The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.

This quantitative corpus study discusses and compares the distribution of the inflected genitive (’s- or zero-genitive) with that of the of-construction in East African, Indian, American and British English using data collected from the ICE-EA, ICE-IND, Frown and FLOB corpora. This study also discusses the semantic categories of the inflected genitive in the varieties mentioned. The first conclusion of the study is that the distribution of tokens according to semantic categories is similar in all varieties examined. Furthermore, it is concluded for the modifier classes that animateness-biased classes are more common with the inflected genitive, while inanimateness-biased classes are more common with the of-construction; this distribution is similar in all varieties.

Cette thèse propose une étude transversale des principales réalisations de DO dans l'anaphore verbale en anglais, à savoir : do this/that/it, do so, ellipse post-auxiliaire (EPA) et DO britannique. Chaque anaphorique fait l'objet d'une étude approfondie fondée sur un échantillon de plusieurs centaines d'occurrences authentiques prélevées dans le BNC et le COCA, ainsi que le corpus de Bos & Spenader (2011). Plusieurs variables sont analysées, notamment le registre, la nature grammaticale de DO, les propriétés sémantiques et syntaxiques du déclencheur d'antécédent, l’identité de sujet et d'état de choses, les alternances de polarité, de modalité, d'aspect, de temps et de voix ainsi que la présence éventuelle d'adjoints contrastifs ou non contrastifs.Une attention particulière est portée au DO britannique, c'est-à-dire l'emploi de formes non finies de DO anaphorique essentiellement limité au registre conversationnel de l'anglais britannique, qui n'a jamais fait l'objet d'une étude empirique auparavant. A partir d’un échantillon de 483 occurrences prélevées dans la composante orale du BNC et vérifiées systématiquement à l'écoute, cette étude met en lumière certaines caractéristiques socio-culturelles et situationnelles qui favorisent son utilisation, en plus de ses propriétés linguistiques et discursives. Ainsi, cette étude aboutit à la conclusion que le DO britannique constitue une réalisation particulière de l'EPA, qui met en œuvre des formes non finies du DO auxiliaire. / This dissertation presents research across the main types of verb-phrase anaphora involving DO, viz. do this/that/it anaphora, do so anaphora, post-auxiliary ellipsis (PAE) and British English DO. Each anaphor underwent close analysis based on a sample of several hundreds of occurrences retrieved from the BNC and the COCA, as well as Bos & Spenader's (2011) corpus. Different variables were studied including register, the grammatical status of DO, semantic and syntactic properties of antecedent triggers, identity of subjects and states of affairs, the presence or absence of contrastive and non-contrastive adjuncts, as well as polar, modal, aspectual, temporal and voice alternations.One item of particular interest involves British English DO which bears a strong resemblance to PAE, except that it involves non-finite forms of DO and is generally restricted to British conversational English. Unlike PAE, British English DO has never before been the focus of study based on empirical data. In this research, 483 naturally-occurring examples taken from the Spoken component of the BNC as well as the accompanying metadata and recorded material were fully examined. Sociolinguistic and situational information was investigated, as were the linguistic properties and discourse conditions that make the use of British English DO felicitous. The result has led to a far better understanding of the phenomenon. In particular, it was found that British English DO can be considered a sub-type of PAE, which involves non-finite forms of auxiliary DO.

THESIS ABSTRACT This thesis studies the progressive in present-day spoken British English. Recent studies of the progressive in present-day English have discovered that there has been a significant increase in frequency of the use of the progressive especially in spoken English. The increase is deemed partly due to the use of the progressive with anti-progressive verbs, with which the progressive was traditionally not applied, and to the rise of the subjective function. The aim of the diploma thesis is to determine which traditional anti-progressive verbs are used most frequently with the progressive in present-day British English as well as to determine the proportion of these verbs to verbs commonly used with the progressive. Furthermore, three frequent anti-progressive verbs - be, think and feel - were selected to analyse the functions of the progressive when used with anti-progressive verbs. The data is extracted from the Spoken BNC 2014 as it enables examination of the use of progressive in present-day spoken British English.

