Journal articles: 'English influence'

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Dunnett, Roderic. "English Song under Influence." Musical Times 132, no. 1777 (March 1991): 141. http://dx.doi.org/10.2307/965834.

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Carter, Don. "Retrieving the forgotten influence of Herbart on subject English." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 40–54. http://dx.doi.org/10.1108/etpc-01-2016-0013.

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Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.

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Mammadzada, Sevinj. "American English and Its Influence on British English." International Journal of English Linguistics 13, no. 1 (November 7, 2022): 21. http://dx.doi.org/10.5539/ijel.v13n1p21.

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This article deals with the regional variants of English language and describes in detail the currently relevant reasons for the appearance of language dialects and their existence in modern English. The main theoretical basis of this research proves that one person’s individual speech is the result of mixing the regional varieties and their features. The research analyses foreign linguistical discussions about American variant of English and its influence on British English within different aspects. Various materials of scientific discussions, different authors’ ideas and various comments of Internet users are in the list of materials that were used in this article. Based on dynamic and temporal characteristics of a speech, the article highlights the key features of British and American English and their territorial varieties. It also examines the influence of American English on other regional variants on the pronunciation and grammatical norms. The main object of the study is English language with its regional varieties. Analysis shows that the language reflection stands for significant component of national and cultural self-knowledge of English people. The article expresses the influence of American English on British English: firstly, on everyday vocabulary, phrases and expressions. Secondly, in the case of the functional varieties, the American influence is present in the field of journalism, broadcasting (cinema, television, music and so on.), politics, travelling, economics and so on.

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Osei-Tutu, Kwaku. "The Influence of American English and British English on Ghanaian English." Ghana Journal of Linguistics 10, no. 2 (December 31, 2021): 84–102. http://dx.doi.org/10.4314/gjl.v10i2.4.

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English has been the de facto official language of Ghana since the country gained independence from Britain in 1957. According to Dolphyne (1995:31) “it is… standard written [British] English that newspaper editors and editors of journals aim at, as well as teachers in their teaching of English at all levels.” Shoba et al. (2013) also reinforce this stating that British English has remained the standard of the Ghanaian educational system since colonization. In recent times, however, American English has become more popular in Ghana, especially in the entertainment industry (Anderson et al., 2009). Using data from the International Corpus of English (Ghana component – written and spoken; British component – written and spoken; and the American component – written) and the Corpus of Contemporary American English (COCA), this paper looks at the frequencies of got, gotten and the modals will, shall, should and must with the aim of finding out which of the two native varieties Ghanaian English patterns after. The results of the study reveal that while Ghanaian English reflects some influence from American English by showing a tendency to pattern after it with regard to got and gotten, the same cannot be said regarding the modals will, shall, should and must.

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Rajagopalan, Kanavillil. "German influence on Australian English." WORD 62, no. 3 (July 2, 2016): 196–98. http://dx.doi.org/10.1080/00437956.2016.1208404.

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Hilton, J. Anthony. "Ruskin’s Influence on English Catholicism." Recusant History 25, no. 1 (May 2000): 96–105. http://dx.doi.org/10.1017/s0034193200032015.

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In 1849 John Ruskin published The Seven Lamps of Architecture and in the following year the English Catholic hierarchy was restored, involving the creation of a diocesan administration, made possible by toleration and made necessary by increasing numbers and influence. As Ruskin’s work broadened out from art and architecture to encompass the economy and society, his teaching was to have a profound and lasting effect on the thinking of leading English Catholics.

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Kirkpatrick, Andy. "‘Chinese English or English Chinese?’." Global Chinese 1, no. 1 (April 1, 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.

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Hofmann, Matthias. "PROTEST AMERICAN ENGLISH INFLUENCE OR PROTEST AGAINST IT? CHANGING PREPOSITIONS IN NIGERIAN TWITTER ENGLISH." Discourse and Interaction 13, no. 2 (December 29, 2020): 55–74. http://dx.doi.org/10.5817/di2020-2-55.

