The Government Campaign to Get Rid of Singapore's

Total Page:16

File Type:pdf, Size:1020Kb

The Government Campaign to Get Rid of Singapore's The Government Campaign to Get Rid of Singapore’s Unoficial Language Singlish, a creole, is spoken all over the country, but politicians want citizens to “speak good English.” BY DAN NOSOWITZ JUNE 26, 2018 IMAGINE THAT THE LANGUAGE YOU speak with your friends, with your family, with people on the street, a language unique to your country and objectively very interesting and cool, is, officially, considered lesser and unworthy. This kind of thing has happened around the world throughout history: African-American Vernacular English (AAVE) speakers in the United States, for example, have also had their language marginalized and demeaned by the ruling power. Now, it’s happening in Singapore. Singapore is an immigrant country with four official languages: English, Malay, Tamil, and Mandarin. Officially, English is the most commonly spoken language in Singaporean homes, having recently and just barely edged out Mandarin. Unofficially? That’s completely wrong. Because what’s likely the actual most common language spoken does not appear on the census. That language is called Singlish. Singlish can broadly be categorized as a creole, which is a full language that arises suddenly, usually with one language as its base, but with unique grammatical features and many words from at least one other language. This kind of language comes about when people who don’t speak the same language are suddenly living in the same place. Many creoles came from the slave trade: one person speaks one language, another speaks a second language, and they’re both moved to a place where they have to work together and live together and communicate. The base language is usually the language of the ruling class or imperial power; it’s a language that those two slaves need to understand a little, but they bring elements of their own languages into it. At first, this kind of language is classified as a pidgin, which is sort of a shorthand that exists solely for necessary communication alongside other full languages. But in some cases, it evolves into a full language of its own, one that can handle all the tasks any other language handles, at which point it’s called a creole. Singlish has its base in English, because Singapore was a British colony for most of its modern history. But the vast majority of the population came from countries where English was not the dominant language, mostly mainland China, Malaysia, and India. Thus Singlish was born. “Singlish itself, in its full-blown version, can get quite hard to understand [for non-Singaporean English speakers],” says Jakob Leimgruber, a sociolinguist and assistant professor who wrote his thesis on Singlish. Singaporeans are rarely monolingual, and conversations can often include bits and pieces, or full sentences, in multiple languages, which can make trying to isolate Singlish a bit tricky. But, despite the fact that Singapore is made up of multiple ethnic groups who speak different languages, Singlish itself is “remarkably consistent,” says Leimgruber, across the entire populace. At least, it’s consistent across all ethnic groups. Socioeconomically, it’s more likely that poorer and/or older Singaporeans would speak Singlish more often; younger and wealthier Singaporeans are more likely to be able to switch between Singlish and more widely understood varieties of English. But Leimgruber says that few, if any, Singaporeans would be completely unfamiliar with Singlish, largely due to the country’s compulsory military service, which places people from all economic backgrounds together. The language includes lots of loanwords from the other major languages spoken in Singapore, especially Mandarin, Malay, and Tamil. These are really, really common, to the point where sometimes it can sound as if the speaker has simply switched languages mid- thought. And there are some pronunciation things; words that end with a lot of consonants, for example, tend to get simplified, so a word like “texts” would be pronounced more like “tex.” But it gets much more interesting than that; it has a whole mess of totally distinct grammatical features that make it unusual. An easy one to understand is the word “lah,” which is what’s known in linguistics as a tag. It’s attached, often but not exclusively, to the end of sentences. It’s roughly similar to the Canadian “eh,” and various other English words or phrases used around the world (“right,” “you know,” “innit”). It is ubiquitous in Singapore, as associated with Singlish as the Canadian “eh” is with Canada, although interestingly there is no pause between the end of the sentence and “lah,” as there is with “eh.” Imagine it as just…not having a comma. “So you’d just race into it lah”? Singlish has so, so many