Influence of other languages on english
English as a foreign language
Initially, Old English was a group of several dialects, reflecting the varied origins of the Anglo-Saxon kingdoms of England. One of these dialects, Late West Saxon, at one point came to dominate. The original Old English language was later influenced by two invading waves: the first was from speakers of the Scandinavian branch of the Germanic languages, who conquered and colonized parts of Britain, the second was from the Normans in the 11th century, who spoke Old Norman and developed a variety of English called Anglo-Norman. These two invasions caused English to mix to some extent.
The Germanic language displaced the indigenous Brythonic language in what would later become England.[1][2][3] The original Celtic languages remained in parts of Scotland, Wales and Cornwall.[4] The dialects spoken by the Anglo-Saxons form Old English (also called Anglo-Saxon). The most famous literary work from this period is a fragment of the epic poem Beowulf, which appears to have been substantially modified later.
What languages influenced the English language?
Modern English comes from a Germanic language that arrived in Britain in the 5th century with the Anglo-Saxon tribes. Those who already lived there spoke Celtic languages, but it is this Germanic language, which was imposed on many of them, that would become the basis of the English we know today.
What is the influence of other foreign languages?
The reciprocal influence between two languages is very interesting. It occurs because of internal and external factors. The internal ones include the processes within the human mind. On the other hand, the external ones focus on social efforts that can shape how people interpret the world.
What factors influence English language learning?
However, the external factors that seem to contribute the most are related, on the one hand, to 1) the classroom learning environment, 2) the institutional curriculum, 3) the professional preparation of teachers, 4) the role of the local community, and 5) the role of national policies.
Inglés como segunda lengua en estados unidos
Alsayed, M. (2003). Factores que contribuyen al éxito en el aprendizaje del inglés como lengua extranjera. Revista de la Universidad de Damasco, 19(1-2), 21-52. http://www.damascusuniversity.edu.sy/mag/human/images/stories/03230.pdf
Bastidas, J. A. (2017). Más de medio siglo enseñando EFL en la secundaria colombiana: Rastreando nuestras huellas para entender el presente. HOW, 24(1), 10-26. http://dx.doi.org/10.19183/how.24.1.348
Eccles, J.S. (2005). Subjective task value and the Eccles et al. Model of achievement-related choices. En A. J. Elliot y C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford Press.
López, R., Quesada, M. y Salas, J. (2014). Factores sociales implicados en el aprendizaje de una segunda lengua. Un estudio de caso del Campus Pacífico, Universidad de Costa Rica. Revista de Lenguas Modernas, 21, 435-451. https://revistas.ucr.ac.cr/
Mahmoudi, S. y Mahmoudi, A. (2015). Factores internos y externos que afectan el aprendizaje del inglés como lengua extranjera. Revista internacional de lengua y lingüística, 3(5), 313-322. Doi: 10.11648/j.ijll.20150305.16
Factors influencing English language learning pdf
This section contains phonetic transcriptions in the International Phonetic Alphabet (IFA). For an introductory guide to IFA symbols, see IFA and transcription delimiters.
English contains a number of sounds and sound distinctions that are not present in some other languages. These sounds may include vowels and consonants, as well as diphthongs and other morphemes. Speakers of languages without these sounds may have trouble hearing and pronouncing them. For example:
Importance of English as a second language pdf
There are others that have presented L2 self and L2 learner motivation in the Asian context (see more data in Apple, Da Silva & Fellner, 2013, 2016). However, most of them have the main focus centered on English language learning. There is still a lack of research looking at how specific self-images of different LLEEs are and their relation to the position of those languages in the same sociocultural context, especially, in China.
Despite its prominent role in the Eastern country, English performs, most of the time, instrumental functions in the educational field (Feng, 2009) with 'intra-national purposes' (Bolton & Graddol, 2012). However, the communicative function of this language has taken a back seat, due to the pressure exerted by exams on students who must take these tests to obtain their relevant degrees, as there is a reigning idea: exams first (Pan & Block, 2011).
