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Kameneva, Marina S. „Globalization and the role of English in the countries of South Asia and the Middle East (the case of Afghanistan, Iran and Pakistan)“. Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, Nr. 6 (2022): 182. http://dx.doi.org/10.31857/s086919080023323-2.
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The article analyzes the role of English in the language policy of the Asian continent countries in the system of world globalization processes from the viewpoint accepted in modern sociolinguistic literature on the connection between the language aspect of globalization and the spread of English as the global language, the universal second language. The authors note the historical component of the popularity of English in the modern world in general and in the countries under consideration in particular. It includes the influence of the British Empire and the strengthening of the US position in the international arena. There are also provided estimates of the number of people speaking English both as the first and the second language in everyday life. The authors analyze large multinational states of South Asia and the Middle East such as Afghanistan, Iran and Pakistan. The situation with the English language is presented in these countries against the background of the state and national languages functioning. The authors made an attempt to show both the general aspects of the use of English, including through the prism of the legislative acts that are in force there, above all the constitutions, and the peculiarities of its functioning in each of these countries, including under the influence of the language policy pursued by their leadership. There is also noted the growing interest of the authorities in Russian in Iran and Chinese in Pakistan as the languages that may seriously compete with English in the future and break its monopoly.
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Yao, Keisuke. „The Fundamentally Different Roles of Interpreters in the Ports of Nagasaki and Canton“. Itinerario 37, Nr. 3 (Dezember 2013): 105–15. http://dx.doi.org/10.1017/s0165115313000855.
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With the expansion of Western power from the seventeenth century onward, many Asian countries were confronted with difficult political and economic problems in their relations with Europe. In several countries in Asia, in order to suppress Western cultural influences within their own nations, governments often employed foreigners as interpreters for their own diplomacy and trade with Europeans, with some governments even prohibiting their people from learning foreign languages.But, in the case of Japan, interpreters played a crucial role in both the study of the Dutch language and the integration of Western knowledge during the eighteenth and nineteenth centuries. It seems that early-modern Japanese interpreters were quite different from the interpreters of Western languages in other countries in Asia, as in Nagasaki interpreters of the Dutch language were shogunate-appointed Japanese nationals.Here I will examine and compare several aspects of the Chinese pidgin-English interpreters at Canton and the Japanese Dutch-language interpreters at Nagasaki, in particular their origins, incomes, duties, learning, and businesses. Through this examination I will demonstrate how the so-called Westernisation processes adopted in China and Japan were actually reflected in and represented by the different models of foreign trade at the ports of Canton and Nagasaki.
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Poizat-Xie, Honghua. „Quelques réflexions sur la traduction littéraire du chinois vers les langues européennes“. Asiatische Studien - Études Asiatiques 69, Nr. 1 (30.01.2015): 1–17. http://dx.doi.org/10.1515/asia-2015-0007.
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AbstractThe present paper is the result of a workshop on the translation of Chinese literature that was held between March 2012 and May 2013 at the Confucius Institute at the University of Geneva. It aimed to identify major obstacles in rendering literary Chinese into English, French, Italian, German, and Russian, and to explore the differences and similarities of the problems encountered. Nine works of Chinese literature were selected for studying and examining a number of difficulties in translation: Terms with culturally specific connotations, transposition of certain grammatical structures, treatment of idioms and metaphors, translation of titles. We have found a great similarity of approaches chosen for the various target languages, Russian being an exception. Due to cultural and political influences, this language displays certain similarities to Chinese, especially in vocabulary; but there are additional aspects in which the Russian case differs from the other four languages.
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HSIAO, HSIN-HUANG MICHAEL, und PO-SAN WAN. „The Experiences of Cultural Globalizations in Asia-Pacific“. Japanese Journal of Political Science 8, Nr. 3 (Dezember 2007): 361–85. http://dx.doi.org/10.1017/s146810990700271x.
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This paper explores the common and different cultural globalization experience of the public's everyday lifestyles in seven societies in Asia-Pacific, focusing on the following aspects: connectivity with the world through personal encounters and digital media, English language capacity, support for the forces of globalization, global thinking and concern, the Internet's influences on sociopolitical opinions, appreciation of international food, and national vs. transnational identity. An analysis of survey data is used to contrast public experience of global thinking, global exposure, global diet, and global feelings in two separate developmental states with higher and lower HDI measures in seven Asia-Pacific societies. We demonstrate that individual globalization manifested in everyday life should be understood under a comparative societal perspective as citizens' global experiences are not only a simple matter of personal choice, but are also more a reflection of complex societal conditions.
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Mouw, Ted, und Yu Xie. „Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with Or without Assimilation?“ American Sociological Review 64, Nr. 2 (April 1999): 232–52. http://dx.doi.org/10.1177/000312249906400207.
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Recent scholarship claims that bilingualism has a positive effect on the academic achievement of immigrant children. According to this perspective, growing up speaking two languages is beneficial because it stimulates cognitive development and allows immigrants a means of resisting unwanted assimilation. Immigrant children who are fluent bilinguals can use their native-language ability to maintain beneficial aspects of their ethnic culture while accommodating to the linguistic demands of an English-speaking society. Using data on first- and second-generation Asian American students from the 1988 National Educational Longitudinal Study, we test for these hypothesized effects of bilingualism. We find no evidence that bilingualism per se has a positive effect on achievement. Instead, speaking a native language with parents has a temporary positive effect if the parents are not proficient in English. These results indicate that the academic importance of bilingualism is transitional: The educational benefits of delaying linguistic assimilation exist only before immigrant parents achieve a moderate level of English-language proficiency.
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Romero Villarroel, Wilber, und Sara Camacho Estrada. „THE USE OF STANDARDIZED ENGLISH EXAMS IN THE INTERNATIONALIZATION OF ENGLISH AS A GLOBAL LANGUAGE“. Ciencia Digital 2, Nr. 2 (21.06.2018): 484–97. http://dx.doi.org/10.33262/cienciadigital.v2i2.115.
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Have you heard of the ITEP/TOEIC/TSE/BULLATS/TOEFL/CELTA/DELTA exams? Among many others, these exams are currently being promoted not only by educative institutions, but by a large number of local governments and even international relationship instances (Bunce, 2016). On this regard, it is imperative to wonder and analyze how the idea of taking language exams became into fashion and at what moment in history it became into a necessity, a requirement, or as synonym of social and academic status. On such basis this study aims at determining how the implementation of English international tests have contributed in the spread of English globally.
The spread of the English language globally has occurred because of different factors. Clyne (2008) regards the demographic aspect as an important element for the growth and rapid evolution of this language. The effect of the use of the English language has reached almost all the areas of human domain such as the educational. The spread in this area has determined the future of many countries.
On the field of education, a standardized visible system is clearly set. Most of the books and material used to teach English are based on the Common European Framework. This framework stablishes the standardization of teaching contents and methodologies which are later used and applied into exams to evaluate students´ English language proficiency around the world.
CLIL (Content and Language Integrated Learning) programs have been implemented in schools in many countries of the world like Asia, Australia and Europe. “In recent years, LAC and CLIL are gaining intense attention particularly in context where English is learnt as a foreign language or as an international language” (Lin, 2016, p.1). Lin regards this implementation to the desire of countries like the Asian for becoming modern and take part in the development of a global economy.