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According to Alo and Mesthrie (2008), Nigerian English (NigE) becomes increasingly more influenced by American English (AmE), due to contact with American-trained professionals among other factors (cf. Gut 2008, Jowitt 1991). The online micro-blogging service Twitter offers potential communication with a vast number of English natives around the globe, using English in a vernacular usage domain, among other domains (or genres such as a news tweet vs a private tweet). With its foundation in 2006, Twitter is a new communication technology, which may indicate that it is used predominantly by “younger” urban people, and which may influence linguistic choices. The question I attempt to answer is whether Twitter influences NigE such that the British English (BrE) heritage of the country is contested by AmE influence. In this paper, I focus on the usage of prepositions and orthographic realizations of lemmata ending in -o(u)r, which can be categorized as BrE and AmE origin, respectively, in a NigE Twitter Corpus compiled in 2016-17 (13 mill. words). These features’ frequencies are contrasted with those of the Nigerian component of GloWbE (Davies 2013). Results from chi-squared tests suggest that AmE prepositions increasingly enter NigE Twitter discourse. Differences in spelling tend towards American English, but are not statistically significant. The only exception is the lemma labour, which is more often used in its British English spelling variant (χ2 = 26.30; df = 1; p one-tailed < 0.001).

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Callaghan, M. "FORMS OF CONFLICT: BYRON'S INFLUENCE ON YEATS." English 64, no. 245 (April 12, 2015): 81–98. http://dx.doi.org/10.1093/english/efv008.

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Manuel, Jacqueline, and Don Carter. "Continuities of influence." History of Education Review 46, no. 1 (June 5, 2017): 72–94. http://dx.doi.org/10.1108/her-09-2015-0017.

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Purpose This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context. Design/methodology/approach Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis. Findings The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment. Originality/value This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

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Anh, Ngo Phuong. "L1 INFLUENCE ON VIETNAMESE ACCENTED ENGLISH." Kajian Linguistik dan Sastra 21, no. 2 (December 1, 2009): 93–104. http://dx.doi.org/10.23917/kls.v21i2.4378.

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‘Each variety of English in the world has its own distinctive features which areassociated with various reasons. The research aims primarily at discovering whetherL1 strongly influences Vietnamese accented English or not. In order to meet thisaim, the research focuses on: (1) identifying phonological similarities and dissimilarities between Vietnamese and English vowels and consonants based on bothacoustic and articulatory features; (2) investigating acoustic features of Vietnamese English vowels; (3) answering the question of whether the pronunciation of thespeakers is influenced by the phonological differences and similarities. This research is of descriptive type and the method adopted is a mixture of qualitative andquantitative approach. Acoustic data are gleaned from 6 recordings made by sixVietnamese informants. The measurements of sounds are figured out by means ofWave-surfer program. The result of the study shows that Vietnamese accented English is strongly influenced by the dissimilarities between Vietnamese and English.Keywords: Vietnamese English, Segmental and Supra-segmental errors, vowels/consonants similarities and dissimilarities

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Awuku, Ameyo S. "French influence on English in Togo." English Today 31, no. 3 (August 12, 2015): 22–27. http://dx.doi.org/10.1017/s0266078415000218.

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This paper looks at English language use in law discourse and particularly in university classrooms in Togo. Togo makes extensive use of the English language despite the fact that it is a francophone country. English is taught in almost all public institutions, except for primary schools. Financial institutions, such as banks, make extensive use of English. This is evidenced at first glance at the large computer screens positioned at the entrances to these institutions. At the Université de Lomé alone, there are several ESP (English for Specific Purposes) programs. Each of the five faculties (with several departments) and ten schools and institutes have an ESP program. The ESP course is applicable to first-year students on BA programs and to those on MA programs. However, despite this extensive presence of English, traditional language norms and the influence of French on English in Togo in general are still very strong.

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Kvaran, Guđrún. "English Influence on the Icelandic Lexicon." Nordic Journal of English Studies 3, no. 2 (July 1, 2004): 143. http://dx.doi.org/10.35360/njes.166.

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Mohanty, Naibedya, and Anindita Pramanik Sayan Karmakar. "Influence of English on Everyday communication." International Journal of English Learning & Teaching Skills 4, no. 1 (October 4, 2021): 2770–89. http://dx.doi.org/10.15864/ijelts.4110.

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Mikhaleva, E. I. "INFLUENCE OF MULTICULTURALISM ON ENGLISH DIALECTS." Kognitivnye Issledovaniya Yazyka 27 (2016): 730–35. http://dx.doi.org/10.20916/2071-9639-2016-27-730-735.

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SIEGEL, JEFF. "Substrate influence in Hawai‘i Creole English." Language in Society 29, no. 2 (April 2000): 197–236. http://dx.doi.org/10.1017/s0047404500002025.

