Статті в журналах: "English"

1

Editor. "English Abstracts / Englische Zusammenfassungen." European Journal of Mental Health 9, no. 1 (June 30, 2014): 115–17. http://dx.doi.org/10.5708/ejmh.9.2014.1.abs.gb.

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2

Editor. "English Abstracts / Englische Zusammenfassungen." European Journal of Mental Health 9, no. 2 (December 30, 2014): 251–53. http://dx.doi.org/10.5708/ejmh.9.2014.2.abs.gb.

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3

郑, 哲敏. "English Title English English." SCIENTIA SINICA Physica, Mechanica & Astronomica 49, no. 3 (March 1, 2019): 034601. http://dx.doi.org/10.1360/sspma2018-00325.

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韩, 增尧, 元杰邹, and 卫红朱. "English Title English English." SCIENTIA SINICA Physica, Mechanica & Astronomica 49, no. 2 (February 1, 2019): 024501. http://dx.doi.org/10.1360/sspma2018-00385.

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5

Coletti, Michele, Pascal Bovy, and Anne-Lorène Vernay. "English English." Symphonya. Emerging Issues in Management, no. 2 (December 17, 2023): 30–55. http://dx.doi.org/10.4468/2023.2.04bovi.coletti.vernay.

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Social innovation (SI) aims at improving people’s life when technological or business innovations are not sufficient. However, the classic Triple Helix (TH) theory does not explicitly deal with SI, and relegates civil society to a passive role. This paper aims to analyze if SI requires an evolution of the TH framework. The methodology is a multi-case study based on SI projects and initiatives in the energy sector. The main findings are that citizens are involved in SI though to various extents: there are SI projects carried out “for” citizens, “with” citizens, and to a much lesser extent; “by” citizens. SI in the energy sector rely also on the commitment of the local government and the presence of social enterprises. Therefore, we suggest that a Quadruple Helix (QH) approach may be necessary for energy-related SI.

6

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 6, no. 1 (June 30, 2011): 107–8. http://dx.doi.org/10.5708/ejmh.6.2011.1.abs.gb.

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7

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 6, no. 2 (December 30, 2011): 257–59. http://dx.doi.org/10.5708/ejmh.6.2011.2.abs.gb.

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8

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 7, no. 1 (June 30, 2012): 129–31. http://dx.doi.org/10.5708/ejmh.7.2012.1.abs.gb.

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9

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 7, no. 2 (December 30, 2012): 263–65. http://dx.doi.org/10.5708/ejmh.7.2012.2.abs.gb.

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10

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 8, no. 1 (June 30, 2013): 135–37. http://dx.doi.org/10.5708/ejmh.8.2013.1.abs.gb.

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11

Editor. "English Abstracts / Englische Zusammenfassungen / Abstracts." European Journal of Mental Health 8, no. 2 (December 30, 2013): 279–80. http://dx.doi.org/10.5708/ejmh.8.2013.2.abs.gb.

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12

McWhorter, John. "What happened to English?" Diachronica 19, no. 2 (December 31, 2002): 217–72. http://dx.doi.org/10.1075/dia.19.2.02wha.

