Thematische Bibliographien / English language / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „English language“

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Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 3. März 2023

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1

Kirkpatrick, Andy. „‘Chinese English or English Chinese?’“. Global Chinese 1, Nr. 1 (01.04.2015): 85–110. http://dx.doi.org/10.1515/glochi-2015-1004.

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Abstract A question which is frequently asked in discussions about the future roles of English and Chinese (Modern Standard Chinese or Putonghua and often also referred to as Mandarin) in the Asia-Pacific region is whether Chinese will replace English as the primary regional language or lingua franca. In this article, I shall first consider the roles that each language is playing in China itself and within the Asia-Pacific region. I shall argue that it is important to take these languages together, as the combination of Modern Standard Chinese and English is threatening regional languages, including other major Chinese languages such as Cantonese. In dealing with these two major languages in combination, I shall also consider how each language has influenced and continues to influence the other linguistically, illustrating this with examples at the levels of lexis, syntax, rhetoric and pragmatic norms. I shall conclude by tentatively suggesting how the roles of these two languages may develop in future, and the potential sociolinguistic consequences of this.
2

Tambile, Rajendra K. „Language Laboratory and English Language Learning“. Indian Journal of Applied Research 3, Nr. 6 (01.10.2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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3

HOGG, R. M., und R. COATES. „English Language“. Year's Work in English Studies 63, Nr. 1 (01.01.1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

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4

COATES, R., D. DENISON, V. SALMON und K. WALES. „English Language“. Year's Work in English Studies 64, Nr. 1 (01.01.1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

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5

COATES, R., D. DENISON, V. SALMON und K. WALES. „English Language“. Year's Work in English Studies 66, Nr. 1 (01.01.1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

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6

Coates, R., K. C. M. MacMahon, K. Turner, F. Colman, D. Denison und P. Simpson. „English Language“. Year's Work in English Studies 67, Nr. 1 (01.01.1989): 63–117. http://dx.doi.org/10.1093/ywes/67.1.63.

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7

BURNLEY, D., M. K. C. MACMAHON, K. TURNER, F. COLMAN, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 68, Nr. 1 (01.01.1990): 59–120. http://dx.doi.org/10.1093/ywes/68.1.59.

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8

TURNER, K., M. K. C. MacMAHON, F. COLMAN, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 69, Nr. 1 (01.01.1991): 52–114. http://dx.doi.org/10.1093/ywes/69.1.52.

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9

TURNER, K., M. MACMAHON, F. V. D. LEEK, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 70, Nr. 1 (01.01.1992): 78–150. http://dx.doi.org/10.1093/ywes/70.1.78.

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10

TURNER, K., M. K. C. MACMAHON, F. VAN DER LEEK, J. DOR, R. COATES und P. SIMPSON. „English Language“. Year's Work in English Studies 71, Nr. 1 (01.01.1993): 112–76. http://dx.doi.org/10.1093/ywes/71.1.112.

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11

TURNER, K., M. K. C. MACMAHON, N. WOODS, F. VAN DER LEEK, C. KAY, R. COATES und J. J. WEBER. „English Language“. Year's Work in English Studies 72, Nr. 1 (01.01.1993): 16–69. http://dx.doi.org/10.1093/ywes/72.1.16.

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12

TURNER, K., M. MACMAHON, N. WOODS, O. FISCHER, W. VAN DER WURFF, R. COATES und J. J. WEBER. „English Language“. Year's Work in English Studies 73, Nr. 1 (01.01.1995): 1–81. http://dx.doi.org/10.1093/ywes/73.1.1.

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13

JASZCZOLT, K., N. WOODS, O. FISCHER, W. V. D. WURFF, C. HOUGH und J. J. WEBER. „English Language“. Year's Work in English Studies 74, Nr. 1 (01.01.1996): 1–79. http://dx.doi.org/10.1093/ywes/74.1.1.

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14

JASZCZOLT, K., N. WOODS, J. COLEMAN, O. FISCHER, W. V. D. WURFF, C. E. HOUGH und J. J. WEBER. „English Language“. Year's Work in English Studies 75, Nr. 1 (01.01.1997): 1–90. http://dx.doi.org/10.1093/ywes/75.1.1.

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15

JASZCZOLT, K., J. COLEMAN, N. J. WOODS, O. FISCHER, W. VAN DER WURFF, C. HOUGH, A. H. JUCKER und C. CALVO. „English Language“. Year's Work in English Studies 76, Nr. 1 (01.01.1998): 1–109. http://dx.doi.org/10.1093/ywes/76.1.1.

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JASZCZOLT, K., I. T. B. VAN OSTADE, O. FISCHER, W. VAN DER WURFF, J. COLEMAN, C. HOUGH, L. PUST, A. SAND, A. H. JUCKER und C. CALVO. „English Language“. Year's Work in English Studies 77, Nr. 1 (01.01.1999): 1–129. http://dx.doi.org/10.1093/ywes/77.1.1.

