Native Vs. Non Native Englishes

In some foreign country, the first language of children is English. And when they grow up, they need to use English to cope their assignment in secondary school or university, especially university, lots of lessons will use English. Not just in university, some of lesson out of the university also use English. Many of the top industry publications and research is in English, and people need to know English. They use English skillfully because they always speak. But now, not only the foreign country, some developed country children learned English when they are young, in some Kindergarten, they try to learn the pronunciation of letters. For the English become global language, people would like to learn English when they are young. For learning English in the school, children will have an extra skill for their life when they grow up. Speaking a second language to other people takes courage and is often a transformative experience for people. But on the other hand, when the people were young, they can learn English in the school. Because of this, it makes lots of people rely on the school, they just know that if they can pass the test in the school, their English is good. It is wrong. And as the English developed, many materials are in English, as people who want to know what the result is, they need to know

English is the language of the modern world. It is undeniable that English has become a global lingua franca and has developed throughout history. With the spread of English, it has evolved into different varieties known as ‘World Englishes’ and in turn emerged a number of attitudes to the issues of deviation from what is considered to be ‘standard’. Throughout the years there has been a great debate over the teaching of English in schools. One particular aspect of this is the argument over whether or to what extent Standard English should be used in the education of children. In this essay I will examine the understanding of Standard English and Non-standard Englishes and relate how Standard English is used in the domain education in Outer

Fundamentally, he shows the effects of social factors to the language and describes how Americans` way to speak their language varies by regions. When it comes to education, unlike MacNeil who neutrally observes the change, McGray focuses on Americans` perspective on language that has changed by social and political issues. He claims that American education did not react to the growing internationalism and let Americans be indifferent to other countries, especially languages (McGray 354). For example, 25 luminaries proposed plausible educational reforms, but government officials did not adopt them (McGray 355). Ultimately, the author suggests that to be competitive in national fields, Americans need to realize the seriousness of their indifference to foreign countries and cultures, understand their indifference to other foreign languages, and change the American education system and policies for foreign languages. Similar to McGray and contrast to MacNeil, Simon worries about the usage of modified English. He recognizes that English has inevitably changed by social circumstances, such

Speaking English as a second language in front of others can prove to be anxiety-provoking and when an international student develops this kind of fear they limit their ability to participate in discussions of class and develop a social relationship. For entry of international student in universities would normally consist of a TOEFL or IELTS score. However, even when the entry level requirement is fulfilled by students, they are not acquainted with the terminology that is technical for a subject area specialist. Difficult time is faced by international students while reading because of lack of familiarity with English vocabulary, a weak understanding of complex syntax, lack of background knowledge in a subject and lack of equivalent words between English and their native language (Mertin, 2013). Criteria of language which is the only thing achieved by the students, studying in English, especially at the level of master’s, can result stressful and onerous. The language entry requirement which is pass by the international students and the independent study was problematic for the international students required at a very early stage of the

Beth- I definitely agree with you that native English speakers have an advantage pertaining to how one uses the language in the correct context, but I also agree with you that non-native speakers may have a more objective, and deeper knowledge of American culture than native speakers do. I like your example of pronunciation that you used in your post. This is usually seen as a common advantage that many L1 (English) teachers have when compared to L2 (English) teachers (SpokenEnglishpractice, 2016). This part of the website shows the common advantages native-English speakers have over non-native English speakers. What is interesting for me to note is how the writer mentions how practicing English with a native speaker will force the student

The continual spread and reach of the language brings cause for concern for those who feel that the impact it has on culture, history and traditions of minorities due to its tendency to dominate all aspects of societies if allowed. However, the usage of the native English language has not gone unaffected due to cross dialect influences and the need to accommodate others by using non-conventional structures. The positive aspects are too many to mention, especially in the modern times of globalization and I believe that the case for English as a lingua franca may always be

The world population has grown and diversified causing a great impact on economic and social life. This growth has influence language specialists and teachers of ELT to have a different perspective on language learning and language use. The growing changes in standardized English ask for a curriculum reform and different ways for schools to meet the students’ needs. For those reasons I will critically review the following articles, “Opportunity and Diversity: The Handbook for Teachers of English”, created by the British Council in 2009. The article “Towards Intercultural Communicative Competence in ELT” written by, Cem Alptekin 2002 and “The Future of English article", written by David Graddol 1997. This review will put in perspective the different ideas on how to approach ELT in the 20th century and the next years to come.