of these lightly modifying tags: leh, mah, lor, hor, har, ar. They all convey slightly different things about the relationship between the speaker and listener, or the way the speaker wants the listener to interpret what was just said. Singlish speakers use the present tense when referring to people who are alive, or probably still alive. In English, you might say, “I went to Thailand last year, and the guide spoke fluent Spanish.” In Singlish, it would be, “the guide speaks fluent Spanish.” The thinking is that the guide continues to speak Spanish; whether you are in Thailand does not affect the guide’s ability to speak Spanish. Then there’s the word “kena,” which is pronounced something like “kih-NAH.” There are words like this in Asian languages such as Malay and Hokkien, but not really in English. It’s a grammatical word used to mark the passive and usually right before or even instead of a verb; it means something, some verb action, happened to the subject of the sentence. Interestingly, it’s only ever used for negative things; you could say “the teacher kena scolded him,” but not “the teacher kena praised him.” “Tio” is similar, though it can be used for positive actions as well, like “She tio money on the ground.” The English word “then” has, in Singlish, been changed to “den,” and its meanings have been pretty radically changed. It can be used to describe an action that will happen in the future, as in ”I den talk to you.” It can be used in about a dozen other ways, meaning “therefore,” as a link to a previous sentence, or alone as a sarcastic sort of “oh yeah?” meaning. The pronunciation might subtly change as well, by lengthening or dragging out the final consonant, to indicate the way in which the word is being used. “Den” is one of many examples of ways in which Singlish sort of sounds like English, but actually packs a whole other bunch of meanings into it. If you were to just translate “den” as “then,” you wouldn’t really be getting it; you can’t use “den” in some places you’d use “then,” and vice versa, and it sometimes means something other than what “then” would mean. Singlish also uses a lot of reduplication, which is repeating the same word. English doesn’t do this much; it might have a phrase like “very, very big,” in which the repetition is used to amplify the word “very.” “Very, very big” is even bigger than “very big,” which is bigger than “big.” In Singlish, that’s not at all how reduplication works. Take a sentence like this: “Your son short short.” For one thing, that’s not a typo; Singlish, like Hebrew and a few other languages, simply doesn’t use the verb “to be.” (Singlish also often omits articles like “the” and “a/an.”) But the reduplication thing: “short short” doesn’t mean “very short.” Instead the reduplication of the word is a dampener, taking the whole phrase to something more like “short-ish.” This kind of reduplication can be used with both adjectives and verbs; you can take a walk walk, which would be a very mild stroll. Anyway, that’s just a brief survey, and it might even underplay exactly how different from English Singlish really is. Leimgruber says Singlish is mostly mutually comprehensible with English, but I’m not so sure. Take a look at the Singlish dub of Beauty and the Beast. Singlish is spoken across all ethnic groups in Singapore, even across economic strata. But the government hates it. Since the year 2000, the Singaporean government has been conducting a campaign called the “Speak Good English Movement,” which is specifically designed to discourage the use of Singlish and encourage the use of standard English. Interestingly, the Singaporean government does not have a firm definition of what “standard English” means; they aren’t strictly teaching British Received Pronunciation or New England Prep School English or Australian English or anything else. By “standard,” they seem to simply mean “English that can be readily understood by English speakers outside Singapore.” 88.3Jia FM Speak Good English Movement Video 3 The campaign is not overtly violent or racist in the same way marginalization of Irish Gaelic or AAVE speakers was and is. The Singaporean government does outreach, posting signs around public transit telling people the “correct” way to pronounce words, hosting writing competitions for kids in school, that kind of thing. “These words are very similar and many often get them confused, but do you know when it’s more appropriate to use a particular word? Put your grammar skills to the test and see how you fare!” reads one quiz. Is it “The mother put her children to sleep at night” or “the mother put her children to bed at night”? The government’s reasoning is that English is the international language of commerce, and that Singapore has an inherent advantage because, it being a former British colony, English is already widely spoken.