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Since the 1970s, it has been assumed that the diverse languages of plantation laborers in Hawai‘i had little effect on the development of Hawai‘i Creole English (HCE); this view supported theories that emphasize the role of innate linguistic universals in creolization. But recent research has revealed (a) widespread bilingualism among locally born children of laborers before HCE emerged, and (b) the dominance of two ethnic groups at the time – the Chinese and Portuguese. This article re-examines the issue of substrate influence in HCE by concentrating on these two groups. Socio-historical and linguistic evidence is presented to show the likelihood that the Cantonese and Portuguese substrates reinforced and expanded various features of existing pidgins that had diffused to Hawai‘i. Portuguese also appears to be the origin of several key features of HCE which differ from those of other creoles. The implications of these findings for universalist theories of creole genesis are discussed.

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May, W. "The Grief of Influence: Sylvia Plath and Ted Hughes." English 60, no. 231 (September 2, 2011): 351–53. http://dx.doi.org/10.1093/english/efr025.

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Chung, Chi-ting Alvan, and Chun-yin Doris Chen. "Universality? Cross-linguistic influence?" Concentric. Studies in Linguistics 48, no. 2 (November 29, 2022): 174–211. http://dx.doi.org/10.1075/consl.22014.che.

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Abstract The present study investigated the use of apology response (AR) strategies by L1-Chinese L2-English learners and L1-English L2-Chinese learners from a cross-linguistic perspective. A total of 18 Taiwanese college students who were learning English as a foreign language and 18 foreigners in Taiwan who were learning Chinese as a second language were recruited to complete an oral discourse completion task both in Chinese and English. The major findings are as follows: First, the two groups showed no significant difference in their choice of AR strategies, both favoring Acceptance and Minimization, two face-preserving types, to show politeness. Second, cross-linguistic influence was found to affect our participants’ AR performances. Both positive and negative influences occurred. Finally, regarding the use of multiple strategies, both groups of participants tended to combine Acceptance with other strategies to maintain social relationships. The results showed both language universal and language-specific features in the AR realizations in Chinese and English. The dominant use of positive response strategies, namely Acceptance and Minimization, highlights the profound influence of politeness principles.

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Pratama, Yoga, and Fridolini Fridolini. "THE INFLUENCE OF NATIVE ENGLISH LECTURER IN IMPROVING STUDENTS MOTIVATION IN COMMUNICATION SKILL." Getsempena English Education Journal 8, no. 1 (May 28, 2021): 192–204. http://dx.doi.org/10.46244/geej.v8i1.1343.

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The development of information and technology has influenced many aspects of life including education. a lot of people start from students in the university and worker already speaking English fluently, but still there are some problem specifically for the students to speak English, university that have English English language programt is looking to find the solution. By hiring native English teacher or leacturer to improve their student’s motivation in English communication skill, the question is can the native English teacher gives the influence to the student. This research made to analyze how well the native English teacher can give the influence to the students especially in Darma Persada University for the students that are majoring in English Literature and in English Department. This research showed whether hired Native English teacher is a good idea or it isn’t. In this study, researcher used aquantitative approach to analyze the influence of native English lecturer in improving students motivation communication skill.. This research was conducted using the experimental method using pre-test and post-test control design.

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Shiron, Veniamin, Huanhuan Liu, and Angela de Bruin. "Being a Student or at Home: Does Topic Influence How Bilinguals Process Words in Each Language?" Languages 6, no. 3 (September 9, 2021): 150. http://dx.doi.org/10.3390/languages6030150.

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Research has assessed how language use differences between bilinguals (e.g., whether two languages are used approximately equally often or not) influence language processing. However, first (L1) and second (L2) language use might also differ within bilinguals, depending on the topic of conversation. For example, a Mandarin–English bilingual studying in North America or the UK might talk about exams in English but about their childhood in Mandarin. In this study, we therefore examined how topics associated with either the L1 or L2 can influence language processing. Twenty-nine Mandarin–English students in North America/the UK completed a lexical decision task in single-language contexts (all words/pseudowords in one language) and in dual-language contexts (alternating between Mandarin and English). Half of the words referred to L1-associated topics (childhood and family life) and half were L2-associated (studying and life at university). Topic influenced L2 processing, with L2-associated topics being processed faster than topics associated with the L1 in single- and dual-language contexts. In contrast, topic did not influence L1 processing. This suggests that L2 processing might not only be influenced by differences between bilinguals but also by differences within bilinguals. In contrast, L1 processing might be less susceptible to influences of topic-specific language use.

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Elber-Aviram, H. "THE LABYRINTHINE CITY: BLEAK HOUSE'S INFLUENCE ON PERDIDO STREET STATION." English 61, no. 234 (July 19, 2012): 267–89. http://dx.doi.org/10.1093/english/efs028.

