A discussion of code-switching and hybridization in the People's Republic

A survey of the words the British use for everyday meals and a comparison with the usages of French and Spanish

A consideration of the nature of English as an international medium

Do pronunciation keys in dictionaries, especially those designed for children, provide insights into problems of literacy and spelling reform?

To become lifelong learners is the ultimate goal of many if not most learners irrespective of their target of learning, and being able to self-learn is one major prerequisite of this goal. As far as the learning of a second language is concerned, dictionaries are among the most readily available and easily accessible self-learning tools available on the market, and are regarded as the most systematic and comprehensive lexical descriptions that users have access to (Jackson & Amvela, 2000). An increasing number of dictionaries are now available for learners at different levels and for different learning purposes, including general dictionaries, learners' dictionaries, translation dictionaries, pictorial dictionaries, collocation dictionaries, specialized dictionaries and encyclopaedic dictionaries (Jackson & Amvela, 2000). Of these, learners' dictionaries are among the most popular for second or foreign language learners, providing a range of information including word meanings, pronunciations, collocations, correct usage and syntactic behaviour.

The present paper discusses the use of the prepositions after different in present-day spoken American English, using the Corpus of Spoken Professional American-English [sic] (CSPAE), which includes transcriptions of conversations recorded between 1994 and 1998. As the corpus consists of four different professional settings (i.e. press conferences held at the White House and other locations, faculty meetings of the University of North Carolina, national meetings on mathematics tests, and national meetings on reading tests), it provides useful data for stylistic analyses. It is also useful for gender analyses of English, since it provides some personal data for most speakers and indicates whether they are male or female.

English as a foreign language education in East Asia has received repeated criticism for its lack of success in developing sufficient English oral proficiency among its students (Muller at al., 2014). In response to the criticism, the governments of China, Japan and South Korea attempted to include assessment of students’ speaking abilities as part of their high-stakes college entrance exams, hoping for positive washback effects in both primary- and secondary-school English education as well as on shadow education (i.e., non-formal private-sector education). These attempts often failed. In South Korea, a new test called the National English Ability Test (NEAT), which included direct assessment of students’ speaking skill among other skills, was developed in 2012. However, the government's plan to use NEAT to replace the current exam – the Korean College Scholastic Aptitude Test (KCSAT) – was quickly dropped before its implementation. In China, the government has tried to promote more communicative methods of English education through incorporating English speaking test in high-stakes tests such as the Gaokao – college admission tests – in addition to reducing the weight of English in the traditional paper-based exams. However, the policies have received heavy resistance at the regional level and have not been implemented at the national level. In Japan, the government asked universities to accept designated external proficiency tests as part of the Common Test, the existing college entrance exam, in order to make up for the exam's missing speaking component. After a mountain of criticism from test users, implementation of the plan is still pending. In this light, the aim of this paper is to discuss why these policy attempts failed. While these policy attempts occurred in three different contexts, we could see striking underlying commonalities. We argue that these policy attempts were made based on a set of beliefs separate from the reality of the stakeholders (e.g., students, parents and teachers). More specifically, the failures can be largely attributed to the governments’ monolithic view of the English language and their insufficient consideration for equity rather than equality.

Recent work in sociolinguistics has illustrated that language features can become explicitly linked with numerous and multiple social values for certain speakers1. These language features can include pronunciations, words, or phrases, and the kind of associated social values can include social class or geographical region, notions of aesthetics or correctness, or more abstract concepts like ‘authenticity’ or ‘friendliness’. When speaker awareness leads to the linking of language features with social values in this way, the features may have undergone enregisterment, defined by Agha (2003: 231) as ‘processes through which a linguistic repertoire becomes differentiable within a language as a socially recognized register of forms’. I will focus here on the explicit association of a geographical location, Yorkshire2, with a distinct set of language features.

A report on the dictionary that carries an Australian passport

A review of the problems learners of English can have with actual and borderline taboo usages in the United States

A discussion of loan translations, metaphors and other usages that have arisen in the English of Hong Kong in recent years

Edmund Weiner and Clive Upton of the Oxford English Dictionary respond to Michael Bulley's article ‘It isn't /hæt/, it's/hat/!’ (ET58, Apr 99)

Some emerging features of speech that distinguish usage in New Zealand from the rest of the Anglophone world

The Oxford English Dictionary, already more than a century in the making, is currently being computerized and up-dated. One of James Murray's successors describes how the conversion to an electronic OED is being done.

A report on the dominant images and expressions in contemporary American homosexual usage

A review of the kinds of dictionaries now being created to cope with English as a universal language

How mixed language usage evolved as a natural compromise between educational policy and social reality