English in a changing world

1
English in a changing world

• The Second Year Pack

2
English in a changing world

• Wang zhen

• wz1122_at_yahoo.cn

3
Contents

• 1 Changing English in a Changing WorldAn
  Overview
• 2 English in the Past
• 3 The Spread of English Beyond Britain
• 4 Socal varieties of English
• 5 Trade Within and Across Language Barriers
• 6 Changing English since the Sencond World War
• 7 Emerging "New Englishes" A Focus for Debate
• 8 English in a Shrinking World

4
Unit One
Unit One

• Changing Eglish in a Changing World An Overview

5
At the end of this unit,you should be able to do
the following things,or do them better than you
can now

• explain why languages change as people change
• recognise and describe examples of change
• understand some of the special English vocabulary
  used in talking about language
• explain what is meant by varieties of English

6
Unit One Changing English in a Changing World
An Overview

• Difficult Points
• Differences among languages, dialects, and
  accents

7
Activity 1 Language Change and Language Use
8
Task 1

• 1. Languages change with time
• 2. The number of languages in the world is
  4000-5000
• 3. No one can give a more exact number because
  (a) the number depends on what counts as a
  dialect and what counts as a language (b) some
  languages have disappeared, and we know nothing
  about them
• 4. When we speak of languages as living or dead,
  we use a metaphor (??).

9
Task 2

• Finding out How Language Changes in the Life of
  an Individual Person
• Idiolect your own individual language

10
Task 3

• Analysing the Meaning of Living and Dead
  Language
• Tim doesnt like learning Latin because
• 1 there is too much homework to do
• 2 it is hard to remember all the new vocabulary
• 3 there are no speakers of Latin to talk to
• 4 there seem to be no interesting things to read
  in Latin

11
Summary

• 1. All the languages we know about change with
  time.
• 2. There are, at present, between 4000 and 5000
  languages in use in the world.
• 3. Just how many languages, depends what counts
  as a language and what counts as a variety or
  dialect.
• 4. Your individual language changes with age too.
• 5. Older people usually dislike the changes they
  notice.
• 6. We need to be careful about talking about
  language as if it were a living thing.
• Historical variation the variation of a
  language over time

12

• Activity 2 Variation in English Different Places

13
Task 1

• Regional variation varieties of English in
  different places

14
Task 2

• Standard English written English
• Received Pronunciation RP, BBC English
• Network English Educated American English
• Not all varieties of English are equally
  important, or important in the same way.

15
Task 3

• Learners want to learn to read and to write
  Standard English for international use. They want
  to speak and understand English that approximates
  to Educated British or to Educated American
  English. Very few of them want to sound like
  native speakers, but they do want to sound like
  competent users of an international language.

16
Summary

• 1. There are different varieties of English that
  is spoken and understood in different parts of
  the world. These are regional varieties or
  regional dialects.
• 2. Both native speakers and second language users
  of English find some of these hard to understand.
  The English of writing Standard English is
  similar throughout the English speaking world.
• 3. Two varieties Educated British and Educated
  American English are widely taught and learned.
  They are used and understood wherever English is
  in use.
• 4. There is no single Authority for the use of
  English.

17

• Activity 3
• Observing Vocabulary Change in English

18
Task 1

• Developing Awareness of New Vocabulary
• Change in language matches change in peoples
  lives.

19
Task 2

• Where do new words come from?
• 1. Pronouncing the initial (??) letters of
  several words, which form the word acronym
  (??????,??TOEFL).
• 2. English borrows words from other languages.
• 3. Old words are used with new meanings.

20
Task 3

• Undersdanding borrowing between Languages

21
Summary

• 1. By studying texts you can observe change in
  English as it happens.
• 2. New words are invented, or borrowed to match
  new meanings. Or old words are used with new
  meanings.
• 3. Words in use are dropped when they are no
  longer needed.
• 4. The rate of change in language is uneven.
• 5. As people grow older, they notice change and
  they often dont like it. In fact the rate of
  change is not so fast that people living at the
  same time fail to understand each other.

22

• Activity 4
• Languages and Dialects in the United Kingdom

23
Task 1

• Comparing Scale and Distance in the British Isles
  and China

24
Task 2

• Languages used in Britain
• English all over the kingdom, about 55 million
  people use it all the time
• Welsh still used in Wales
• Gaelic used in Scotland and Ireland
• Some other languages like Polish and Indian
  subcontinent
• Bilingual, bi-dialectal

25
Task 3

• A language is the major means of human
  communication There are usually reckoned to be
  about 5000 languages in use in the world. Only
  some of these have a writing system.
• A dialect is a variety of a language but there
  is no sure way to tell a different language from
  a different dialect.
• The term accent has to do only with the sounds of
  speech.

26
Summary

• 1. Compared with China, England is a small
  country.
• 2. Communications are good, and it is usually
  possible to reach every part of it quickly.
• 3. You might expect to find that the same
  language is spoken in a very similar way in
  different parts but you would be wrong.

27

• 4. There are many different languages spoken by
  minorities in the United Kingdom.
• 5. English is spoken in different parts in very
  different ways that is, there are many regional
  dialects.
• 6. Regional dialects generally are not so well
  respected as the Standard English you have
  studied.
• 7. Most native speakers can understand several
  dialects and have difficulty with others.