When comparing English with other languages it can be said that it is the pioneer in standardizing a language. According to Mulcaster (as cited by Crystal, 2003, p. 73) the English language had no competence internationally. If we take a look at other languages trying to do the same, it can be seen that they have not become as successful as English. It does not matter if those systems are better, they simply have not been able to reach that level of internationalization. The important fact here is that those countries in these case languages do not have the economic, political power, and the influence that The United States has.
According to Sharifian (2010, p.192) the English language dominance originated along the colonialism period. Phillipson (as cited in Sharifian, 2010) explains that “many elites in society have strong links with the inner circle because they have been educated in inner circle countries”. The inner circle is referred to countries where the English language is spoken as a mother tongue.
To conclude, this essay presents an analysis of the way standardized exams have contributed widely to the internationalization of English around the world. This standardized examination system has influenced in many aspects like education, negotiation, culture, ideology and public policy. It will present an overview about every aspect mentioned as well as the causes and effects of these factors which have influence in a positive and negative way in society. Besides, there will be presented examples in a general way about percentages of people who have taken standardized exams and how it has contributed to the expansion of English around the world.
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Anan’ev, Denis A. „RUSSIA’S FAR EASTERN POLICY IN THE LATE 19TH — EARLY 20TH CENTURY IN THE WORKS OF THE ENGLISH AND GERMAN-LANGUAGE RESEARCHERS“. Ural Historical Journal 73, Nr. 4 (2021): 97–105. http://dx.doi.org/10.30759/1728-9718-2021-4(73)-97-105.
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The paper analyzes the works of the English- and German-language researchers who studied the history of Russia’s Far Eastern policy at the turn of the 19th–20th centuries. According to these scholars, a striking feature of that policy was the inseparability of the foreign and internal political tasks, while its main result was Russia’s involvement in the war against Japan. However, Western authors focused not only on the foreign policy and military aspects of the “Russian eastward expansion” (analyzed by C. von Zepelin, A. Malosemoff, S. Marks, R. Quested, J. Stephan) but also on the geographic, demographic, social and economic aspects (B. Sumner, A. A. Lobanov-Rostovsky, R. Quested, D. Geyer, J. Lensen et al.). The ideological component of the Far Eastern policy (associated with the ideas of Russia’s historical civilizing mission in Asia and the need to oppose the “Yellow Peril”) was considered in the works by A. Malozemoff, D. Schimmelpenninck van der Oye. The economic reasons for the development of the region were discussed by the authors who studied processes of “modernization” and S. Yu. Witte’s policy of “peaceful penetration” (B. Sumner, A. A. Lobanov-Rostovsky, R. Quested, D. Geyer, J. Lensen et al.). Sociocultural processes that led to the formation of “national identity” and “regional identity” were analyzed by J. Stephan, Ch. Y. Hsu, D. Wolff, Sh. Corrado. Despite the diversity of conceptions proposed by the Englsih- and Germanlanguage researchers it is possible to identify the two key trends in the study of the topic. The majority of works emphasized the expansionist intentions of Russia as one of the “imperialist powers” who participated in dividing spheres of influence in the Asia-Pacific region. However, many authors acknowledged Russia’s objective need to strengthen its position on the Pacific frontier, to protect its Far Eastern territories, to settle them and develop their economy.
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HSIAO, HSIN-HUANG MICHAEL, PO-SAN WAN und TIMOTHY KA-YING WONG. „Globalization and Public Attitudes towards the State in the Asia-Pacific Region“. Japanese Journal of Political Science 11, Nr. 1 (26.02.2010): 21–49. http://dx.doi.org/10.1017/s146810990999017x.
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AbstractGlobalization has led to a redefinition of the functions and roles of the state. Based on data drawn from a cross-national social survey, this article examines the influences of globalization on the public's attitudes towards their state in Australia, China, India, Japan, Russia, and the United States, by focusing on satisfaction with government performance and demands on the government. The six countries differ extensively in their sociopolitical and technological situations, as well as in the experiences of their people with globalization in terms of the following aspects: connectivity with the world through personal ties and digital means, English language capacity, and support for the forces of globalization. There are also huge disparities in the public rankings of government performance and demands for expanding government spending in a wide range of policy areas. Our analysis reveals that, although both intra- and inter-country variations in the influences of globalization on public attitudes towards the state are not particularly prominent, those who support globalization not only are more inclined than others to be satisfied with the government's performance, but also demand more government intervention.
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Liubashenko, Olesia V., Nataliia V. Semian und Tetiana P. Druzhchenko. „English Intercultural Tutorial for University Students Majoring in Japanese“. Journal of Curriculum and Teaching 11, Nr. 1 (17.01.2022): 25. http://dx.doi.org/10.5430/jct.v11n1p25.
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This paper is the first attempt to present the implementation results of the language-learning tutorial based on intercultural and communicative approaches in a classical university in Ukraine. The authors present a new tutorial method for teaching English at Departments of the Far East Languages in Classical Universities of Ukraine. This method is aimed to facilitate the acquisition of essential aspects of knowledge about a country as a regional and cultural subject as well as to improve students’ English speaking and conversational skills. The experimental research involved 2nd and 3rd year university students majoring in the Japanese and English languages. The authors proposed the original design of the tutorial to be used both for English speaking practice and as a part of the course content. Considering the psycholinguistic peculiarities of Ukrainian students to percept and understand the English and East Asian languages, the tutorial under review stimulates students’ cognitive activity during the English learning process and when developing sociocultural competence with regard to the Far East. Compare and Contrast activities in the English language classroom can create a favourable learning environment resulting in students gaining knowledge and acquiring skills necessary for proficient English users. At the same time, they get the opportunity to pick up more information about Japan using the sources about the country available in the English language. The ability to categorise and compare things in terms of their differences and similarities corresponds to the main stages of cognitive development. Compare and contrast as teaching and learning strategies can be applied when teaching monologic and dialogic production, in particular when discussing similarities and differences of cultural, natural, geographical, historical, political and art objects of Ukraine and Japan. In this article, the interdependence between the use of the tutorial method and academic achievements in English speaking competence has been proved, since the students have significantly improved their speaking fluency in English about the Far East.
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Hasan, Sheikh Mehedi. „Kaiser Haq:“. Crossings: A Journal of English Studies 2, Nr. 1 (01.09.2009): 37–46. http://dx.doi.org/10.59817/cjes.v2i1.394.
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Like most of the noteworthy South Asian poets writing in English. Kaiser Haq has moved away from traditional verse from and stereotypical themes. He has been articulating his cultural identity uniquely in the context of Bangladesh—a third world country afflicted with poverty, hunger, floods, tornados, political turmoil and recently corruption—with a treasure house of distinctive poetic images tinged with a sense of irony and humour. This paper explores various aspects of Kaiser Haq’s poetry with special emphasis on the poems dealing with cultural duality inherited from the colonial presence in the Indian subcontinent. In some of the poems, Haq deliberately uses colonial Babu English-inflected and distinctive idioms, non-stop use of the continuous tense and expressions shaped and affected by the first language of a colonial subject only to ‘mock’ the colonial legacy that we more or less still bear. Besides, his ironic stand while critiquing the colonial burden in his society affirms his existence as a postcolonial poet. Another notable aspect of Haq’s poetry is how he clings to his oi.vn cultural reality by refusing to join the immigration queue and become a Diaspora writer. The paper also focuses on his ironic portrayal of the political system existing in the postcolonial Bangladesh. In fact, the paper tries to discover how poetry can bear witness-instead of creating ego-centred lyrical vivacity-to a social system where language, politics, culture and custom are reshaped or reconstructed by different aspects of postcoloniality.