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Woods, Rebecca. "The acquisition of dative alternation by German-English bilingual and English monolingual children." Linguistic Approaches to Bilingualism 5, no. 2 (July 10, 2015): 252–84. http://dx.doi.org/10.1075/lab.5.2.04woo.

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The vulnerability of the syntax–semantics interface in simultaneous bilingual first language acquisition is still up for debate; while some scholars have found crosslinguistic transfer at this interface, others found no such influence. To determine which kinds of syntax–semantics interface phenomena may be vulnerable, this study examines the acquisition and use of dative alternation by German-English bilingual children and adults compared with English monolingual children and German and English monolingual adults. The study shows that bilingual children interpret and comprehend dative constructions in English like their monolingual peers but their production of dative constructions in German is influenced by English. This suggests that syntax–semantics interface phenomena relating to the representation of verbs’ objects are vulnerable to influence. However, bilingual adults perform like monolinguals in both languages. These results suggest that any indeterminacy in the use of dative alternation in the adult state is due to L1 attrition rather than incomplete L1 acquisition.

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Zhang, Hong, Wilson Osafo Apeanti, Liqiong Ma, Dianchen Lu, Xizhong Zheng, and Paul Georgescu. "Impact of social influence in English proficiency and performance in English examinations of mathematics students from a Sino-US undergraduate education program." Nonlinear Analysis: Modelling and Control 25, no. 6 (November 1, 2020): 938–57. http://dx.doi.org/10.15388/namc.2020.25.20556.

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This study examines the influence of certain academic and demographic variables upon the academic performance of Chinese students enrolled in a cooperative Bachelor’s degree program in Pure and Applied Mathematics. The program is English taught and jointly organised by Jiangsu University, China and Arcadia University, USA. Data from a sample of 166 students is processed using inferential and path analysis, as well as mathematical modelling. As evidenced by the inferential and path analysis, no steady improvement in the English proficiency of students has been observed, while the latter has been found to be influenced by gender and to strongly influence academic performance in Mathematics courses. The effects of negative social influences are assessed via a qualitative analysis of the mathematical model. Threshold quantities similar to the basic reproduction number of mathematical epidemiology have been found to be stability triggers. Possible interventional measures are discussed based on these findings.

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Williams, D. G. "The Influence of W.H. Auden on the work of Peter Porter." English 41, no. 169 (March 1, 1992): 25–47. http://dx.doi.org/10.1093/english/41.169.25.

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VENNEMANN, THEO. "Celtic influence in English? Yes and No." English Language and Linguistics 13, no. 2 (July 2009): 309–34. http://dx.doi.org/10.1017/s1360674309003049.

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Compared to German Ja and Nein, English Yes and No are used less frequently, and often in combination with short sentences consisting of a pronoun and an auxiliary or modal verb: Yes I will; No I won't. When such a short sentence is used, Yes and No may be omitted: I will; I won't; I do; I don't; He can; They certainly won't. This difference in usage is established (1) by comparing the marriage vow in German and English, where the officiant's question is answered by Ja in German but by I will or I do in English; (2) by citing material from a practical grammar for German students of English; and (3) by studying the way Shakespeare has his figures answer decision questions, or Yes/No-questions, in comparison with Schlegel's way of rendering their answers in his German translation. Next it is shown that Shakespeare's way, which is essentially the same as modern usage, differs radically from earlier English usage up to Chaucer's Canterbury Tales (1388–1400) and Troilus and Cresseide (1382–6) and the anonymous York Plays (fourteenth century) and Towneley Plays (late fourteenth century), which all reflect the Germanic usage, essentially the same as in German. It is concluded that the modern English usage arose during the two centuries between Chaucer and Shakespeare, as a Late Middle English and Early Modern English innovation. As for the reason why English developed this un-Germanic way of answering decision questions, reference is made to Insular Celtic: decision questions are answered with short sentences in both Irish and Welsh, and this usage is old in both languages. The viability of this contact explanation is underlined by Irish English, where Yes and No are used even less frequently than in Modern Standard English, and short sentences are the normal way of answering decision questions.

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Pertiwi, Reni Dwi, and Erdhi Widyarto N. "Measuring the Games Influence on Improving English Proficiency." SISFORMA 1, no. 1 (October 31, 2014): 17. http://dx.doi.org/10.24167/sisforma.v1i1.89.

