Engleski kao globalni jezik; Uvod u jezik struke; EGP/ESP/EPT: sličnosti i razlike Why learn English? • because it is a native language in… • because we can communicate with native speakers? • 375 million people speak English as their second language • 750 million people speak English as a foreign language • approximately 80% of all websites are in English • it is one of the most spoken languages in the world and by far the most common (combining native and non-native speakers) • one of the ‘’largest” languages by number of native speakers (after Mandarin, Chinese, Hindi and Spanish) • spoken on every continent This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-NC-ND Global English • around the world, English is not identical to the way it is spoken in England • language evolves when spoken by different people in different places > it changes more rapidly when millions of people use it for working and travelling like today • more non-native English speakers use it to communicate with fellow non-natives: • French to Finns • Greeks to Guatemalans • Hungarians to Spanish etc. Native and Non-native speakers • in natural speech, we mumble and slur over letters, syllables or entire words • we use jargon and slang words • we assume that everyone understands us, so we don’t bother to slow down or check for comprehension Pronunciation (to pronounce) vs. spelling • • • • • • • • receive people Phoebe jeans piece peace deep be receive - veil jeans - sweater veil - veal /i:/ This Photo by Unknown Author is licensed under CC BYNC-ND /e/ Varieties of English • same meaning, • different spelling • different words • possible pitfalls: • mate • mad • rubber This Photo by Unknown Author is licensed under CC BY-NC-ND Varieties of English • Dunglish (litteral translation) • Spanglish (googlear, el mouse) • Indianglish • beware of the culture in an international context: • taboos, customs, habits, dos and donts Be careful • avoid miscommunication, be specific • use structure (in reports, articles, presentations) • use short, simple sentences • don’t take culture for granted, prepare! Using global English means being aware of the pitfalls, working with the solutions and avoiding miscommunication. English for Specific Purposes (ESP) • a language approach whose goal is to provide learners with narrowly defined goals the language elements they need to function as professionals. • Language for teachers in early education EFL / EGP / ESP / EAP / EPT / EIL • When you study English as a Foreign Language (EFL) it means that you study it in a non-English-Speaking Country, for example, in China, Russia, Germany, Brazil, France or Viet Nam. • If you study English as a Second Language (ESL), it means that you do it in an English-Speaking Country such as the UK, Ireland, Canada, Australia, South Africa or the USA, or you want to go to live or study there. EFL and ESL are similar but not exactly the same. • ESL is often country-specific – you learn more about everyday life and social welfare of the English-speaking country you are in, or want to work or get a degree in, that is it frequently means that you need English for Immigration or Academic purposes • EFL is rather meant for international business communication and travel. • EGP stands for English for General Purposes or Everyday English. • ESP stands for English for Specific Purposes. There are several varieties. • EAP stands for English for Academic Purposes • EPT stands for English Placement/Proficiency Test • EIL – English as an international language / ELF – English as Lingua Franca (trend for English users from, for example, mainland Europe, China, and Brazil, to use English more frequently as a contact language among themselves rather than with native English speakers) • The negative attitudes which persist today towards certain varieties of English have their roots in the past and, especially, in the two dispersals of English. The British establishment still harbours the view of the superiority of British over American English. For example, in launching the British Council’s English 2000 project in March 1995, Prince Charles was famously reported in the British press as follows: The Prince of Wales highlighted the threat to “proper” English from the spread of American vernacular yesterday as he launched a campaign to preserve the language as world leader. He described American English as “very corrupting” and emphasised the need to maintain the quality of language, after giving his backing to the British Council’s English 2000 project . . . Speaking after the launch, Prince Charles elaborated on his view of the American influence. “People tend to invent all sorts of nouns and verbs, and make words that shouldn’t be. I think we have to be a bit careful, otherwise the whole thing can get rather a mess.” (The Times, 24 March 1995) • And while the younger members of the UK royal family, like many other young people, may not share Prince Charles’s perspective on American English, negative attitudes towards it undoubtedly persist in the UK, e.g. among some university faculty (see Jenkins 2014). It should already be clear that there is scope for substantial disagreement as to whether the metamorphosis of English into Global Englishes is a positive or negative phenomenon. And as can be seen in the reference to attitudes above, the use of English around the world has not proved uncontroversial or even, necessarily, beneficial. One of the purposes of this book, then, is to approach the controversies surrounding Global Englishes from a wide range of perspectives in order to enable readers to draw their own conclusions.