28

• Activity 5
• Experiencing Some Regional Varieties of English

29
Task 1

• Introduction to a Rather Different Sort of
  Activity

30
Task 2

• Studying the same Text First in Standard English
  and Then in Four Regional Varieties

31
Task 3

• Listening to regional varieties

32
Task 4

• Investigating some Practical Applications of
  This Activity

33
Summary

• 1. Only some speakers in each of these places
  speaks in this way all the time. Some can speak
  in this way when they want to and quite
  differently when they choose. They are
  bi-dialectal.
• 2. The speakers who use only the accents you
  heard tend to be the older and the less well
  educated people in the community.
• 3. This Activity should show you that the English
  you study is only one variety among many but it
  is a uniquely important one.

34
Unit 2 English in the past

• Key Points
• Identify the place of English among other related
  languages
• Identify Standard English among other varieties
• Understand and explain what is meant by
  structural differences among languages
• Understand and explain how users of English as a
  second language can use knowledge abut English
• Difficult Points
• English differs at different times
• Language families
• Bi-dialectal

35
UNIT 2English in the Past

• This uint tells something about the past history
  of English .Just as English is different in
  different places so it varies at different
  times.There are historical dialects just as there
  are regional dialects.Language is shaped by
  the experiences of the people who use it and
  changes with their changing needs.we shall start
  with a look at the English of some past timesand
  then move further back in time to see how English
  came to be spoken ni the United Kingdom,and how
  it is nearly related to some languages and only
  distantly related,or not related at all,to
  others.this sort of study may seem at first sight
  a long way removed from everyday concerns,But it
  is closely connected with a pressing problemfor
  all students and teathers of languagesWhy is it
  that languageare so much harder for some learners
  than they seem to be for others?

36
The English Language And Its History

• How has history been responsible for
• the distribution and the change of the English
  language throughout the U.K.?
• What do you know?

37
Historic Origins Of English
38
The Angles Saxons And Jutes
39
(No Transcript)
40
Some confusing concepts

• Scandinavian invasions
• Germanic invasion
• Germanic group (branch)
• Viking

41
English Language Style And Variation 13th To
18th Centuries

• How can we tell, by comparing these four
  language examples of the 13th to the 18th
  centuries, that the English language has altered
  over this period?
• In pairs (using these examples) list ways in
  which the English language seems to have changed
  over this 500 year period. (15 minutes)

42
Language Families

• Unit 2 Activity 2 Task 1 (pp 64-66)
• The Indo-European family (the Aryan family)
• The Sino-Tibetan family

43
The Indo-European family

• English, Spanish, French, German, Russian,
  Portuguese, Hindi, German, Bengali
• Latin, Greek, Persian, Sanskrit

44
The Indo-European family

• The Celtic Branch
• The Germanic Branch
• The Latin Branch
• The Slavic Branch
• The Baltic Branch
• The Hellenic Branch
• The Illyric Branch

45
The English Language And the Romans

• Unit 2 Activity 2 Tasks 1-2 (pp64-67)
• What are some of the Latin root forms that Tim
  and Mrs Robinson discussed?
• What English words do you know that have these
  roots?

46
What Do These Words Mean?

• proficient progress subtitle subscriber
• anticlockwise antisocial antenna antenatal
• transit transparent intervene interracial

47
The Conquest of Britain and Change on English
when who where from
BC 1st C - AD 5th C Romans Mediterranean
AD 5th C.AD- 8th 9th C Scandinavians-Angles, Saxons, Jutes North West Europe
AD 11th C Norman French Normandy
48
Examples of English Change

• door, gate, portal, entrance, exit,
• cottage, hut, cabin, palace, mansion, villa
• go up, rise, ascend, mount, climb

49

• English has a rich store of vocabulary that
  originates in Ancient Greek and Latin and, more
  recently, in French. Greek gives English words
  like politics, telephone, ecology and drama,
  while Latin is rEnglish has a rich store of
  vocabulary that originates in Ancient Greek and
  Latin and, more recently, in French. Greek gives
  English words like politics, telephone, ecology
  and drama, while Latin is responsible for
  agriculture, family, order and ambulance. Words
  derived from French include disease, patrol, riot
  and basket. As a member of the Germanic family of
  languages, English clearly has numerous words of
  Germanic origin, examples being house, honey,
  half and hair. 
• esponsible for agriculture, family, order and
  ambulance. Words derived from French include
  disease, patrol, riot and basket. As a member of
  the Germanic family of languages, English clearly
  has numerous words of Germanic origin, examples
  being house, honey, half and hair. 

50
Standard English Where did it start?

• Unit 2 Activity 3 Tasks 1-3 (pp74-82)
• How and where did SE originate?
• Why was the 15th century responsible for the
  rapid spread of the English language?

51
An important concept

• Standard English is written English.
• It has a grammatical system
• It has a formal lexicon (vocabulary)
• It is used internationally
• It changes slowly
• It has prestige

52
Some Definitions

• Unit 2 Activity 3 Task 4 (pp79-83)
• First printing press
• Bi-dialectal means
• Bilingual means

53
Some Definitions

• First printing press set up in 1475 by William
  Caxton
• Bi-dialectal means having two dialects
• Bilingual means having two languages

54
The English Lexicon

• Unit 2 Activity 4 Tasks 1-4(pp84-92)
• How large is English vocabulary?
• What is the difference between a receptive and
  productive vocabulary?
• What is the difference between a synonym and an
  antonym?
• Class Discussion (10 minutes)

55
The English Lexicon

• Some put the number as low as 50,000 and other as
  high as 250,000 words.
• Receptive vocabulary is the words you use for
  listening and reading. Productive vocabulary is
  the words you use for speaking and writing.
• A synonym is a word which means the same as
  another word. The antonym of a word is another
  word which means the opposite.