Recommended publications
  • Vt Wx É}T T Hç|Äxüá|Wtw Vtà™Ä
    UNIVERSIDAD TECNICA PARTICULAR DE LOJA _t hÇ|äxÜá|wtw Vtà™Ä|vt wx _É}t ESCUELA DE CIENCIAS DE LA EDUCACION MENCION INGLES MODALIDAD ABIERTA Y A DISTANCIA A DESCRIPTIVE ANALYSIS OF ANGLICISMS USED IN ECUADORIAN NEWSPAPERS Research done in order to achieve the Bachelor´s Degree in Teaching English as a Foreign Language AUTHOR: PARRALES VALDEZ CARLOS ERNESTO DIRECTOR: MGS. PAOLA CABRERA SAN RAFAEL - ECUADOR 2010 CERTIFICATION MGS. PAOLA CABRERA CERTIFIES THAT: This research work has been thoroughly revised by the graduation committee. Therefore, authorizes the presentation of this thesis, which complies with all the norms and internal requirements of the Universidad Técnica Particular de Loja. Loja, September 15 TH , 2010 ___________________________ MGS. PAOLA CABRERA i CONTRATO DE CESION DE DERECHOS DE TESIS DE GRADO “Yo, CARLOS ERNESTO PARRALES VALDEZ declaro ser autor del presente trabajo y eximo expresamente a la Universidad Técnica Particular de Loja y a sus representantes legales de posibles reclamos o acciones legales. Adicionalmente declaro conocer y aceptar la disposición del Art. 67 del Estatuto Orgánico de la Universidad Técnica Particular de Loja que en su parte pertinente textualmente dice: “formar parte del patrimonio de la Universidad la propiedad intelectual de investigaciones, trabajos científicos o técnicos y tesis de grado que se realicen a través, o que el apoyo financiero, académico o institucional (operativo) de la Universidad”. Sr. CARLOS ERNESTO PARRALES V. ii AUTHORSHIP The thoughts, ideas, opinions and the information obtained through this research are the only responsibility of the author. Date: September 15 TH , 2010 ___________________________ Sr. CARLOS E. PARRALES iii DEDICATION I would like to dedicate the following thesis to my father (+) and my mother, for all the support they gave me when I was younger and I couldn´t take any advantage I will never forget the push that my two teen girls and my wife gave me to finish this important research.
    [Show full text]
  • Engrish: English Influence on East Asian Languages
    Engrish: English Influence on East Asian Languages Trusk, Ines Undergraduate thesis / Završni rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:125191 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-10-02 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Preddiplomski studij engleskog jezika i književnosti Ines Trusk Engrish: engleski utjecaj na istočnoazijske jezike Završni rad Mentor: izv.prof.dr.sc. Tanja Gradečak Erdeljić Osijek, 2016 Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Preddiplomski studij engleskog jezika i književnosti Ines Trusk Engrish: engleski utjecaj na istočnoazijske jezike Završni rad Znanstveno područje humanističke znanosti, polje filologija, grana anglistika Mentor: izv.prof.dr.sc. Tanja Gradečak Erdeljić Osijek, 2016. J. J. Strossmayer University of Osijek Faculty of Humanities and Social Sciences Double major BA programme in English Language and Literature and Hungarian Language and Literature Ines Trusk Engrish: English Influence on East Asian Languages BA thesis Supervisor: Tanja Gradečak Erdeljić, Associate Professor Osijek, 2016 J. J. Strossmayer University
    [Show full text]
  • I What Ls,.Amerlgall'! EIGLISH? in Our Multicurtural Heritage
    400.mi,ion people fl,f,:l,ll-tely speak Englishas their tirsr tunguage. English The second section in this chapter explores English as a global language-one is.rhe.tirst runguage fbr the majority of citizens of the United stntes, the united lhat reflects the multicultural influences in a common tongue. The section begins Kingdom, canada, Australia, stutn arri"u, New zealano, rr"ronJ, ,nd the many with an essay by one of the leading linguistic authorities on the topic of the global- islunds in the caribbeal. throughout tt. *orrJ a, u p.ere*ed izntion of the English language, David crystal. crystal explains the factors that second language, lausht "*t"nriu"iy it is th.e dominant ranguaie for internationut drive a language to become global and why globalization--despite what some crit- entertainment, .o--unications, science, diplomacy, meailcini and business. fnt"r"rtingfy, ics may claim-could be good for the planet. His piece is countered by another countries in some where English i: preferred spoken noted language 1?r_,1" language, it is the official ran- authority, Barbara wallraff, who argues that English is not really guuge, including the Marshail Islands, philippines, cam"roon, the and Zimbabwe. lhe global language, at least not in the way many people think. There are different This chapter takes a croser look at "linglishes" English usage rocally in the United states, and they are not all the same, posing a challenge to true universal un- und globally around the world. Is .arr".i"., there ,ulr, u tt ing a, nrgurt ,,r ena tlcrstanding.