* *Jenkins, J. (2014) Global Englishes, a resource book for students. Routledge. London - dialect mixing which was further influenced by the indigenous aboriginal languages Languages • L1 – first language (native language, mother tongue, primary language) • L2 – secondary language (home language, heritage language) • L2 = FL (foreign language) ? (hrv. ini jezik) • L3… Many World English speakers grow up bilingual or multilingual, using different languages to fulfil different functions in their daily lives. This makes it difficult to describe any language in their repertoire as L1, L2, L3, and so on. What is standard English? • The dialect of educated people throughout the British Isles. It is the dialect normally used in writing, for teaching in schools and universities, and heard on radio and television (Hughes and Trudgill 1979, 1996) • The variety of the English language which is normally employed in writing and normally spoken by ‘educated’ speakers of the language. It is also, of course, the variety of the language that students of English as a Foreign or Second Language (EFL/ESL) are taught when receiving formal instruction. The term Standard English refers to grammar and vocabulary (dialect) but not to pronunciation (accent). Trudgill and Hannah 1982, 2002) • t it is that set of grammatical and lexical forms which is typically used in speech and writing by educated native speakers. It . . . includes the use of colloquial and slang vocabulary as well as swear-words and taboo expressions (Trudgill 1984) • is potentially misleading for at least two reasons. First, in order to be self-explanatory, it really ought to be called ‘the grammar and the core vocabulary of educated usage in English’. That would make plain the fact that it is not the whole of English, and above all, it is not pronunciation that can in any way be labelled ‘Standard’, but only one part of English: its grammar and vocabulary (Strevens 1985). What is standard English (continued) • … as a minority variety (identified chiefly by its vocabulary, grammar and orthography) which carries most prestige and is most widely understood. (Crystal 1995, 2002) • Traditionally the medium of the upper and (especially professional) middle class, and by and large of education… since at least the nineteenth century with the accent that, since the 1920s, has been called Received Pronunciation (RP), and with the phrases the Queen’s English, the King’s English, Oxford English, and BBC English (McArthur 2002). • The kind of English in which all native speakers learn to read and write although most do not actually speak it (Trudgill and Hannah, 2008) • It is not a language: it is only one variety of a given English. • ❑ It is not an accent: in Britain it is spoken by 12–15 per cent of the population, of whom 9–12 per cent speak it with a regional accent. • ❑ It is not a style: it can be spoken in formal, neutral and informal styles, respectively: Father was exceedingly fatigued subsequent to his extensive peregrinations. Dad was very tired after his lengthy journey. The old man was bloody knackered after his long trip. • ❑ It is not a register: given that a register is largely a matter of lexis in relation to subject matter (e.g. the register of medicine, of cricket, or of knitting), there is no necessary connection between register and Standard English. Trudgill (1999: 122) provides this example: “There was two eskers what we saw in them U-shaped valleys” to demonstrate “a non-standard English sentence couched in the technical register of physical geography”. • ❑ It is not a set of prescriptive rules: it can tolerate certain features which, because many of their rules are grounded in Latin, prescriptive grammarians do not allow. Trudgill (1999: 125) provides these examples: sentence-final prepositions as in “I’ve bought a new car which I’m very pleased with”, and constructions such as “It’s me”, “He is taller than me” Why is English Ligua Franca? • Historical reasons Because of the legacy of British or American imperialism, the country’s main institutions may carry out their proceedings in English. These include the governing body (e.g. parliament), government agencies, the civil service (at least at senior levels), the law courts, national religious bodies, the schools, and higher educational institutions, along with their related publications (textbooks, proceedings, records, etc.). • Internal political reasons • Whether a country has imperial antecedents or not, English may have a role in providing a neutral means of communication between its different ethnic groups as it does, for example, in India. A distinctive local variety of English may also become a symbol of national unity or emerging nationhood. The use of English in newspapers, on radio, or on television, adds a further dimension. • External economic reasons • The USA’s dominant economic position acts as a magnet for international business and trade, and organisations wishing to develop international markets are thus under considerable pressure to work with English. The tourist and advertising industries are particularly English-dependent, but any multinational business will wish to establish offices in the major Englishspeaking countries. • Practical reasons • English is the language of international air traffic control, and is currently developing its role in international maritime, policing, and emergency services. It is the chief language of international business and academic conferences, and the leading language of international tourism. Intellectual reasons Most of the scientific, technological, and academic information in the world is expressed in English, and over 80 per cent of all the information stored in electronic retrieval systems is in English (but see A8 for more recent figures). Closely related to this is the concern to have access to the philosophical, cultural, religious, and literary history of Western Europe, either directly or through the medium of an English translation. In most parts of the world, the only way most people have access to such authors as Goethe or Dante is through English. Latin performed a similar role in Western Europe for over a thousand years. • Entertainment reasons • English is the main language of popular music (particularly hip hop), and permeates popular culture and its associated advertising. It is also the main language of satellite broadcasting, home computers, and video games, as well as of such international illegal activities as pornography and drugs. [To this can be added that recently English has become the lingua franca of the performing arts (Nicoline Vanharskamp, personal communication).] Communicative competence • Linguistic knowledge • What a user needs to know in order to communicate appropriately within a community • Language (phonetics, phonology, morpho-sintax, lexic, semantics, discourse) • Pragmatics (language use depending on communicative context) • General knowledge • Cultural knowledge • Multicompetences Sources • J. Jenkins. 2015. Global Englishes. Routledge. London. • https://www.slideshare.net/jurgenvanraak/presentationglobal-english • https://slideplayer.com/slide/8430883/