56
Received Pronunciation What Is It?

• Unit 2 Activity 5 Tasks 1-3 (pp92-98)
• What is RP and how did it originate?
• Explain the difference between RP and SE.
• Comparing RP and SE, how might these change
  over time?
• Small group discussions (10 minutes

57
Received Pronunciation A Definition

• Received Pronunciation is a widely accepted
  English speaking accent which has prestige and is
  used as a model of good spoken English throughout
  the world.
• BBC English
• Educated English (post 19th century)

58
Teaching And Learning Unit 2 Activity 5
Tasks 4 (pp98-99)
59
Review

• Today we have
• In Unit 1
• Seen how language changes over time
• Understood how and why language varies by region
• Understood what is Standard English
• Differentiated between dialects and accents

60

• In Unit 2
• Reviewed and under-stood the historic origins of
  the English language
• Examined some words and their Latin origins
• Compared understood the difference between SE
  and RP
• Established what our motivations are as learners
  of English

61
Unit 3 The Spread of English Beyond Britain

• At the end of This Unit you should be able to
  do---or do better---the following
• give examples of national and international
  languages
• explain how it happened that English came to be
  widely used as a second language and some of the
  different ways in which it is used
• understand the advantages of invented
  languagesfor international use and some of the
  reasons for their failure
• explain the uses of this information to teathers
  and students of English

62
Unit Three The Spread of English Beyond Britain

• Difficult Points
• ? The international role of standard English
• ? English and education in India
• ?The beginnings of Australia as a penal
• ? English as a global language for an
  information age

63

• Activity 1
• National Boundaries and National Attitudes

64

• . Some distinctions between languages of
  different kinds.
• 1. Regional languages languages used only in a
  restricted area.
• 2. National languages languages used within
  national boundaries.
• 3. International languages languages used
  outside national boundaries.
• 4. Global languages languages used for
  communication world wide.

65
Task 1

• Language attitude how people feel about a
  language
• English is one of several international
  languages. Because there are only superficial
  differences in its written system worldwide, it
  is thus possible for it to have become the global
  language. There are very many languages in the
  world but English is predominant. How does this
  happen? It is necessary to look back into the
  history

66
Task 2

• . Standard English works on writing.

67
Task 3

• A language is not just an intellectual and
  rational matter, it is also an emotional issue.
• The Spanish Government tried to stamp out Basque
  between the years 1937 and the 1950s. They
  stopped its use in Education. Inscriptions were
  removed. Books in Basque were burnt.
• The two languages named in the bill before
  Parliament were Hindi and English. The crowd were
  demonstrating against the use of English.

68
Summary

• 1. English is one of several international
  languages, but it is the only language used
  worldwide, in places where there were never
  colonial settlements.
• 2. The fact that Standard English varies only in
  superficial ways in different places makes its
  global use possible.
• 3. Governments sometimes try to bring about
  language change deliberately. There is often
  angry resistance.
• 4. The reason for this is that people often feel
  a strong emotional bond with the language they
  learned as their mother tongue.

69

• Activity 2English in the New World

70
Task 1

• Try to know the history of American.Pay attention
  to the spcial words ,such as New England,
  Mayflower, Puritan, Pilgrim Fathers.

71

• 1584 Sir Walter Raleigh sailed for the New World
• 1585 Sir Raleighs 2nd expedition to the New
  World
• 1590 The "Lost Colony" found abandoned
• 1620 English Puritan settlers left Plymouth in
  the Mayflower for
  the New World
• 1775 The American War of Independence started
• 1783 End of the War. USA set up
• 1790 1st census held in the USA. About 90 of
  the population are British descendants

72
Task 2

• Try to know why American became melting pot.
• English is the official language of USA.
• 1. It is difficult for the first generation
  newcomers to America to learning a new language
  because they had to do other things at the same
  time, such as finding a job and finding a home.
• 2. Their children have advantage in learning
  English quickly and well because their children
  went to schools where lessons were in English.

73
Task 3

• There are some differences of spelling in words
  between British and American English. Both are
  regarded as correct and acceptable.

74
Task 4

• Pay attention to the words and phrases often
  used.such as automobile and car,sidewalk and
  pavement?

75
Summary

• 1. Between the early 17th century and the 18th
  century, the USA became the second English
  speaking nation, and is in the 20th century much
  more powerful and influential than the United
  Kingdom.
• 2. The English language had a special role in
  making a large population, from different parts
  of the world, into a single nation.
• 3. Although British English and American English
  are in some ways different, speakers of British
  English and American English understand without
  difficulty. This is also true of second language
  users who have learned from British and American
  teachers.
• 4. A more formal way of saying this is to say
  that British and American English are mutually
  intelligible.

76

• Activity 3 English Extends Across the World

77
Task 1

• The Commonwealth of Nations the colonies and
  the possessions that belonged to the British
  Empire.
• Try to understand the colonial history of the UK

78
Europe Asia Africa North South America Australia
United Kingdom Ireland India, Malaysia, Borneo, New Guinea, Hong Kong Kenya, Rhodesia, South Africa Canada USA Australia, New Zealand
79
Task 2

• The imperial past does explain why English has
  spread worldwide.

80
Task 3 Task 4

• ????????????,??????????
• ????East India Company, Persian, Sanskrit, the
  Committee of Public Instruction, aborigine, penal
  colony

81
Summary

• 1. The establishment of colonies and empire
  spread the use of English worldwide between the
  sixteenth century, and the first half of the
  twentieth century.
• 2. Every one of them began with exploration, but
  the circumstances in which colonies were settled
  were very different.
• 3. English remains very important in India after
  independence but as a second language learned
  for a variety of purpose, including international
  purposes.

