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Ndikoua, Ngaidandi, and Etuge Apuge Michael. "Realization of the Grapheme 'er' by Learners of English as Foreign Language The Case Study of Level One Students of English Department, University of Doba in Chad." International Journal of Trend in Scientific Research and Development 4, no. 2 (February 10, 2020): 1082–87. https://doi.org/10.5281/zenodo.3854986.
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This research work sets out to evaluate the spoken productions of foreign learners of English the case of students in the English Department of the University of Doba, i.e. students of Level One, who were 200 in number. To carry out the investigation, reading activity of a text was used to collect data. Variationism by Labov 1963 was the theory used to guide the analysis of data. The investigation arrived at the results that learners have very poor performance in the pronunciation of English sounds, which is due to the influence of French and lack of English practice. To improve the learning of EFL, students are recommended to practice English intensively and extensively. Ndikoua Ngaidandi | Michael Etuge Apuge "Realization of the Grapheme 'er' by Learners of English as Foreign Language: The Case Study of Level-One Students of English Department, University of Doba in Chad" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30274.pdf
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Dr, .B. RAJAN. "INFLUENCE AND EXISTENTIALISM IN MODERN INDIAN ENGLISH POETRY: EXPATIATE OF POSTCOLONIAL READING IN SELECTED POEMS OF KAMALA DAS, K.N. DARUWALLA, R. PARTHASARATHY AND A.K. RAMANUJAN." International Journal of Education &Applied Sciences Research 1, no. 5 (September 30, 2014): 15–23. https://doi.org/10.5281/zenodo.10685999.
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<strong>Abstract:</strong><strong> </strong> <em>Indian</em><em> </em><em>English</em><em> </em><em>poetry</em><em> </em><em>often</em><em> </em><em>betrays</em><em> </em><em>an</em><em> </em><em>‘anxiety’</em><em> </em><em>– on the one hand, it cannot escape contemporary demands of culture; on the other it is unable to forget its colonial past and the inheritance of the language of the rulers. R. Parthasarathy’s poetic venture into English confirms this socio-cultural dilemma. His poetry strives for native roots and attempts to reconnect the fractured bonding of the poet with Tamil culture. His Rough Passage shows in three distinct stages the poet’s traumatic experience in an alien land: initially the poet speaker is in painful banishment; then love and human relationships are shown to be providing some solace; finally the celebration of returning home brings about a harmonious fusion of the Tamil culture and the English language. The growth and development of Indian poetry in English is a result of many experimentations and struggles for a tradition, imitation and innovation with imitation. Right from its beginning, almost all Indian poets of English are found to be continuing these two strains, foreign influences (mainly British) and Indian elements in their poetry. Whether the pre-independent Indian English poetry imitated only the British literature, the post-independent Indian English poetry has imitated world literatures. Indian English poetry, as a post-colonial genre, certainly marks a departure from the traditional notions of poetry and introduces some new ideals. The present paper is an investigation of the growth of the genre vis-à-vis alien influences and individuality which are reconciled in the genre in reciprocal internal commerce. </em>
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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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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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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&rsquo;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&rsquo; 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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Liao, Lei. "The Analysis of Influence and Cause of British English on American English and New Zealand English." SHS Web of Conferences 168 (2023): 03006. http://dx.doi.org/10.1051/shsconf/202316803006.
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English originated in Britain. Since the 17th century, with the colonial expansion of Britain, English has been brought to all parts of the world, forming many varieties of English such as British English, American English, Australian English and New Zealand English. As the population of the United States and its political and economic strength continue to increase, American English has greatly influenced other variants of English. This paper analyzes the influence of British English on various English variants in the fields of vocabulary pronunciations spellings and grammar, and at the same time explores British English influence on American English, New Zealand English, other regional variants and its effects on our learning of English.
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Maria, Teresa Naa, and Hary Setyawan Agustinus. "The Influence of Maybrat Accents towards Eleventh Grade Students English Pronunciation." International Journal of Social Science And Human Research 06, no. 08 (August 8, 2023): 4801–5. https://doi.org/10.5281/zenodo.8226318.
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The research was applying qualitative method and instruments to collect data such as reading text which consisted of some words, phrases and sentences. Collecting data carried out by recording twenty students English reading. The students were at the eleventh grade of SMA Negeri 1 Ayamaru, Maybrat Regency, Southwest Papua Province. The student records were used for analyzing English speech sound in both aspects segmental and suprasegmental of the students’ pronunciation. The result of students record exposed the difference between the students English speech sound and the recognizable English speech sound in English standard variety. It was found that the differences were revealed in vowel sounds and was sounded by the students in English single syllable words. The suprasegmental features were different represented by the student speech sound either in words stress, phonemic stressed, length, loudness and intonation or the pitch / tone and sounds inserted and gliding into single syllable segment.
