English Le Monde

8/8/2019 English Le Monde

http://slidepdf.com/reader/full/english-le-monde 1/34

World EnglishesNov 5, 2008



Activity 1

Listen to the following speakers and rate them on

the characteristics provided on the handout



What does ´World Englishesµ mean?

The Expanding Circle

China, Egypt, Indonesia,

Israel, Japan, Korea,

Nepal, Saudi Arabia,

Taiwan, Russia,

Zimbabwe, South Africa,

Caribbean Islands(EFL)

The Outer Circle

Bangladesh, India

Ghana, Kenya,

Nigeria, Malaysia,

Pakistan, Philippines,

Singapore, Sri Lanka,

Tanzania, Zambia(ESL)

The Inner

Circle

USA

UK

Canada

Australia New Zealand

Krachu¶s Three Concentric Circles



how many Englishes are there?

MacArthur¶s

circle of

English



If we include pidgins and creoles . .

.



Neo-Solomonic (Solomon Islands)

Orayt, mif la i go go lang

salwater, lukawtim fish,

naw win i kem, naw mif la

i go alebawt long kinu,naw bigf la win i kem

naw, mif la go, no

kachim ni ples i kwaytf la.

Very well. We kept going

on the sea, hunting fish,

and a wind arose; now

we were going incanoes, and an immense

wind arose, and we were

thrown around and ran

very fast (before thewind).

Is this English?



The Lord¶s Prayer (from Hawaiian

Pidgin Bible)God, you our Fadda. You stay inside da sky. We like allda peopo know fo shua how you stay, An dat you staygood an spesho, An we like dem give you plennyrespeck. We like you come King fo everybody now. We

like everybody make jalike you like, Ova hea inside daworld, Jalike da angel guys up inside da sky make jalikeyou like. Give us da food we need fo today an every day.Hemmo our shame, an let us go Fo all da kine bad stuff we do to you, Jalike us guys let da odda guys goawready, And we no stay huhu wit dem Fo all da kine

bad stuff dey do to us. No let us get chance fo do badkine stuff, But take us outa dea, so da Bad Guy no canhurt us. Cuz you our King. You get da real power, Anyou stay awesome foeva. Dass it!´



what kinds of questions do researchers

ask about world Englishes?1. how are different world Englishes (socially)

perceived?

2. how recognizable are different world Englishes? what factors influence this recognition?

3. how is English used in the world? how should it beused? (in part, code-switching and language policy)

4. how do world Englishes differ from each other orhow are they similar (pidgins and creoles )?



1. how are different world Englishes

(socially) perceived?a. Matched Guise Test

Lambert, et al. (1960): Asked native English and French speakers to listen to peoplespeaking French and English and to judge the people on various personalitycharacteristics:

1 2 3 4 5 6

Friendly Cold

Dependable Lazy

Stupid Intelligent

In reality the exact same speaker spoke in English and French

Findings? Both English and French speakers gave more positive characteristics toEnglish than French speakers

b. Real world applications



Listener response survey

Looked at British listeners· perceptions of 3 British (RP, West

Yorkshire, Birmingham ) and 3 American (Net work, Alabama,

NYC ) varieties in terms of status and solidarity characteristics



Hiraga (2005)

Looked at British listeners· perceptions of 3 British (RP, West

Yorkshire, Birmingham ) and 3 American (Net work, Alabama,

NYC ) varieties in terms of status and solidarity characteristics



British attitudes vs. American attitudes

British (Hiraga, 2005)

American

Solidarity

1. RP

2. Alabama

3. West Yorkshire

4. Birmingham

5. Network American

6. New York

Status

1.RP

2.Birmingham

3.Network

4.NYC

5.West Yorkshire

6.Alabama

Overall

RP

Network

Birmingham

West Yorkshire

New York

Alabama



2. how recognizable are different world

Englishes? what factors influence this

recognition?

audio clips were taken from the speech accent archivecreated by Steven H. Weinberger of George Mason

University . http://classweb.gmu.edu/accent/

1. 3.

2. 4.