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Omurova, Jamyikat, Yulia Lysenko und Akylbek Kylychev. „Confucius Institutes as a Tool of “Soft Power” in China’s Cultural Diplomacy in Kyrgyzstan“. Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, Nr. 2 (April 2023): 226–39. http://dx.doi.org/10.15688/jvolsu4.2023.2.19.
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Introduction. This article discusses the cultural diplomacy of China on the example of the activities of the Confucius Institutes as tools of “soft power” in the field of spreading the Chinese language and culture in Kyrgyzstan. The prerequisites for the formation of linguistic and cultural diplomacy as a foreign policy instrument of the PRC in the Kyrgyz Republic, as well as the main forms and activities of the Confucius institutes for the dissemination and support of the Chinese language and culture in Kyrgyzstan are analyzed. Methods and Materials. In the course of the study, aspects of the formation and development of the language policy program of the PRC in Kyrgyzstan and other Central Asian countries were substantiated by the method of analysis. The work used a systematic approach to form a holistic view of the activities of the Confucius institutes and the policy of promoting the Chinese language and culture in Kyrgyzstan as a tool of “soft power.” For the analysis of Chinese “soft power”, the key materials were the works of Russian, Chinese and foreign scientists. Analysis. As a result of the problem analysis, the legal and institutional frameworks for the activities of the Confucius Institutes, as well as the cultural diplomacy of the PRC to popularize the Chinese language and culture in Kyrgyzstan, were studied. The main directions and results of the “soft power” policy in the field of popularization of the Chinese language and culture in the Kyrgyz Republic and their role in shaping a positive image of China in Kyrgyzstan were also identified. Results. The study showed that in recent years, in the countries of Central Asia, including Kyrgyzstan, thanks to the active work of the Confucius Institutes and the cultural and diplomatic policy of the PRC, it was possible to spread learning of the Chinese language and culture. Today, for most of the youth of the countries of Central Asia and Kyrgyzstan, learning the Chinese language seems promising. This is explained by the fact that factors such as close geographical location, open borders and a developed transport system, etc. help to quickly master the Chinese language. It should also be taken into account that, through the system of Confucian institutes, the Chinese side seeks to train personnel who share precisely the Chinese assessment of the situation in the region and in Kyrgyzstan, which does not always coincide with our political and economic interests. Overall, we can conclude that the active promotion of Confucian institutes in Kyrgyzstan is explained, first of all, by the priorities of the Chinese side to expand its presence in the region in the scientific, educational, information and cultural spheres. Authors’ contribution. J.O. Omurova developed the general concept of the article, prepared the sections “Introduction”, “Method” and “Analysis” and a draft article for publication; Yu.A. Lysenko and A.M. Kylychev wrote the “Result” section, did scientific editing of the text, translated the article into English, and contributed significantly to the overall conclusion of the article.
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Kremers, Daniel, und Shunsuke Izuta. „Bedeutungswandel der Zivilgesellschaft oder das Elend der Ideengeschichte: Eine kommentierte Übersetzung von Kiyoaki Hiratas Aufsatz zum Begriff shimin shakai bei Antonio Gramsci (Teil 2)“. Asiatische Studien - Études Asiatiques 72, Nr. 1 (25.04.2018): 215–48. http://dx.doi.org/10.1515/asia-2017-0077.
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Abstract Anmerkungen zu Übersetzung und Zitationsweise: Namen werden mit dem Vornamen voran wiedergegeben. Die Umschrift japanischer Begriffe in lateinischen Lettern (rōmaji) erfolgt nach dem Hepburn-System. Alle typografischen Sonderzeichen innerhalb der Übersetzung entsprechen Hervorhebungen des Autors im Original. Anmerkungen und Kommentare der Übersetzer befinden sich in den Fußnoten.The history of ideas is a history of translations and interpretations, of finding new words for old phenomena and attributing new phenomena to old words. In this commented translation from a Japanese source text, this historical process is demonstrated for the term civil society and the languages German, French, Italian and Japanese. In his 1989 article “On Gramsci’s notion of civil society”, Japanese Marxist Kiyoaki Hirata compared the use of the term by Georg W. F. Hegel, Karl Marx and Antonio Gramsci, while translating it to Japanese as shimin shakai 市民社会, today a highly popular term in Japan. After having published a translation of the first part of Hirata’s article, in which he endeavors on the connections and differences between Hegel and Marx, we have now translated the second part, in which Hirata reconstructs how Gramsci relied on Hegel and Marx in redefining the concept of civil society (società civile). We have pointed out why the global resurgence of the term civil society during the 1990s was accompanied by the invention of the neologism Zivilgesellschaft, while the classic term bürgerliche Gesellschaft almost fell into disuse in the German language. As both the English and the Japanese discourse on civil society (shimin shakai) continued unaffected by this translative-turn however, we have decided to translate shimin shakai in this pre-1990 text as bürgerliche Gesellschaft. This way we are able underline the fact that Hegel, Marx and Gramsci were writing on and further developing the same concept and that just because they have highlighted different aspects and attributed different functions to it, we do not necessarily need different words for each concept in order to properly understand these continuities and differences. More so we argue that neologisms like Zivilgesellschaft and Bürgergesellschaft have in the German discourse obscured continuities in the history of ideas on civil society. Hiratas text – despite of its weaknesses, such as a neglect of scientific documentation standards and a highly metaphoric and speculative language – is therefore a valuable contribution to highlighting such continuities and worth to be made accessible to a non-Japanese speaking readership. By pointing out the dialectic heritage in Gramsci’s writings, Hirata – much differently from many post-1990 authors – shows that Gramsci’s civil society is not constituted by a set of more or less organized so-called “non-state” actors that enclose and limit government authority, but rather forms an integral part of the state in which a government’s political force is bolstered by an ethical hegemony. It is in civil society that leading groups stabilize their authority over the whole society by educating and persuading the subaltern groups to an active consent to social and economic rules that benefit the interests of the leading group, while on the other hand no subaltern group can ever become politically leading before having established ethical hegemony in civil society.
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Pennycook, Alastair. „Multilithic English(es) and language ideologies“. Language in Society 37, Nr. 3 (12.05.2008): 435–44. http://dx.doi.org/10.1017/s0047404508080573.