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qizi, Yoqubova Mahliyo Jabborali. "INFLUENCE OF THE DEVELOPMENT OF THE ENGLISH LANGUAGE." International Journal Of Literature And Languages 4, no. 2 (February 1, 2024): 16–20. http://dx.doi.org/10.37547/ijll/volume04issue02-04.
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English is a West Germanic language that originated from Anglo-Frisian dialects brought to Britain in the mid 5th to 7th centuries AD by Anglo-Saxon migrants from what is now northwest Germany, west Denmark and the Netherlands. The language has undergone major changes and developments in its pronunciation, vocabulary, grammar, and orthography throughout its over 1500 year history. This article provides an overview of the key influences and developments that have shaped the English language into its present global form. It examines the linguistic influences of Celtic, Norse, French, Latin, Greek and other languages on English. It also explores the impact of historical events, the growth of literacy, the invention of the printing press, dictionary compilation and standardized spelling on the development of English. The analysis shows that English has an unparalleled capacity to absorb, adapt and incorporate words and features from other languages. Through the early spread of English around the British Isles, and later via 19th and 20th century colonization and globalization, English has become the most widely spoken language worldwide with over 1.35 billion speakers.
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Nur Fajar, Kristanti Yuntoro Putri, and Irwan Sulistyanto. "Exposure to English: How Significance English Exposure to English Achievement." Education and Human Development Journal 8, no. 3 (December 30, 2023): 34–40. http://dx.doi.org/10.33086/ehdj.v8i3.5289.
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The purpose of this study is to find out the exposure that is able to influence individuals’ on English achievement and to investigate the influence of English exposure on English achievement. The students are given five sets of likert scale type of questionnaire as the instrument of this study. Modification a language exposure questionnaire, the researcher indentifies the activities that exposed students to the target language. The subject of this study is 46 students of 2022 academy class from English Education Department at Kadiri Islamic University. Firstly, the result of study found that students were mostly exposed to English language through Media compared to exposure at school, which higher than their exposure at home or through their friends. It showed students acquire much of their exposure through media. Secondly, the study indicated that it was only 19.7% of the significance between English exposures on English achievement. It can be concluded that it is a low exposure on English achievement and there is no significance influence of English exposure on English achievement
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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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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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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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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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Jiang, Keqing. "A Study of Native Chinese Speakers Learning Indo-european Languages: The Case of English and Russian." Communications in Humanities Research 3, no. 1 (May 17, 2023): 583–88. http://dx.doi.org/10.54254/2753-7064/3/20220508.
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Language proximity can have different degrees of influence on trilingual acquisition. For example, Japanese has a strong influence on Chinese, while English has a strong influence on Russian. This study used interviews and corpus analysis to examine learners with different levels of English as a second foreign language and Russian as a third foreign language. It was found that when native Chinese speakers learn a language belonging to the Indo-European family, the influence of English on Russian learning is greater than that of native Chinese, and the specific influence of English will be different at different stages. Based on the study some suggestions are also made for trilingual teaching. Considering that the majority of Chinese language learners today have a certain level of proficiency of English, it is significant to conduct the research of L3 learners who is native Chinese and whose L2 is English. Through interviewing the subjects and analysing their compositions, the researchers find that English as L2 both facilitates and hinders L3 acquisition. In particular, intermediate L3 learners are most likely to be influenced by L2, and conversely, advanced L3 learners are rarely influenced by their L2 English. L3 acquisition is more likely to be influenced by L2 when L3 and L2 are in a closer linguistic distance than L3 and L1. This study contributes to multilingual acquisition research and provides effective suggestions for multilingual teaching strategy.
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Alebrahim, Albatool A., and Yousuf B. AlBader. "The Influence of L2 English on Attitudes Towards Gender-Neutral Job Titles." International Journal of English Linguistics 13, no. 3 (April 21, 2023): 24. http://dx.doi.org/10.5539/ijel.v13n3p24.