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Summary It has become widely accepted that English has undergone no interruption in transmission, its paucity of inflection treated as a random loss paralleled in Scandinavian. This paper argues that English has in fact lost more of the Proto-Germanic inheritance than any other Germanic language including Afrikaans. These losses extend far beyond inflection: where other Germanic languages overtly mark a given feature, in a great weight of cases English leaves the distinction to context. While there are no grounds for treating English as a “creole”, the evidence strongly suggests that extensive second-language acquisition by Scandinavians from the eighth century onwards simplified English grammar to a considerable extent. Résumé On accepte que l’anglais est une langue qui s’est transmise sans heurts, et que la disparition quasi-totale de sa flexion n’est qu’un changement aléatoire, que l’on retrouve également dans les langues scandinaves. Dans cet article, on soutient qu’en fait, l’anglais est la langue qui a éliminé le plus de traits du germanique commun, surpassant même l’Afrikaans. Parmi ces traits éliminés, on ne compte pas que la flexion: là où d’autres langues germaniques marquent de façon obligatoire divers traits, dans un nombre déterminant de cas l’anglais laisse ces distinctions au contexte. Bien qu’il n’existe aucune raison de qualifier l’anglais de “créole”, tout porte à croire que l’apprentissage à grande échelle de l’anglais par des scandinaves à partir du huitième siècle a considérablement simplifié la grammaire de l’anglais. Zusammenfassung Es ist mittlerweile allgemein anerkannt, dass die englische Sprache sich ohne Bruch entwickelte, wobei man davon ausgeht, dass der Verlust der Flexionsendungen wie auch im Skandinavischen rein willkürlich vonstatten ging. Dieser Aufsatz zeigt, dass die englische Sprache tatsächlich aber mehr von ihrem protogermanischen Erbe verloren hat, als jede andere germanische Sprache, eingeschlossen Afrikaans. Diese Verluste beziehen sich auf weit mehr als die Flexion. Wo andere germanische Sprachen ein bestimmtes Merkmal ausdrücklich kennzeichnen, überlässt die englische Sprache in vielen Fällen dem Kontext die Unterscheidung. Obwohl es keinerlei Anhaltspunkt gibt, Englisch als Kreolsprache zu betrachten, gibt es Beweise, die eindeutig darauf hinweisen, dass die englische Grammatik im Zuge des Zweitsprachenerwerbs der Skandinavier, die seit dem 8. Jahrhundert nach Großbritannien strömten, erheblich vereinfacht wurde.

13

McArthur, Tom. "World English, Euro-English, Nordic English?" English Today 19, no. 1 (January 2003): 54–58. http://dx.doi.org/10.1017/s026607840300107x.

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A discussion of the kinds of English emerging in the world at large and in the European Union. In recent years, the world's Anglophone media, in the company of a range of other observers, have routinely been calling English ‘the world's lingua franca’. As a result, the phrase is now something of a cliché. We're all ‘global’ now, and need to use the first truly universal language, whether we are business people, politicians, teachers, tourists, or terrorists.

14

Sestak, Z. "Reuter, B.: Taschenworterbuch der Biochemie. Deutsch - Englisch, Englisch - Deutsch. Pocket Dictionary of Biochemistry. English - German, German - English." Photosynthetica 38, no. 4 (November 1, 2000): 538. http://dx.doi.org/10.1023/a:1012482012100.

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15

Myers, Greg. "English. Whose English?" Discourse, Context & Media 1, no. 4 (December 2012): 149–50. http://dx.doi.org/10.1016/j.dcm.2012.10.001.

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16

Sulyaningsih, Iis. "State Polytechnic Students’ Perception on General English Subjects." Jurnal Bahasa Inggris Terapan 5, no. 1 (September 23, 2019): 23–33. http://dx.doi.org/10.35313/jbit.v5i1.1553.

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This paper discusses the Bandung State Polytechnic Students’ perception towards General English classes (General English 1 and General English 2). The research is aimed to investigate the students’ perception towards the materials given in General English 1 and General English 2 classes. The survey was carried out to 110 students from 2 engineering classes and 2 non-engineering classes. This research applied quantitative method that used questioners to gain the data. Thus, the data were analyzed by applying SPSS, and the result shows that students’ perception on General English1 subject is different from their perception on General English 2 subject.They perceive thatGeneral English1 subject provides important basic skill for communication in English, however it needs improvement in some materials for there are some students doubt about it. On the other hand, students think that the materials in General English 2 do not reach their needs and expectations. Accordingly, General English in Bandung State Polytechnic needs to be developed. Keywords: English, General English, Polytechnic Curriculum

17

Greene, Roland. "The Post-English English." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1241–44. http://dx.doi.org/10.1632/003081202x61106.

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The relation of english to other language-oriented departments, though dense with complexity, is rarely talked about in the open. One explanation for the lack of discussion may be the difficulty of framing a relation that is moving in two directions at once: while over the last generation or so English and the so-called foreign languages have come to resemble each other in substance, they have grown apart in material resources and institutional prestige. Many departments of English are more or less thriving, while departments of other languages and literatures in the same places are depleted and struggling. And yet, in the view of many of the people who determine our condition—administrators, legislators, and students—we are largely all of a piece; my problems will soon be yours, yours will be mine, and scholars and teachers of literature will find that they have far more joining than dividing them. To revive one of the rubrics of our New York University conference, we literary scholars are much better at collating the many ways we are different than identifying and leveraging the ways we are the same. How much does our declining influence in academy and society owe to an incapacity to come together and announce our identity when it matters? I take the position that we now have an ethical obligation to do what inclination and training have so badly prepared us for: to measure our sameness and difference on one scale and talk about what we can do together. How can people in English departments address this condition? What might those in other literature departments do? Having spent a career moving between these settings, I offer some reflections.

