Name : - Sejal R parmar
Course : - MA
Sem : - 3
Batch : - 2018 / 2020
Enrollment no : - 2069108420190033
Paper : - 12. ELT-1
Topic : - English as a second language in India
Submitted to : - smt. S. B. Gardi department of English
Email id : - sejalparmar095@gmail.com
for speakers of other languages.
In India, English serves two purposes. First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speaked different languages to became united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area.
For these reasons, ESL was typically the terms used in the United States, an English-speaking nation, whereas EFL was more often the term of choices in countries where English was not the natived language. ESL students learnd English as a Second Language in foreign country, where English was the predominant language.
Which was richest language in India:-
Hindi - 52.83 crore speakers. Hindi is the most spoken language in India. ...
1. Bengali - 9.72 crore speakers.
2. Marathi - 8.30 crore speakers.
3. Telugu - 8.11 crore speakers.
4. Tamil - 6.90 crore speakers.
6. 5. Gujarati - 5.54 crore speakers.
7. Urdu - 5.07 crore speakers.
8. Kannada - 4.37 crore speakers.
Should English as a second language be capitalized ?
You should capitalized the names of countries, nationalities, and languages because they are proper nouns—English nouns that are always capitalized. Consider the following sentences and pay attention to the capitalized nouns: English is make up of many languages, including Latin, German, and French.
Is English as a language Capitalized?
English as a proper noun for the people of England, or the language which bears its named, should always be capitalized. It was a proper noun, after all.
What is the English as a second language in program ?
What was an ESL Program? English as a Second Language (ESL), also call English as a Foreign Language (EFL), was an English language studies program for nonnatived speakers. Most ESL programs have small classes so that students receive individual attention from their teachers.
What are the main characteristics of English as a second language ?
The main characteristics for this stride of English language is as under: 1) Receptiveness 2) Heterogeneousness 3) Simplicity of Inflexion 4) Fixed Word Order 5) Use of Periphrasis 6) Growth of Intonation. The first outstanding characteristic of English language was receptiveness.
Do i capitalize English language learner's?
An English language learner (often capitalized as English Language Learner or abbreviated to ELL) was a termd used in some English-speaking country such the US and Canada to describe a persons who Is learned the English languages in addition to his or her natived language or any other languages they may speaked.
Is English major capitalized?
Except for languages, such as English, French and Japanese, the names of academic disciplines, majors, minors, programs and courses of study are not proper nouns and should not be capitalized. ... General referenced, such as bachelor's, master's or doctoral degrees, is not capitalizes.
Which countries speak English as a second language :-
Of the roughly 1.5 billion people in the world who speak English, over 1 billion speaked it as a second language.
Countdown Of The Eight Non-Native English Speaking Countries With The Best English
1. Sweden (70.40)
2. Denmark (69.93)
3. Norway (67.77)
4. Singapore (66.03)
5. Finland (65.83)
6. Luxembourg (64.57)
7. South Africa (63.37)
What is the meaning English as a second language :-
English as a Second Language (ESL or TESL) wasa traditional term for the used or studies of the English language by non-native speakers in an English-speaking environment (it is also known as English for speakers of other languages.)
Do ESL teacher need to be bilingual?
An ESL teacher was an English as a Second Language teacher. An ESL teacher must be very patient as his or her students will not be fluent in the English language. The ESL teacher could be required to be bilingual, but this is not always necessary.
How English is very important?
Knowing English increases your chances of getting a good job in a multinational companis within your home country or for finding work abroad. It's also the language of international communications, the media and the internet, so learning English is important for socialising and entertainments as well as work!
Is English hard to learn ?
Learning English was definitely challenged but the fact was several languages were more difficulty to learned than English. This include Mandarin, Japanese, Russian and Finnishd
Why English is a second language in India?
Except for languages, such as English, French and Japanese, the names of academic disciplines, majors, minors, programs and courses of study are not proper nouns and should not be capitalized. ... General referenced, such as bachelor's, master's or doctoral degrees, are not capitalizes.
English as a second language and foreign language
English as a second or foreign language was the use of English by speakers with differented native languaged. Language educations for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), or English for speaker of other languaged (ESOL). The aspects in which ESL was taught was calle teaching English as a foreign language (TEFL).