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English is now used as an international language, so that every person in order to communicate at the international level are required this language. To improving english proficiency, people used native speaker, course, story book, film game and etc. Games or better known as PC gaming is another alternative in improving the English proficiency. Beside this is fun, player required to read and listen the story game to finish the game. So that player can improve English proficiency while the player play game. In this paper, author present what game are fun and not boring also can improving English proficiency. The measuring improving English proficiency is observed from reading,writing, listening and grammarKeyword: English, Game, improving ,Proficiency

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Zainab Akram, Dr. Alia Ayub, Hina Arfeen, and Mehwish Malghani. "The Phonological Variation of Pakistani English in comparison to Standard British English: A case study ofBaloch English speaking students in SBKWU, Quetta." Al-Burz 9, no. 1 (December 20, 2017): 101–28. http://dx.doi.org/10.54781/abz.v9i1.106.

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With a small amount of language items i.e. words and one variable i.e. phonology, the present atudy aims to exploring the external and internal influences in language change in terms of phonology. The native Balochi speakers while speaking English as a second language face problems in producing some of English language sounds. The phonological differences were observed amongBalochi English speakers in terms of L1 impact on L2 and the influence of social surroundings have been studied in this paper. Employing qualitative mode of inquiry, the present study was conductedin SardarBahadur Khan Women University (SBKWU), Quetta. The population of this paper consisted of Balochi speaking undergraduate studentsfrom three main regions of Baluchistan, from the English Department. Exploiting convenience sampling, three students from each of the three Baloch regional groups and total of 9 students between ages 19 to 22, were selected as subjects of this study. A list of 20 English words based on problematic utterance of phonemes, was recorded while uttered by the students; transcribed and employing the contrastive analysis the results were displayed in a diagrams. First column displays the region, the second depicts the phonemes uttered by the participants and the third shows the Standard British English pronunciation (SBE). This enabled the researcher to trace the phonological variations, influence of L1 on L2 and the geographical influences on the phonological difference.

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Ismael, Shorsh Mohammed. "Analyzing the Influence of English Vocabulary Learning Strategies on English Language Learners." International Journal of English Literature and Social Sciences 8, no. 1 (2023): 001–11. http://dx.doi.org/10.22161/ijels.81.1.

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The purpose of this study is to examine the role of ESL instructors in assisting their students with vocabulary development at a private institution in Kurdistan. When learning a new language, vocabulary plays a key role in both language acquisition and overall academic success. Having a working grasp of English is essential for students in Kurdistan, not just to meet the academic requirements for a given degree but also to help them succeed in using English in their daily lives. Because vocabulary is so important in communicating in English, this study aims to investigate the wide range of approaches students take to learning new words. Results showed that self-regulation abilities were positively related to memory, cognitive, metacognitive, and social techniques for vocabulary acquisition. The strongest correlation was found between social strategy and the ability to regulate one's own vocabulary learning (B=.547).

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Leśniewska, Justyna, and François Pichette. "CROSSLINGUISTIC INFLUENCE IN ENGLISH AS THE WEAKER LANGUAGE OF FRENCH-ENGLISH AND POLISH-ENGLISH BILINGUAL CHILDREN." Studia Linguistica Universitatis Iagellonicae Cracoviensis 135, no. 2 (2018): 131–46. http://dx.doi.org/10.4467/20834624sl.18.011.8470.

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Sudianto and Tuti. "INFLUENCE IMAGE MEDIA TO IMPROVE ENGLISH VOCABULARY." TULIP (Tulisan Ilmiah Pendidikan) 9, no. 2 (September 21, 2020): 53–57. http://dx.doi.org/10.54438/tulip.v9i2.158.

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Learning process In addition to an attempt to grant knowledge or transfer of knowledge, but it is also the value of education from one generation to another. Learning is seen from its scope, consisting of several components. Such components include objectives, lesson materials, teaching and learning activities, methods, tools, learning resources or evaluation One way to address the situation is to choose and use good and appropriate media in the learning process in order to help smooth, effective and efficient in achieving learning objectives and addressing the use of Conventional methods and make the learning process more vivid. Thus, directly the interest and learning outcomes of learners in English language learning will also increase and achieve So this can be a task as a teacher how to make students can like English language lessons quickly in the experience with the goal of improving their vocabulary as they study in English in the classroom, now day students are very low in Memorizing and mastery of English vocabulary, one of the ways we can use the image media method, memorizing is one of the ways that we can use so that students are Easier master vocabulary using Image media methods, with this image media tool students will focus to pay attention to every vocabulary listed in the picture besides their easy guess the meaning contained in the picture. in the thesis research entitled "the influence of image media to improve students' English vocabulary. By using literature study research, the writer can understand how the processes to achieve research objectives are seen from previous research journals, where the majority of them discuss the use of image media to improve students' English vocabulary.. There are so many ways and techniques they use to achieve their goals, with the many media that can be applied to make students understand vocabulary easier and easier to memorize English vocabulary by using picture media with so many models that they are not too bored with use of this image media.