18

Heere, Wybo P. "How English is English?" Air and Space Law 16, Issue 4/5 (August 1, 1991): 154. http://dx.doi.org/10.54648/aila1991026.

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19

Arnold, Peter. "Which English is English?" International Journal of Epidemiology 47, no. 2 (March 19, 2018): 360–61. http://dx.doi.org/10.1093/ije/dyy043.

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20

Arnold, Peter. "Which English is English?" International Journal of Epidemiology 47, no. 4 (July 16, 2018): 1360. http://dx.doi.org/10.1093/ije/dyy155.

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21

Poon, Franky Kai-Cheung. "Hong Kong English, China English and World English." English Today 22, no. 2 (April 2006): 23–28. http://dx.doi.org/10.1017/s0266078406002045.

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Some reflections of a practising non-native speaking English teacher. Ten years ago, in a job interview for a teaching post in a government school, The writer was asked: ‘Do you think the government should recruit more native English-speaking teachers so as to boost the English standard of Hong Kong students?’ My answer took the interviewers by surprise: ‘No, I think the money should be spent on training local teachers who are more able to understand the needs of students learning English as a second or foreign language. I believe good English doesn’t necessarily mean British or American English. If we see English as an international language, anyone capable of using it as an effective communication tool can potentially be a good English teacher.’ I got the job, but there are still a few questions in my mind.

22

Deskis, Susan E. "English Past and English Present: The Phrase “Old English” in Middle English Texts." Neophilologus 102, no. 1 (October 9, 2017): 141–53. http://dx.doi.org/10.1007/s11061-017-9537-5.

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23

Yang, Huiyong, and Hamzeh Mohammad Alabool. "Application of Exercise-Correlated Knowledge Proficiency Tracing Model based on Multiple Learning Objectives in English Teaching Curriculum Resources." International Journal of Emerging Technologies in Learning (iJET) 17, no. 24 (December 20, 2022): 157–73. http://dx.doi.org/10.3991/ijet.v17i24.35417.

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The advanced invention of information technology overcomes the limitations of traditional teaching methods. The English-oriented online teaching system not only has rich course resources, but also provides technical support for students’ personalized learning. Therefore, using big data mining techniques may help to analyze students deeply and develop personalized study plans and content. Aiming at the deficiencies of online English teaching platform in the task of knowledge level diagnosis, an Exercise-correlated Knowledge Proficiency Tracing (EKPT) model that integrates multi-objective learning factors is proposed. The learning model maps students and practice information into meaningful knowledge space through practice and knowledge-related information, and quantifies students’ knowledge learning process through forgetting curve theory and learning curve theory. The experimental test results show that the EKPT model has the best performance in knowledge ability prediction and learning performance prediction. The mean absolute error (MAE) values of the EKPT model in the English1 dataset, English2 dataset, written auxiliary dataset and adaptive dataset are 0.32, 0.25, 0.39 and 0.34, respectively, with the smallest error. Therefore, the proposed EKPT model meets the requirements of English online learning. The research content has important reference value for the construction of online English teaching platform.

24

Yanti, Rahma. "English Lecturer’s Attitude Toward English Variety In English Learning." JURNAL ARBITRER 5, no. 1 (April 28, 2018): 31. http://dx.doi.org/10.25077/ar.5.1.31-36.2018.

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This research investigates English lecturers’ attitude toward the variation of English in the process of English learning. The purpose of this study is to discuss the types of English variations uttered by English lecturers who are considered as respondents in this study and their attitudes toward the variations of language that appear to their own speech during the teaching-learning process. This research is descriptive by using qualitative approach. The data to be presented in this research is taken from several words of Indonesian lecturers at several universities in Padang West Sumatra by distributing some questionnaires and also interviews. The method of data analysis is divided into two types, first, methods which related to the correlation of external language objects with a non-linguistic element called correlation method or method of matching, and secondly, methods which related to surgical, processing or internal verbal tampering called the method of operation or distribution method.