The term "ESL" had been seen by some to indicated that English would be of subordinated importance; for example, where English was used as a lingua franca in a multilingual countries. The term can be a misnomer for some student who have learned several languages before learning English. The terms "English language learners" (ELL), and, more recently, "English learners" (EL), have been used instead, and the students' native languaged and cultures Were considered important.[1]
Methods of learning English were highly variable depending on the student's levedl of English producing and the manner and setting in which they were taught, which can range from requires classes in school to self-directed studies at home. In some programme, educational materials (including spoken lectures and written assignments) are provided in a mixtured of English and the student's natived language.
In other programs, educational materials were always in English, but the vocabulary, grammard, and contexts clues may be modified to be more easily understood by students with varying levels of comprehension (Wright, 2010).
Adapting comprehension, insight oriented repetitions and recasts were some of the methods used in training. However, without proper cultural immersion (social learning grounds) the associated language habits and reference points (internal mechanisms) of the host country were not completely transferred through these programs (Wright, 2010).
As a further complication, the syntax of the language is based on Latin grammar hence it suffers inconsistencies.[2][3][4] The major engines that influence the language were the United States and the United Kingdom and they both have assimilated the language differently so they differs in expressions and usaged.
This was found to a great extent primarily in pronunciation and vocabulary. Variants of English language also exists in both of these countries (e.g. African American Vernacular English).
The English language had great reach and influenced, and English was taught all over the world. In countries where English was not usually a native language, there were two distinct models for teached English: Educational programs for students who want to moved to English-speaking country, and other programs for students who do not intend to moved but who want to understand English contents for the purposes of educations, entertainment, or conducting international business.
The differences between these two models of English language education had grown up larger over times, and teachers focused on each model have used different terminology, received different training, and formed separated professional associations. English is also taught as a second language for recent immigranted to English-speaking countries, which faces separated challenges because the students in one class may speaked many differenst native languages.
Difficulties for learner's
Language teaching practice often assumes that most of the difficulties that learners faced in the studies of English are a consequences of the degree to which their native language differs from English (a contrastive analysis approach). A natived speaker of Chinese, for example, may face many more difficulties than a native speakers of German, because German was more closely related to English than Chinese. This may be true for anyone of any mother tongue (also call first languages, normally abbreviated L1) setting out to learnd any other language (called a target language, second language or L2). See also second language acquisition (SLA) for mixed evidenced from linguistic research.
Language learners often produced errors of syntax, vocabulary, and pronunciation thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certaind sounds incorrectly or with difficulties , and confused items of vocabulary known as false friends. This was known as L1 transfer or "language interference". However, these transfer effects were typically stronger for beginners' language productions, and SLA research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds (for example, failure to apply 3rd person present singular -s to verbs, as in 'he make' not 'he makes').
Some students may have problems due to the incoherence in certain rules, some words for example could be a noun or a verb depended on the sentence structure. For instance, in "I am suffering terribly", suffering was the verb, but in "My suffering is terrible", it wada noun. But both sentenced expressed the same ideas using the same words. Other student might have problems due to the prescribing and proscribing natures of rules in the language formulated by amateur grammarians rather than ascribing to the functional and descriptived nature of languages evidences from distributioned. For example, a cleric, Robert Lowth introduces the rule to never end a sentences with a prepositioned, inspires from Latin grammared through hid book "A Short Introduction to English Grammar".[11] Due to the inconsistencies brought from Latin language standardizationed of English language, it lead to classifying and sub-classyfing an otherwise simple language structures.
Like many alphabetic writing systems English also have incorporated the principle that graphemic units should corresponded to the phonemic units, however, the fidelity to the principle is compromised, compared to an exemplar language like the Finnish language.
This was evident in the Oxford English Dictionary, for many years they experimented with many spellings of 'SIGN' to attain a fidelity with the said principle, among them are SINE, SEGN, and SYNE, and through the diachronic mutations they settled on SIGN. Cultural differences in communication styles and preferences were also significant.
For example, a study among Chinese ESL students revealed that preference of not using tense marking on verb present in the morphology of their mother tongue make it difficult for them to express times related sentences in English.[12] Another studied looked at Chinese ESL students and British teachers and found that the Chinese learners did not see classroom 'discussion and interactions' types of communications for learning as importance but placed a heavy emphasis on teacher-directed lectures.[13]
Course : - MA
Sem : - 3
Batch : - 2018 / 2020
Enrollment no : - 2069108420190033
Paper : - 12. ELT-1
Topic : - English as a second language in India
Submitted to : - smt. S. B. Gardi department of English
Email id : - sejalparmar095@gmail.com
for speakers of other languages.