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Welsford, Enid. "Italian Influence on the English Court Masque." Modern Language Review 100, no. 5 (2005): 75–90. http://dx.doi.org/10.1353/mlr.2005.0033.

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Lock, Robin H., Elizabeth A. Swanson, and Dauna Howerton. "Influence Vocabulary Acquisition for English Language Learners." Intervention in School and Clinic 42, no. 5 (May 2007): 290–94. http://dx.doi.org/10.1177/10534512070420050501.

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Rottet, Kevin J. "Phrasal verbs and English influence in Welsh." WORD 56, no. 1 (April 2005): 39–70. http://dx.doi.org/10.1080/00437956.2005.11432552.

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Jianping, Pan. "Influence of national languages on learning English." Journal of the Acoustical Society of America 85, S1 (May 1989): S148. http://dx.doi.org/10.1121/1.2026800.

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Atechi, Samuel Ngwa. "The phonological influence of English on Awing." English Studies 87, no. 2 (April 2006): 230–48. http://dx.doi.org/10.1080/00138380600609193.

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Dr. Tanveer Rahman and Dr. Fareed Hussaini,. "Influence Of English Poet’s On Iqbal’s Poetry." Dareecha-e-Tahqeeq 3, no. 3 (January 16, 2023): 205–14. http://dx.doi.org/10.58760/dareechaetahqeeq.v3i3.65.

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Allama Iqbal is the great artist of the east. He established himself as prominent poet across the world. His uniqueness, amongst the Urdu and Persian poets, is his vast study. Allama got various ideas and thoughts along with artistic sense from every important literary figure. At Iqbal’s time English Language was one of the main source of acquiring modern know ledges. Allama strengthen his thoughts and artistic technique by English poets too. In this article efforts have been made to point out the impact of British poets on Iqbal poetry.

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Side, J. "The Influence of Wordsworth's Empiricist Aesthetic on Seamus Heaney's Criticism and Poetry." English 59, no. 225 (May 19, 2010): 128–53. http://dx.doi.org/10.1093/english/efq012.

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Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islamic Social Sciences 36, no. 2 (April 15, 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.

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Ogunnaike, Oludamini, and Mohammed Rustom. "Islam in English." American Journal of Islam and Society 36, no. 2 (April 15, 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.

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Shrestha, Amul. "‘English only’ to ‘English for all’ - a new Paradigm Shift." Journal of Business and Social Sciences 3, no. 1 (November 18, 2021): 1–10. http://dx.doi.org/10.3126/jbss.v3i1.40821.

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Due to globalisation and the influence of the historical events like colonisation made English language as a global lingua franca and the language comprising highest speakers in the world. Because of its indomitable nature, the languages of the world got influenced. Thus, English as a second or foreign language (ESL/EFL) might be the counterpart to any other languages belonging to any nations. Consequently, bi-multilingualism has been a new paradigm shift from monolingual era opening the horizon of divergent linguistic features. This paper provides an ample space to discuss about the implication of multilingualism eradicating the era of monolingualism and diversity management in ELT classroom in academia. This article articulates about the new innovative ideas for creating the languages of same standard in the society, without any biasness, releasing the more luring path for cultural connection. And yet a gap has been left behind to plan, promote and produce for the further researches in this field.

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Isnani, Nur. "The Influence of English Teacher's Nonverbal Interaction on EFL Students' Perception of Learning." ELE Reviews: English Language Education Reviews 1, no. 1 (May 31, 2021): 1–21. http://dx.doi.org/10.22515/ele-reviews.v1i1.3404.

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English teachers have proximity control, which is described by walking closer to the noisy part of the class and continuing to be there until the commotion subsides. However, there are still some students who are indifferent during the learning process. Therefore, this research aims to determine the influence of English teacher's nonverbal interactions on EFL students' perception at State Islamic Senior High School 1 Bengkalis. This research is causal-comparative research. There are two instruments: observation and questionnaire. The population of this research is 208 students. Then, the researcher uses simple random sampling and chooses 40 students from all classes. Using simple linear regression analysis formula through SPSS 20.0 in analyzing the data, the researcher found that sig-t was 0.000, smaller than 0.05 (sig-t 0.05). The result showed a significant influence of the English teacher's nonverbal interactions on EFL students' perception at State Islamic Senior High School 1 Bengkalis. It means that Ha was accepted. The researcher also found that the value of R square was 0.546, namely squaring of the Standardized Coefficients ((0.739 x 0.739)2 x 100% = 0.546). R square can be called the coefficient of determination, which means that the English teacher's nonverbal interaction influences 54.6% of EFL students' perception. Then, the other 45.4% is influenced by other factors.