25

Collins, James T., Helen L. Johnson, and Rossall J. Johnson. "Indonesian-English/English-Indonesian Dictionary." Modern Language Journal 75, no. 1 (1991): 151. http://dx.doi.org/10.2307/329873.

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26

Elson, Mark J., and Branko Ostojic. "Serbocroatian-English/English-Serbocroatian Dictionary." Modern Language Journal 74, no. 4 (1990): 543. http://dx.doi.org/10.2307/328568.

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27

Gaeng, Paul A., Michel Peron, Gordon Shenton, Alain Duval, Monique Peron, and Rosemary C. Milne. "French-English, English-French Dictionary." Modern Language Journal 77, no. 2 (1993): 248. http://dx.doi.org/10.2307/328970.

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28

Babenko-Woodbury, Victoria A., and Leonid Hrabovsky. "Ukrainian-English, English-Ukrainian Dictionary." Modern Language Journal 77, no. 2 (1993): 274. http://dx.doi.org/10.2307/329001.

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29

Bond, Z. S., M. Sosare, and I. Birzvalka. "Latvian-English English-Latvian Dictionary." Modern Language Journal 78, no. 2 (1994): 264. http://dx.doi.org/10.2307/329044.

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30

Thomas, Alan R., and H. Meurig Evans. "Welsh-English English-Welsh Dictionary." Modern Language Journal 78, no. 1 (1994): 139. http://dx.doi.org/10.2307/329299.

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31

Kramer, Christina, and Ivan Tchomakov. "Bulgarian-English, English-Bulgarian Dictionary." Modern Language Journal 77, no. 1 (1993): 104. http://dx.doi.org/10.2307/329580.

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32

Aronson, Howard I., and John J. Torikashvili. "Georgian-English, English-Georgian Dictionary." Modern Language Journal 77, no. 4 (1993): 547. http://dx.doi.org/10.2307/329699.

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33

Lubensky, Sophia, and Kenneth Katzner. "English-Russian Russian-English Dictionary." Modern Language Journal 69, no. 2 (1985): 195. http://dx.doi.org/10.2307/326542.

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34

Choi, Jungsun. "English Garden in English Novel." Korean Society for Teaching English Literature 26, no. 2 (August 30, 2022): 351–75. http://dx.doi.org/10.19068/jtel.2022.26.2.13.

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This essay tries to prove that an English novel is a good textbook, in teaching English Garden, one of the major English cultural issues. English Garden, specifically, English Landscape Garden or Picturesque Garden is a critical issue in that it contributed to forming English Identity as rural England in the period of Industrial Revolution and Enclosure. To achieve that goal, it first examines the ideas and major characteristics of eighteenth century English Garden, including Lancelot Brown’s picturesque landscape design which was very popular from mid-eighteenth to the late eighteenth century in England. Next, it searches the descriptions of Landscape Garden in Jane Austen’s Pride and Prejudice, which is set in rural England in the late eighteenth century. Lastly, it connects the characteristics of Brown’s Landscape Garden, main features of which are spontaneity, naturalness, emphasis on sentiments and the symbol of liberty to the representation of the novel’s main characters, Elizabeth Bennet and Fitzwilliam Darcy, and their change and growth.

35

Ikalyuk, L., and U. Tatsakovych. "Middle English: English or Frenglish?" Journal of Vasyl Stefanyk Precarpathian National University 2, no. 2-3 (May 5, 2015): 22–28. http://dx.doi.org/10.15330/jpnu.2.2-3.22-28.

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The article focuses on a general description of Middle English considering the impact ofthe French language on its development during this period. Despite an extensive number of Frenchborrowings in different layers of the English language, the language remained English and itspredominant features were still those of Germanic origin

36

Stalker, James C. "Official English or English Only." English Journal 77, no. 3 (March 1988): 18. http://dx.doi.org/10.2307/818405.

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37

Noskin, David P. "Interdisciplinary English Means English First." English Journal 86, no. 7 (November 1997): 59. http://dx.doi.org/10.2307/819863.

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38

Wilmsen, Edwin N., Patrick Dickens, Anthony Traill, H.-J. Heinz, and Rainer Vossen. "English-Jul'Hoan / Jul'Hoan-English Dictionary." International Journal of African Historical Studies 29, no. 2 (1996): 397. http://dx.doi.org/10.2307/220544.

