Indian English

Bakshi, Raj N.

doi:10.1017/s0266078400005757

Cited by 10 publications

(4 citation statements)

References 2 publications

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“…Thus, while earlier studies identified characteristic features of the New Englishes, with a primary purpose of determining how they were different from the traditional native varieties, later studies have gone much beyond, seeking, instead, to determine how the New Englishes work as systems unto themselves. Examples of earlier studies on New Englishes include for example , Bauer, (1989) on New Zealand English ;Baumgardner, (1996), on Pakistani English; Gisborne, (2000), on Hong Kong English; and Bansal, (1976), Bakshi, (1991), and Hosali, (1991), on Indian English, to mention just a few. Later, larger-scale studies various international Englishes include Balasubramanian, (2009);Sedlatschek, (2009);Schilk, (2009);and Kirkpatrick, (2010).…”

Section: Research On New Englishesmentioning

confidence: 99%

New Englishes Norms: A Reality or an Intellectual Ideal?

Balasubramanian¹,

AbuRadwan²

2018

J. arts soc. sci.

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Abstract:It is now widely accepted that English does not belong to the traditional native speaker countries such as the UK or the USA, and that English across the world has diversified and established roots in different parts of the world. Given this, studies have emerged, that focus on New Englishes being systems unto themselves, and not merely erroneous versions of more traditional "native" Englishes (Rajagopalan, 2012). Scholars today are calling for descriptions of New Englishes to form the bases of New English handbooks, which, they claim, could serve as pedagogical models. Linguists like Lange (2011) and Kachru (1994) and literary figures such as Salman Rushdie alike have called for the recognition of New Englishes to be accepted and used in order to better reflect the global nature of the language The aim of this study is to determine whether new international varieties of English are acceptable among language teachers. Specifically, the paper investigates how acceptable certain well-documented New Englishes structures are among English language professionals working at the tertiary level in the Arab world and North America. The results show that while participants are, in general, more tolerant of New English structures in students' spoken forms than in both students and their own written forms, they stated that they would not use any of the structures in their own writing. Results also show that the respondents' native language, specialization and educational qualifications are factors that impact their acceptance of these forms.

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Section: Research On New Englishesmentioning

confidence: 99%

New Englishes Norms: A Reality or an Intellectual Ideal?

Balasubramanian¹,

AbuRadwan²

2018

J. arts soc. sci.

View full text Add to dashboard Cite

show abstract

“…Thus, while earlier studies identified characteristic features of the New Englishes, with a primary purpose of determining how they were different from the traditional native varieties, later studies have gone much beyond, seeking, instead, to determine how the New Englishes work as systems unto themselves. Examples of earlier studies on New Englishes include for example , Bauer, (1989) on New Zealand English ;Baumgardner, (1996), on Pakistani English ;Gisborne, (2000), on Hong Kong English; and Bansal, (1976), Bakshi, (1991), and Hosali, (1991), on Indian English, to mention just a few. Later, larger-scale studies various international Englishes include Balasubramanian, (2009);Sedlatschek, (2009);Schilk, (2009);and Kirkpatrick, (2010).…”

Section: Research On New Englishesmentioning

confidence: 99%

New Englishes Norms: A Reality or an Intellectual Ideal?

Balasubramanian,

AbuRadwan

2018

J. arts soc. sci.

View full text Add to dashboard Cite

It is now widely accepted that English does not belong to the traditional native speaker countries such as the UK or the USA, and that English across the world has diversified and established roots in different parts of the world. Given this, studies have emerged, that focus on New Englishes being systems unto themselves, and not merely erroneous versions of more traditional “native” Englishes (Rajagopalan, 2012). Scholars today are calling for descriptions of New Englishes to form the bases of New English handbooks, which, they claim, could serve as pedagogical models. Linguists like Lange (2011) and Kachru (1994) and literary figures such as Salman Rushdie alike have called for the recognition of New Englishes to be accepted and used in order to better reflect the global nature of the language The aim of this study is to determine whether new international varieties of English are acceptable among language teachers. Specifically, the paper investigates how acceptable certain well-documented New Englishes structures are among English language professionals working at the tertiary level in the Arab world and North America. The results show that while participants are, in general, more tolerant of New English structures in students’ spoken forms than in both students and their own written forms, they stated that they would not use any of the structures in their own writing. Results also show that the respondents’ native language, specialization and educational qualifications are factors that impact their acceptance of these forms.

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“…Although some teachers add some variations to teaching reading borrowed from other methods and approaches, the results seem to be unsatisfactory. Bakshi (1991) says that what the students know about English at graduation time is not more than a kind of superficial understanding of some English vocabulary meanings and few simple sentences. In the same way, Jalilifar (2010) believes that our students at pre-university level do not seem proficient enough to read and comprehend English language texts which results to losing interest in learning English for many of them and this could prevent them from success in academic English courses (Vardanjani, 2013).…”

Section: Issn: 2251-6204mentioning

confidence: 99%

Untitled

2016

MJLTM

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As table 4.2 shows, Spearman's rho Correlation between sense of commitment and self-esteem is 0/09 and the level of significance of the variables is 0/06. Null hypothesis (H0) is rejected when the level of significance is less than 0/05 (sig < 0.05). Since the level of significance is 0/06 and more than 0/05(Sig=.06 > 0.05) with the confidance of %95, the null hypothesis (H0) is accepted that means there is not relationship between sense of commitment and self-esteem. Thus, the first hypothesis is rejected. Discussion of the findingsThe analysis of the data leaded to this conclusion that there is not meaningful relationship between sense of commitment and self-esteem. As stated by Organ (1988 cited in Devin et al, 2012 (Organizational Citizenship Behavior) OCB advances the effective operation of the organization and the self-efficacy and self-esteem of the employees. The impact of OCB on self-esteem may be attributed to the fact that teachers who work better in their job and have cooperative and helping behavior are more likely to believe in themselves and view themselves as being important and worthwhile. Organ views OCB as including of contributions of participant and may be chosen by the participant to join to the organization without thinking of formal award. Uçar and Ötken (2010) stated that the findings relating to organizational commitment reported a significant and positive relationship between self-esteem and commitment and showed that employees with high levels of self-esteem are more committed to their organizations than their low self-esteem colleagues. According to social identity theory, when people think that their organization appreciates and values them, this showed organizational respect for them (Tyler, 1999). This can be interpreted as a form of organizational support. Additionally, having a noticeable social identity involves seeing oneself as part of a larger whole (Rousseau, 1998). They can belong to multiple groups or collectives, including an organization, division and work team. This is likely to increase individuals' organizational commitment because it improves their social identity. Moreover, social identity is reflected in people's self-esteem (Chattopadhyay, 1999). Thus there is a relationship between organizational commitment and self-esteem. İhsan Sarı et al ( 2011) found that self-esteem positively correlated with overall commitment to team. ConclusionThe culture of workplace includes shared values and beliefs, working conditions and predictions about expectations (Schein, 1996 cited in Karslı & iskender, 2009. In education, one of the significant factors influencing the performance of teachers is the motivation levels of them. The task of motivating teachers should be firstly realized by school administrators. Teachers naturally are in the need of being approved and respected by school administrators and other teachers. They attempt to determine their place and roles in the school through comparing themselves with other teachers. If their need to be appreciated is taken into con...

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Indian English

Cited by 10 publications

References 2 publications

New Englishes Norms: A Reality or an Intellectual Ideal?

New Englishes Norms: A Reality or an Intellectual Ideal?

New Englishes Norms: A Reality or an Intellectual Ideal?

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