82

• Activity 4
• After EmpireEnglish in Todays world

83
Task 1

• 1. Numbers of populations are the basis for the
  numbers of users of English.
• 2. In the late 16th and early 17th century, when
  English was a national, but not an international
  language, the numbers are estimated at 5-7
  million.
• 3. By the middle of the twentieth century, they
  were estimated at 250-350 million.
• 4. By the 1980s the estimates are between 700
  and 1400 million.
• 5. The numbers seem to be increasing.
• 6. The total number of users of varieties of
  English is still much smaller than the total
  number of users of varieties of Chinese.

84
Task 2

• Inner Circle English is used as the mother
  tongue, like Britain, North America, Australia,
  New Zealand, South Africa, etc.
• Outer Circle English is widely taught in
  schools, like India, Hong Kong, Singapore, etc.
• Expanding Circle English for international use,
  like China.

85
Task 3

• There are some other usages of English, like
  listening to and enjoying pop music watching
  English language films international use of
  e-mail reading writing for an international
  readership, etc.

86
Task 4

• Information Age means an explosion of
  information.

87
Summary

• 1. The number of users of a language is
  important, but who the users are, and what they
  do with English, is just as important.
• 2. The label Information Age is often given to
  the end of this century.
• 3. It means (1) that much more information is
  available than ever before (2) that information
  can be stored and transferred in ways never
  possible before.
• 4. The most important language for communicative
  use at the time of these developments is English.
  Computer developments have reinforced the global
  importance of English.

88

• Activity 5
• Alternatives to English

89
Task 1

• Estimating the Disadvantages of English as a
  Global Language from the Learners Standpoint.

90
Task 2

• ?????157?????????????

91
Task 3

• Esperanto one of the most famous and successful
  invented languages.

92
Task 4

• Considering What an Ideal Language for Global Use
  Would Be Like

93
Task 5

• 1. A revised version of Esperanto, published ten
  years after Esperanto, was called Ido.
• 2. A still simpler version of Ido called Novial
  was published in 1928.
• 3. A revised and simplified version of Latin,
  published in 1903 was called Interlingua.
• 4. All these artificial languages were based on
  Western European languages.
• Basic English a simplified version of English,
  which was designed and published in 1930 by C. K.
  Ogden.
• Nuclear English a different sort of
  simplification of English, which was created by
  Professor Randolph Quirk.

94
Summary

• 1. The world of the late 20th century needs an
  international language.
• 2. English is not ideally suited to international
  use.
• 3. No natural language can be politically and
  culturally neutral. An artificial language can
  be.
• 4. Artificial languages can be designed to be
  easily and quickly learned. They too have serious
  drawbacks and so do simplified versions of
  natural languages.
• 5. Although interest in Basic English is not high
  at present, a simplified version of English,
  perhaps Nuclear English offers promise for the
  future.

95
Unit 4 Social Varieties of English

• At the end of this unit,you should be able to do
  the following things,or do them better than you
  can now
• recognize what are statements about
  language,personal tastes or judgements about
  society and social differences
• know what is meant by social or educational
  variation in English accents
• recognize what different varieties you and other
  users controlhow you increase their number and
  range,and howthe fact that the users can do this
  drives change

96
Unit Four Social varieties of English

• Difficult Points
• Understanding the differences in use between
  initial and later stages of learning
• Contrasting spoken and written accounts of the
  some event
• English variations in formality

97

• Activity 1
• Differences of Prestige and Preference among
  Languages

98
Task 1

• The idea of equality or parity among languages is
  important, and it needs to be carefully
  understood. No languages that we know about are
  underdeveloped or primitive. Languages change
  with time, as the needs of their users change,
  but change does not mean evolutionary progress.
  Languages and dialects are valued differently and
  used differently for historical, political,
  economic and cultural reasons.

99
Task 2

• We use language as our main means of
  communication. Languages are like tools they
  are made by human beings and used for human
  purposes. Languages change is like the process of
  biological evolution, and English is like a
  developed, complex animal, belonging to our own
  world.

100
Task 3

• The view that English is better suited than other
  languages for global use is mistaken. Historical
  and economical developments have made English an
  international language The idea that is better
  than other languages is a mistake arising from
  the use of metaphor.

101
Task 4

• Languages are equal.
• Can we say that English is widely used because it
  is better fits in the international circumstances
  than other languages? It seems irrational to
  conclude so. The spread of it, as we covered
  before, was absolutely caused by political,
  economic and cultural factors instead of
  linguistic reasons.

102
Summary

• 1. The idea of equality or parity among languages
  is important, and it needs to be carefully
  understood.
• 2. No languages that we know about, are
  undeveloped or primitive.
• 3. Languages change with time, as the needs of
  their users change, but change does not mean
  evolutionary progress.
• 4. Languages and dialects are valued differently
  and used differently for historical, political,
  economic and cultural reasons.

103

• Activity 2
• Social and Educational Varieties

104
Task 1

• Pay attention to the varieties of English in time
  and regions.

105
Task 2

• There is also social or educational variation of
  English. It could provide social information
  about the user.

106
Task 3

• Applying This Knowledge to Practical Learning
  Problems

107
Task 4

• Reading Two Stories about Changed Language and
  Changed Life

108
Summary

• 1. It is possible to learn to read the English of
  a past time. The further back in the past the
  more difficult it is and the longer it takes.
• 2. Most people dont find learning to use another
  variety very easy, but some are very good at it.
• 3. A social variety is the sort of English use
  which is associated with a part of society, that
  is with rich or poor, well or poorly educated.
• 4. Social and regional varieties are connected.
  You can tell what region someone who uses the
  English of the poorer and the less well-educated
  comes from. The way the better-off use English
  tells you little or nothing about where that
  person was born.