    [Show full text]
  • English in Japan: from Foreign to International Language
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE English in Japan: From Foreign to International Language 著者 James R. HUNT journal or Journal of Regional Development Studies publication title volume 23 page range 57-66 year 2020-03 URL http://doi.org/10.34428/00011809 Creative Commons : 表示 - 非営利 - 改変禁止 http://creativecommons.org/licenses/by-nc-nd/3.0/deed.ja Journal of Regional Development Studies (2020) 57 English in Japan: From Foreign to International Language James R. HUNT Abstract From the well known lexical differences between native English speaking countries (e.g. BrE ‘pavement’, AmE ‘sidewalk’, AuE ‘footpath’), to the “striking variations in English which are emerging all over the world” (Crystal, 2003, p. 3), English is a plural language, it is spreading and dominating, and in the process it is changing and adapting to the needs of its new users. This paper outlines the historical development of the English language before discussing the status and role of English in Japan, a country where it has been argued that English is still very much considered “foreign” (Seargeant, 2011). It also considers the extent to which ‘nativization’ has occurred, and situates these thoughts in a global English as an International Language (EIL) context. Keywords EIL, ELF, EFL, World Englishes, nativization 1. Introduction English is the most widely used and learned language in the world (Yano, 2011, p. 126). Tracing its origins to Anglo-Saxon invaders sometime in the fifth century, the language developed through interaction with the indigenous population, and the lexicogrammatical assimilation of Latin, Scandinavian languages, and Norman French.
    [Show full text]
  • Anna Enarsson New Blends in the English Language Engelska C
    Estetisk-filosofiska fakulteten Anna Enarsson New Blends in the English Language Engelska C-uppsats Termin: Höstterminen 2006 Handledare: Michael Wherrity Karlstads universitet 651 88 Karlstad Tfn 054-700 10 00 Fax 054-700 14 60 [email protected] www.kau.se Titel: New Blends in the English Language Författare: Anna Enarsson Antal sidor: 29 Abstract: The aim of this essay was to identify new blends that have entered the English language. Firstly six different word-formation processes, including blending, was described. Those were compounding, clipping, backformation, acronyming, derivation and blending. The investigation was done by using a list of blends from Wikipedia. The words were looked up in the Longman dictionary of 2005 and in a dictionary online. A google search and a corpus investigation were also conducted. The investigation suggested that most of the blends were made by clipping and the second most common form was clipping and overlapping. Blends with only overlapping was unusual and accounted for only three percent. The investigation also suggested that the most common way to create blends by clipping was to use the first part of the first word and the last part of the second word. The blends were not only investigated according to their structure but also according to the domains they occur in. This part of the investigation suggested that the blends were most frequent in the technical domain, but also in the domain of society. Table of contents 1. Introduction and aims..........................................................................................................1
    [Show full text]
  • Globalização E Expansão Cons- Cienciológica Através Dos Idiomas
    302 Temas da Conscienciologia Globalização e Expansão Cons- cienciológica Através dos Idiomas Globalization and Conscientiological Expansion through Languages Globalización y Expansión Concienciológica a través de los Idiomas Luis Minero* * Graduado em Química. Pesquisador e Resumo: Diretor Administrativo da IAC. Este artigo apresenta um estudo da relação entre a globalização e a expan- [email protected] são e integração da Conscienciologia através de vários idiomas. Diferentes ca- ......................................................... racterísticas da globalização são apresentadas, fazendo-se a correlação com a Conscienciologia. Esta pesquisa sugere que, com a globalização, alguns valo- res regionais e idiomas menores ficam marginalizados e desaparecem, enquanto Palavras-chave outros