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English As Native Language). B/ ESL (English As Second Language

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English As Native Language). B/ ESL (English As Second Language Introduction 1. Key concepts in the description of English. a/ ENL (English as Native Language). b/ ESL (English as Second Language). c/ EFL (English as Foreign Language). d/ EIL (English as International Language). e/ ELF (English as Lingua Franca). Standard English 1. Standard language: the norm and the prestige variety spoken by those in power; codified in grammar books and dictionaries; used in government, law, education, science, and literature. 2.Inferior social status is reflected by the inferior variety of language used. 3. Prescriptive language rules and the role of change. Broadening the standard? 4. Standard English: a variety spoken by the educated in London; accent not involved in it, but only grammar and vocabulary; a variety taught to EFL students. 5. Standard English: not a style or register, but a social dialect. a/ Father was exceedingly fatigued subsequent to his extensive peregrinations. b/ Dad was very tired after his lengthy journey. c/ The old man was bloody knackered after his long trip. 6. New Englishes, e.g. American or Australian English: standard or non-standard? 7. Non-standard varieties of British English: regional dialects and rural dialects, e.g. Estuary English, Brummie, Cockney, Geordie, Scouse, London Jamaican, etc. 8. Non-standard American English: speech of Southerners, New Yorkers, African Americans, Mexican Americans, etc. 9. Find the non-standard part of each of the American English sentences below and rewrite it as standard. They play their stereo softer anymore. For a time, things looked badly, but they are better now. Somebody rung the doorbell. They put dynamite in the old hotel and blowed it up. It don’t matter at all. I want for him to enjoy himself. She did the job good. Please leave him go. She advised me as regards to my courses. We’re nowhere near finished yet. He stood on line an hour to get tickets. I seen him at the Union this morning. I’ll learn you not to be late. These here books are not mine. I hoped you was finished. Don’t open the door without I tell you. They missed the bus theirselves. We might could help if you want us to. We can’t skate anymore, but we used to could. He wants that we should help him. Did they suspicion anything from what you said? I had went down there. I done forgot what you wanted. She usually be home in the evening. She was a-coming home. They answered wrong. The man wasn’t saying nothing. I ain’t go to school yesterday. Me and him will do it. Y’all won the game. Youse won the game. Them books are on the shelf. I got me a new car. 10. Find the non-standard part of each of the British English sentences below and rewrite it as standard. I didn’t do nothing. I ain’t doing it. I ain’t got one. I never done it. I wants to see the film. We was there last year. I drawed a picture for you. She come home last week. He writes real quick. She waited for twenty year. The man as/what lives here. He hurt hisself. You done it, did you? References: Algeo, John. 1974. Exercises in Contemporary English. New York: Harcourt. Jenkins, Jennifer. 2003. World Englishes: A Resource Book for Students. London: Routledge. Spread of English 1. The three-circle model of World Englishes. 2. The circle of World Englishes. 3. The first dispersal: the British Isles, America, Australia, New Zealand, South Africa. New Englishes as independent varieties continuous with British English. The second dispersal: West Africa, East Africa, South-East Asia, South Pacific. Indian English, Nigerian English as fossilized varieties. Variation across Englishes 1. Grammar: nouns and verbs. a/ Up to twelve year of schooling (India). b/ And they know all four dialect (Jamaica). c/ Everyone has car (India). d/ I’m staying in one house with three other (India). e/ Don’t eat so much sweets (Singapore). f/ Some few fishermen may be seen (West Africa). g/ When I first met my husband, she was a student (East Africa). h/ My mother, he live in kampong (Malaysia). i/ A two-hour exciting display (Ghana). j/ Ninety over cheques (Singapore/Malaysia). k/ She drink milk (Philippines). l/ Every microcosm consist of many cells (India). m/ Mandarin, I learn it privately (Hong Kong). n/ My wife she pass her Cambridge (Singapore). o/ I have worked there in 1960 (India). p/ She is knowing her science very well (East Africa). q/ Mohan is having two houses (India). r/ His name cropped in the conversation (East Africa). s/ I’m going to voice out my opinion (West Africa). 2. Idioms. a/ To put sand in someone’s gari (Nigerian English). b/ To be in hot soup (Singaporean English). 3. Discourse. a/ So how? (Sri Lanka). b/ You’re enjoying? (Nigeria). c/ How? How now? (West Africa). d/ Are you all right? (East Africa). e/ I’ll go and come (Sri Lanka). f/ Walk slowly ho! (Singapore/Malaysia). 