109

• Activity 3
• An Expanding Range of Language Uses

110
Task 1

• Recalling the Varieties of English within Your
  Own Experience

111
Task 2

• There are 2 distinct stages in the study of a
  language. However, the stages are not clearly
  marked sometimes. The 1st stage is the study of
  sound system and grammar system of a language
  while the 2nd is enlarging ones vocabulary
  steadily. The formal learning will make the
  learners able to read and write. They get
  familiar with a variety, or the standard version
  of the language. The process is similar be it
  their mother tongue or a 2nd or additional
  language.

112
Task 3

• Listing the Uses English Has for Advanced Users

113
Task 4

• However, when learning English, we may notice
  that there do exist differences between speech
  and writing. Usually, spoken English takes longer
  time than written English to say the same thing.
  There would be pauses, repetitions, hesitations,
  etc. in a speech. But, as a rule, the writers try
  to say things in a brief, clear and coherent way.
  Also, there are different ways of expressing
  meanings on different occasions, such as formal
  and informal. (e.g. p.196)

114
Task 5

• Core vocabulary the first vocabulary to learn

115
Summary

• 1.English differs with the user, and also with
  the different uses that speakers have for
  English.
• 2.Learning about these differences belong to a
  2nd stage of learning --- for native speakers and
  for users of English as an additional language.
• 3.Spoken English differs from written English.
  The topic, or subject, makes a difference to the
  way that English is used. English is used in
  different circumstances with different degrees of
  formality.
• 4.We have named 3 different ways in which English
  differs with use. They are similar to the
  regional and historical and social varieties we
  looked at earlier. They are however different in
  that they vary with use. They are available to
  all practised and experienced users. Or, user
  variation use variation.

116

• Activity 4
• Use Variation and the International User of
  English

117
Task 1

• English for the international users standard
  English

118
Task 2

• International users of English do not need to
  worry if they hesitate quite often in producing
  spoken English.
• Good writers write for groups of readers, which
  helps you write clearly and tells you when
  something you read is well written.

119
Task 3

• Spoken English is thought about and exchanged by
  people who can hear each other and (usually) see
  each other, so users show know
• 1. it is the work of two or more speakers who are
  also listeners.
• 2. they can remind each other, interrupt each
  other, ask and answer questions.
• 3. they need not keep to a single point. They can
  ramble away and come back to it.
• 4. they can hesitate as they think what to say
  and how to say it.
• 5. they can leave things out if everyone knows
  about them.
• 6. they can use words including slang that are
  known to those talking but may not be known to
  everyone.

120

• Writers and readers of English need to remember
• 1. Written English is (usually) the work of just
  one person for many readers.
• 2. Writers know something, but not much, about
  their readers.
• 3. Written English may be read a long time after
  it is written, so readers cant interrupt the
  writer.
• 4. Writers have to think about what readers need
  to know and say all of it.
• 5. Writers have to arrange what they say in the
  best order that is the easiest for the reader
  to understand.
• 6. Writers have to be careful not to delay or
  puzzle or annoy readers. That is why they avoid
  slang and any other ways of using English
  vocabulary that readers have learned not to
  expect in writing.
• 7. Language changes in this as in other respects.
  Present day writing is generally nearer speech
  than it was in the past.

121
Task 4

• 1. English varies with the topic or subject that
  is spoken about or written about. This is true of
  academic subjects and of others, not usually
  studied in schools and universities.
• 2. This is partly a matter of the special
  vocabulary that students learn as part of
  learning about the subject.
• 3. It is partly a matter of style and that
  means avoiding words and phrases which are
  acceptable only within the family, or among close
  friends, or in light-hearted contexts.
• 4. Style has to be consistent not uneven.
  Competent writers and speakers avoid mixing some
  words that are suitable for serious contexts and
  those that are not.

122
The differences between spoken and written English

• Spoken Written
• 1. The work between 2 or more people who are both
  speakers listeners.
• 2. There is reminding, interrupting, hesitation,
  asking and answering questions in the process.
• 3. Not keep to a single point and things known to
  the speakers may be left out.
• 4. Slang or words known to people involved in the
  talk may be used

123

• 1. The work of one person for many readers.
• 2. May be read a long time after it is written.
• 3. No interruption between the writer the
  readers.
• 4. About what the writer thinks the readers need
  to know and say all about it.
• 5. Arranged in best order for readers to
  comprehend.
• 6. Is put clearly to avoid confusion or
  puzzlement on the readers side.
• 7. Is changing as in other respects, and
  generally nearer speech than it was before

124
Unit 5 Trade Within and Across Language Barriers

• When you have completed the Activities of this
  Unit you should be able to
• Define what is meant by pidgin,creloe,and lingua
  franca and give examples
• Understand what is meant by creativity or
  inventiveness in language
• Recognize the importance of faxed English to
  international trade proceedings
• Use this information in discussions of the
  present position of English as the major language
  of international business

125
Unit Five Trade within and Across Language
Barriers

• Difficult Points
• Differences among varieties, pidgins, creoles
• How English is used in some areas of
  international trade
• Differences between the practice and the teaching
  of business English

126

• Activity 1Markets Trade,and Language

127
Task 1

• Barter exchange of goods for goods
• The most effective and convenient means of
  communication is a language understood and used
  by both buyer and seller.

128
Task 2

• The components of a trade deal (transaction) 1.
  commodity 2. a currency 3. seller 4. buyer 5.
  market 6. a means of communication.

129
Task 3

• Pay attention to the difference in negotiation or
  bargaining between China and Britain. The most
  commonly used language of international trade
  between Asia and other parts of the world is
  English.

