hɛ], which expresses an appeal for agreement, which always appears with H
after the pitch accent H*L on a preceding word (Kirsner and van Heuven 1996);
similarly Bengali has focus-governing particles which come with their own pitch
accent (Lahiri and Fitzpatrick-Cole 1999), i.e. they must be lexically specified for
tones, which crucially constitute morphemes in their own right and do not form
part of the representation of the segmentally represented morphemes, unlike lexi-
cal tone (Gussenhoven 2004: 46). These both constitute situations not unlike our
case in point.
The observation of tone at the SgE word level matches the second of the typo-
logically special cases identified by Gussenhoven (2004: 45–6) in which languages
9. Some scholars may still be cautious about whether pitch is being used linguistically here to
warrant calling the phenomenon tone (e.g. Bao Zhiming p.c. Dec 2006), but I hold that the evi-
dence and arguments outlined in sections 3 and 4.1 justify referring to it as tone.
14. Revisiting English prosody 231
have non-distinctive word-based tone; an example of this is Noon, a language of
Senegal, which predictably has an H-tone on the penultimate syllable of every
word (Soukka 2000). Again, the SgE word which specifies an H-tone on the final
syllable of each word parallels this pattern, and thus can be considered a tone lan-
guage in this regard, even if typologically peculiar.
4.2 The typology of Asian Englishes
The preceding discussion also leads us to a number of thoughts about the study
of Asian Englishes, which can take us in at least three different, though closely
related, directions. In what follows, I consider 1) typological comparability across
different Asian Englishes, 2) the dynamic nature of ecologies, and 3) the differ-
ences that can arise between Asian Englishes as a result of the changing of ecolo-
gies, and therefore typologies, and therefore feature selection. Each of these can
— and should — be discussed at far greater length, but within the constraints of
this paper can only be very briefly addressed here.
4.2.1 Typological comparability
If we accept the ecological approach, then we can recognize that, in theory, if
emerging English varieties have ecologies which are similar — for example, if the
feature pools for the two ecologies include languages with similar typologies —
then it is neither unlikely nor surprising if the two emergent Englishes exhibit
linguistic features which are similar.10 One does not have to look far to find a real-
life example: the ecology of Hong Kong, in which Hong Kong English (HKE) is
emerging, includes Cantonese, English and Mandarin, where Cantonese is clearly
dominant in both external and internal ecologies; linguistic features such as Sinitic
tone (from both Cantonese and Mandarin) as well as discourse particles (in par-
ticular from Cantonese) can thus be expected to be dominant in the feature pool.
This may be seen to be quite similar to Singapore’s ecology in the recent era where
Mandarin and Cantonese can be seen to be more dominant.
Unsurprisingly then, common features in the emergent varieties may be iden-
tified. Cantonese particles have been observed in HKE (James 2001), which, as
in SgE, are used with their Cantonese tone. Further, already more than two de-
10. We need of course to exercise caution in too easily assuming similarity between different
ecologies: this is underlined in Ansaldo and Lim (2008), who, after noting possible similarities
in the ecologies of SgE and HKE, also point out how they differ, both in terms of external ecolo-
gy — Singapore being English-dominant but Hong Kong being extremely Cantonese-dominant;
SgE having attained Phase 4 of endonormative stabilization, and HKE being only in Phase 3 of
nativization (Schneider 2007) — and internal ecology.
15. 232 Lisa Lim
cades ago, it was suggested that “the English intonation system is reinterpreted
on the basis of the Cantonese tone system” (Luke and Richards 1982: 60), with
more recent work demonstrating that stress and intonation in HKE is more than
a simple process of approximation, but rather one of transforming the system into
one based on tones, by the assigning of (lexical) tones to syllables for word stress
(Luke 2000), to give a basic template of LHL!, and the applying of a computa-
tion for compound/linking words, phrases and sentences, which results in what
is described as a “choppy” as opposed to a smooth intonation contour for HKE
(Luke 2008). The patterns parallel those of SgE’s level stepping tones, described in
Section 2.3.
4.2.2 Dynamism
The comparability sketched above between SgE and HKE should not, however, be
assumed to have always been the case. Ecologies are dynamic — as modelled for
Postcolonial Englishes in Schneider (2007), and noted for SgE in Lim (2008a) —
and changes in factors in the external ecology can result in changes in the typolog-
ical mix of the feature pool and consequently the ensuing competition and likeli-
hood for feature selection (see Ansaldo 2009a). While Sinitic varieties are certainly
dominant in Singapore’s ecology in recent decades, in an earlier era during colonial
rule and in the years prior to and just after independence, the dominant language
would have been Bazaar Malay, as lingua franca for interethnic communication
(as well as Hokkien for intraethnic communication in the Chinese community)
(see Lim 2007a, in prep for details). In this, and other aspects of sociopolitical
history, Singapore’s ecology was relatively comparable up until around mid-20th
century with Malaysia’s, and certainly not with Hong Kong’s; correspondingly, SgE
and Malaysian English were also considered extremely similar, evidenced in de-
scriptions of that period (e.g. Platt and Weber 1980; Platt, Weber and Ho 1983), at
least until around the same time, but perhaps no longer.
