Influence of Liverpool Welsh on Lenition in Liverpool English
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TEACHING PHONICS to ELEMENTARY SCHOOL STUDENTS in CHINA Approved: Date: __May 9Th 2019___Paper Advisor
TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Approved: Date: __May 9th 2019____________ Paper Advisor TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA A Seminar Paper Presented to The Graduate Faculty University of Wisconsin-Platteville In Partial Fulfillment Of the Requirement for the Degree Master of Science in Education English Education By Feijun Wang 2019 ACKNOWLEDGMENTS First and foremost, I would like to show my deepest gratitude to my supervisor, Dr. Wonim Son, a respectable, responsible and resourceful scholar, who has provided me with valuable guidance in every stage of the writing of this paper. Without her enlightening and insightful instruction, impressive kindness and patience, I could not have completed my paper. Her keen and vigorous academic observation enlightens me not only in this paper but also in my future study. I would also like to thank all my teachers who have helped me to develop the fundamental and essential academic competence. Last but not least, I want to sincerely thank all my friends, especially my two lovely classmates, for their encouragement and support. iii Abstract TEACHING PHONICS TO ELEMENTARY SCHOOL STUDENTS IN CHINA Feijun Wang Under the Supervision of Dr. Wonim Son. School of Education Although phonics is a hot topic in the elementary English education circles of China, it is the traditional spelling method that is used in most elementary English classes. This paper, by comparing phonics method with International phonetic alphabets method as well as traditional method, aims to prove that the former is more advantageous to English teaching in elementary schools. By conducting literature review on phonetic alphabet teaching method and traditional teaching method in China, as well as review on phonics method in western countries, this paper proves the feasibility and effectiveness of phonics method in English class of Chinese elementary school. -
Undergraduate English Language Requirements
Undergraduate English Language Proficiency Requirements and International English Language Equivalencies Overview The University of Auckland (UoA) sets standards for English Language proficiency for admission to the University for international applicants. All international applicants are required to provide satisfactory evidence of their proficiency in English. This could take the form of an acceptable English language test, such as IELTS or TOEFL, or previous academic study completed in English. The purpose of this document is to outline what will be accepted as satisfactory evidence for this requirement. Please note that domestic applicants are not included. International applicants entering the University on the basis of NCEA, Cambridge International (formerly known as CIE) or IB taken in New Zealand, must meet the standard literacy requirements for admission; refer to the NCEA, Cambridge International and IB requirements on the University of Auckland website. IELTS and TOEFL are not replacements for these literacy requirements. International applicants entering the University on the basis of Cambridge International or IB taken outside of New Zealand may meet the standard literacy requirement through an alternative approved English test as outlined below. Approved by Education Committee in June 2021 and effective for applications received on or after 1 August 2021, for commencement in Semester 1 2022 and onwards. 1 Pathways for Meeting English Language Proficiency 1 International Applicants from Majority English Speaking Countries -
Welsh Language Technology Action Plan Progress Report 2020 Welsh Language Technology Action Plan: Progress Report 2020
Welsh language technology action plan Progress report 2020 Welsh language technology action plan: Progress report 2020 Audience All those interested in ensuring that the Welsh language thrives digitally. Overview This report reviews progress with work packages of the Welsh Government’s Welsh language technology action plan between its October 2018 publication and the end of 2020. The Welsh language technology action plan derives from the Welsh Government’s strategy Cymraeg 2050: A million Welsh speakers (2017). Its aim is to plan technological developments to ensure that the Welsh language can be used in a wide variety of contexts, be that by using voice, keyboard or other means of human-computer