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Phillipson, Robert. "English or ‘no’ to English in Scandinavia?" English Today 17, no. 2 (April 2001): 22–28. http://dx.doi.org/10.1017/s0266078401002036.

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This article reports on work on English in Scandinavian countries that is currently available in Danish, and in particular presents and analyses a recent book. This contains six papers given at a conference in Copenhagen in March 1998 on the influence of English on Danish, along with a newspaper article that had raised several of the language policy issues somewhat earlier. The book also contains the text of a policy document written for the Swedish government by the Swedish Language Council, ‘Proposal for a plan of action to promote the Swedish language’.

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Usatîi, Larisa. "Influența limbii materne în predarea pronunției în limba engleză." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 49, no. 3 (December 2021): 66–74. http://dx.doi.org/10.46727/jshs.2021.v49.i3.p66-74.

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The present article treats a problem regarding the influence of the mother tongue in teaching English pronunciation. The importance and necessity of using the mother tongue in learning English are relevant. The obtained knowledge, skills and abilities in the mother tongue influence those from the foreign language, as a result thezy are in an interdependence, that observe concrete laws. This interdependence can both contribute to learning English, and hinder it. The formation of correct pronunciation skills depends on the the adjustment of the mother tongue phonological system tot that of the target language.

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Winer, Lise, and Edith Lily Aguilar. "Spanish influence in the lexicon of Trinidadian English Creole." New West Indian Guide / Nieuwe West-Indische Gids 65, no. 3-4 (January 1, 1991): 153–91. http://dx.doi.org/10.1163/13822373-90002012.

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[First paragraph]This paper investigates the influence of Spanish on the lexicon of Trinidadian English Creole (TEC), within a socio-historical context, and the socio-cultural factors which have influenced the retention or disappearance of words in particular domains. A list of all TEC words of known (and some of suspected) Spanish derivation is included, enabling discussion of this case as a particular illustration of general principles of linguistic borrowing.

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Enzinna, Naomi Ruth. "The influence of language background and exposure on phonetic accommodation." Proceedings of the Linguistic Society of America 3, no. 1 (March 3, 2018): 41. http://dx.doi.org/10.3765/plsa.v3i1.4333.

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This study examines whether language background, short-term exposure to monolingual and bilingual speech, and long-term exposure to monolingual and bilingual speech influences speech accommodation. To address this question, I examine whether English monolinguals and Spanish-English bilinguals, either from a predominately monolingual community or a predominately bilingual community, vary their speech when interacting with a monolingual English speaker versus a Spanish-English bilingual speaker. Additionally, I examine whether speakers are more likely to converge after being primed with monolingual English or Spanish-English bilingual speech. To test this, participants complete an interactive communication task, where they are presented with a 6x6 board on a computer screen and asked questions about the words on the board, which contain variables that differ in English and Spanish. Results show that both language background and long-term exposure to monolingual or bilingual speech in a speaker’s speech community influence accommodation.

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Sumarni, Sri Sumarni, Machdalena Vianty, and Windi Dwi Andika. "Readiness to Learn English for Early Childhood." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (September 27, 2021): 1480–92. http://dx.doi.org/10.31004/obsesi.v6i3.1805.

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Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.

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Kpogo, Felix, and Virginia C. Mueller Gathercole. "The influence of native English-speaking environment on Akan-English bilinguals’ production of English inter-dental fricatives." International Journal of Bilingualism 24, no. 4 (April 24, 2019): 559–71. http://dx.doi.org/10.1177/1367006919844032.

