Статті в журналах: "English influence"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

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–English bilinguals. Therefore, this study contributes to the literature by exploring attitudes towards gender markedness in job titles.

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14

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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15

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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16

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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17

Hidayat, Dasrun, Nabila Damayani Marzaman, Rena Delianti, and Sobia Shahzad. "English and Its Influence on Sundanese Communication among Generation Z in Bandung." Komunikator 16, no. 1 (May 30, 2024): 95–103. http://dx.doi.org/10.18196/jkm.19278.

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The escalating use of English as a primary mode of communication in Bandung City is impacting the younger generation's interest in learning and using the Sundanese language. This quantitative study investigates the correlation between English and Sundanese language usage among 100 respondents aged 12-21, employing correlation and simple linear regression tests. Results indicate a negative influence of English on Sundanese usage, with higher English usage correlating with lower Sundanese use (correlation coefficient: -0.622, English's effect on Sundanese: 59.5%). The decline in Sundanese usage is attributed to environmental factors, education, and peer interactions. Recommendations include promoting Sundanese among Generation Z to preserve the language.

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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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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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27

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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28

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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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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30

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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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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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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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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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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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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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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Nimram, Mary Daniel, Obins Isaac Nuhu, Blessing Saina’an Lagan, Asheazi Diana Ponsak, and Daniel Nanlir Nimram. "Translation Equivalents in Nigerian English and Ghanaian English." European Journal of Theoretical and Applied Sciences 1, no. 6 (November 1, 2023): 1170–80. http://dx.doi.org/10.59324/ejtas.2023.1(6).113.

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This research is an analysis of the translation equivalents in Nigerian and Ghanaian Englishes. Translation equivalents refer to manifestations of mother tongues interferences in which lexical items are substituted literally from other local languages to English language. This study discusses the data from ICE Nigeria and Ghana respectively that reflect mother tongue interferences. All the data were purposively drawn from International Corpus of English (ICE) Nigeria and (ICE) Ghana components. A total of thirty-nine expressions constitute the data for analysis in this study. An eclectic framework of language interference, transfer and language variation and change is used for analysis. The analyses are in three levels: sociolinguistic, semantic and corpus based. This study identifies some distinctive NE and GhE lexical items from ICE Nigeria and Ghana with their meanings. Examples include “raise voice and no light” (NE) and “feel the rain and kill time” (GhE). The translation equivalents in NE are majorly as a result of the influence of the Nigerian indigenous languages: Igbo, Yoruba and Hausa languages, among others. That of GhE is greatly influenced by the Akan, Ewe and Ga languages. The study reveals that translation equivalents in both varieties of English are quite related.

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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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Madjid, Merla. "English Speaking Varieties of English Instructors at Some English Courses in Makassar (A Case Study)." Athena: Journal of Social, Culture and Society 1, no. 3 (May 19, 2023): 108–15. http://dx.doi.org/10.58905/athena.v1i3.79.

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Regional languages affect the way a person speaks English, for example in the aspect of pronunciation, especially for English teachers. This refers to the speaker seeing the difference between sound and speech. Buginese and Makassarese are tribes with strong accents. Therefore, this study aims to identify what things appear when speaking English from the influence of the Buginese language in an English course in Makassar City. This research adopts a qualitative case study. Data analysis was collected based on four phases, namely sample data collection, data presentation, data verification and data processing. This shows that teachers are usually influenced by regional languages when speaking English and in daily conversation. Qualitative research is to understand the meaning of the individual and the group environment.The results of the study show that the errors that often occur are the omission of elements in language such as grammar, conjunctions, etc. English teachers must know that their first language can affect their pronunciation when speaking English, and they must get used to getting used to good English pronunciation.

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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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Potts, Donna. "Green English: Ireland’s Influence on the English Language by Loreto Todd (review)." New Hibernia Review 4, no. 1 (March 2000): 159–60. http://dx.doi.org/10.1353/nhr.2000.a926738.

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Ren, Yuandai. "The Influence of Different English Learning Motivation on Chinese Students' English Learning." Communications in Humanities Research 33, no. 1 (May 24, 2024): 74–81. http://dx.doi.org/10.54254/2753-7064/33/20240052.

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English has become the most significant tool for communication around the world; thus, English learning is essential in many countries. China also considers English as one of the compulsory subjects in the examination and account for the large proportion in the college entrance examination. This research studies how Chinese students learning is influenced by different motivations analyzed by the quantitative and qualitative methods. This research which involved fifty students who come from different universities demonstrates that the crucial impact of motivations on Chinese students learning activities and strategies, emphasizing the essential meaning of learning motivations in promoting effective teaching and studying to figure out which motivation is the most significant for various students who come from different background when studying this language. This research also aims to provide valuable insights to educators and tend to encourage further researches that relates to the language environment and students learning motivations in China or even in the world.

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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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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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