interaction. Action required For information. Further information Enquiries about this document should be directed to: Welsh Language Division Welsh Government Cathays Park Cardiff CF10 3NQ e-mail: [email protected] @cymraeg Facebook/Cymraeg Additional copies This document can be accessed from gov.wales Related documents Prosperity for All: the national strategy (2017); Education in Wales: Our national mission, Action plan 2017–21 (2017); Cymraeg 2050: A million Welsh speakers (2017); Cymraeg 2050: A million Welsh speakers, Work programme 2017–21 (2017); Welsh language technology action plan (2018); Welsh-language Technology and Digital Media Action Plan (2013); Technology, Websites and Software: Welsh Language Considerations (Welsh Language Commissioner, 2016) Mae’r ddogfen yma hefyd ar gael yn Gymraeg. This document is also available in Welsh. -
Kupni Smlouva.Pdf
KUPNÍ SMLOUVA Č. UKFFS/0267/2020 uzavřená dle ustanovení § 2430 a násl. zákona č. 89/2012 Sb., občanský zákoník, ve znění pozdějších předpisů, (dále jen „OZ“) mezi smluvními stranami Univerzita Karlova, Filozofická fakulta sídlo: náměstí Jana Palacha 1/2, 116 38 Praha 1 zastoupena: doc. PhDr. Michalem Pullmannem, Ph.D., děkanem IČO: 00216208 DIČ: CZ00216208 bankovní spojení: Komerční banka, a.s., Praha 1 č. ú.: kontaktní osoba: +420 221 619 248, e‐mail: interní číslo zakázky: na straně jedné (dále jen „kupující“) a Kuba Libri s.r.o. sídlo/místo podnikání: Ruská 972/94, 100 00 Praha 10 ‐ Vršovice zápis v obchodním rejstříku: vedeném Městským soudem v Praze, odd. C, vložka 204178 zastoupena: MUDr. Janem Švecem, jednatelem společnosti IČO: 29149177 DIČ: CZ29149177 bankovní spojení: Komerční banka, a.s. č. ú.: 107‐407821021 0 kontaktní osoba: MUDr. Jan Švec, 6 959 563, e‐mail: jan.svec@kubal na straně druhé (dále jen „prodávající“) Článek I Úvodní ustanovení 1.1. Tato smlouva se uzavírá na základě výsledků zadávacího řízení na dodávky, vyhlášeného kupujícím, jako zadavatelem, pod názvem „Výzva č. 15: FF UK ‐ nákup knih pro projekt KREAS“ (dále jen „veřejná zakázka“ nebo „zakázka“) v rámci zavedeného Dynamického nákupního systému pro nákup knih pro projekt KREAS v období 2018 ‐ 2022 a v souladu se zadávací dokumentací a nabídkou prodávajícího podanou v rámci shora uvedeného zadávacího řízení. 1.2. Touto smlouvou se prodávající zavazuje na svůj náklad, na svou odpovědnost a v dohodnuté době dodat kupujícímu knihy (dále jen „zboží“), které jsou blíže specifikované v Příloze č. 1 Specifikace dodávky (dále jen „Příloha č. -
History of English and French Languages in Mauritius: a Study in Language and Power
History of English and French languages in Mauritius: A study in language and power Satish Kumar Mahadeo Faculty of Social Studies and Humanities, University of Mauritius, Reduit Mauritius ABSTRACT It is widely believed that a comparison between the British and French empires reveals a fundamental difference in their language policies. The justification for this contention seems to be that the French were more singleminded in the prosecution of their language, more conscious of a ‘civilizing mission’, more intolerant of the use of indigenous languages at any stage in education, and more effective in educating black men (and far fewer women) to speak the metropolitan language beautifully. Although this is a very selective over-simplification of the issues involved, the language situation in Mauritius, which was subjected both to English and French influence, shows how the overall goals of the colonial powers, which had slightly different education policies, tended to be in identical terms. In both empires, education served the interests of the colonizing power, and large areas of social life were unaffected by colonial education and linguistic policies. Even if the French organized education exclusively through the medium of French in Africa, the proportion of the population involved was minute, and only slightly larger in British Africa. The example of Mauritius will illustrate this. Introduction The overall goals of the colonial powers were conceived differently, the French aiming at la France outré-mer and ultimate union with metropolitan France, the British accepting the principle of trusteeship, leading ultimately to self-government and independence. Whether these variants were experienced differently by colonial subjects, or have had different major long-term effects of a structural or ideological kind is doubtful. -
The Ideology of American English As Standard English in Taiwan