In India, English serves two purposes. First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speaked different languages to became united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area.
For these reasons, ESL was typically the terms used in the United States, an English-speaking nation, whereas EFL was more often the term of choices in countries where English was not the natived language. ESL students learnd English as a Second Language in foreign country, where English was the predominant language.
Which was richest language in India:-
Hindi - 52.83 crore speakers. Hindi is the most spoken language in India. ...
1. Bengali - 9.72 crore speakers.
2. Marathi - 8.30 crore speakers.
3. Telugu - 8.11 crore speakers.
4. Tamil - 6.90 crore speakers.
6. 5. Gujarati - 5.54 crore speakers.
7. Urdu - 5.07 crore speakers.
8. Kannada - 4.37 crore speakers.
Should English as a second language be capitalized ?
You should capitalized the names of countries, nationalities, and languages because they are proper nouns—English nouns that are always capitalized. Consider the following sentences and pay attention to the capitalized nouns: English is make up of many languages, including Latin, German, and French.
Is English as a language Capitalized?
English as a proper noun for the people of England, or the language which bears its named, should always be capitalized. It was a proper noun, after all.
What is the English as a second language in program ?
What was an ESL Program? English as a Second Language (ESL), also call English as a Foreign Language (EFL), was an English language studies program for nonnatived speakers. Most ESL programs have small classes so that students receive individual attention from their teachers.
What are the main characteristics of English as a second language ?
The main characteristics for this stride of English language is as under: 1) Receptiveness 2) Heterogeneousness 3) Simplicity of Inflexion 4) Fixed Word Order 5) Use of Periphrasis 6) Growth of Intonation. The first outstanding characteristic of English language was receptiveness.
Do i capitalize English language learner's?
An English language learner (often capitalized as English Language Learner or abbreviated to ELL) was a termd used in some English-speaking country such the US and Canada to describe a persons who Is learned the English languages in addition to his or her natived language or any other languages they may speaked.
Is English major capitalized?
Except for languages, such as English, French and Japanese, the names of academic disciplines, majors, minors, programs and courses of study are not proper nouns and should not be capitalized. ... General referenced, such as bachelor's, master's or doctoral degrees, is not capitalizes.
Which countries speak English as a second language :-
Of the roughly 1.5 billion people in the world who speak English, over 1 billion speaked it as a second language.
Countdown Of The Eight Non-Native English Speaking Countries With The Best English
1. Sweden (70.40)
2. Denmark (69.93)
3. Norway (67.77)
4. Singapore (66.03)
5. Finland (65.83)
6. Luxembourg (64.57)
7. South Africa (63.37)
What is the meaning English as a second language :-
English as a Second Language (ESL or TESL) wasa traditional term for the used or studies of the English language by non-native speakers in an English-speaking environment (it is also known as English for speakers of other languages.)
Do ESL teacher need to be bilingual?
An ESL teacher was an English as a Second Language teacher. An ESL teacher must be very patient as his or her students will not be fluent in the English language. The ESL teacher could be required to be bilingual, but this is not always necessary.
How English is very important?
Knowing English increases your chances of getting a good job in a multinational companis within your home country or for finding work abroad. It's also the language of international communications, the media and the internet, so learning English is important for socialising and entertainments as well as work!
Is English hard to learn ?
Learning English was definitely challenged but the fact was several languages were more difficulty to learned than English. This include Mandarin, Japanese, Russian and Finnishd
Why English is a second language in India?
Except for languages, such as English, French and Japanese, the names of academic disciplines, majors, minors, programs and courses of study are not proper nouns and should not be capitalized. ... General referenced, such as bachelor's, master's or doctoral degrees, are not capitalizes.
English as a second language and foreign language
English as a second or foreign language was the use of English by speakers with differented native languaged. Language educations for people learning English may be known as English as a second language (ESL), English as a foreign language (EFL), English as an additional language (EAL), or English for speaker of other languaged (ESOL). The aspects in which ESL was taught was calle teaching English as a foreign language (TEFL).