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Braj Kachru, Asian Englishes: Beyond the canon. Hong Kong: Hong Kong University Press, 2005. Pp xxiv, 333. Pb. $27.95.>Yamuna Kachru & Cecil Nelson, World Englishes in Asian contexts. Hong Kong: Hong Kong University Press, 2006. Pp. xxiv, 412. Pb. $32.50.Rana Rubdy & Mario Saraceni (eds.) English in the world: Global rules, global roles. London: Continuum, 2006. 218 pp. Pb. £30.00.With the growth of Asia's manufacturing and service industries, the prediction that China and India, respectively, will have the first and third largest global economies within 30 years, a population that comprises over 50% of the world's people, and massive English language programs throughout the region, it is no surprise that the role of English in Asia has become a major concern. At a recent (2006) Asia TEFL conference in Japan, the notions of Asian English(es), along with Asian methodologies and Asian knowledge, were topics of considerable discussion. The size and diversity of Asia, however, makes it a very difficult entity to define: The Asia TEFL conference included delegates from Israel and Iran, and two of the books under review here, Braj Kachru's Asian Englishes: Beyond the canon (AEBC) and Yamuna Kachru & Cecil Nelson's World Englishes in Asian contexts (WEAC), include (with identical maps) Australia and New Zealand. In some ways, the idea of Asia is defined by what it is not: Europe and North America. It is also not, of course, South America or Africa, though with WEAC containing a chapter on African Englishes (as well as African American Vernacular English, or AAVE), it seems as if they might be allowed in. It is clear nevertheless that various notions of Asia – as an economic zone, as a cultural entity, and as a user of a type or types of English – are widely used. We need to take the notion of Asia and Asian English(es) seriously, if only to try to understand what is meant by Braj Kachru's explanation that AEBC is “essentially about the Asianness in Asian Englishes and their gradual, yet marked, distinctiveness” (p. xv).
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MALYGINA, ELENA V., und ANNA M. IVANOVA. „SOCIOLINGUISTIC ASPECTS OF POLITICAL CORRECTNESS IN ENGLISH“. Theoretical and Applied Linguistics, Nr. 3 (2021): 140–48. http://dx.doi.org/10.22250/2410-7190_2021_7_3_140_148.
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The paper examines the issue of political correct (PC) language as deeply rooted in a set of values and beliefs of the Anglo-American democratic ideology. The review of foreign and Russian-language literature enables to specify key cultural prerequisites of the PC phenomenon and shed light on the current state of the problem. We aimed to use a number of examples from academic literature to describe the factors contributing to the popularity of politically correct vocabulary in all spheres of public communication with the focus on different approaches to the euphemistic nature of PC expressions. Empirical research methods were used including targeted selection of theoretical information on the studied issue and practical language material to study the controversial issue of interpretation and rereading of canonical texts through the lens of political correctness. The conclusion was made that classical and academic literature should not be subjected to the current PC rhetoric and ideology.
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Masson, V. M. „The Proto-Bactrian group of civilizations in the Ancient East“. Antiquity 62, Nr. 236 (September 1988): 536–41. http://dx.doi.org/10.1017/s0003598x00074676.
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The obvious English-language literature on the early civilizations of the Ancient East gives less attention than it might to the northern aspects, towards central Asia. Here, one of the leading researchers in Soviet Central Asia reviews an important new French book on the Iranian plateau and its inter-relations.
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Sarmah, Priyankoo, Divya Verma Gogoi und Caroline R. Wiltshire. „Thai English“. English World-Wide 30, Nr. 2 (11.06.2009): 196–217. http://dx.doi.org/10.1075/eww.30.2.05sar.
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We explore two aspects of English spoken by native speakers of Thai: rhythm and the vowel system, and compare each to the substrate language Thai, to target varieties of English, and to two New Englishes in Asia. Data was collected from a group of Thai speakers who participated in an interview in English, and who read a Thai paragraph, and English words, sentences and a paragraph. For rhythm, we measured the “Pairwise Variability Index” (nPVI, Grabe and Low 2002) and the proportion of time in an utterance devoted to vowels (%V, Ramus, Nespor and Mehler 1999) of Thai read speech, and English spontaneous and read speech. We find that the English of Thai speakers had stress-timed values of high nPVI, like Thai and British English (BrE), and low %V, like BrE but not Thai. Neither measure of rhythm resembled New Englishes’ more syllable-timed lower nPVI and high %V. The vowel system of Thai English revealed transfers of both quality and quantity from the substrate, resulting in a system distinct from British, American, and New Englishes.
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Hock, Hans Henrich. „English in South Asia: Lessons and parallels“. World Englishes 38, Nr. 1-2 (März 2019): 105–13. http://dx.doi.org/10.1111/weng.12365.
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Nash, Chris, und Wendy Bacon. „Reporting sustainability in the English-language press of Southeast Asia“. Pacific Journalism Review : Te Koakoa 12, Nr. 2 (01.09.2006): 106–35. http://dx.doi.org/10.24135/pjr.v12i2.865.
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This article reports on a preliminary scan of six English-language newspapers in Southeast Asia, with a side comparison to a leading Australian newspaper, regarding their coverage of environmental sustainability issues over a two month period in 2005. It identifies the ownership and key politico-economic issues for each masthead, and does a detailed quantitative analysis of their subject matter and use of sources, followed by two case studies of complex, multisourced stories critical of corporate or government activities. The analysis draws on field theory, and canvasses debates about the power relations among journalists and sources. It concludes that there is a common set of journalistic practices across the sample regardless of national and political differences, but considerable diversity of approaches within that commonality. Patterns of ownership, particularly state vs non-state offer little general explanatory power for this diversity. Protection of the environment had ‘motherhood status’ in the reporting, but precisely because of this status no assumptions can be made about the quality of the coverage.
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Hajizada, Fatima Elshan. „SOCIOCULTURAL, LINGUISTIC, AND LEXICAL ASPECTS OF AMERICAN ENGLISH“. Scientific Bulletin 1 (2022): 17–26. http://dx.doi.org/10.54414/zgrk6258.
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Purpose - An analysis of the sociocultural, linguistic and lexical aspects of the American English language, an assessment of the importance of the role of exponential and political-economic factors in its formation, and a study of changes in the field of science about the modern language. Design/method/approach - systematic approach, retrospective analysis, scientific logic and comparative analysis. Findings (Results) - Based on the analysis of the sociocultural, linguistic and lexical aspects of American English in the context of retrospective and modern realities, the role and importance of the influence of the increase in the political and economic influence of the USA in the formation of this language version, as well as its purposeful policy in this direction, arising from the improving globalization trends, has been evaluated. In the context of language transformation, it is substantiated that, as a result of the modification of true English words, creating paronyms, they acquired a fundamentally new lexical and orthographic meaning, and longoutdated English acharisms and with the development of the United States, new neologisms of American English actively entered the speech circulation. In the general scientific context, disclosure of the scientific and methodological potential of the American English language characterizing the content, sociocultural, linguistic, and lexical aspects of the neological fields.
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KIRKPATRICK, ANDY. „English in Southeast Asia: Pedagogical and policy implications“. World Englishes 33, Nr. 4 (17.11.2014): 426–38. http://dx.doi.org/10.1111/weng.12105.
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Arta, Berli. „Focus on Indonesia: Reconstructing Cultural Contents in English Language Teaching Materials“. TOFEDU: The Future of Education Journal 1, Nr. 1 (01.08.2022): 1–11. http://dx.doi.org/10.61445/tofedu.v1i1.1.
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It is undeniable that language and culture are formed and shaped in the way they influence each other. This fact is really important to understand how cultural contents play their roles in English Language Teaching and Learning. Currently, there have been more diverse contested cultural contents in language learning, especially in Indonesian contexts as cultural understanding of English-speaking countries, local norms, and other countries can be opposite each other. However, to optimize learning outcome, those cultures above should be equally understood to enable language learners can fully understand how the language is used in particular contexts. This complex discussion about the cultural contents is presented in this article along with prominent arguments of reconstructing the learning contents by considering three main aspects in which English is constructed in English-speaking countries, taught in Indonesia, and used as medium of communication in South East Asia.