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17

Ginsberg, Daniel, Maya Honda und Wayne O'Neil. „Looking beyond English: Linguistic inquiry for English Language Learners“. LSA Annual Meeting Extended Abstracts 1 (02.05.2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

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Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.
18

Passoni, Taisa Pinetti. „Language Without Borders (English) Program: A Study on English Language Ideologies“. Revista Brasileira de Linguística Aplicada 19, Nr. 2 (Juni 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

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ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
19

Kirubai, Mrs Joyce Deva, und Dr J. Joel Dr.J.Joel. „Assessing English Language Proficiency“. Indian Journal of Applied Research 4, Nr. 5 (01.10.2011): 309–10. http://dx.doi.org/10.15373/2249555x/may2014/89.

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20

Ogunnaike, Oludamini, und Mohammed Rustom. „Islam in English“. American Journal of Islamic Social Sciences 36, Nr. 2 (15.04.2019): 102–11. http://dx.doi.org/10.35632/ajiss.v36i2.590.

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The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.
21

Ogunnaike, Oludamini, und Mohammed Rustom. „Islam in English“. American Journal of Islam and Society 36, Nr. 2 (15.04.2019): 102–11. http://dx.doi.org/10.35632/ajis.v36i2.590.

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The Quranic revelation had a tremendous impact upon the societies, art, and thought of the various peoples with whom it came into contact. But perhaps nowhere is this influence as evident as in the domain of language, the very medium of the revelation. First, the Arabic language itself was radically and irrevocably altered by the manifestation of the Quran.3 Then, as the language of the divine revelation, Quranic Arabic exerted a wide-ranging influence upon the thought and language of speakers of Persian, Turkish, numerous South and South-East Asian languages, and West and East African languages such as Hausa and Swahili.
22

Mish, David. „Sharing Stories: English Language Learners Become English Language Authors“. TESOL Journal 5, Nr. 1 (26.02.2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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23

Wahid, Suhaimi Abdul. „The Competency of English Language Teachers in Implementing the English Language Literacy Programme“. International Journal of Psychosocial Rehabilitation 24, Nr. 5 (20.04.2020): 5518–26. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020259.

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24

Ngarsou, Voudina. „First Language and Second Language in the Multilingual Context“. J-Lalite: Journal of English Studies 3, Nr. 2 (31.12.2022): 144. http://dx.doi.org/10.20884/1.jes.2022.3.2.6944.

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Studies in English continues to gain ground in different countries and from different perspectives to the extent that some concepts need to be rethought. For this reason, the first language (L1) and second language (L2) in a multilingual setting were examined. This study was motivated by the fact that despite the extensive research into language teaching and language learning, little was clear about L1 and L2 in the context where many indigenous languages coexist with European languages and others. As example, Chad which is a multilingual country has French and Arabic as official languages, and English is given the status of a foreign language. Many studies in English in non-native English speaking environment considered the students’ mother tongue as L1, but the current research aimed to show that the first language could refer to the second language and rethink what are called first language and second language in research on English language learning by contextualising the situation. Qualitative method was used. It did not involve the collection of data. It was based on literature: books, articles, and opinions. So, from the body of the paper, the findings showed that many studies in English referred to the first language not as the speaker’s mother tongue, but the second language. This meant that L1 in terms of the students’ native languages (indigenous languages) should not be included in studies that involve the influence of L1 on English, unless the L1 that refers to the native language is made clear in the study.
25

Salim, Wan Iman Wan, Vijayaletchumy Subramaniam und Arbaayah Ali Termizi. „Foreign Language Anxiety (FLA) in English Language Classroom“. International Journal of Languages, Literature and Linguistics 3, Nr. 1 (März 2017): 5–12. http://dx.doi.org/10.18178/ijlll.2017.3.1.101.

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26

Phillipson, Robert. „Global English and local language policies“. Language Problems and Language Planning 25, Nr. 1 (16.08.2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.

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The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.
27

Khamitova, Shaizat Amantayevna, und Almagul Sovetovna Adilova. „Language Adaptation of Turkisms in English“. Engineering and Educational Technologies 8, Nr. 3 (30.09.2020): 24–32. http://dx.doi.org/10.30929/2307-9770.2020.08.03.02.

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One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.
28

Millet, Jérôme. „Éditorial (english language)“. Inflexions N° 1, Nr. 1 (2005): 14. http://dx.doi.org/10.3917/infle.001.0014.

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Domingues, Vera. „Beyond English language“. Nature Ecology & Evolution 5, Nr. 12 (01.11.2021): 1567. http://dx.doi.org/10.1038/s41559-021-01596-9.