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This study examines the influence of L2 English on attitudes towards gender-neutral job titles. It aims to determine whether language influences perceptions of job titles. Data were collected via questionnaires from 67 participants aged 18-26 years, comprising American English native speakers, Arabic native speakers, and Kuwaiti learners of English. Results indicate that high-proficiency English learners tend to neutralize job titles instead of assigning gender markers, a behavior which is influenced by their exposure to English and cultural attitudes towards gender equality. Most native English speakers used neutral job titles instead of gender assignments. The two control groups demonstrated a significant difference in their responses, with Arabic monolinguals assigning gender markers based on the dominant gender in a particular profession. Additionally, language background and demographics affected these results. Attitudes towards gender markedness in job titles has received little attention from scholars studying Arabic&ndash;English bilinguals. Therefore, this study contributes to the literature by exploring attitudes towards gender markedness in job titles.
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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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Bongwong, Bruno. "Student Perception of Home Background and the Aquisition of English Language in Mbonge Municipality." International Journal of Trend in Scientific Research and Development 4, no. 2 (January 10, 2020): 172–79. https://doi.org/10.5281/zenodo.3843047.
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The present study was intended to find out students perception of home background and the acquisition of English Language in Mbonge Municipality. Specific objectives were to examine how financial status of parent influence English language, investigate how educational level of the parents influence language acquisition, to examine how parent marital status influence English language acquisition and to find out how parenting style affect language acquisition. A descriptive survey research design was used on a sample of sixty 60 students using the simple random sampling technique. A closed ended questionnaire was used for the collection of data. The respondents were required to strongly agree, agree, strongly disagree and disagree to identify student perception of home background and its influence on language acquisition. The data was analyzed using descriptive statistic particularly frequencies, averages and percentages. The findings showed that, financial status of the parents influence English language acquisition, educational level of parents' influences language acquisition, marital status of parents influences English language acquisition and parenting style affect language acquisition. It was therefore concluded that students' perception of home background influence English language positively in Mbonge municipality. Bongwong Bruno "Student Perception of Home Background and the Aquisition of English Language in Mbonge Municipality" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29960.pdf
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Huang, Minyi, Ruoyan Zhang, and Yueyue Zheng. "Enlightenment from Chinese-English Differences in Thinking on Oral English Teaching of College Students." Communications in Humanities Research 3, no. 1 (May 17, 2023): 233–40. http://dx.doi.org/10.54254/2753-7064/3/20220262.
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Language is the material carrier of thinking, and the two are interdependent and inseparable. In the process of second language acquisition, learners' language thinking often has an important influence on the process and result of second language acquisition, primarily because native language thinking influences the verbal expression of the second language in daily life. Students in their native language environment and are influenced by their cultural practices develop specific native language thinking. They already have some background knowledge and cognitive comprehension of their native language in their minds before they try to learn a new language. Therefore, for them, the process of second language acquisition is not zero-based but takes the native language as the base. Moreover, because of the vast differences in grammar and expressions between English and Chinese, the casual nature of the spoken language, and the less rigorous grammatical requirements, English learners who use Chinese as their first language tend to apply their native language's habitual thinking to the use of English. Therefore, exploring the relationship between Chinese thinking and speaking is an integral part of the second language acquisition process. This paper explores the relationship between Chinese thinking and speaking, explores the influence of language thinking on speaking acquisition, and discusses how classroom teaching can help learners overcome the interference of fixed thought in Chinese and develop English thinking skills to improve learners' English-speaking performance.
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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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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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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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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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Fu, Yang. "The Euphemism Comparison Between English and Chinese." SHS Web of Conferences 168 (2023): 02003. http://dx.doi.org/10.1051/shsconf/202316802003.
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There are many lexical studies on euphemisms and general studies, and there is currently a lack of research on euphemisms in context. There is a lack of relevant articles based on euphemisms for chronological studies. This article examines English euphemisms through chronological comparisons and focuses on the influence of different cultures of different generations on euphemisms. The article explains the fundamental logic of the change and development of euphemisms. The culture of Western countries emphasizes personality development, while Chinese culture emphasizes restraint. Under the influence of Western cultures, Western euphemisms are relatively simple and mostly used to express politeness. It is relatively complex and emphasizes the human understanding that Chinese culture influences Chinese euphemisms. Along with the Europeanization of Chinese, Chinese euphemisms have also been influenced to some extent by English euphemisms. However, as time passed, Chinese and English euphemisms developed in a more concise direction, but both languages retained the polite function of euphemisms. Euphemisms are meant to show politeness and avoid conflict. Therefore, it is important to use the right euphemisms in intercultural communication and inter-age communication.