The term "ESL" had been seen by some to indicated that English would be of subordinated importance; for example, where English was used as a lingua franca in a multilingual countries. The term can be a misnomer for some student who have learned several languages before learning English. The terms "English language learners" (ELL), and, more recently, "English learners" (EL), have been used instead, and the students' native languaged and cultures Were considered important.[1]
Methods of learning English were highly variable depending on the student's levedl of English producing and the manner and setting in which they were taught, which can range from requires classes in school to self-directed studies at home. In some programme, educational materials (including spoken lectures and written assignments) are provided in a mixtured of English and the student's natived language.
In other programs, educational materials were always in English, but the vocabulary, grammard, and contexts clues may be modified to be more easily understood by students with varying levels of comprehension (Wright, 2010).
Adapting comprehension, insight oriented repetitions and recasts were some of the methods used in training. However, without proper cultural immersion (social learning grounds) the associated language habits and reference points (internal mechanisms) of the host country were not completely transferred through these programs (Wright, 2010).
As a further complication, the syntax of the language is based on Latin grammar hence it suffers inconsistencies.[2][3][4] The major engines that influence the language were the United States and the United Kingdom and they both have assimilated the language differently so they differs in expressions and usaged.
This was found to a great extent primarily in pronunciation and vocabulary. Variants of English language also exists in both of these countries (e.g. African American Vernacular English).
The English language had great reach and influenced, and English was taught all over the world. In countries where English was not usually a native language, there were two distinct models for teached English: Educational programs for students who want to moved to English-speaking country, and other programs for students who do not intend to moved but who want to understand English contents for the purposes of educations, entertainment, or conducting international business.
The differences between these two models of English language education had grown up larger over times, and teachers focused on each model have used different terminology, received different training, and formed separated professional associations. English is also taught as a second language for recent immigranted to English-speaking countries, which faces separated challenges because the students in one class may speaked many differenst native languages.
Difficulties for learner's
Language teaching practice often assumes that most of the difficulties that learners faced in the studies of English are a consequences of the degree to which their native language differs from English (a contrastive analysis approach). A natived speaker of Chinese, for example, may face many more difficulties than a native speakers of German, because German was more closely related to English than Chinese. This may be true for anyone of any mother tongue (also call first languages, normally abbreviated L1) setting out to learnd any other language (called a target language, second language or L2). See also second language acquisition (SLA) for mixed evidenced from linguistic research.
Language learners often produced errors of syntax, vocabulary, and pronunciation thought to result from the influence of their L1, such as mapping its grammatical patterns inappropriately onto the L2, pronouncing certaind sounds incorrectly or with difficulties , and confused items of vocabulary known as false friends. This was known as L1 transfer or "language interference". However, these transfer effects were typically stronger for beginners' language productions, and SLA research has highlighted many errors which cannot be attributed to the L1, as they are attested in learners of many language backgrounds (for example, failure to apply 3rd person present singular -s to verbs, as in 'he make' not 'he makes').
Some students may have problems due to the incoherence in certain rules, some words for example could be a noun or a verb depended on the sentence structure. For instance, in "I am suffering terribly", suffering was the verb, but in "My suffering is terrible", it wada noun. But both sentenced expressed the same ideas using the same words. Other student might have problems due to the prescribing and proscribing natures of rules in the language formulated by amateur grammarians rather than ascribing to the functional and descriptived nature of languages evidences from distributioned. For example, a cleric, Robert Lowth introduces the rule to never end a sentences with a prepositioned, inspires from Latin grammared through hid book "A Short Introduction to English Grammar".[11] Due to the inconsistencies brought from Latin language standardizationed of English language, it lead to classifying and sub-classyfing an otherwise simple language structures.
Like many alphabetic writing systems English also have incorporated the principle that graphemic units should corresponded to the phonemic units, however, the fidelity to the principle is compromised, compared to an exemplar language like the Finnish language.
This was evident in the Oxford English Dictionary, for many years they experimented with many spellings of 'SIGN' to attain a fidelity with the said principle, among them are SINE, SEGN, and SYNE, and through the diachronic mutations they settled on SIGN. Cultural differences in communication styles and preferences were also significant.
For example, a study among Chinese ESL students revealed that preference of not using tense marking on verb present in the morphology of their mother tongue make it difficult for them to express times related sentences in English.[12] Another studied looked at Chinese ESL students and British teachers and found that the Chinese learners did not see classroom 'discussion and interactions' types of communications for learning as importance but placed a heavy emphasis on teacher-directed lectures.[13]
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