This book examines the special nature of English both as a global and a local language, focusing on some of the ongoing changes and on the emerging new structural and discoursal characteristics of varieties of English. Although it is widely recognised that processes of language change and contact bear affinities, for example, to processes observable in second-language acquisition and lingua franca use, the research into these fields has so far not been sufficiently brought into contact with each other. The articles in this volume set out to combine all these perspectives in ways that give us a better understanding of the changing nature of English in the modern world.
Bringing together experts from both historical linguistics and psychology, this volume addresses core factors in language change from the perspectives of both fields. It explores the potential (and limitations) of such an interdisciplinary approach, covering the following factors: frequency, salience, chunking, priming, analogy, ambiguity and acquisition. Easily accessible, the book features chapters by psycholinguists presenting cutting edge research on core factors and processes and develops a model of how this may be involved in language change. Each chapter is complemented with one or several case study in the history of the English language in which the psycholinguistic factor in question may be argued to have played a decisive role. Thus, for the first time, a single volume provides a platform for an integrated exchange between psycholinguistics and historical linguistics on the question of how language changes over time.
Focuses on the radical changes that have taken place in the structure of English over a millennium and a half, detailing the influences of migration, colonialism and many other historical, social and cultural phenomena. This work introduces many key debates relating to the English language, illustrated by specific examples of data in context.
Studying English Literature and Language is unique in offering both an introduction and a companion for students taking English Literature and Language degrees. Combining the functions of study guide, critical dictionary and text anthology, this is a freshly recast version of the highly acclaimed The English Studies Book. This third edition features: fresh sections on the essential skills and study strategies needed to complete a degree in English—from close reading, research and referencing to full guidelines and tips on essay-writing, participating in seminars, presentations and revision an authoritative guide to the life skills, further study options and career pathways open to graduates of the subject updated introductions to the major theoretical positions and approaches taken by scholars in the field, from earlier twentieth century practical criticism to the latest global and ecological perspectives extensive entries on key terms such as ‘author, ‘genre’, ‘narrative’ and ‘translation’ widely current in debates across language, literature and culture coverage of both local and global varieties of the English language in a range of media and discourses, including news, advertising, text messaging, rap, pop and street art an expansive anthology representing genres and discourses from early elegy and novel to contemporary performance, flash fiction, including writers as diverse as Aphra Behn, Emily Dickinson, J.M. Coetzee, Angela Carter, Russell Hoban, Adrienne Rich and Arundhati Roy a comprehensive, regularly updated companion website supplying further information and activities, sample analyses and a wealth of stimulating and reliable links to further online resources. Studying English Literature and Language is a wide-ranging and invaluable reference for anyone interested in the study of English language, literature and culture.
"The history and wide distribution of the English language - originally an Anglo-Frisian dialect first taken to Southern Britain by Germanic settlers in the 5th century and spoken by only a few - has been a most remarkable and unparalleled one. Nowadays, English is the world language, influencing each and every single aspect of the daily and professional lives of millions of people on an international scale. The metaphor of the Global Village often represents the ubiquitous process of globalisation - a phenomenon that has shaped the existence of mankind in the last couple of decades. Communication in all areas is ensured mostly through the use of the English language. It is remarkable, though, that English is only in the fourth place in terms of native speaker ranking and that its proportion is decreasing steadily. Yet what makes English so important is its use as a lingua franca - an international language that is used for communication by speakers of different languages. Estimates claim that about 1 billion people - that is about one sixth of the world population - have at least some knowledge of English and in most countries it has become one of the basic necessities in professional life. Does this development have any influence on the way we as future professionals explore, describe and - above all - teach the English language? Do native speakers still 'own' English or is it rather 'Globish', 'Franglais' or 'Denglisch' that should be taught? In this term paper I aim to offer some answers to these questions and examine different theories of teaching English as a global language."--p. 1, Introduction.
Drawing on the theoretical work of Jacques Lacan, Marshall W. Alcorn Jr. formulates a systematic explanation of the function and value of desire in writing instruction. Alcorn argues that in changing the subject matter of writing instruction in order to change student opinions, composition instructors have come to adopt an insufficiently complex understanding of subjectivity. This oversimplification hinders attempts to foster cultural change. Alcorn proposes an alternative mode of instruction that makes effective use of students’ knowledge and desire. The resulting freedom in expression—personal as well as political—engenders the recognition, circulation, and elaboration of desire necessary for both human communication and effective politics. Responding to James Berlin’s reconception of praxis in the classroom, Theresa Ebert’s espousal of disciplined instructions, and Lester Faigley’s introduction of a postmodern theory of subjectivity, Alcorn follows both Lacan and Slavoj Žižek in insisting desire be given free voice and serious recognition. In composition as in politics, desire is the ground of agency. Competing expressions of desire should generate a dialectic in social-epistemic discourse that encourages enlightenment over cynicism and social development over authoritarian demands. With clarity and personal voice, Alcorn explains how discourse is rooted in primitive psychological functions of desire and responds to complex cultural needs. In its theoretical scope this book describes a new pedagogy that links thought to emotion and the personal to the social.
The period covered by this book, first published in 1987, was an important one for the rural landscape in England. The author describes and analyses the evolution of the countryside during the years which witnessed the gradual disappearance of the medieval landscape and the introduction of new farming methods and industrial techniques, thus laying the foundation for the radical changes that were to transform the English countryside in the eighteenth and nineteenth centuries. The main features of the countryside are dealt with fully and examples are given of their remains which can still be identified in the landscape today.
Is English changing? To what degree is it changing? Is this change good or bad? In answering these questions, Is English Changing? provides a lively and concise introduction to language change, refuting commonly held misconceptions about language evolution as we understand it. Showing that English, like all living languages, has historically changed and continues to change, this book: analyzes developments in the lexicon, the way words are spoken or written, and the way in which speakers and writers use words; offers a basic overview of the major subfields of linguistics, including phonetics, morphology, syntax, semantics, pragmatics, and sociolinguistics, all viewed through the prism of language change; discusses change over time with examples from Old English, Middle English, and Modern English; reinforces important concepts with examples from other languages, including Spanish, Japanese, and Czech; clearly defines key terms and includes advice on rules, usage, and style, as well as ample annotated further reading and activities throughout. Aimed at undergraduate students with little or no prior knowledge of linguistics, this book is essential reading for those studying this topic for the first time.
Gateshead has often been overshadowed by Newcastle, its northern neighbour across the River Tyne, yet its history is full of fascinating insights into the way in which a northern industrial town experienced the 19th and 20th centuries. This book explores this period of great change through a study of the town's everyday historic landscape. The story of industry includes the legacy of railway engineering and the construction of the Team Valley Trading Estate, a nationally significant example of a state-sponsored attempt to engineer economic change. Gateshead's growth brought new civic responsibilities and the borough's public buildings - town hall, libraries, schools and hospitals - illustrate how services were provided. Dominating the landscape, however, is the housing built for the town's fast-growing population, and this tells a rich story of changing lifestyles, from the highly distinctive 'Tyneside flats' of the 19th century to post-war high-rise blocks. The book concludes with a discussion of the conservation of the historic environment in a new period of great change.
This dissertation, "Changing English Language Teaching Through ICT Integration: an Investigation" by 陳凱茵, Hoi-yan, Chan, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3125613 Subjects: English language - Study and teaching (Middle school) - China - HongKong English language - Study and teaching (Secondary) - China - Hong Kong English language - Computer-assisted instruction English teachers - China - Hong Kong - Attitudes
In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.

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