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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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Xu, Xialian, and Laura Guihen. "English Education Method Influence Mechanism Analysis." Journal of Education, Teaching and Social Studies 6, no. 4 (December 25, 2024): p178. https://doi.org/10.22158/jetss.v6n4p178.
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Upon mastering novel words in a second language (L2), students' initial vocabulary expressions and associations may not be accurate. When studying these new words, these concepts should be more precise to stay clear of errors. This study looked into whether words that are similar could aid in learning and sharpening skills. 114 adults were given comparable spelling and semantic L2 terms through comparison in certain targeted learning tasks. Participants compared words from their second language in Test 1, and terms from their first language in Test 2. Only comparisons of L2 characters written in a similar manner can help their absorption. Our conclusion is that comparing undefined characteristics can act as a learning mechanism that guides people in acquiring relevant terminology knowledge. Therefore, it allows students to build more precise concepts to facilitate learning. The possibility of further research and its possible effects on second language teaching were talked about.
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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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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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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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Yayah Ikhda Nevia, Nurul Qomariyah, Iskandar Iskandar, Wardatul Hasanah, Nurul Hasanah, and Rahman Rahman. "Factors that Influence Student Speaking Performance." Jurnal Riset Rumpun Ilmu Bahasa 4, no. 1 (April 19, 2025): 108–15. https://doi.org/10.55606/jurribah.v4i1.4391.
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In an increasingly globalized job market, English-speaking proficiency has become an essential skill, particularly for non-English major students such as those in Accounting. This study aims to identify and analyze the factors influencing the speaking performance of students in the Accounting Department, Faculty of Economics and Business, Universitas Muhammadiyah Jember. Utilizing a quantitative approach and survey method, data were collected from 218 students selected through stratified random sampling. Instruments included questionnaires measuring language anxiety, self-efficacy, learning motivation, learning environment, and exposure to English, as well as an English-speaking test. The findings reveal that internal factors such as language anxiety, self-efficacy, and learning motivation significantly influence speaking performance. Meanwhile, external factors—learning environment and exposure to English—also contribute, albeit to a lesser extent. The results suggest the need for a holistic approach in improving students’ English-speaking abilities by addressing both psychological and environmental aspects of learning.
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Cafe Ricarda Reloba, Gerly. "The Perceived Influence of English Content Shared Through TikTok on College Students' English Competence." International Journal of Science and Research (IJSR) 13, no. 1 (January 5, 2024): 257–61. http://dx.doi.org/10.21275/sr231224230056.
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Putri, Beby Florencia. "THE INFLUENCE OF ENGLISH SONG TO IMPROVE ENGLISH SKILLS FOR STUDENT'S." Journal Of Language Education and Development (JLed) 6, no. 1 (January 3, 2024): 29–40. http://dx.doi.org/10.52060/jled.v6i1.1541.
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Currently, English language skills are the most important thing that students should have. In this world there are many ways that can be used to develop English language skills. One way is by using songs. The aim of the research in this article is to find out how successful the use of songs is in developing English language talent in students. This research uses a qualitative study method. The author obtained some data regarding how songs are used to develop students' level of English by assessing previous research and analyzing several guides such as books, articles, journals and documents that are still related to the discussion being tested. From this, the author can draw the conclusion that using songs as a tool to develop improved English language skills, this is the fastest way to develop students' abilities. therefore many songs can be found easily in student life. So songs can easily help students' listening and pronunciation levels. and this song can also help students in using songs. The use of songs can help students to develop listening and pronunciation skills them which can also add to the vocabulary they have.
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Alimurodova, Mehrangiz Abdurakhmanova Zilola. "THE INFLUENCE OF ENGLISH: EXPLORING ITS CULTURAL LEGACY WORLDWIDE." ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI 2, no. 10 (May 30, 2023): 115–19. https://doi.org/10.5281/zenodo.7985525.
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English, as a global language, has wielded a profound influence on cultures worldwide. This article delves into the cultural legacy of English and its impact on societies across the globe. By examining the historical, social, and educational aspects, we unveil the far-reaching consequences of English as a lingua franca. From literature and arts to media and entertainment, English has become a powerful medium for the expression and preservation of diverse cultures.
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Abdulbasil, Sadikul U. "FACTORS INFLUENCING LEARNING ENGLISH AS A SECOND LANGUAGE AMONG BACHELOR OF ARTS IN ENGLISH LANGUAGE STUDIES STUDENTS AT MINDANAO STATE UNIVERSITY – SULU." Ignatian International Journal for Multidisciplinary Research 2, no. 3 (March 29, 2024): 1173–91. https://doi.org/10.5281/zenodo.10892854.