se expandem. Uma análise básica da estrutura e característica dos idio- Conscienciologia mas é apresentada, evidenciando como as pessoas entendem o mundo em que Cultura vivem e, ao mesmo tempo, como as linguagens as condicionam. Através dos Globalização paralelos estudados entre a globalização e a análise dos idiomas, este trabalho Idiomas pretende contribuir para a criação de novas associações de idéias, enfatizando Poliglotismo a importância de se investir na prática do poliglotismo e na conscientização dos seus efeitos, concluindo que neste momento da globalização, e dentro do con- Keywords texto do Estado Mundial, as conscins mais lúcidas não podem se permitir estar Conscientiology restritas por nenhuma limitação idiomática. Culture Abstract: Globalization This article presents a study in regards to the relation between globalization Languages and the expansion and integration of conscientiology through different languages. Polyglotism Different characteristics of globalization are presented and correlated with conscientiology. This research suggests that, with globalization, some regional Palabras-clave values and less expressive languages become marginalized and eventually Concienciología disappear, while other languages expand.
    [Show full text]
  • Engrish: English Influence on East Asian Languages
    Engrish: English Influence on East Asian Languages Trusk, Ines Undergraduate thesis / Završni rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:125191 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-10-01 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Preddiplomski studij engleskog jezika i književnosti Ines Trusk Engrish: engleski utjecaj na istočnoazijske jezike Završni rad Mentor: izv.prof.dr.sc. Tanja Gradečak Erdeljić Osijek, 2016 Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Preddiplomski studij engleskog jezika i književnosti Ines Trusk Engrish: engleski utjecaj na istočnoazijske jezike Završni rad Znanstveno područje humanističke znanosti, polje filologija, grana anglistika Mentor: izv.prof.dr.sc. Tanja Gradečak Erdeljić Osijek, 2016. J. J. Strossmayer University of Osijek Faculty of Humanities and Social Sciences Double major BA programme in English Language and Literature and Hungarian Language and Literature Ines Trusk Engrish: English Influence on East Asian Languages BA thesis Supervisor: Tanja Gradečak Erdeljić, Associate Professor Osijek, 2016 J. J. Strossmayer University
    [Show full text]
  • UCLA Electronic Theses and Dissertations
    UCLA UCLA Electronic Theses and Dissertations Title Serious Play: Race, Game, Asian American Literature Permalink https://escholarship.org/uc/item/5sg8f0x3 Author Fickle, Tara Publication Date 2014 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles Serious Play: Race, Game, Asian American Literature A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in English by Tara Fickle 2014 © Copyright by Tara Fickle 2014 ABSTRACT OF THE DISSERTATION Serious Play: Race, Game, Asian American Literature by Tara Fickle Doctor of Philosophy in English University of California, Los Angeles, 2014 Professor Rachel Lee, Co-Chair Professor Mark McGurl, Co-Chair “Serious Play: Race, Game, Asian American Literature,” argues that games are narrative fantasies of perfectly equal opportunity that can help us reconceive of what it means to be a minority in contemporary America. Race’s idiomatic evolution into a “race card” points not just to identity’s growing immateriality and “virtualization” but to its increasingly intimate relationship with the ludic. Asian American authors in particular have seized upon the possibilities of transforming identity into an object of play, in part because gameplay opens up a space to challenge stereotypes about the group’s “Tiger Mother”-esque obsession with work and apparent allergy to “frivolous” endeavors. Rereading Asian American literature through its literal and proverbial games, from the convivial mahjongg club at the center of Amy Tan’s The Joy Luck Club to the game-theoretical model of the “prisoner’s dilemma” captured in Japanese American internment novels, “Serious Play” reveals that it is not the Asian American ability to work but to play that offers the most cogent insight into identity formation as a simultaneously personal, political, and ludic pursuit.
