Thesis (M.A.)--Miami University, Dept. of Speech Pathology and Audiology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 60-63).

<p>This essay is a corpus based study, aimed at determining which euphemisms for death American and British English have in common as well as which might be more specific for either of these two varieties of the English language. The study also shows the frequency in use for all of the chosen euphemisms and briefly mentions when they first were used. Six euphemisms concerning death and dying were selected out of numerous available expressions: deceased, pass away, perish, demise, the departed and fade away. In addition, the word die was also included in the investigation with the purpose of determining if euphemisms are more common.</p><p>Cobuild Direct Corpus serves as the main source of the investigation and comparisons are made between the National Public Radio broadcasts and US books corpora for the American variety of the English language and the BBC World Service radio broadcasts and the UK books corpora for the British counterpart. In addition, the British English transcribed informal speech corpus was included to display the frequency in use in British spoken English.</p><p>The analysis concludes that the use of euphemisms for death is not very common, which implies that people in our day of age are not as afraid of death as what is claimed to have been the case during earlier years.</p>

Presented thesis deals with teaching differences between British and American English. Its aim is to suggest a suitable way of teaching selected vocabulary differences between these two English varieties in EFL classes. The theoretical part of the presented thesis summarizes the knowledge background gained by studying relevant researches and professional publications. On that study the author's original teaching materials are based. The practical part consists of a brief research; original materials were used in five EFL classes, and consequently their efficiency and utility was examined. The main goal of this thesis is to propose this topic as a kind of useful enrichment of English lessons and to examine the way it could be included in a lesson plan without affecting it or burdening teachers with an extra preparation. Key words: American English, British English, differences, teaching EFL classes

Master of Arts / Department of Modern Languages / Li Yang / This study investigates and compares politeness strategies of Turkish learners of English (TLE) and American English speakers (AE) when they produce the speech act of refusal in English. A total of 24 participants took part in this study and each of them completed a background survey, an open role play and a semi-structured interview. The role-play asked all of the participants to refuse a party invitation offered by a classmate/colleague and was audio-recorded. The refusal interactions were coded according to the classification proposed by Beebe et al. (1990), and the sequence of the refusal interactions (i.e., head act, pre- and post-refusals) was also examined. The results showed that providing excuse/reason/explanation was the most preferred strategy by both groups overall, but closer examination of the strategy revealed that the TLE group was more specific in their explanations compared to the AE group. In addition, when the conductor of the role play insisted on the invitation, the AE group continued to refuse without giving specific reasons, whereas the TLE group chose to provide elaborate reasons upon insistence. During the interview session after the role play, the TLE group commented on cultural factors that influenced their choice of refusal strategies. Based on the findings, this study also proposed implications of the teaching of pragmatics in the English as a second language (ESL) context.

Sports play an important role in the culture of the United States as does language, so the choice to use non-Standard dialects in a nation that privileges the Standard and negatively judges dialectical differences, especially those spoken by mostly people of color, is not undertaken lightly. Because of this privileging of Standard American English, it is assumed that only professional African American athletes are allowed to keep their native dialect if it is African American English (AAE) and still be successful. However, this is complicated by the historical and present increased criticisms women face in both sport and language. To investigate this claim, a quantitative analysis of post-game interviews of five men and five women in the National Basketball Association and Women’s National Basketball Association, respectively, was conducted. The athletes were analyzed to see if they used dental stopping and be-leveling, two features of AAE. Four additional features of AAE were also investigated on an exploratory basis. Inter-gender variance was found among both genders. Across genders, women used the features of AAE studied an average of 30.6 percent less than men, demonstrating a clear gender difference in the usage of AAE. The results of this study illustrate disparities in women and men’s language use that could be a consequence of the inherent and historical sexism women must face in the realms of both sport and language.

<p>Institution: Halmstad University/School of Teacher Education (LUT)</p><p>Course: C-level paper, 15 credits</p><p>Term: Spring 2010</p><p>Title: Two Sides of the Same Coin - A study of EFL-teachers knowledge regarding the divergences between British and American English; and the challenges which arise from having more than one accepted variety of English in EFL teaching.</p><p>Pages: 41</p><p>Writer: Linda Jensen</p><p>Purpose: The purpose of this essay is to ascertain if Swedish EFL teachers have sufficient knowledge regarding the differences between BrE and AmE, the two major varieties of English. Furthermore, I aim to examine what challenges are created when two models of English, BrE and AmE, are accepted in upper secondary schools in Sweden.</p><p>Method: A quantitative web-based survey.Material: Questionnaire filled in by 59 EFL teachers in upper secondary schools in Halland, Sweden.</p><p>Main results: Upper secondary EFL teachers in Halland, Sweden do appear to have a basic knowledge of the differences between BrE and AmE and as such a majority placed themselves in the correct category. However, there is a lack of consistency and all the teachers mixed the two varieties to some extent. The challenges that arise from having two accepted varieties in Swedish schools are amongst other things the question of the consistency rule, dealing with the value system associated with British and American English and the question of whether Mid-Atlantic English should be accepted as a third educational standard.</p><p>Keywords: British English, American English, Mid-Atlantic English, divergence, EFL, consistency, challenges, value system.</p>