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The study is a descriptive research which deals with the factors influencing learning English as second language among Bachelor of Arts in English Language Studies Students at Mindanao State University – Sulu. It also deals with the demographic profiles of the respondents in terms of gender, age, and year level. It also deals on the extent of the factors influencing learning English as a second language among Bachelor of Arts in English language studies students at Mindanao State University – Sulu in the context of teacher’s influence, personal attitudes influence, and classroom conditions influence. It also deals with the significant difference in the extent of the factors influencing learning English as a second language among Bachelor of Arts in English Language Studies students at Mindanao State University – Sulu when data are grouped according to demographic profile in terms of gender, age, and year level, and the significant correlation among the subcategories subsumed under the extent of the factors influencing learning English as a second language among Bachelor of Arts in English Language Studies students at Mindanao State University – Sulu in the context of teacher’s influence, personal attitudes influence, and classroom conditions influence. Purposive sampling procedure was employed in selecting the respondents of the study. The research instrument is composed of two parts. Part I is about the demographic profile of the respondents which includes their gender, age, and year level. Part II is composed of 7 statements each on teacher’s influence, personal attitudes influence, and classroom conditions influence. There are 5 levels to choose from which ranges from “strongly agree” to “strongly disagree”. It was found out that the majority of responders were first-year BAELS students, who are primarily female and the appropriate age for their current year level. The teacher’s greatly influenced learning English as second language while personal attitudes and classroom conditions influenced the students to some extent only. There is no significant difference in terms of demographic profile except in terms of age. There is a high to moderate correlation among the three factors.
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Castrillón, Marino. "An Elementary History of English (fascicle three)." Íkala, Revista de Lenguaje y Cultura 3, no. 2 (March 30, 1998): 9–15. http://dx.doi.org/10.17533/udea.ikala.8365.
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With this third and last chapter of An Elementary History of English, M. Castrill6n doses his 'humble opusailum*. This section develops two important influences on Old English: On one hand, a new Latin influence with the christianization of Britain, on the other, the Scandinavian influence with the Norsemen's expansionists and conquering movements.
 How to reference this article:
 Castrillón, M (1998). An Elementary History ff English [Third Fascicle]. Íkala. 3 (2), pp. 9 – 15
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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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Rindi, Rindika Pramadanti. "Efforts to Increase Self-Efficacy and Reduce Anxiety towards Learning Motivation through English Speaking Skills." JEELS (Journal of English Education and Linguistics Studies) 11, no. 2 (November 14, 2024): 747–70. https://doi.org/10.30762/jeels.v11i2.2789.
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This research aims to find out how self-efficacy influences students and reduces anxiety about speaking English so that it can increase learning motivation in students' speaking English skills at ASA Indonesia University. Speaking English is a challenge that is considered difficult due to a lack of self-efficacy and lack of motivation to learn, which causes anxiety in speaking English. Therefore, it is necessary to see what strategies lecturers use and how to increase self-efficacy in understanding motivation and reduce feelings of anxiety in speaking English. Several studies have examined learning motivation in improving English speaking skills. The respondents were 136 students at one of the leading private universities in Jakarta, Indonesia. The data collection method uses a questionnaire processed using SEM PLS version 3.2.9. This research found that several variables positively affected motivation to learn English, such as self-efficacy and anxiety in speaking English. Additionally, several variables can directly influence positive values on English-speaking skills, such as self-efficacy and learning motivation, and negative values on English-speaking skills, such as anxiety in speaking English. Apart from that, there is a direct positive influence on several variables that can influence English speaking skills through controlling learning motivation, including self-efficacy and anxiety in speaking English.
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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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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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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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Maricel, A. Pizarra, and Cecilia P. Velasco Dr. "Teachers' Perceived English Proficiency and Self-Efficacy of English Teachers in the Academic World." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 2, no. 07 (July 6, 2023): 527–35. https://doi.org/10.5281/zenodo.8118819.