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Aims and Objectives: This study examined how age of acquisition, immersion in a native English-speaking environment, and phonological environment influence Akan-English bilinguals’ production of English inter-dental fricatives. Design/Methodology: Forty-five Akan-English bilinguals who immigrated to the USA between the ages of 10 and 64 participated. English inter-dental fricatives occurring in word-initial, intervocalic, and word-final positions were elicited through a production task using sentence frames. Accuracy of production was analyzed relative to age of acquisition, relative length of immersion, and phonological environment. Findings/Conclusion: Performance was better overall on the voiceless than the voiced inter-dental, but the phonological environment mattered: performance was at ceiling for both in the medial position, but less good in the initial and final positions. Early age of acquisition conspired with length of residence in the USA to foster better production for both sounds. However, substitutions for target segments were still observed in the most fluent speakers. These results indicate that in determining speakers’ proficiency in the second language, we must consider all of these factors—phonological environment, age of acquisition, and length of stay—together to gain a comprehensive picture of development. Originality: Few studies have examined Ghanaian speakers’ English, even though English is the official language of Ghana. Further, previous studies on second-language speakers’ abilities with inter-dental fricatives have largely focused on word-initial environments. The present study reveals that distinct phonological environments may not show the same effect. Here, speakers were particularly accurate in intervocalic positions. Significance: This study contributes to theoretical debates concerning the roles of input and age of acquisition for second-language learning. It also provides insights on some of the possible hurdles that second-language learners face as they strive to acquire additional languages, which can assist second-language teachers in designing appropriate methodologies to help learners.

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Chandni Rani. "The Influence of Modern English Poets on Nissim Ezekiel: A Study." Creative Launcher 5, no. 4 (October 30, 2020): 65–71. http://dx.doi.org/10.53032/tcl.2020.5.4.12.

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In the present paper it has been attempted to study the influences on Ezekiel. In his works there is a reflection of modern English Poets’ perspective along with the style of their writing. Through references to various critics, the influences on Nissim Ezekiel and his poetic works have been shown. The modern English Poets like T.S Eliot, W.B. Yeats, Ezra Pound, Philip Larkin etc proved to be influential enough to Ezekiel and this has been shown here in the present paper through various quotes. He seems to be influenced by the great modern English Poets and ultimately emerging as a great modern poet himself left his fellow poets and readers much influenced with the power of his poetic charm.

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Azaz, Mahmoud, and Joshua Frank. "Bidirectional cross-linguistic influence in late bilingualism." Linguistic Approaches to Bilingualism 8, no. 4 (February 6, 2017): 411–45. http://dx.doi.org/10.1075/lab.15012.aza.

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Abstract The container-content relation represents a set of nominal configurations unexplored in the acquisition literature. Whereas in English the switch from a noun-noun compound (water bottle) to a noun-prepositional phrase (bottle of water) is associated with a semantic shift from container to content, Spanish and Arabic adopt single canonical configurations for both conditions, noun-prepositional phrase and noun phrase, respectively. Importantly, Spanish, Arabic, and English display structural overlap in the content condition maintained by head-first isomorphic strings. In the container condition, they show structural dissimilarity; whereas English uses a head-final construction, Arabic and Spanish consistently use head-first constructions. Results from an elicited sentence-reordering task demonstrate that advanced late learners pattern native speakers when tested in Spanish but not when tested in English. Additionally, when tested in English, Arabic-speaking and Spanish-speaking learners overextend their L1 canonical configurations to both conditions. Furthermore, bilingual native speakers do not perform at ceiling, suggesting bidirectional cross-linguistic influence.

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Toassi, Pâmela Freitas Pereira, and Mailce Borges Mota. "Crosslinguistic influence in the production of English as L3." Revista Horizontes de Linguistica Aplicada 20, no. 1 (April 29, 2021): AG1. http://dx.doi.org/10.26512/rhla.v20i1.32893.

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Crosslinguistic influence (CLI) refers to the phenomenon of how one language affects the acquisition and processing of another language by the same speaker. Bilinguals and multilinguals offer a good opportunity to study crosslinguistic phenomena since they have multiple language systems in interaction. Here we report the results of a study which investigated CLI in bilinguals and trilinguals. The objective of the study was twofold: (1) to analyze the influence of cognate words in the oral production of L2 and L3 English speakers in terms of quantity and type of cognates (English-Portuguese, English-German, English-German-Portuguese); (2) to investigate CLI in the production of English as L3. Participants were required to narrate a story on the basis of four pictures. The analysis of the narratives showed that bilinguals and trilinguals produced a similar number of cognate words of the type English- Portuguese and English- German- Portuguese. Regarding the cognate type English- German, trilinguals produced a significant higher number of these words as compared to the bilinguals. Since the bilinguals had no knowledge of German, these results indicate that the L2 (German) of the trilinguals facilitated the production of English-German cognates. We interpret these results as evidence of the coactivation of the trilinguals’ languages.

Journal articles on the topic 'English influence'

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