130
Summary

• 1. Trading is a fundamental human activity,
  necessary to all except the most undeveloped
  societies.
• 2. Trade deals, large or small, have similar
  components.
• 3. Communication is essential to all trade deals.
  The most satisfactory means of communication is a
  language equally well known to the buyer and the
  seller.
• 4. It is possible to arrange to do some deals
  with minimal language, but hardly possible to do
  without it altogether.
• 5. English is currently the most commonly used
  language of international deals between Asian and
  other countries. This situation may change in the
  future.

131

• Activity 2Communicating Somehow across Language
  Barriers

132
Task 1

• Examining Situations Where Survival Depends on
  Trade

133
Task 2

• Lingua Franca makeshift languages
• ??????,??????????????????,???????????????????(???)
  ,?????????????,????????????,????????????????,?????
  ?????????

134
Task 3

• Pidgin a makeshift language used only for
  purposes of trade.

135
Summary

• 1. Pidgins are languages for a very narrow range
  of purposes those that have to do with coastal
  trade.
• 2. Pidgins develop wherever traders want to do
  business (a) with people with whom they do not
  share a common language and (b) where there is no
  lingua franca for them to use.
• 3. Most pidgins are mixtures of Asian or African
  languages and those of major European trading
  nations Spain and Portugal, Holland, France and
  Germany, and Britain.
• 4. In general the sound and grammatical systems
  of a pidgin are those of the language used
  locally The vocabulary is supplied by the
  voyagers.

136

• 5. Pidgins were not as a rule written down they
  changed rapidly, they were quickly learned by
  those who needed them, and when trading stopped
  they were discarded and soon forgotten. There
  must have been many pidgins of which we have no
  record.
• 6. They are makeshift languages, and evidence of
  human inventiveness.
• 7. They have very low prestige. Users of the
  language that provides the vocabulary hear them
  as fumbling attempts to speak as they do! People
  of every race tend to think of foreigners as
  childish, and the use of pidgins tends to
  strengthen or reinforce, that idea.

137

• Activity 3New Languages in the Making

138
Task 1

• Creole a pidgin is unstable, and when people
  make use of it they extend the number of
  functions it can have, so the pidgin rapidly
  become a language, and the resulting language is
  called Creole, a French-based or Portuguese-based
  or English-based Creole. The process is called
  creolisation.
• Macanese a Creole established in Macau.

139
Task 2

• Pay attention to P.232
• The young black women learned something very like
  a pidgin, but they taught their babies a Creole,
  and now Black English is no longer a Creole. It
  is a variety of English with some creolised
  features. It has low prestige.

140
Task 3

• A pidgin could not be a national language, but a
  Creole could, because it is a language. Tok Pisin
  is the official language of Papua New Guinea.

141
Task 4

• Summarizing the Defferent among
  Varieties,Pidgins,Creoles

142
Summary

• 1. Differences between a pidgin and a Creole. A
  pidgin, but not a Creole, has only some of the
  functions of language.
• 2. Ways in which pidgins and Creoles are similar.
  Pidgins and Creoles are both mixed languages
  usually mixtures of languages belonging to
  different families.
• 3. What is meant by saying that English has some
  creolised features? Some varieties of English
  include some but not all the features of a Creole.

143

• 4. Why do speakers of varieties of English that
  have creolised features sometimes have
  difficulties in an English-using educational
  system? Their difficulties arise from the
  differences between their mother tongues and the
  Standard English used in schools. (You can add
  that some teachers see the creolised features as
  simply careless mistakes.)
• 5. Give an example of a Creole currently used as
  a national language. Tok Pisin is a Creole, with
  English and German vocabulary, currently in use
  as a national language.

144

• Activity 4English in Contemporary International
  Trade

145
Task 1

• Examining Stable and Changed Aspects of Trade
  Practice

146
Task 2

• Modern international trade involves international
  banking, national and international regulation
  and bilingual merchandisers with access to fax
  machines in addition.

147
Task 3

• The practice and the teaching of Business English
  are different.

148

• Activity 5Faxed English for International
  Business

149
Task 1

• Advantages of faxed messages
• 1. They are fast
• 2. They can be sent at any time
• 3. There is a written record
• 4. They are easy to write and easy to read
• 5. Drawings and diagrams can be faxed.

150
Task 2

• Pay attention to the differences between Faxed
  English and Standard English

151
Task 3

• Faxed Business English depends on much shared
  knowledge between the sender and receiver of the
  message. It can be shorter than the same meanings
  in Standard English. It makes much use of
  abbreviations. Headings signal changes of topic.
  Not a word is wasted. Nobody thinks this
  shortness and directness is rude or abrupt.
  Errors which a teacher would correct are just
  ignored.

152
Summary

• 1. Faxed English is a major means of
  communication in international business.
• 2. At present it is learned on the job, rather
  than deliberately taught.
• 3. It works well for several reasons
• 1). Users are highly motivated to make it work.
  Their livelihoods depend on it.
• 2). Users have what is needed detailed
  knowledge of the context, which increases as they
  gain experience.
• 3). Users for whom English is an additional
  language find it easy to use because mistakes are
  expected and ignored, not criticized. It is
  informal. Nobody expects or wants polite
  indirectness. Headings show changes of subject,
  and abbreviations make it brief.

153
Unit 6 Changing English in the Second World War

• At the end of this unit,you should be able to do
  the following things,or do them better than you
  can now
• explain what is meant by saying that English is
  currently the language of science---even though
  much science is done using other languages
• recognize and describe a range of styles of
  English that are used for the purposes outlined
  above

154
Unit Six Changing English since the Second
World War

• Difficult Points
• How English serves the purposes of science
• How TV promotes the global use of English
• Discovering the dominant role of English in
  information storage, retrieval, and exchange

155

• Activity 1English as the Language of
  International Science

156
Task 1

• Science and technology cannot do without symbolic
  systems. Languages are symbolic systems.