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This research used descriptive correlational design to find the significant relationship between perceived English proficiency and self-efficacy of English teachers. The respondents of the study were 142 elementary teachers teaching English in Candelaria West District. It was conducted during the third quarter of SY 2022-2023. Majority of the respondents are within 26-30 and 41-45 years of age, mostly are female, majority of them are in the service for less than five years, with Bachelor Degree, graduate of Education but non-English major, and majority of them use English every day outside the classroom. The respondents use English in a week mainly in teaching an English class. The respondents perceived reading as their most proficient macro skills and speaking, their least proficient. They perceived general English proficiency, speaking skill, and writing skill in the proficient level while listening and reading skills in the highly proficient level. The respondents perceived efficacy to decision making, efficacy to influence resources, instructional efficacy, and efficacy to parental involvement, community and stakeholders in some influence level. Meanwhile, disciplinary selfefficacy and efficacy to create a positive school climate in a great deal level. When it is correlated the results revealed that majority of the self-perceptions in English proficiency are correlated to self-efficacy. However, certain variables found to have no significant relationship to each other. This includes the general English proficiency and the four macro skills to efficacy to influence decision making, efficacy to influence resources and efficacy to parental involvement, community and stakeholders both for writing skills
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Han, Halim. "A Study of Parental Perceptions of Korean Language Education for the Korean American Child -Focusing on the correlation of perception ‘Korean language education and the language, the social influence’." Korean Society of Bilingualism 94 (December 31, 2023): 187–218. https://doi.org/10.17296/korbil.2023..94.187.
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The purpose of this study is to explore Korean American parents’ perceptions of Korean language education, their perceptions of Korean and English, and their perceptions of the social influence of these two languages. A total of 56 Korean American parents were surveyed for this study. Perceptions of Korean language education revealed that Korean language education at home is more important than Korean language education in institutions. In terms of perceptions of Korean and English, parents tended to perceive Korean as a tool for identity maintenance and communication with parents and grandparents, and in terms of social influence of Korean and English, parents perceived that Korean has different social influence than English. Correlation and regression analyses between each perception category showed that perceptions of Korean and English influenced perceptions of Korean language education. In addition, exploratory factor analysis showed that perceptions of Korean as a heritage language were related to Korean learning environment and perceptions of Korean as a second language were related to social influence of Korean is lower than English.
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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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Qi, Ma. "The Influence of Dialects in Northwest China on English Pronunciation Learning." International Journal of Religion 5, no. 12 (October 9, 2024): 764–73. http://dx.doi.org/10.61707/bah9cx48.
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In today's rapidly developing society, economic globalization is an irresistible trend, and exchanges between countries are becoming more frequent. As an international communication language, English has played a great role in various international cooperation and exchanges in China, and an increasing number of English learners have emerged in the world today. Pronunciation is the foundation and premise of learning every language, and students are inevitably affected by many aspects when they learn English pronunciation. Through research, it is found that the main factor affecting students' learning is that students are more or less influenced by their own local language and the influence of dialect habits. In response to this problem, this paper analyzes the factors affecting English pronunciation and proposes: let students intuitively understand the pronunciation of English and dialect, and let students imitate pure English pronunciation and practice more, so as to avoid the influence of dialect in learning pronunciation, as well as to improve students' English proficiency.
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Hasan, Mariwan. "Robert Herrick’s Daffodils, Percy Bysshe Shelley’s Flower and Abdulla Goran’s Ivy Flower: A Comparative Study." JOURNAL OF LANGUAGE STUDIES 6, no. 4, 1 (July 15, 2023): 239–52. http://dx.doi.org/10.25130/jls.6.4.1.15.
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This paper intends to highlight the similarities in three poems by three different poets coming from different times and places - Robert Herrick’s poem, “To Daffodils”, Percy Bysshe Shelly’s poem, “The flower that smiles today” (mutability), and Abdulla Goran’s poem, “To the Ivy Flowers”. It endeavours to depict the influence that Shelly and Herricks’ poems had on the Kurdish poet Goran in composing his poem. Herrick’s poem was first published in the 17th century in English Language, although Shelley’s Poem was published in the 19th century in England, yet its language is English, too. The influence of the English language and English writers generally and the influence of Shelly and Herrick, particularly is clearly seen in Goran’s poem. This study for the first time points out that there is the high possibility of the influence of two poems on Goran in composing his poem, “To the Ivy Flowers”, which shows the novelty of this study as no scholar so far has said two English Writers influenced him in writing this poem. This is a comparative study relying on the French school of comparative literature. The Kurdish poet, Goran was influenced by both Shelley and Herrick. The paper intends to see to which degree is Goran influenced by the two poems, and why particularly by those two English poets. The study relies on comparative, descriptive and textual analysis approaches to examine meaning, content and style of the three poems to demonstrate the aesthetics of the three poems
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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.