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Boy, Vibol, und Tineke Water. „Challenges of teaching English as an additional language in high schools in Cambodia“. Cambodian Journal of Educational Research 3, Nr. 1 (Juli 2023): 44–75. http://dx.doi.org/10.62037/cjer.2023.03.01.03.
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As English is a lingua franca in Southeast Asia, the teaching of this international language has been identified as an important educational activity in Cambodia. This study examined the challenges of teaching English as an additional language in four public high schools in Cambodia. It investigated the significance of various aspects of the school environment and the attributes of teachers toward English language teaching. A mixed methods design was employed, and data were collected through a survey and semi-structured interviews. The findings showed that a dated curriculum, classroom overcrowding, immovable furniture, limited resources, and a lack of professional development contributed to the challenges in teaching English in Cambodian schools. The study concludes with recommendations for the Royal Government of Cambodia and relevant stakeholders to provide schools with sufficient funds, facilities, and teaching resources; offer professional development opportunities to teachers and staff; and update English course books.
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KAMWANGAMALU, NKONKO M. „Sociolinguistic aspects of siSwati-English bilingualism“. World Englishes 15, Nr. 3 (November 1996): 295–305. http://dx.doi.org/10.1111/j.1467-971x.1996.tb00116.x.
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Cano, Evelyn. „Language Teacher’s Experience When Teaching in International Contexts“. Open Journal for Studies in Linguistics 6, Nr. 2 (16.11.2023): 69–80. http://dx.doi.org/10.32591/coas.ojsl.0602.04069c.
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This qualitative research explores the experience of four language teachers working in international settings in order to learn how this practice can contribute to their teaching perspective and competence. Teachers from countries such as Canada, Mexico and Italy who have taught English, Portuguese and Italian in different countries in the Americas, Europe and Asia participated in this study. For this purpose, the study inquiries into the beneficial aspects and challenges they have faced and how this has become a factor of progress in their professional trajectory. Aspects related to the motivation to teach in international contexts, the language barrier and culture shock are also approached. The results suggest that language teaching in international contexts is an enriching experience that has contributed to broadening their knowledge, abilities and viewpoints, and becoming aware of the multicultural and linguistic diversity of our world.
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Sung, Kiwan. „LANGUAGE AND EDUCATION Professional development of English language teachers in Asia: lessons from Japan and Vietnam“. Asian Studies Review 44, Nr. 3 (07.10.2019): 557–59. http://dx.doi.org/10.1080/10357823.2019.1673931.
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Roziyeva, D., K. Zhampeis und S. Badalova. „POLITICAL CORRECTNESS AS A LINGUSTICAL PHENOMENON“. BULLETIN Series of Philological Sciences 72, Nr. 2 (30.06.2020): 197–203. http://dx.doi.org/10.51889/2020-2.1728-7804.29.
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The actuality of the article is based upon the excessive number of alterations that occur in English due to the social intervention. Let us start by acknowledging the fact that language and society have been dependent on each other for centuries. Critics would agree that there is no doubt about the fact that most of the changes brought upon language have been the result of human will. Obviously people do not transform language on purpose. However, there has been an increase in the number of social communities that feel strongly about changing some of the aspects of language. Especially the lexical one. The article is concerned with the degree to which such a sociolinguistic phenomenon as political correctness influences and changes the English language. It demonstrates the modifications brought upon English as a result of the modern society becoming more and more tolerant towards certain social communities. The issue in question is that said communities in most cases alter the language arbitrarily. Moreover, some of the arguments for the changes are fairly groundless. The authors come to the conclusion that some of the lexical changes in the English language that are deemed necessary are fairly unjustified and are subject to be revised.
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Lee, Jihyun. „Great Transition in Indian Language: Focusing on aspects of English Imperialism in India“. Korean Society of Culture and Convergence 45, Nr. 12 (31.12.2023): 1539–51. http://dx.doi.org/10.33645/cnc.2023.12.45.12.1539.
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The purpose of this paper is to understand the great transition in India by studying the social structural hierarchical relationship between English and Indian languages in India, a multilingual country. For this, the power relationship between English and Indian languages was analyzed on linguistic imperialism. First, it was explained that English, a remnant of imperialism, came to coexist as a dominant language, and analyzed the position of English, which has recently expanded its influence for socioeconomic, from the perspective of Neo linguistic imperialism in India. By linguistic capital, the dominance of English was solidified in India, and due to political and ethnic conflicts, English was used as a resistance against Hindi. Therefore, it is revealed that socioeconomically marginalized regional languages have been marginalized by voluntarily assimilating into English, and that English is consolidating its position as the dominant language.
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Salimova, Nargiz. „British and American English and the Position of Slang in These Languages“. Studies in Media and Communication 10, Nr. 3 (17.11.2022): 177. http://dx.doi.org/10.11114/smc.v10i3.5849.
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The meaning of the term “slang” in English is different from other languages. The main reason for this is the migration of the English-speaking population to other continents (North America, Australia, Asia) from the beginning of the 17th century, the fact that their languages became the dominant language by suppressing local languages, and due to the use of English by representatives of other nations who migrated to these places. Therefore, English is spoken in the Australian, Indian, South African and American varieties. These varieties are also called “slangs” of the English language. Therefore, there is still no single view on the concept of “slang”. In English lexicology, slangs include the most diverse words and word combinations, from jargons to neologisms. In American English, slangs are pronounced more obvious. Especially after American Revolutionary War, English became important in the United States, and now there are those who consider it an independent language. The American English was enriched by a variety of sources and adapted to the use of people who migrated to these areas. The article compares the British and American English at different levels and determines their different points.
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Costa Buranelli, Filippo. „Authoritarianism as an Institution? The Case of Central Asia“. International Studies Quarterly 64, Nr. 4 (07.08.2020): 1005–16. http://dx.doi.org/10.1093/isq/sqaa058.
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Abstract While much of the English School has focused on liberal aspects of solidarism, forms of “illiberal solidarism” in contemporary international society remain underexplored. Drawing on archival material and elite interviews conducted in Central Asia in the period 2013–2019, this paper advances the claim that the Central Asian elites have developed the institution of authoritarianism in their region through the mechanisms of mimicry/emulation and praise/blame. By looking at specific discourses and practices over the last two decades, the paper discusses how the Central Asian governments have been using the new elements of the “democratic transition” in combination with the traditional legitimation offered by diplomatic recognition to secure authoritarian regimes in the democratic age, to create authoritarian state-centric solidarity in the region, and to make “avtoritet” and “stabil'nost'” fundamental pillars of the Central Asian regional order. The paper contributes to the English School literature by providing an initial account of illiberal solidarism and by showing how authoritarianism can potentially be an institution of specific regional international societies; to the authoritarian diffusion literature by demonstrating that authoritarianism can have a deontic component alongside considerations of domestic survival; and to the broader norm diffusion literature by focusing on the spread of illiberal values.
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Evdokimov, A. E., T. A. Davydova und D. A. Savkin. „Russian language in Central Asia: current status and prospects“. Post-Soviet Issues 7, Nr. 3 (24.11.2020): 373–88. http://dx.doi.org/10.24975/2313-8920-2020-7-3-373-388.