157
Task 2

• Major scientific and technological achievement is
  the achievement of an English speaking nation
  the U.S.

158
Task 3

• English is suitable to a great variety of
  scientific and technological purposes
• 1. It has a vast vocabulary and all sorts of ways
  of extending that vocabulary to meet changing
  needs.
• 2. It lets you write in a very impersonal way,
  because it can be detached and unemotional.
• 3. It is accessible, that is, you can learn
  English through education.

159
Summary

• Why science needs an international language
• 1. Science has developed very fast in the last
  half century.
• 2. By the mid-century English was already
  established as an international language.
• 3. Its position no longer depended on Britains
  imperial power and was able to survive its
  decline.

160

• What Scientific English is like
• 1. It is difficult for the ordinary user of
  English.
• 2. Writers assume large areas of shared knowledge
• 3. The style is remote and impersonal.
• 4. The topics of the sentences are very often
  abstract.
• 5. The passive voice is used very frequently.
• 6. The style makes readers feel they are looked
  down on by the writer.
• 7. The writer feels he is treating his readers as
  colleagues and equals.

161

• Activity 2Uses of English in International
  Transport

162
Task 1

• The most important contribution that English
  makes to international air safety is in reducing
  ambiguity.

163
Task 2

• Shared mother tongue and shared culture and
  knowledge reduce misunderstandings, but do not
  prevent them.

164
Task 3

• English is used as an international language in
  international air travel.

165
Task 4

• The language of Air Traffic Control is a variety
  out of the working practices of the people
  engaged in it. All statements, and all directions
  are short, direct, and clear. The vocabulary in
  use is narrow. The English is a very much reduced
  and stereotyped English.

166

• The English of International Air Traffic Control
• 1. The language of International Air Control is
  English.
• 2. It is used by all ground control staff and
  flight crew.
• 3. It is used in all parts of the world.
• 4. It is twentieth century English It is
  Standard English.
• 5. It is spoken English and speakers know what
  they say will be recorded.
• 6. It is the English of a special area of
  knowledge.
• 7. It is formal, but not polite or indirect.
• 8. It is brief, clear and direct.

167

• Other varieties designed to avoid ambiguity
• Sea-speak a special restricted variety of
  English used internationally in ship-to-shore
  communication.
• Jargon the selection of language that people
  who have a common interest in machines and
  techniques use.
• Argot the special language of thieves.
• Slang the language used by young people to keep
  out the old.

168
Summary

• 1.In everyday English, mistakes and
  misunderstandings happen all the time. They dont
  usually matter.
• 2. Misunderstandings are very dangerous in the
  air.
• 3. The language of Air Traffic Control is
  designed to avoid any misunderstanding and
  ambiguity.
• 4. It is brief, direct, and can be learned
  quickly.
• 5. Sea-speak and Police-speak are similar.
  Jargon, argot and slang are also designed by and
  for very special groups of users.

169

• Activity 3Applications of Technology to
  Entertainment

170
Task 1

• Understanding the Contribution of Technology to
  More Enjoyable Leisure for More People

171
Task 2

• Television promotes English as a global language
  in two ways informal exposure to English and
  formal education on TV.

172
Task 3

• Edutainment education and entertainment
  together.

173
Summary

• 1. Television became generally available after
  the Second World War.
• 2. Many people thought television would make the
  quality of peoples lives poorer, but it soon
  became hugely popular activity.
• 3. It is available now in the developed and
  developing world, and in some very remote places.
• 4. It tends to break down the barriers between
  races and cultures.
• 5. Everything that makes television varied,
  absorbing and fun, makes it a good means for
  people to learn.

174

• Activity 4Developments in Information Technology
  Reinforce the International Role of English

175
Task 1

• 1. The end of the 20th century is often called
  the age of rapid communications or the age of
  information technology.
• 2. IT has already many applications to everyday
  life, and their number increases all the time.
• 3. Very few people foresaw present developments
  twenty years ago.
• 4. One effect of the development of IT has been
  to reinforce and extend the position of English
  as an international language.
• Know the history of computer

176
Task 2

• There are some everyday, non-specialist uses of
  the computer.

177
Task 3

• 85 of the worlds e-mail is exchanged in
  English.
• 1. IT lets you store, retrieve, and transfer
  information.
• 2. Such collections are called database.
• 3. It makes possible very much larger collections
  and much quicker retrieval of items of
  information when these are needed.
• 4. At present English dominates the making of the
  databases and the processes of retrieval and
  transfer.

178
Summary

• 1. The end of the 20th century is often called
  the Age of Rapid Communications or the Age of
  Information Technology.
• 2. IT has already many applications to everyday
  life, and their number increases all the time.
  Very few people foresaw present developments
  twenty years ago.
• 3. The development of IT has reinforced and
  extended the position of English as an
  international language.
• 4. IT lets you store, retrieve, and transfer
  information. Such collections are called
  databases.
• 5. IT makes possible very much larger collections
  and much quicker retrieval of items of
  information when these are needed. At present
  English dominates databases. The position of
  English could change as the technology develops.

179

• Activity 5Meeting the Worldwide Demand for ELT

180
Task 1

• ELT English language teaching
• Developments in (1) science and technology, (2)
  travel and transport, (3) entertainment and (4)
  the storage, retrieval and transfer of
  information, since they were heavily dependent on
  the global use of English, hugely increased
  demand for opportunities to learn the language,
  both for children and adults.