    [Show full text]
  • Seger Van Der Borght
    'HSDUWHPHQW9HUWDDONXQGH (63(5$172$1',765,9$/5<:,7+(1*/,6+ )257+(7,7/(2),17(51$7,21$//$1*8$*( Seger Van der Borght $IVWXGHHUVFULSWLHLQGH9HUWDDONXQGH 6FULSWLHEHJHOHLGHU3URI'U-RRVW%X\VVFKDHUW Academiejaar 2005-2006 ACKNOWLEDGEMENTS )LUVWRIDOO,ZRXOGOLNHWRWKDQNP\VXSHUYLVRU3URI'U-RRVW%X\VVFKDHUWIRUKLVJXLGDQFH KLVYDOXDEOHVXJJHVWLRQVGXULQJWKHSUHSDUDWLRQRIP\GLVVHUWDWLRQDQGIRUDOORZLQJPHWR ORRNLQWRWKLVVXEMHFW ,ZRXOGDOVROLNHWRWKDQN6DQQHIRUKHUFRQWLQXRXVVXSSRUWDQGPRWLYDWLRQWKURXJKRXWP\ VWXGLHVDQGWKHPDNLQJRIWKLVGLVVHUWDWLRQ 0\VLQFHUHJUDWLWXGHJRHVRXWWR+XJR5DXRIWKH(VSHUDQWRIRQGVLQ.RUWULMNZLWKRXWZKRP, FRXOGKDYHQHYHUILQLVKHGP\ZRUN+LVHQWKXVLDVPLQVSLUHGPHWRSURFHHG+HVKRZHGPHWKH GLIIHUHQWDVSHFWVRI(VSHUDQWRDQGKHOSHGPHILQGP\ZD\0RVWRIDOO,ZRXOGOLNHWRWKDQN KLPDQGKLVFROOHDJXH-RRVW9DQGHU%DXZKHGHIRUWKHLUWLPHXQFRQGLWLRQDOKHOSDQGIRU UHQGHULQJP\UHVHDUFKPXFKPRUHHIILFLHQW )LQDOO\,ZRXOGDOVROLNHWRWKDQNP\SDUHQWVIRUWKHLUPRUDOVXSSRUWWKURXJKRXWP\VWXGLHV DQGIRUJLYLQJPHWKLVRSSRUWXQLW\ 3 TABLE OF CONTENTS LIST OF FIGURES ....................................................................................................................5 PREFACE...................................................................................................................................6 Motivation ..............................................................................................................................6 Aim and Method.....................................................................................................................7 1 A GENERAL INTRODUCTION
    [Show full text]
  • CHINGLISH AS a DEVELOPING ELF VARIATION from Globalizing Perspectives to Glocalizing Tendencies
    Lingue e Linguaggi Lingue Linguaggi 23 (2017), 325-348 ISSN 2239-0367, e-ISSN 2239-0359 DOI 10.1285/i22390359v23p325 http://siba-ese.unisalento.it, © 2017 Università del Salento This work is licensed under a Creative Commons Attribution 3.0 CHINGLISH AS A DEVELOPING ELF VARIATION From globalizing perspectives to glocalizing tendencies SILVIA SPERTI1, ANNA DE SIENA 1UNIVERSITÀ DEGLI STUDI DI ROMA TRE Abstract – Since China has emerged first as a global manufacturing hub and gradually as an economic power, Chinese people have adopted English as a lingua franca, namely Chinglish, in their intercultural interactions and transactions. Nevertheless, the investigation of the historical and social context in which Chinglish has evolved will show a controversial relationship of Chinese speakers with their ELF variation. Despite being widespread among users that interact with foreigners for socio-economic reasons, Chinglish is generally considered by political power and Chinese governmental representatives as a primitive and backward language, to be deleted and replaced with a more pure Standard English. In this conflicting perspective, the paper will explore how some pragmalinguistic elements, derived from L1 cognitive schemata, regularly affect the texts spoken and written by Chinese speakers in English. Hence, a number of case studies will illustrate the extent to which Chinese native speakers – acting as ELF users and interacting within a global communicative setting – promptly activate native lexico-grammatical processes, consciously appropriate English language, creatively manipulate it to fulfill pragmatic needs, and, in the meanwhile, preserve L1 cognitive, semantic, rhetorical and socio-cultural dimensions. This would provide further insight not only into the current debate about World Englishes, but also into the challenging and ongoing shaping of intercultural communication in China where innovation and global attitudes constantly conflict with tradition and cultural resistance.