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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano und Maryam Iqbal. „ENGLISH LANGUAGE PROFICIENCY;“. Professional Medical Journal 19, Nr. 02 (22.02.2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.

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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
31

Francis, W. Nelson, und Robert Burchfield. „The English Language“. Language 62, Nr. 3 (September 1986): 712. http://dx.doi.org/10.2307/415507.

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Francis, W. N., und David Crystal. „The English Language“. Language 66, Nr. 4 (Dezember 1990): 861. http://dx.doi.org/10.2307/414745.

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Blockley, Mary. „Old English Language“. ANQ: A Quarterly Journal of Short Articles, Notes and Reviews 3, Nr. 2 (April 1990): 45–48. http://dx.doi.org/10.1080/19403364.1990.11755237.

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Eskey, David E., und Robert Burchfield. „The English Language“. Modern Language Journal 70, Nr. 1 (1986): 89. http://dx.doi.org/10.2307/328106.

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COATES, R., D. DENISON, V. SALMON und K. WALES. „II English Language“. Year's Work in English Studies 65, Nr. 1 (01.01.1987): 24–66. http://dx.doi.org/10.1093/ywes/65.1.24.

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VAN OSTADE, I. T. B., J. VAN DE WEIJER, O. FISCHER, W. VAN DER WURFF, B. GYURIS, J. COLEMAN, C. E. HOUGH et al. „I English Language“. Year's Work in English Studies 78, Nr. 1 (01.01.2000): 1–155. http://dx.doi.org/10.1093/ywes/78.1.1.

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FANEGO, T., I. T. B. VAN OSTADE, J. VAN DE WEIJER, M. VAN GENT-PETTER, W. VAN DER WURFF, B. GYURIS, J. COLEMAN et al. „I English Language“. Year's Work in English Studies 79, Nr. 1 (01.01.2001): 1–130. http://dx.doi.org/10.1093/ywes/79.1.1.

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FANEGO, T., I. T. B. VAN OSTADE, J. VAN DE WEIJER, M. VAN GENT-PETTER, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN et al. „I English Language“. Year's Work in English Studies 80, Nr. 1 (01.01.2001): 1–123. http://dx.doi.org/10.1093/ywes/mae001.

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FANEGO, T., C. VASQUEZ, J. VAN DE WEIJER, B. LOS, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN et al. „I English Language“. Year's Work in English Studies 81, Nr. 1 (01.01.2002): 1–131. http://dx.doi.org/10.1093/ywes/maf001.

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FANEGO, T., C. VASQUEZ, J. V. D. WEIJER, B. LOS, W. V. D. WURFF, B. T. GYURIS, J. COLEMAN et al. „I English Language“. Year's Work in English Studies 82, Nr. 1 (01.01.2003): 1–114. http://dx.doi.org/10.1093/ywes/mag001.

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VASQUEZ, C., J. VAN DE WEIJER, B. LOS, W. VAN DER WURFF, B. T. GYURIS, J. COLEMAN, E. CALLARY et al. „I English Language“. Year's Work in English Studies 83, Nr. 1 (01.01.2004): 1–108. http://dx.doi.org/10.1093/ywes/mah001.

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Keizer, E. „I English Language“. Year's Work in English Studies 84, Nr. 1 (05.08.2005): 1–129. http://dx.doi.org/10.1093/ywes/mai001.

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Keizer, E., M. Albakry, J. van de Weijer, B. Los, W. van der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 85, Nr. 1 (01.01.2006): 1–128. http://dx.doi.org/10.1093/ywes/mal001.

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Keizer, E., M. Albakry, J. Van De Weijer, B. Los, W. Van Der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 86, Nr. 1 (23.07.2007): 1–165. http://dx.doi.org/10.1093/ywes/mam001.

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Keizer, E., A. Auer, J. Van De Weijer, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 87, Nr. 1 (01.01.2008): 1–172. http://dx.doi.org/10.1093/ywes/man015.

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Haser, V., A. Auer, J. van de Weijer, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 88, Nr. 1 (01.01.2009): 1–146. http://dx.doi.org/10.1093/ywes/map018.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 89, Nr. 1 (01.01.2010): 1–168. http://dx.doi.org/10.1093/ywes/maq001.

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48

Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman et al. „I * English Language“. Year's Work in English Studies 90, Nr. 1 (01.01.2011): 1–154. http://dx.doi.org/10.1093/ywes/mar001.

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49

Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, K. Allen et al. „I * English Language“. Year's Work in English Studies 91, Nr. 1 (01.01.2012): 1–177. http://dx.doi.org/10.1093/ywes/mas011.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, K. Allan et al. „I * English Language“. Year's Work in English Studies 92, Nr. 1 (01.01.2013): 1–180. http://dx.doi.org/10.1093/ywes/mat006.

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