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The article reveals the trend of mass loss of native speakers of the Russian language in post-Soviet Central Asia. Authors analyze the policies and objective trends in those states in detail, leading to the identified problem. The authors outline the growing trends in the replacement of the Russian language in domestic processes of communication with national languages, the diminishing role of the Russian language as an interstate intermediary language in Central Asia, as well as Russia’s reaction to these processes. Central Asia now show an increasing number of students learning other foreign languages such as Chinese, English and Turkish. As a result authors are forecasting the increase of external players influence. In addition, are analyzing political and social effects that are expected to arise as a result of the diminishing role of the Russian language in the region, including future occurrence of Russian-speakers’ enclaves and an outflow of the Russian-speaking population from these countries.
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Shamaileh, Sana Fadi. „Linguistic Aspects of Political Discourse with Reference to English and Arabic Languages“. Journal of AsiaTEFL 19, Nr. 1 (31.03.2022): 384–91. http://dx.doi.org/10.18823/asiatefl.2022.19.1.31.384.
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Azimova, S. „The Communicative Approach in English Language Teaching“. Bulletin of Science and Practice 5, Nr. 4 (15.04.2019): 471–75. http://dx.doi.org/10.33619/2414-2948/41/70.
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Today, communities are increasingly facing rapid and profound changes and tensions that affect the social, economic, and political aspects of life. The role of education has also become questionable in the millennial era. A matter of fact, 21st century education requires a gradual shift in curriculum construction focusing on the transferable competencies that learners need to develop in instructional settings. In today’s knowledge–based, types of skills and competencies that students need to gain are different from in the past. Emphasizing the communicative competence is one of the most influential developments in language education. The implementation of communicative activities in EFL/ESL classroom prepares learners to use English in the world beyond based on their own needs, interests and opportunities.
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Nurkhamitov, Marsel Radikovich, Elena Nikolaevna Zagladina und Irina Zinov'evna Shakhnina. „Special Aspects of Military and Political Euphemisms Usage in Modern English Press“. Academic Journal of Interdisciplinary Studies 8, Nr. 2 (01.07.2019): 83–87. http://dx.doi.org/10.2478/ajis-2019-0019.
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Abstract The given article is dedicated to consideration of military euphemisms used by the English language print media to describe various conflict-ridden actions in the course of military developments across the globe. Significance of the given research is stipulated by the vivid interest to the matters of euphemy penetrated into all areas of activity, especially in mass media language style. The aim of this paper is to examine the concept and the essence of euphemy and to reveal various military-political euphemisms widely used in press. Methods used to study the subject of the given paper were as follows: theoretical literature study within the given theme, a descriptive method, followed by the method of sampling euphemisms from Anglophone print media. The main result of the present study appears to be the finding, that euphemization presents a significant process of enormous importance in communication. The usage of euphemistical examples in the contemporary English-speaking press, namely, the New York Times, the Sun, the Telegraph, the Wall Street Journal and the Washington Post served as the main data for the given research.
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Konopelkina, Olena, Victoriia Yashkina, Iryna Bezrodnykh, Nataliia Polishko und Veronika Haidar. „Linguistic and Cognitive Features of English-Language Political Discourse“. Studies in Media and Communication 10, Nr. 3 (17.12.2022): 109. http://dx.doi.org/10.11114/smc.v10i3.5840.
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The relevance of the study lies in the fact that pluralism, dialogism, and a new model of political communication have forced a change in the way power communicates with society. Nudity, formulaic newspeak has been replaced by expressive texts subordinated to the function of persuasion. Nevertheless, there are many publications in the scientific literature describing the shortcomings of contemporary English-language political messages. Political discourse has been accused of vulgarity, banality, and arbitrary presentation of reality, bias, use of templates and stereotypes, excessive aggressiveness and incorrectness. There are various forms of public discourse characteristic of democracy, which are characterised by certain constant features. Political discourse has its characteristics. Each political environment develops certain kinds of communication under the influence of relevant experiences. Discourse is one of those concepts in the social sciences characterised by exceptional terminological confusion. This is because it is an area of interest of different methodological sciences. Based on English-language studies of the phenomenon, the term is also the result of a clash of linguistic traditions with a more recent English-language understanding. Discourse analysis becomes an attempt to remedy the shortcomings of the linguistic and cognitive aspects, consisting in studying language in isolation from practical human experience and trying to find internal structures and dependencies in a language only in a theoretical dimension, on imagined examples. Its axioms include language as a holistic system integrated with the speaker's knowledge of the world and society. This system has to be described in linguistic, cognitive, and social terms, together with the conditions in which the speaker uses it during the discourse. The practical significance lies in identifying the linguistic and cognitive features of English-language political discourse.
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Alkhannani, Badriah M. „The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia“. Theory and Practice in Language Studies 11, Nr. 10 (01.10.2021): 1288–94. http://dx.doi.org/10.17507/tpls.1110.17.
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This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.
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Pan, Lin, und Philip Seargeant. „China English and Chinese culture“. English Today 39, Nr. 3 (September 2023): 174–77. http://dx.doi.org/10.1017/s0266078423000202.
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In his short list of predictions for the future of English, written in 2006, David Graddol wrote that ‘Asia may determine the future of global English’ (2006: 15). India and China especially, he suggested, were likely to be the major influences on how the concept of English as a global language would develop. As Asian economies grew, so did their political status, potentially offering a different model for the global ecology of languages. Nearly two decades on, we are beginning to see notable shifts in the way English is perceived in different parts of the world. As a variety in an Expanding Circle country (Kachru, 1985), English in China has conventionally been seen as a foreign or international language, and the concept of an indigenized variety has received less discussion than it has in Outer Circle countries. But with shifts in geopolitics, the conventional rationales for naming practices around English in China may no longer be applicable. The discussion below is centred, therefore, around the issue of what might be a better term to capture the contemporary reality of English use, and attitudes to this use, in China; and on how an emergent variety, associated with the term China English, is becoming a more and more accepted part of linguistic culture in Chinese society.
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Pavla, Balážová. „Internationalization in Engineering Education in English in Slovakia“. WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 18 (22.10.2021): 169–74. http://dx.doi.org/10.37394/232010.2021.18.17.
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The aim of this paper is to present experience with engineering education of Slovak and foreign students from various countries from Europe, Asia and Africa. The courses in English language are focused on terminologies of 20 different departments of Faculty of Civil Engineering Slovak University of Technology in Bratislava, Slovak Republic. The new ways of engineering education is a part of research realised at Faculty of Art, Comenius University in Bratislava as well. In the frame of the research the following aspects are investigated in practice: internationalization of teaching, teaching innovation and evaluation of the possible teaching improving. The details of teaching are presented and the proposals for research design are outlined. Complete evaluation of these experiments in practice will be published after collecting and processing all necessary data.
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Low, Ee Ling, und Ran Ao. „The Spread of English in ASEAN: Policies and Issues“. RELC Journal 49, Nr. 2 (04.07.2018): 131–48. http://dx.doi.org/10.1177/0033688218782513.