4. Vocabulary: locally coined expressions. a/ Stingko (Singapore). b/ Teacheress (India). c/ Jeepney (Philippines). d/ Enstool/destool (Ghana). e/ Peelhead (Jamaica). f/ Dry coffee (East Africa). g/ Key-bunch (India). h/ High hat (Philippines). 5. Vocabulary: borrowings from indigenous languages. a/ Chai (East Africa). b/ Crore (India). c/ Kundiman (Philippines). References: Jenkins, Jennifer. 2003. World Englishes: A Resource Book for Students. London: Routledge. English wordstock 1. Language change by borrowing: the acquisition of words, sounds, or rules from another language. a/ Substratum influence: a dominant language borrows from a non-dominant language, e.g. English has borrowed the words Canada, moccasin, totem, tomahawk from Amerindian languages. b/ Superstratum influence: a non-dominant language borrows from a dominant language, e.g. Mohawk has borrowed the words automobile, wheelbarrow from English. 2. Classification of borrowings. a/ Lexical, e.g. Pol. ratusz from Ger. Rathaus vs. structural, e.g. Pol. czasopismo from Ger. Zeitschrift, Pol. ostatni krzyk mody from Fr. dernier crie de la mode, Eng. It goes without saying from Fr. Ça va sans dire. b/ Proper, e.g. Pol. plajta from Ger. Pleite vs. artificial, e.g. Pol. magnetowid from Gr. magnes/magnetis and Lat. vid–/videre, Pol. telewizja from Gr. tele– and Lat. visio. c/ Partly assimilated, e.g. Pol. pizza (It.), weekend, komputer (Eng.) vs. fully assimilated, e.g. Pol. firanka, ganek from Ger. Fürhang/Vorhang, Gang. d/ Direct, e.g. Middle English feast from Middle French festa vs. indirect, e.g. Eng. algebra borrowed from Arabic via Spanish. 3. Can you identify the sources of the following words in English? a/ House, see, beer, Sunday. b/ Ketchup, typhoon. c/ Kayak, igloo, anorak. d/ Cruise, slim, yacht, schooner, deck, iceberg, sloop, cole slaw, smuggle, gin, cookie, boom. e/ Sultan, algebra, nadir, zenith, alcohol, cipher. f/ Trek, apartheid. g/ Dingo, boomerang, budgerigar. h/ Robot, polka, czar, tundra, intelligentsia. i/ Aunt, prince, mustache, castle. j/ Banshee, galore. k/ Waltz, poodle, dachshund, snorkel, plunder, swindler, kindergarten, seminar, noodle, pretzel. l/ Crisis, topic, dogma, coma. m/ Kibbutz, kosher. n/ Guru, pundit, thug, coolie, bungalow, dumdum, pyjamas, cummerbund, punch, shampoo, chintz. o/ Goulash, paprika. p/ Sonnet, bandit, balcony, loggia, colonnade, parapet, bankrupt, lava, ballot, motto, artichoke, casino, malaria, soprano, tenor, opera. q/ Flamingo, buffalo, veranda, marmalade. r/ Cigar, potato, cafeteria, sherry, armada, embargo, cargo, comrade, tornado, cannibal, mosquito, banana, guitar. s/ Both, egg, knife, low, sky. t/ Opossum, toboggan, wigwam, chipmunk, Alabama, Massachusetts. u/ Yogurt, horde, kiosk. 4. Native English words used in conjunction with French borrowings, e.g. cow vs. beef, calf vs. veal, sheep vs. mutton, pig vs. pork. 5. Origin of 5,000 most frequently used words in English. Degree of frequency Source language English French Latin Other First 1,000 83% 11% 2% 4% Second 1,000 34 46 11 9 Third 1,000 29 46 14 11 Fourth 1,000 27 45 17 11 Fifth 1,000 27 47 17 9 References: Crystal, David. 2002. The English Language. London: Penguin. Jenkins, Jennifer. 2003. World Englishes: A Resource Book for Students. London: Routledge. Jespersen, Otto. 1967. Growth and Structure of the English Language. Oxford: Blackwell. Langacker, Ronald W. 1973. Language and Its Structure: Some Fundamental Linguistic Concepts. New York: Harcourt, Brace, Jovanovich. Maćkiewicz, Jolanta and Edward Łuczyński. 2001. Językoznawstwo ogólne: Wybrane zagadnienia. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego. English in Scotland 1. Population: the Celts, the Picts, the English, the Vikings, and the Normans. 2. The burghs as Anglo-Norman settlements in Scotland after the Norman Conquest (1066) and other new township names in the heart of Scotland, e.g. Staneycroft, Stobstone, Bradwell. 3. Northumbrian Old English and Scots Gaelic spoken in Scotland in the 6th century AD. Scotland a Gaelic-speaking country till the end of the 13th c.: Alexander III the last Gaelic king. 4. ‘Scottis’ (1286-1560) and the influence of English. The capital moved from Perth to Edinburgh. The Balliols, the Bruces, the Stewarts and the 300 Years’ War against England. National literature and ‘Scottis’ vs. ‘Inglis’ (1494). 5. Southern English influence (1560-1700) and the prestige of English. Printing introduced in 1508. Reformation and the traditional alliance with France. James I the king of England (1603) and the declining role of Scots. 6. 1700-1900 and renewed interest in old Scottish poetry, e.g. Allan Ramsay (1686-1758) and John Watson (1850-1907). David Hume (1711-1776) and his pro-English attitude. Romantic period, e.g. Robert Burns (1759-1796) and Walter Scott (1771-1832). John Jamieson and The Etymological Dictionary of the Scottish Language (1808). 7. Highlands faithful to Catholicism. The uprisings of 1715 and 1745. 8.
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