9 tracks ( Australia,

England, India, Ireland, Keny a, New York, Scotland, South Africa, Southern U.S. )

audioclips were

taken from

the spee

ch a

ccen

tarchivecreated by Steven H. Weinberger of George Mason

University . http://classweb.gmu.edu/accent/

1. South Africa 3. Scotland

2. Georgia 4. Ireland



correct dialect identification by

native English speakers

0

10

20

30

40

50

60

70

80

90

100

outhern

U

England New York Australia

cotland India Ire land¡

enya

outh

African

75

61 59

51

32

41

8

9092



ty pe of incorrect answers given

Southern US (11): Midwest US 3, Utah 3, West Coast US 2,Rural US 2, England.

England (14): Australia 3, South Africa 3, Northeastern US 2,Canada, France, Scotland, United States, Caribbean, New

Zealand. New York (35) : Midwest US 11, West Coast US 9, Canada

6, Northern US 5, Australia 2, Southwestern US 2.

Australia (54): England 17, New Zealand 8, Northeastern US8, South Africa 6, Ireland 5, Southern US 3, Nothing 2,Canada 2, Midwest US 2, Northwestern US 2, United States2, Wales 2, Scotland, Italy, Ukraine.

Scotland (58): Ireland 38, Great Britain 6, Australia 4, NewZealand 3, Wales 2, Southern US 2, Midwest US,Scandinavia, West Indies.



India (68): Africa 12, Caribbean 10, South Africa 9,Singapore 3, Nothing 3, Southern US 3, Middle East 3,Saudi Arabia 2, Asia 2, Zimbabwe 2, Brazil 2, WesternUS 2, Spain, Australia, West Africa, Egypt, Canada,

Algeria, New Zealand, South America, Nigeria,Philippines, Russia, Mexico, Fiji, Iraq, Israel, Afghanistan.

Ireland (82): Scotland 29, Canada 15, England 10,Eastern US 6, Australia 5, New Zealand 4, South Africa2, United States 2, Western US 2, Nothing, Argentina,

India, Mexico, Norway, Spain, Wales. Africa (Kenya) (95): South Africa 21, Caribbean 13,

India 9, Nothing 6, Middle East 5, Canada 4, Germany 3,East Europe 2, France 2, Western US 2, Southern US 2,New Zealand 2, Northeast US 2, Midwest US 2, Hawaii 2,Hong Kong 2, Iraq 2, Ireland 2, Mexico 2, Netherlands,

Pakistan, Poland, Philippines, Russia, Sri Lanka, Spain,United States, Wales, Australia, England.

South Africa (129): Australia 44, Great Britain 36, NewZealand 19, Northeastern US 6, Scotland 4, Ireland 3,Wales 2, Africa 2, India 2, Nothing, Canada, China,

Denmark, France, Hawaii, Jamaica, Midwest US,Northern Euro e, Panama, Phili ines.



ty pe of incorrect responses

0

10

20

30

40

50

60

70

80

90

100

¢

outhern

U¢

England New York Australia¢

cotland India Ire land£

enya¢

outh

African

5

30

15

9 6

16

28

9

20



correct dialect identification by non-

native speakers

0

10

20

30

40

50

60

70

80

90

100

¤

outhern

U¤

England New York Australia¤

cotland India Ire land¥

enya¤

outh

African

22 15 17 13

640

65

48



correct dialect identification by native

(blue ) and non-native (light blue ) speakers

0

10

20

30

40

50

60

70

80

90

100

¦

outhern

U¦

England New York Australia¦

cotland India Ire land§

enya¦

outh

African

75

61 59

51

32

41

8

9092

48

6

15

65

22

4

13

17

0



3. how is English used in the world?

English used to make something

look more fashionable,

modern, expensive

Example:

A is for Ambrella

The very best stationery

for people who get excited

when they see English

all over everything



Use of English between two speakers,

neither of whom speak English as a native

language



Examples



Example study: Advertising and

World Englishes




World Englishes



Example study: Code-

switching/mixing/nativized English

We, that is the Matsumoto family, live in a manshon, too. At thismoment, I am watching beisu-booru on terebi. My wife is outshopping at a depaato, and later she will stop at a suupaa to getpooku choppu, pan, bataa, jamu, and perhaps some sooseji for

breakfast. My daughter has gone to the byuuchii saron to get apaama. Oh the terehon is ringing. We cannot live a day in Japantoday without these loan words.