181
Advantages Limitations
Native-speaker EL teacher
Has native fluency May have limited understanding of difficulties
Has extensive vocabulary Usually gives explanations in English
At once perceives mistakes May not understand students or parents expectations
Bilingual teacher
Has a close understanding of learners May not offer a good model of pronunciation
Can offer explanations in learners language Has a limited vocabulary
Understands learners expectations May not perceive errors made by learners
Understand the school system
182
Task 2

• Technology cannot only assist the bilingual
  teacher by providing native speakers as models of
  pronunciation for example, and it can almost
  replace the teacher.

183
Task 3

• Three things have contributed to the development
  of ELT from an occupation to an academic
  profession since the Second World War
• 1. The great strides in linguistics provided a
  theoretical framework for the profession of ELT.
• 2. New institutions were set up, notably the
  British Council.
• 3. University departments were set up, which
  served to focus research, and to offer training
  of a good standard and at a variety of levels.

184

• Pattern practice learning by constantly
  repeating correct English sentences.
• Language laboratory a classroom equipped with
  tape recorders and a control desk for the
  teacher.
• Communicative approach a view of ELT that puts
  first understanding and being understood by
  another person.
• Error analysis teaching in the belief that
  mistakes are necessary to learning and useful to
  teachers.
• English for Specific Purposes courses designed
  to match the future work of and needs of groups
  of learners, very often groups with different
  occupations.

185
Summary

• 1. In the last fifty years the increased
  importance of English as a global language has
  led to an increased demand for English Language
  Teaching.
• 2. Very large numbers of teachers are needed.
  Most students must be taught by teachers who are
  not native speakers.
• 3. Native speakers and bilingual teachers have
  different strengths and limitations.
• 4. Technology provides useful assistance for
  teachers and replaces teachers in some
  circumstances.
• 5. In the last fifty years ELT has developed as
  an academic profession. There are a number of
  different approaches and methodologies to match
  increasingly varied needs.

186
Unit 7 Emerging "New Englishes"A Focus for Debate

• When you have completed the activities of this
  unit you will
• Understand the current,and at present
  unresolved,debate about whether local standards
  are varieties,requiring recognition,or are
  essentially,inter-languages
• Know how this debate bears on a number questions
  about
• (1) the purpose which learners have for an
  additionalor auxiliary language

187

• (2)the practicalities of teaching an auxiliary
  language to every large numbers of learners
• (3) the role of Standard English a norm, and as a
  target
• Understand why the position of Standard English
  is controversial, complicated, important
  and,almost certainly,important to you

188
Unit Seven Emerging New Englishes A Focus for
Debate

• Difficult Points
• Exam the significance of New Standards
• Find out about international literature in
  English
• Contrast roles of English feedback in
  mono-lingual and in multi-lingual societies

189

• Activity 1What Is Meant by Emerging and New
  Englishes?

190
Task 1

• English is studied, learned and taught in all
  three circles, but not in the same way.

191
Term Abb. Official Language? Chances of informal learning?
English as a mother tongue E1L Yes, for virtually all purposes taught in schools medium of learning Yes, everywhere in the environment
English as a Second Language ESL Yes, one of several taught in schools medium of some learning Yes, some
English as a Foreign Language EFL Not taught in schools not usually a learning medium No, only in the classroom
192

• Varieties of English are varieties in use and
  user.

193
Task 2

• Emerging Englishes or New Englishes are not just
  regional varieties.

194
Task 3

• 1. Where local written standards are emerging in
  use, the question of local or international
  standards may arise.
• 2. The advantages of teaching a local standard
  are
• a. They are easier and quicker to learn.
• b. There are useful where there are many
  languages in use in a country and no common
  language.
• c. Only a minority of people need a language
  for international use.
• 3. The disadvantages of teaching a local standard
  are
• a. Local standards change quickly and are not
  well regarded internationally.
• b. If they are used internationally, they
  dont do justice to the user or his ideas.
• c. Local Standards are emerging and changing,
  so there may not be enough suitable teachers, or
  teaching materials.

195

• 4. The advantages of teaching Standard English
  are
• a. Standard English is stable and has prestige
  worldwide.
• b. It opens up an immense quantity of
  literature on all topics and, increasingly, it
  makes electronically stored material available.
• 5. The disadvantages of teaching Standard English
  are
• a. It may take longer to learn than a local
  standard.
• b. Fewer people will succeed.
• 6. Standard English offers much in return to
  those who do, and is the best choice except where
  the need for a common language has to come before
  everything else. That is not the case in Hong
  Kong.

196

• Activity 2International Voices in English

197
Task 1

• Considering Another Function of Languagethe
  Making of Imaginative Fiction

198
Task 2

• Finding out about International Literature in
  English

199
Task 3

• Discovering Your Own English Voice

200
Summary

• 1. The international use of English means that
  there can be an international literature written
  in one part of the English-using world, and
  available everywhere that English is used.
• 2. New Englishes developed and produced in one
  region but widely understood, have a role in this
  literature. They can make possible an imaginative
  understanding of what it is like to live in that
  place and to share its culture.
• 3. Anyone who has English as an additional
  language can have an English voice in addition to
  the voice that belongs to the mother tongue and
  its culture.
• 4. That user can now reach very scattered, varied
  and distant readers. It is much easier to do this
  than most people think provided you are not too
  ambitious at the start.

201

• Activity 3Emerging Englishes

202
Task 1

• An authoritative statement is one that is
  complete, considerate, and based on extensive and
  detailed knowledge.

203
Task 2

• There is a major debate in the study of English