    [Show full text]
  • La Rassegna Stampa Di Oblique | Luglio 2016
    La rassegna stampa diOblique luglio 2016 La rassegna stampa del mese si apre con Storia dell’uno (e dell’altro), un racconto di Gianluca Minotti Accade che quando l’uno si specchia, l’immagine ri- esiste senza l’uno, ma anche che ciascuno ha un’im- flessa non sia la sua, bensì quella dell’altro. Questo è magine distorta di sé, nella maniera in cui si può però insolito, certo, ma non tanto se si tiene conto di una considerare distorto ciò che è al contempo diverso ma certa simmetria che gli specchi comunque manten- anche uguale a noi. Perché poi non sempre è evidente gono, giacché quando a specchiarsi è l’altro, ecco che chi sia l’uno e chi sia l’altro, e quando non lo è, è suf- l’immagine riflessa è quella dell’uno. Da ciò ne deri- ficiente mettersi di fronte allo specchio: l’immagine va che l’uno non esiste senza l’altro e che l’altro non che apparirà sarà il rovescio di ciò che siamo. rs_lug16.indd 1 27/07/2016 14:44:55 L’uno abita in una piccola città e fa il contabile per trascorsa nel disbrigo di lavori diversi, e in alcuni un’azienda di costruzioni e contando dal mattino si è distinto, in altri ha faticato. Si toglie la giacca alla sera, quando giunge la notte, gli pare che i conti e guarda dalla finestra e vede l’uno e sa a cosa l’uno non tornino mai, e il mattino dopo ricomincia da sta pensando, perché lui è stato suscitato proprio da capo il lavoro del giorno prima, e di giorno, con la quel pensiero, e quasi sorride per l’ingenuità dell’u- luce del sole, ogni numero torna al suo posto, e lui no, sorride, eppure ne è dispiaciuto,
    [Show full text]
  • Teaching English As Foreign Or Second Language
    TEACHING ENGLISH AS A SECOND LANGUAGE Unit Six: The Empirical Basis of Second Language Teaching and Learning IS LEARNING A SECOND LANGUAGE LIKE LEARNING A FIRST? •Psycholinguistic mechanisms •The acquisition of syntax •Discourse Acquisition Psycholinguistics is the study of the psychological and neurobiological factors that allow humans to acquire, use, comprehend and produce language. PSYCHOLINGUISTIC MECHANISMS Grammars Syntax Vocabularies Other factors that allow us to produce & understand language PSYCHOLINGUISTIC MECHANISMS IN THE L1 & L2 People learn the L1 at An L2 is learned when a young age when the a person is much older brain is still forming and the brain has When a person learns developed more the L1, it is the first Have previous language they’ve experience in learning learned (no previous a language (L1 experience) influences L2) THE ACQUISITION OF SYNTAX The ‘Innate Hypothesis’ suggests that the ability to acquire language is a facility unique to the human race. We inherit this ability genetically in the same way as other species inherit such things as the ability to migrate to certain parts of the world to mate and breed. D ISCOURSE -all languages have the same basic structural foundation (i.e. all have nouns, A CQUISITION verbs, adjectives, etc) -Universal Grammar (UG) : U : and its interaction NIVERSAL with the rest of the brain is what allows children to become fluent G in any RAMMAR language during the first few years of life UNIVERSAL GRAMMAR Born with a template of all possible sounds of the world’s languages. We gradually fill in template as we hear the language(s) spoken around us.
    [Show full text]