Language purists lament the fact. The nationalists would wipe outall foreign-sounding words from our vocabulary. But where will theybe without terebi, rajio, tabako, biiru, and terehon?

Matsumoto, 1976

Over 10% of the words in Japanese are English borrowings



Examples of Code Mixing

1. Es un . . . uh. . .. factory worker

2. Conductor (shouting in Swahili):2. Conductor (shouting in Swahili): Fugueni madirisha!Fugueni madirisha! 'Open the windows!'

Passenger (wellPassenger (well--dressed) :dressed) : That is your job.That is your job.

3. Vena aca. (child doesn¶t listen) Ven aca. (child doesn¶t listen) Come herenow.

4. I went to Agra, to maine apne bhaiko bola ki (then I said to my brother that)if you come to Delhi you must buy some lunch.

5. A: Well, I'm glad I met you.

B: Andale pues. And do come again, mmh?

6. We've got all . . . all these kids here right now. Los que estan ya criadosaqui, no los que estan recien venidos de Mexico (those that have beenborn here, not the ones that have just arrived from Mexico). They allunderstood English



English

samples

Spanish

samples

Total

Inter-sentential

Year 1 37% 13.5% 25.25%

Year 2 .12% 22% 11.06%

Intra-sentential

Year 1 3.68% 2.5% 3.09%

Year 2 1.5% 5.88% 3.69%

ResultsTable 1. Proportion of intra-sentential and inter-sentential mixes

identified in English and Spanish samples collected during years 1

and 2.



4. how do world Englishes differ from each other

or how are they similar (pidgins and creoles )?

Hawaiian Pidgin

I. Phonological

a. Spelling

b. Simplification and reduction of consonant clusters and digraphs

ailan for island .

c. Simple vowels that cover a variety of shades of phoneme

arurut for arrowroot

orait for all right

d. A preference for CVCV or CVC spelling structures

bokis for box .

e. Loss of several sounds

1. /th/ /t/ and /d/

de for there, da for the

2 . /l/ /o/ mental mento; peo ple pee po.

3. No /r/ car cah; letter letta.



II. Words in Pidgins/Creoles

a. Compound wordsbigman =important person daiman =corpse

af dai (half + die) = difficult drai ai (dry + eye) = courage

krai dai (cry + die) = wake put han (put + hand) = help

b. Semantic shifts

agen'any more'; as in "Ah noh lov ahn agen" 'I don't love him any more' (H2)

vex / bexangry, the pronunciation with b- is generally found more often in ruralareas, etym. 17th century English v ex meaning 'to be distressed in mind,to fret' (A)

c. Archaic (to our ears) wordschinchi

tiny, a small amount; etym. possibly from Old English chinch 'a stingyperson' (C)

wine opa vigorous dance, especially with swinging of the hips, etym. Old Englishwind meaning 'to turn this way and that,



II. Semantics (cont)

d. Coinings

skylark to waste time

commess confusion/controversy

e. Reduplicationsan =sun sansan =sand pis = fish pispis = to urinate

ben =bend benben= crooked

wakawaka (walk) = wander perpetually,

toktok = gossip

fain =cry fainfain= very lovely

f. Loanshifts

bush = unpolished person

dash = bribe=



III. Morphology/Syntax

a. Double negatives Hi neba get no buk

b. SVO word order Hi get da hawaian waif

c. No morphological/inflectional markers

looked = bin look looking = be look

d. No copula be Shi craiin

e. No possessive marker Jan buk hauli hous

f. Restricted prepositions

The guy gon¶ lay the vinyl bin quote me price.

The man who was going to lay the vinyl had quoted me a price.

g. Formulaic expressions

there = get here = had

h. no plural

ma pikin 'my child/children'' '

English Le Monde

Documents

Transcript of English Le Monde