4.2.3 Difference
The preceding two points of typological comparability between varieties and dy-
namism in ecologies together help account for instances of lack of fit. Even as we
recognize that SgE and HKE exhibit similarities in terms of the presence of (Can-
tonese) particles and tonal prosody, which are explained by their current compa-
rable ecologies in which Cantonese amongst other (Sinitic) varieties is dominant,
we discover that upon closer examination the patterns start to diverge. In HKE, H
tones are located on stressed syllables, and L tones on unstressed ones (Luke 2000,
2008; Chen and Au 2004; Wee 2008a), illustrated in example (7); this contrasts
with the pattern for word-level tone in SgE, described in example (6), where H
tones are located on the final syllable.
16. Revisiting English prosody 233
(7) in`tend 11–55 / LH
`origin, `photograph 55–11–11 / HLL
o`riginal 11–55–11–11 / LHLL
(8) I saw the manager this morning LHHHHHHHL!
Similarly, at phrase level, while HKE would have a pattern involving a sequence
of tones as in (8), based on the basic LHL! template and subsequent computation
(Luke 2008),11 SgE tends to prefer prominence on the phrase-final syllable such
that the pitch is perceived as relatively high: no significant decrease in fundamen-
tal frequency is measured compared to the initial syllable of the phrase-final word
(Low 2000); such a maintenance of pitch or movement to high(er) tone phrase-
finally is also observable in Figure 4.12
How can we understand these diverging patterns in SgE and HKE? I suggest
that the word- and phrase-final prominence noted in SgE is due to the influence
from Bazaar or Baba Malay in an earlier era when, as mentioned in the preceding
section, it was dominant in the ecology (also see Lim 2008a). While no compre-
hensive study of the prosody of (Bazaar) Malay in Singapore is available,13 there
has been much research on other Malay / Indonesian varieties (see e.g. various
chapters in Gensler and Gil to appear).14 While findings for word stress are di-
verse, a number of studies do point to prominence on the penultimate and/or final
syllable; and at phrase level there is general consensus that prominence is located
phrase-finally (with acceptability increasing closer to the right edge of phrase-final
word) (e.g. Goedemans and van Zanten to appear); a similar pattern is also noted
in Singapore’s Baba Malay (Wee 2000). While it may indeed seem curious that this
earlier Malay influence appears to be maintained in spite of more recent Sinitic in-
fluence, in the ecology paradigm, the Founder principle suggests that the founder
population in an ecology exerts a strong influence in features which persist in the
emergent variety. A possible hypothesis is thus that it is the Baba / Bazaar Malay-
speaking Peranakans, as the early English speakers in Singapore, whose influence
is seen in SgE in such instances (see Ansaldo, Lim and Mufwene 2007 and Lim
11. Different boundary tones of H% or L% would then apply depending on the context (Luke
2008).
12. Experiments investigating emphatic and contrastive stress in SgE also demonstrate that
speakers do not place prominence on the contrastive element as in “standard” Englishes but
systematically locate pitch prominence utterance-finally (Lim and Tan 1999; Lim 2004b).
13. Though Ng (2009) is now doing instrumental work on Singapore Malay and Bazaar Malay
word prosodic patterns.
14. What is represented in this paragraph is necessarily an extremely summarized account of
Malay / Indonesian prosodic patterns documented in the literature.
17. 234 Lisa Lim
2009b for details on the Peranakan community and their languages Baba Malay
and Peranakan English);15 similar word- / phrase-final prominence is in fact noted
in Peranakan English (Lim 2009b).16
5. Closing remarks
In conclusion, what has a revisiting of English prosody — in the light of some
Asian Englishes — revealed? We can certainly recognize that there is tone in some
Asian Englishes, if the typological pool of the languages in contact allows for it.
Tone is clearly observed in SgE particles and in the SgE word, and SgE intonation
shows contours constituting sustained level tone movements; similar observations
apply to HKE.
While tone as a structural feature must surely derive from the Sinitic languag-
es in the ecology of SgE, the clearest example being the SgE particles, differences in
actual tonal patterns in SgE vs. HKE at both word and phrase level suggest that the
story is more complex and warrants further, deeper investigation in future work:
for instance, that in SgE it is not just the selection of Sinitic tone (Lim 2008c) from
the feature pool, but an interaction between that and features of pitch prominence
patterns in other languages dominant in the ecology, such as Baba / Bazaar Malay.
In any case, a revised view of English prosody, even in a weak version, must
still recognize that there can be presence of tone in some New Englishes (here
Asian, but also African), even if English is by traditional definition a stress lan-
guage. In a strong version, we can venture further in rethinking this traditional
classification of English prosody and accept that some Asian Englishes can indeed
be tone languages.
In short, once we recognize the significance of ecology, then it is not difficult to
recognize that anything is possible for the typology of the emergent contact variety
of English — not a cavalier or anarchic free-for-all, but an infinite potential within
the possibilities that the typologies of the substrates afford — including tone.
15. I thank Salikoko Mufwene for highlighting the likelihood of the Peranakans as the founder
population for SgE.
16. This line of investigation outlined in this section is certainly intriguing and far more com-
plex than can be presented given the scope of this present paper, and will be taken up in future
work.
18. Revisiting English prosody 235
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Author’s address
Lisa Lim
Department of English
University of Amsterdam
Spuistraat 210
1012VT Amsterdam
The Netherlands
lisa.ls.lim@gmail.com