This study investigates teachers' attitudes towards aural recordings and written English from different English varieties in the Swedish upper primary school EFL-classroom. Data from 27 online surveys and four semi-structured interviews are analyzed. The results show that British and American English are the most accepted varitetis. Australian English is accepted in audio, though not necessarily recognized in writing. Indian English, while mostly recognized, is not as accepted. Swedish English, though still accepted by most, is the least approved of the studied varieties.

This study investigates which English variety teachers in Sweden learned, which they use now and whether this has changed over time. The study included the two major varieties of English, namely British English and American English.  The hypothesis for this paper is that British English will have played an important part in the teachers’ schooling but American English will have had a strong influence in their day-to-day lives and will likely have hanged how they use English. Data was collected in the form of questionnaires filled in by 294 teachers who teach English at primary, secondary and upper secondary schools in Sweden.  The results support the thesis of the paper that teachers mainly learned British English at school while American English becomes more common for teachers under the age of 40. However, the majority of participants were found to use a variety which has features of both British and American English - it is referred to as Mid-Atlantic English in this paper.

English is today a vast world language, and the foremost important business and cross-border language in the world. The two predominant English varieties in the Swedish educational system are British English and American English. A third variety, Mid-Atlantic English, is however on the up-rise, and many researchers expect this to be the future educational standard variety due to escalating globalization. British English is the variety which traditionally has been taught in the Swedish school, but the last couple of decades American English have been gaining ground because of popular media. Today both varieties are referred to in the Swedish National Curriculum, and teachers as well as students face a multifaceted choice. The aim of this paper is to investigate attitudes among upper-secondary level teachers and students; on what grounds they have chosen their personal variety and to what extent they are aware of what English variety they use. What we have seen is that resolute attitudes can be perceived towards the two Englishes. Furthermore, our investigation shows that students mix British and American English, and even though British English still is held in academic esteem, American English characteristics predominate in the mix. British English is recurrently described as “snobbish” and in a more positive fashion as “high-class”, whereas American English is perceived either as “youthful and cool” or “dim and uneducated”. Even students who prefer and think they use British English, to a large extent use American orthography and spelling.

The central aim of this thesis is to provide a detailed ethnographic account of the human ecology of the Broads - a protected wetland region in the East of England - focussing upon how working lives shape and are shaped by this reedy landscape. In conversations about the management of the Broads, the concept of "common sense" is a frequent trope; encompassing a wide range of associated meanings. But what are these meanings of "common sense" in English culture, and how do they influence the peoples of England, and landscapes in which they work? This thesis addresses these questions ethnographically; using academic and lay deployments of common sense as a route into the political economy of rural Norfolk. Based on 12 months of fieldwork in the Broads National Park, this thesis draws together interviews and participant observation with land managers of various kinds - including conservationists, farmers, gamekeepers, volunteers, gardeners, and administrators. Chapter 1 dissects the differences between academic and popular understandings of "common sense" as a phrase, and produces an ethnographically-derived, working definition. Chapter 2 examines the attitudes of farmers, establishing "the common" as a root metaphor for social and practical rectitude, actualised through labouring in a shared landscape. Chapter 3 explores how the common is sensed, reflecting upon the diverse sensoria afforded by different degrees of enclosure on a single nature reserve. Chapter 4 explores how the concept of common sense intersects with a prevailing culture of possessive individualism, creating a fragmented society in the Park, wracked by controversies over management. Chapter 5 examines bureaucracy in Broadland - frequently cast as the very antithesis of common sense. In the conclusion, we return to the title, and ask - what do the reeds have to say about land, labour, and human nature?

The purpose of this project was to find out what varieties of English that Swedish upper secondary school students are exposed to in the classroom and to what extent they are exposed to different varieties. This was conducted by looking at preparation exercises for the listening part of the Swedish National Tests. These exercises are created by Göteborgs Universitet and are available online for everyone and show how the real national test will be done. By listening and analyzing every speaker’s variety they were sorted into British, American, Mid-Atlantic, Australian or New Zealand varieties. A total of 91 speakers were analyzed and the results showed that Students are exposed to mostly British English with half of the speakers using a British variety. One fourth of the speakers used American English while the rest were divided into Mid-Atlantic, Australian or New Zealand varieties.