Arab World English Journal (AWEJ) Volume.7 Number.4 December, 2016 Pp. 80 - 96 The Ideology of American English as Standard English in Taiwan Jackie Chang English Department, National Pingtung University Pingtung City, Taiwan Abstract English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE. Keywords: American English as Standard English (AESE),Critical Discourse Analysis (CDA), ideology, inequalities 80 Arab World English Journal (AWEJ) Vol.7. No. 4 December 2016 The Ideology of American English as Standard English in Taiwan Chang Introduction It is an undeniable fact that English has become the global lingua franca. However, as far as English teaching and learning are concerned, there is a prevailing belief that the world should be learning not just any English variety but rather what is termed Standard English. -
International Intelligibility in World Englishes: Focusing on Idiomatic Expressions
Intercultural Communication Studies XVII: 4 2008 Yoshikawa International Intelligibility in World Englishes: Focusing on Idiomatic Expressions Hiroshi Yoshikawa, Chukyo University There are many new English varieties taking root in different cultures in the world. People now use their own English as a tool of international communication. The issue of international intelligibility has to be discussed from the viewpoint of an international perspective. For the purposes of teaching English to Japanese who use English as a foreign language, the idiomatic expressions of traditional Englishes and newborn English varieties are interesting, but pragmatically difficult to understand and use. Some approach to ease the difficulty with pragmatic usage of the idiomatic expressions should be investigated. This paper proposes a teaching and learning strategy to a semantic domain focusing on idiomatic expressions in order to secure an international intelligibility1. Nowadays, there are many varieties of English in the world. The concept that each variety has to be maintained is supported, because each variety is one of the symbols which show the identity of its speakers. However, if the differences among the varieties are increased it can be predicted that a discrepancy will occur in the mutual understanding among the speakers of English varieties. Latin was diversely changed into French, Italian, Spanish, and so on, then the mutual intelligibility between them vanished. It cannot be denied that English may follow the same path. An international intelligibility is a matter of importance in the discussion of World Englishes. The indication or discovery of common denominators and learning strategies which can be applied to bridge the diversity among English varieties in phonological, syntactic, and semantic domains can provide a contribution toward the establishment of increased international intelligibility. -
Who Identifies As Welsh? National
November 2014 DYNAMICS OF DIVERSITY: EVIDENCE FROM THE 2011 CENSUS ESRC Centre on Dynamics of Ethnicity (CoDE) Who identifies asWelsh? National identities and ethnicity in Wales Summary • In Wales, 1.8 million people identify only as Welsh (58% of • People born in Wales are more likely to report only a Welsh the population) and 218,000 identify as Welsh and British national identity (76%). People born in Oceania and North (7% of the population). America and the Caribbean are more likely to report only a Welsh national identity (14% and 10% respectively) than • Mixed ethnic groups are more likely to identify with only people born in England (8%). a Welsh national identity than all other ethnic minority groups, with the highest proportion being amongst the White and Black Caribbean (59%) group. Introduction Since devolution, the Welsh Government has sought to • Mixed groups are more likely to identify only as Welsh support a common Welsh national identity through the ‘One (47%) than mixed groups in England (46%) and Scotland Wales’ strategy. This has included, for example, strengthening (37%) identify as English or Scottish only. the place of ‘Wales in the World’ and continued support for 1 • The ethnic groups in Wales most likely to identify only as the Welsh language. The inclusion of a question on national British are Bangladeshi (64%), Pakistani (56%) and Black identity in the 2011 Census provides us with an opportunity Caribbean (41%). to examine how people living in Wales describe themselves. The Census shows that 58% of people living in Wales identify • Welsh only national identity is reported more for younger only as Welsh and a further 7% identify as Welsh and British.2 people aged 0 to 17 than those aged 18 or older. -
British Or American English?