<p><strong>Abstract</strong></p><p>Many would agree that English has become a global language that has spread all over the world. English has been the primary foreign language in the Swedish school curriculum since the Second World War and most Swedes have some English language proficiency. Today, Swedes are not only subjected to English in school, but also come across English every day in media, in the streets or at work.</p><p>A number of studies have been done on how Swedish students use English and of their attitudes towards it, but not much on how Swedes that are no longer under school influence view the matter. This study has examined the attitudes and preferences towards English among 60 adults. Most of them have a positive attitude towards English and believe that the use of English in Sweden will increase in the future. Even so, they show little concern that English might be a future threat towards Swedish.</p><p>Both men and women find media as their primary source of English influence and there was only one minor difference to be noted when comparing attitudes between different age groups. The older female informants reported to use less English and have lower skills than the rest. No such trend was seen among the men belonging to the same age group. Besides this, some interesting gender differences were seen. The female informants reported to have a stronger preference for British English and the male informants showed preference for American English. These gender differences would be interesting to study further.</p>

<p>The aim of this paper is to find out what variety of English pupils in upper secondary schools are using, British English or American English, but also to see if there are any difference between boys and girls and if they are aware of their usage. British English used to be the only variety allowed in school, but now other varieties are taught as well and American English is gaining ground in Swedish schools. According to the curriculum, it is a part of the subject of English in upper secondary schools to study the different varieties and be aware of them. This study took place in Swedish upper secondary schools in the Stockholm area where 108 pupils in university preparing programs translated sentences with words that differ in British and American English, filled in a questionnaire which tested spelling and were also recorded when reading sentences. The survey showed that the tendency among these pupils is that they use American English more than British English in both vocabulary and pronunciation. The study also indicated that many pupils tend to mix their usage between the varieties, especially the girls. It was also seen that boys seem to be more aware of what variety they use.</p>

Institution: Halmstad University/School of Teacher Education (LUT) Course: C-level paper, 15 credits Term: Spring 2010 Title: Two Sides of the Same Coin - A study of EFL-teachers knowledge regarding the divergences between British and American English; and the challenges which arise from having more than one accepted variety of English in EFL teaching. Pages: 41 Writer: Linda Jensen Purpose: The purpose of this essay is to ascertain if Swedish EFL teachers have sufficient knowledge regarding the differences between BrE and AmE, the two major varieties of English. Furthermore, I aim to examine what challenges are created when two models of English, BrE and AmE, are accepted in upper secondary schools in Sweden. Method: A quantitative web-based survey.Material: Questionnaire filled in by 59 EFL teachers in upper secondary schools in Halland, Sweden. Main results: Upper secondary EFL teachers in Halland, Sweden do appear to have a basic knowledge of the differences between BrE and AmE and as such a majority placed themselves in the correct category. However, there is a lack of consistency and all the teachers mixed the two varieties to some extent. The challenges that arise from having two accepted varieties in Swedish schools are amongst other things the question of the consistency rule, dealing with the value system associated with British and American English and the question of whether Mid-Atlantic English should be accepted as a third educational standard. Keywords: British English, American English, Mid-Atlantic English, divergence, EFL, consistency, challenges, value system.

Abstract Many would agree that English has become a global language that has spread all over the world. English has been the primary foreign language in the Swedish school curriculum since the Second World War and most Swedes have some English language proficiency. Today, Swedes are not only subjected to English in school, but also come across English every day in media, in the streets or at work. A number of studies have been done on how Swedish students use English and of their attitudes towards it, but not much on how Swedes that are no longer under school influence view the matter. This study has examined the attitudes and preferences towards English among 60 adults. Most of them have a positive attitude towards English and believe that the use of English in Sweden will increase in the future. Even so, they show little concern that English might be a future threat towards Swedish. Both men and women find media as their primary source of English influence and there was only one minor difference to be noted when comparing attitudes between different age groups. The older female informants reported to use less English and have lower skills than the rest. No such trend was seen among the men belonging to the same age group. Besides this, some interesting gender differences were seen. The female informants reported to have a stronger preference for British English and the male informants showed preference for American English. These gender differences would be interesting to study further.