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39

Sobin, Nicholas, and Alison Henry. "Belfast English and Standard English." Language 72, no. 3 (September 1996): 630. http://dx.doi.org/10.2307/416283.

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40

Grant, Anthony P., and Blair A. Rudes. "Tuscarora-English/English-Tuscarora Dictionary." Language 76, no. 3 (September 2000): 747. http://dx.doi.org/10.2307/417185.

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41

Harlow, Ray, and Bruce Biggs. "English-Maori Maori-English Dictionary." Oceanic Linguistics 32, no. 1 (1993): 186. http://dx.doi.org/10.2307/3623103.

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42

Picard, Marc, and John O'Meara. "Delaware - English / English - Delaware Dictionary." Language 74, no. 1 (March 1998): 199. http://dx.doi.org/10.2307/417596.

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43

Heim, Michael, and Kenneth Katzner. "English-Russian, Russian-English Dictionary." Slavic and East European Journal 29, no. 2 (1985): 225. http://dx.doi.org/10.2307/308014.

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44

ABBOTT, GERRY. "Nuclear English and unclear English." Multilingua - Journal of Cross-Cultural and Interlanguage Communication 4, no. 3 (1985): 143–50. http://dx.doi.org/10.1515/mult.1985.4.3.143.

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45

Jackson, Ben. "English Votes for English Laws." Political Quarterly 87, no. 3 (July 2016): 309–11. http://dx.doi.org/10.1111/1467-923x.12292.

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46

Zhang, Ailing. "China English and Chinese English." English Today 13, no. 4 (October 1997): 39–41. http://dx.doi.org/10.1017/s0266078400010002.

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AILING ZHANG makes a distinction between two kinds of English in China ‘to emphasize the absolute necessity of Standard English to be taught, instead of other varieties claimed by some linguists to be equally good’.

47

Brewer, Derek. "How ‘English’ is English Literature?" English Today 1, no. 1 (January 1985): 39–42. http://dx.doi.org/10.1017/s0266078400013158.

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What do we understand nowadays by the traditional phrase ‘English literature’? Is it the literature of England and England alone, or of the whole British Isles when English is used, or does it cover the literature of all the world when that literature is cast in English?

48

Eaves, Megan. "English, Chinglish or China English?" English Today 27, no. 4 (November 8, 2011): 64–70. http://dx.doi.org/10.1017/s0266078411000563.

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Roughly 90,000 taxi drivers in Beijing learned English in preparation for the Summer Olympic Games (Beijing 2008) of some 600,000 total residents of the city that have jumped on the English bandwagon in the past few years (People's Daily, 2001). China is a country of nearly a billion and a half people, most of whom now begin learning English at the age of ten (Dong, 2005: 11). A simple Google search for ‘English in China’ yields more than 36,000,000 results! It cannot be argued that English is unpopular in the Middle Kingdom. With so many learners there, it stands to reason that a variety of English peculiar to China would eventually develop, and there is much evidence to suggest that it has already begun.

49

Yiyang, Li. "China English or Chinese English." English Today 35, no. 2 (November 22, 2018): 3–12. http://dx.doi.org/10.1017/s0266078418000457.

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In the last 20 years, the term ‘China English’ has been advanced as the most appropriate name for the variety of English that better expresses Chinese sociocultural realities and distinguishes the variety from the pejoratively perceived ‘Chinese English’ or ‘Chinglish’ (Du & Jiang, 2003; Jiang & Du, 2003; Meilin & Xiaoqiong, 2006). The demarcation between ‘China’ and ‘Chinese’, it is argued (Wang, 1991; Li, 1993; He & Li, 2009), is necessary if English as used by Chinese speakers is to gain recognition as something other than ‘bad’ English. Although no consensus regarding the definition of China English has yet formed among those who argue for the adoption of ‘China English’, characteristics of the variety can be inferred and the characteristics are used to confirm that ‘China English’ as a legitimate variety does exist, that it exhibits features of linguistic creativity rather than interference, suggesting a nativized educated variety (Berns, 2011). However, in my view, arguments in favor of a new term, ‘China English’, have more to do with renaming and rebranding and less with providing new insights into the nature of this English.

50

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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