Beteckning Department of Humanities and Social Sciences British or American English? - Attitudes, Awareness and Usage among Pupils in a Secondary School Ann-Kristin Alftberg June 2009 C-essay 15 credits English Linguistics English C Examiner: Gabriella Åhmansson, PhD Supervisor: Tore Nilsson, PhD Abstract The aim of this study is to find out which variety of English pupils in secondary school use, British or American English, if they are aware of their usage, and if there are differences between girls and boys. British English is normally the variety taught in school, but influences of American English due to exposure of different media are strong and have consequently a great impact on Swedish pupils. This study took place in a secondary school, and 33 pupils in grade 9 participated in the investigation. They filled in a questionnaire which investigated vocabulary, attitudes and awareness, and read a list of words out loud. The study showed that the pupils tend to use American English more than British English, in both vocabulary and pronunciation, and that all of the pupils mixed American and British features. A majority of the pupils had a higher preference for American English, particularly the boys, who also seemed to be more aware of which variety they use, and in general more aware of the differences between British and American English. Keywords: British English, American English, vocabulary, pronunciation, attitudes 2 Table of Contents 1. Introduction ..................................................................................................................... -
Exploring Linguistic “Creativity” on Social Media: a Case Of
EXPLORING LINGUISTIC “CREATIVITY” ON SOCIAL MEDIA: A CASE OF SELECTED POSTS BY NAMIBIANS ON FACEBOOK, TWITTER AND WHATSAPP A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ENGLISH STUDIES OF THE UNIVERSITY OF NAMIBIA BY TERTISIA NDINELAO NGHIPONDOKA 200816799 APRIL 2020 SUPERVISOR: DR S. SHIPALE ABSTRACT The main purpose of this study was to explore linguistic innovation, a case of selected posts by Namibian as expressed on social media platforms: Facebook, WhatsApp and Twitter. In addition, the study sought to identify the strategies of linguistic innovation and to examine the motivation behind this innovation. By assessing the extent that the innovated language deviates from standard English, the study was able to evaluate the distinction of the innovated language from “incorrect” forms of English as a World English. The qualitative research approach was appropriate for the study because it allowed an in-depth exploration of the various forms and strategies of linguistic innovation among Namibian social media users. The non-probability sampling technique was used to select the 50 conversations as screenshots, which were then analysed using Discourse Analysis. The study revealed that interaction among the youth is made up of informal structures that deviate from standard English, which is a reflection of netspeak among the digital natives. The study found that the youth uses the following strategies of linguistic innovation: emojis and emoticons, code-switching/mixing, colloquialisms and slang, and other forms such as vulgar and acronyms. The study concluded that linguistic innovation and creativity depend on the social media platform, based on features such as text limits and visibility of the conversations or posts. -
Uva-DARE (Digital Academic Repository)
UvA-DARE (Digital Academic Repository) Accents, attitudes and Scouse influence in North Wales English Cremer, M. Publication date 2007 Published in Toegepaste Taalwetenschap in Artikelen Link to publication Citation for published version (APA): Cremer, M. (2007). Accents, attitudes and Scouse influence in North Wales English. Toegepaste Taalwetenschap in Artikelen, 77, 33-43. http://www.anela.nl/index.php?option=com_content&task=view&id=148#cremer General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 ACCENTS, ATTITUDES AND SCOUSE INFLUENCE IN NORTH WALES ENGLISH M. Cremer, ACLC, Universiteit van Amsterdam 1 Introduction Regarding the sociolinguistic situation in Wales, one can say that centuries of Anglicisation brought about by political, commercial and educational forces have not only left Wales with a new language, but have also left the Welsh with an inferiority complex. -
History of English Language (Eng1c03)
School of Distance Education HISTORY OF ENGLISH LANGUAGE (ENG1C03) STUDY MATERIAL I SEMESTER CORE COURSE MA ENGLISH (2019 Admission ONWARDS) UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION Calicut University P.O, Malappuram Kerala, India 673 635. 190003 History of English Language Page 1 School of Distance Education UNIVERSITY OF CALICUT SCHOOL OF DISTANCE EDUCATION STUDY MATERIAL FIRST SEMESTER MA ENGLISH (2019 ADMISSION) CORE COURSE : ENG1C03 : HISTORY OF ENGLISH LANGUAGE Prepared by : 1. Smt.Smitha N, Assistant Professor on Contract (English) School of Distance Education, University of Calicut. 2. Prof. P P John (Retd.), St.Joseph’s College, Devagiri. Scrutinized by : Dr.Aparna Ashok, Assistant Professor on Contract, Dept. of English, University of Calicut. History of English Language Page 2 School of Distance Education CONTENTS 1 Section : A 6 2 Section : B 45 3 Section : C 58 History of English Language Page 3 School of Distance Education Introduction As English Literature learners, we must know the evolution of this language over the past fifteen hundred years or more. This course offers an overview of the History of English Language from its origin to the present. This SLM will have three sections: Section A briefly considers the early development of English Language and major historical events that had been made changes in its course. Section B takes up the changes that have taken place in English through Foreign invasions in 17th, 18th, and 19th centuries, besides it discusses the contribution of major writers to enrich this language. In the Section C, we trace out the evolution of standard English and the significance of English in this globalized world where technology reigns.