This literature review will be organised in chronological order. Firstly, the historical background for research that has taken place into data found from a school census will be considered. Secondly, the current context which research is situated in English schools related to English as an Additional language will be discussed. Thirdly, key terminology will be defined that will be used in the remainder of this research. Fourthly, research which extends and challenges initial thoughts will be addressed and any gaps that there may be in the field of research will be identified. Finally, evidence which supports practical

With increased globalization, it has become highly relevant and valuable not only in the education and labor market, but also in modern society to have good command of more than two languages in addition to one’s native language (cf. Gehring, 2010). Consequently, various forms of foreign language learning and teaching have become common worldwide, and language courses are offered in school, university, and in the workforce. In particular, English, French, and Spanish as foreign languages have been dominating in school systems around Europe (cf. Decke-Cornill & Küster, 2010). The world language and lingua franca English is widely used for international communication; no one can deny its spread and success (cf. Crystal, 2003). The mastery

Nowadays as a result of globalization, people worldwide have more reasons to learn foreign languages. Together with the spread of foreign language teaching and learning is the development of theories on second language acquisition. One of the main issues of these theories is the investigation into factors that can influence learners’ second language achievements. As a teacher of English, I find this an interesting issue as a good understanding of factors affecting learners’ achievements in second language acquisition can help me choose appropriate approaches and design suitable materials to facilitate my students.

Nativelike proficiency is the highest level of speech competency that can be achieved by an L2 learner. In linguistics research it is often passed off as the ability for an L2 speaker to con the natives into thinking that they are part of the in-croud based on their exemplary conventional verbal performance. The two studies outlined by Bongaerts, et al. (1997) in “Age and ultimate attainment in the pronunciation of a foreign language” sought to investigate the notoriously sensationalized notion that once a certain age is reached language learning, to the point of fluency, becomes next to impossible. The researchers endeavoured to collect evidence demonstrating whether or not native speakers of a language could identify non-native, yet highly proficient, second language learners who had near nativelike mastery over the pronunciation of the second language.

English as a language has been designated as having a global ranking (Crystal 1997), (Northrup 2013), (Mckenzie 2010). A language that is deemed as having a global status is clarified by Crystal (2003, p.3) as ‘one that achieves a genuinely global status when it develops a special role that is recognised in every country’. Due to this prestigious standing that English has attained, it is unsurprising that many are keen to acquire it across the world. This is also supported by Wyse, Andrews and Hoffman (2010, P.398) who state ‘English is much more favoured over the other official languages as a second language’. As many learners are acquiring English in the context of a second or foreign language, the discussion over utilising the learner’s first language in the process remains a contentious subject (Brown, 2000). This assignment will provide an overview of perceptions from differing approaches in regards to the use of the L1 in language education, along with arguments in support and against the same.

Textbooks are based on the communicative approach. “The curriculum recommends that English to be used as much as possible by the teachers and students in the classroom.” (Orafi & Borg, 2009). Yet, the new curriculum is not applied as planned mainly because of the obvious differences between the main standards of these books and teachers’ beliefs. Meanwhile, the controversial concern is why some EFL students attain higher grades in English language exams than others who are under the same conditions and situations. The concern on the learners’ attitudes towards the target language was emphasized by Gardner (1985). He stated that the learners’ attitudes towards learning another language play a key role in enhancing and motivating them to learn that language. This, in turn, affects on their performance, too. 1.2 Research Questions and Hypotheses The research seeks to answer the following questions: 1- What are the attitudes of Libyan secondary school students towards learning English language in terms of their behavioral, cognitive and emotional aspects? 2- Is there any statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by gender? 3 Is there any a statistically significant difference in Libyan secondary school students’ attitudes towards learning English language by the field of study? 4- Is there any a statistically significant

In sum the global nature of English is linked with a loss of individuality. The unique nature of language, culture, tradition and literature can become lost in response to the wave of western English culture and language. Personally I have no idea where this new movement may leave us. It is a great shame that individuality may be lost, as is alluded to in this article, in the strive for a growth and a more convenient world. Nonetheless I do see advantages gathered from the use of English as a dominant medium. I do believe that there is room in all this for a compromise between local culture and language and that the global use of English which does not necessarily mean the loss of one and gain of the other. As an English teacher and a native English speaker it is important to bear in mind these aspects of the

The rapid spread of English has inspired many scholars to look into the probability of shifting from traditional ENL (English as a native language) pedagogy in ELT to EIL (English as an International Language (Jenkins 2009; Kirkpatrik 2007; Sharifian, 2009, Matsuda 2012, McKay, 2012). Taken together, the goal of teaching English today from an EIL perspective is to prepare the learners to use English to become part of the globalized world, which is linguistically and culturally various, and thus both teachers and EIL courses should prepare learners for such diversity and to represent English as a pluralistic and dynamic component rather than a monolithic and static one. Traditionally, curriculum developers have presumed that American or British English should be the target language in ESL/EFL curriculum. The emergence of other possible models happened when Kachru (1985, 1986) distinguished among three circles of English. According to Kachru (1986), these circles set up “three distinct types of speech fellowships of English, phases of the spread of the language, and particular characteristics of the uses of the language and of its acquisition and linguistic innovations” (p.122). As McKay (2012, p.10) puts it “traditionally L2 pedagogy and research have been dominated by the assumption that the goal of bilingual users of English is to achieve native-like competence in English. However, for those individuals who use English essentially as a language of wider communication