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The ASEAN region is home to great ethnic, cultural, political and economic diversity and linguistically, represents a region where both Outer and Expanding Circle varieties of English are spoken. English is designated as the sole working language of the ASEAN region but in reality, it has a different status and performs very different roles in each ASEAN member state. This article first provides an overview of the spread of English in Southeast Asia. It then looks at English language policies in each of the Outer and Expanding Circle ASEAN countries, and discusses issues including models and norms of spoken English and intelligibility concerns. The article concludes by emphasizing that global–local tensions in the use of English in each of the ASEAN contexts should be taken into consideration. There is also the need to strike a balance between the existing tensions in order for the region to compete in the globally connected landscape of the 21st century.
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Sung, Chit Cheung Matthew. „English as a lingua franca in the Asian context“. Asian Perspectives on English as a Lingua Franca and Identity 26, Nr. 2 (11.08.2016): 175–92. http://dx.doi.org/10.1075/japc.26.2.01sun.
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The global phenomenon of English as a lingua franca (ELF) has gained a great deal of attention among applied linguists in recent years. With English serving an increasingly important role as a lingua franca in the Asian context, this special issue aims to explore ELF in Asia through the lens of identity. It critically explores issues and concerns surrounding ELF and identity formation from an Asian perspective by investigating ELF communication involving Asian speakers of English and examining their voices and experiences which have been under-represented in the ELF literature. Building upon a small but growing body of literature on ELF and identity, this special issue brings together articles that examine different aspects of identity formation in ELF communication in several Asian contexts, addressing an array of issues including how identities are constructed and negotiated in lingua franca settings and how different aspects of identities are shaped by linguistic and socio-cultural norms of various ELF contexts and by complex interactions of power relations, language attitudes and ideologies.
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Dar, Owais Manzoor. „Da’wa in Islam: A Discursive Analysis of South Asian Muslim Scholarly Discourses“. Analisa: Journal of Social Science and Religion 6, Nr. 01 (30.07.2021): 33–46. http://dx.doi.org/10.18784/analisa.v6i01.1311.
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Da‘wa is one of the notable/substantial topic in Islam. Numerous works have been written on the subject, its modus operandi, philosophies, pedagogy, prominence, tactics, and other interconnected aspects in distinctive languages especially Arabic, Urdu and English. In South Asia, the enormous da‘wa literature produced by the scholars is in Urdu. A significant portion of literature, however, has been produced, both originally as well as through translations, in English to fulfill the needs of da‘uāt in South-Asia as well as global level. In this context, the study attempts to present an appraisal of three English works (produced in 1990s to 2000s) authored by the South Asian scholars. These books are: Syed Abul Hasan Nadwi, da‘wa in the West: The Qur’anic Paradigm (1992 [1991]); Abdus Salam, da‘wa Guide (1996); and Amin Ahsan Islahi, Da’wat-ī dīn Aur Uska Tāriqa-Ka’ar/Islamic Faith and the Mode of its Preaching (2005[1951]). The main themes, collectively, highlighted in these works, reveal both theoretical, and practical aspects; pedagogy and methodology of da‘wa in Quranic paradigm; practical aspect from Prophet’s life; modes and stages in dawat-ī dīn; qualities; language; principles and the style of articulation; wisdom and broadness of da‘i; da‘wa and its harmony with time and space (Modern age). The study, with a tri-fold aim, seeks to: (i) explore their approaches and methodology in their discussions on da‘wa (ii) evaluate critically their stance on modern-day challenges of da‘wa and (iii) highlight the relevance of their interpretation in providing solutions to the contemporary challenges vis-à-vis da‘wa . The major argument put forth in the article is that these selected books make a significant contribution in understanding the pros and cons of da‘wa through their contents; approach and style; construct a momentous contribution to da‘wa literature in the English language and thus accomplish the need of da‘uāt glocally.
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Ashuumeet Mitter, und Md. Mojibur Rahman. „Mechanization In Learning English Language: A Learners’ Perception“. Journal of Namibian Studies : History Politics Culture 40 (12.01.2024): 252–79. http://dx.doi.org/10.59670/5hd9bg96.
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The current study aims to understand the attitudes of Indian multilingual undergraduate students toward the use of technology in English language learning. To make things easier, this investigation was divided into - a) the benefits of using these (technological aspects) and b) the purpose for which students use it, as well as c) their preference for it, in order to strengthen outcomes and determine whether it was beneficial to them or not. It is based on Richard Mayer's Multimedia Learning Theory (MMLT) 1997. A Concurrent Triangular MMR research approach was used. Empirical data was gathered using a questionnaire specially designed for this purpose, which included three sections- demographic data; technological proficiency; attitudes toward technology in English language learning. The findings of the study suggest that the use of technology in English language learning is advantageous for Indian multilingual undergraduate students.
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Pichkova, L. S. „The School of Business English“. MGIMO Review of International Relations, Nr. 5(38) (28.10.2014): 206–8. http://dx.doi.org/10.24833/2071-8160-2014-5-38-206-208.
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School of Business English prepare students for translation and abstracting economic texts, business correspondence and business communication originated in the late 1950s. Department of English Language № 2 pioneered the creation of the school of business English at MGIMO and made the largest contribution to its development. Developing and using the latest educational technology, actively participating in many innovative projects, responsive to changes in the economic and socio-political sphere and carefully studying the international experience, the Department has become the undisputed leader in language teaching profession. The emphasis is on the use of the advantages of a new method of object-language integrated learning, in which the program of teaching business English are built in close coordination with training programs on special subjects, and sometimes supplement them. Business games, round tables, student conferences in English have become long-term practice of the English Language № 2. Specialty permeates all stages and aspects of learning, including the common language practice.
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Shorna, Sadia Afrin, und Iffat Jahan Suchona. „Incorporating Drama in English Language Teaching: A Case Study at a Private University in Bangladesh“. International Journal of Research and Innovation in Social Science VII, Nr. IX (2023): 1284–90. http://dx.doi.org/10.47772/ijriss.2023.71008.
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Drama is a unique way to make learning more enjoyable, conversational, and relevant to the real world. Integrating a drama-based approach into the language classroom has the potential to improve listening, speaking, reading, and writing skills, as well as presentation abilities in a varied manner. This study analyzes the advantages of incorporating drama techniques into teaching English language among tertiary level learners. It also focuses on the strategies for developing a learner-centered classroom to improve the communication abilities of second language learners. 11 students in their second year of English Language and Literature at the University of Asia Pacific in Dhaka, Bangladesh, were the participants of this case study. The study is conducted using qualitative research methodology. According to this study, drama-based English instruction has a positive impact on all aspects of growth—physical, emotional, social, and cognitive. It illuminates the strategy of placing students in authentic settings in order to help them uncover their latent creativity and overcome their anxieties. In addition, this drama-based approach is beneficial for learners to foster their sense of collaboration, conversation, negotiation, and performance.
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Qu, Kunyang. „A Review of Pre-university English Language Education Policies in China 2011-2022“. Journal of Education, Humanities and Social Sciences 13 (11.05.2023): 124–30. http://dx.doi.org/10.54097/ehss.v13i.7881.
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Chinese foreign language education policies (FLEPs) are changing during years of development in aspects of national planning, education, and policy formulation. And the most widely acknowledged foreign language in China is English. This paper critically reviews English language education planning (ELEP) in China under the historical context from 2011 to 2022. The ELEP developments are related to the modern era's economic, ideological, and political changes. At the institutional level, English is considered without controversy as a universal language that promotes national development and offers personal opportunity. However, the English-as-threat notion has been repetitively mentioned in the history of policy development. Examining the political alterations shows that even with doubts and concerns, providing pre-university students with English language education is inevitably strategic. And from reviewing a series of officially published documents and relevant research reports, this study ends with the implications for both English learners and educators in China. As the instrumental role of English has remained essentially unchanged, the concept that teaching language with its culture should be emphasized and encouraged in relation to English teaching and learning standards. Learning English is not only about learning a foreign language, it also involves learning a fresh way of thinking.
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Styrkina, Yu. „MODERN MILITARY VOCABULARY IN TEACHING ENGLISH: LINGUISTIC AND SOCIAL ASPECTS OF MASTERING“. Aesthetics and Ethics of Pedagogical Action, Nr. 25 (12.05.2022): 83–93. http://dx.doi.org/10.33989/2226-4051.2022.25.256654.
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The article is devoted to the linguistic and social aspects of mastering English-language military terminology and its relevance in modern life realities. The author offers the development of military vocabulary in foreign language classes, regular acquaintance with news from authentic English-language sources and the preparation of concise political reports on a daily basis. This should help students to activate passive vocabulary in oral speech, as well as keep abreast of events, read news on foreign sites, be able to talk about them in the media and social networks, conduct dialogues with native English speakers on modern topics. The article also notes that due to the large number of people resettled in Europe due to the war, there is a need to conduct dialogues on military issues, generally actively communicate abroad, so the author emphasizes the need to learn and activate the military vocabulary of modern university graduates.
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Golysheva, Valentina. „Intercultural Language Competence and Business Communication“. Armenian Folia Anglistika 10, Nr. 1-2 (12) (15.10.2014): 107–11. http://dx.doi.org/10.46991/afa/2014.10.1-2.107.
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Teaching modern languages for specific purposes requires the investigation of the interaction of language and socio-cultural aspects, the knowledge of which predetermines successful acquisition of intercultural competence by the students. Students studying business language should be recommended to do the research in the theory of language planning namely Political Correctness (PC). Observing politeness strategy, i.e. avoiding direct imposition either in conditional requests or imperatives might be useful for students studying English to be learned as value one. To reduce the level of imposition most English officials prefer to stick to the strategy of disguised imperatives, i.e. rephrase their public messages by employing specific periphrastic expressions in a statement/request/notice/announcement. In the teaching process priorities should be given to introducing the situational language, the speech etiquette in the English and Russian communities; teaching students to assess social responses.
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Suzdaltsev, Ilya. „Assesments by modern english-speaking historians of the policy of the comintern in Asia“. Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, Nr. 1 (2024): 230. http://dx.doi.org/10.31857/s086919080029140-1.
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The article analyzes the modern English-language historiography on the policies of the Communist International in Asia. English-speaking countries have been chosen because a significant number of studies devoted both directly to the tactics of the Comintern in relation to Asia and the activities of its sections in this region are published in the USA, Great Britain, Canada, Australia and India. This topic has been infused with fresh relevance thanks to the opening of funds in the Russian State Archive of Socio-Political History (RGASPI) that concern, among other things, the activities of Asian communist parties. These newly available documents present an opportunity for scholars to rethink some issues, such as the policies of Asian communist parties: what was the influence of the Comintern on their tactics? What was the nature of this influence? What role did national and colonial questions play in the policy of the Comintern, and what were the results of their implementation? This article demonstrates that the traditionalist approach to the analysis of the activities of the Comintern and its policies toward specific nations, which took shape before and during the Cold War, is still significantly represented in English-language historiography. However, the final approval of a new approach (“revisionist”) contributed to a certain correction of existing trends: the article contains assessments of both the negative and positive influence of the Comintern on individual communist parties and on the political situation in the given country or region.
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Leitner, Gerhard. „Australia’s “Asia competence” and the Uneasy Balance between Asian Languages and English“. Culture, Contexts, and Communication in Multicultural Australia and New Zealand 17, Nr. 1 (27.02.2007): 29–60. http://dx.doi.org/10.1075/japc.17.1.04lei.
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Australia’s policies on languages of the late 1980s were characterized by a balance between the community and broader needs of the nation on the one hand and European and Asian languages on the other. In a climate of ever stronger economic rationalism, globalization and shrinking resources these policies shifted to economic benefit arguments in the 1990s; community-based policies came under attack. European languages suffered more at first, but recently Asian languages have also been jeopardized. This raises several questions: Should Asian (and other) languages continue to be promoted for community or for national needs? Should there be an emphasis on English, the national language, and should migrants be incited to shift to it in light of the growing use of English worldwide and especially in the Asia-Pacific region? This paper explores different facets of the debate about policy and planning with regard to English and Asian languages and the political tension that links them.
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Grey, Alexandra, und Gegentuul Baioud. „English as Eastern: Zhuang, Mongolian, Mandarin, and English in the linguistic orders of globalized China“. International Journal of the Sociology of Language 2021, Nr. 271 (01.09.2021): 35–64. http://dx.doi.org/10.1515/ijsl-2020-0040.
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Abstract Socially constructed and globally propagated East-West binaries have influenced language ideologies about English in the People’s Republic of China (PRC), but they are not hegemonic. This essay explores how East-West language ideologies are reformed in mergers with Mandarin-minority language ideologies. It discusses two separate but similar recent studies of minority language speakers and language ideologies in the PRC, respectively by Grey and Baioud. Each study reveals aspects of how Mandarin and English are being socially constructed as on the same side of a dichotomous and hierarchic linguistic and social order, in contradistinction to minority languages. The essay thus problematizes the construction of English as a Western language and Mandarin as an Eastern language; both in academic discourses and in wider social and political discourses. The essay uses Asif Agha’s theory of “enregisterment” to unify the points drawn from each study. It concludes that the language ideologies and practices/discourses under examination reproduce the displacement of a subaltern status; we describe this process as dynamic, internal Orientalism and “recursive” Orientalism, drawing on foundational theory of language ideologies. This essay paves the way for further studies of recursive Orientalism.
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Upadhyay, Hriseekesh. „Sociopolitical Dimensions of English in Nepal“. Harvest 2, Nr. 1 (15.05.2023): 33–46. http://dx.doi.org/10.3126/harvest.v2i1.54413.
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Nepal is an English as a Foreign Language (EFL) country where teaching and learning of English was disallowed under the Ranas for political reason while English took root in the rest of South Asia under the British colonial dispensation for over two centuries. English was adopted as a useful tool to enhance Nepal’s standing and to strengthen its relations with the outside world after the Ranas were removed from ower in 1951. This research paper dwells on how choosing English for use in a nation for education, business and foreign relations constitutes a political act and how Nepal’s political history guided the resistance to use English in the nation and how the changed political scenario pushed the country to adopt teaching and learning of English in a big way. Political thinking even determines how the choice of English is described at the official level to camouflage it as a purely nationalistic invention dubbing it as one of the U.N. languages which Nepal as a member must master to play its role in the world body. This research paper seeks to highlight the context of EFL in Nepal in the past fifty years, describes the modes of teaching and learning of English in the country and tries to demonstrate that English in Nepal does not fall under the nstitutionalized variety of English such as Indian or South Asian English.