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It may seem to be a paradox, but with the spread of English, speakers of other languages could consider their own local languages more important for their own cultural traditons. the Census Bureau reports that nearly one American in fibe speaks a language other than English at home , with Spanish leading and Chinese growing fast.


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  • ddeana
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それは逆説のようにも思えるが、英語の広がりと共に、他の言語を話す人々は自分たちの文化的伝統の為には彼ら独自の言語がより重要だと考えているのだろう。 国勢調査局は、スペイン語が一番で中国語が急速に増えているが、ほぼ5人に1人のアメリカ人は家で英語以外の言語を話すと報告している。



  • 翻訳お願いします

    According to a recent study, the number of non-native speakers of English is now three times as large as that of native speakers. The new English speakers aren't just studying English as a second language, but they are also changing it and even creating their own version of it.

  • 翻訳お願いします。

    In South Africa, many people consider their own kind of English, with words of their native languages mixed in, as a sign of freedom. Callenging the powe of british or American English in Europe, some people in the European Union are promoting another lind called Euro English. they feel it would be more familiar to non-native speakers of English.

  • Unpublished doctoral dissertationと書いている資料を見るにはどうしたらよいのでしょうか?

    Unpublished doctoral dissertationと書いている資料を見るにはどうしたらよいのでしょうか(借りれるのでしょうか)? 例えば… Félix-Brasdefer, C. (2002). Refusals in Spanish and English: A cross-cultural study of politeness strategies among speakers of Mexican Spanish, American English, and American learners of Spanish as a foreign language. Unpublished doctoral dissertation, University of Minnesota, Minnesota. 何ですけど、わかる人教えてください。 .

  • 英問英答(3)ラスト

    So today, to have learned English means to have your own rights as one of the users of the language. And it is just as likely that the future course of English will be influenced by second or foreign language speakers of English as by native speakers. Language learners will be facing these World Englishes, and they will develop a sense of international standards of English ―as well as their national norms of English, which are currently the focus of learning. It may not be many years, however, before an international standard becomes the starting-point for every learner of English, with British, American, and other varieties all seen as optional versions of English. 【questions】 What does “to have learned English” mean? What will learners of English develop when they face World Englishes? 二問ありますがおねがいします!

  • 翻訳をお願いします。

    長いのですが、下記の英文を翻訳していただけないでしょうか。 Prime Minister Shinzo Abe aims to globalize Japan’s workforce and says that Japan must become more competitive in the English language. This has touched off a debate among native English teachers, Japanese who teach English, Japanese speakers who don’t speak English, and English sheepdogs owned by both Japanese and English speakers. On one hand, you have people who ask why Japanese people should be required to study English at all since English is not used in Japan, the country where most students will spend the rest of their lives working for a Japanese company. On the other hand, people say that Japan needs to learn English to keep up with the rest of the world. The few strays not in either camp say, “Woof!” Whereas internationalization was the big thing a decade or so ago, and droves of students were studying overseas to gain a broader understanding of language and the world, nowadays Japanese people are turning inward, seeking domestic solutions. They’re beginning to think, “Why should I go abroad, risk getting shot or car-jacked by someone in America, when I can just stay and study here in Japan?” The question is, did all that previous domestic internationalization combined with study abroad make Japanese more competitive in the global workforce? If so, shouldn’t we still be reaping the benefits? Japan seems to have forgotten about this part of its recent history, the results of which could help shape their future in English language education. In an attempt to get Japanese speaking better English, the Liberal Democratic Party is thinking of doubling the number of Assistant Language Teachers in the next three years. Is that like double mint or double fudge? Twice as much has got to be better? Keep in mind that the number of ALTs was just recently reduced when the Democratic Party of Japan targeted ALTs as “wasteful spending.” Why has no one done any assessments to gauge if the number of ALTs makes a difference in students’ English comprehension? If the LDP regards native English speakers as vital to teaching the language, as they say they do, then you have to wonder why ALTs aren’t actually teaching any classes themselves. Why must they “team teach” together with a Japanese teacher in the classroom? Certainly in my country we wouldn’t consider having an American teacher in a Spanish language class being taught by a Spanish teacher. Another proposed change by the LDP is to shift from the current Eiken test used to gauge English proficiency, to using the TOEFL (Test of English as a Foreign Language) instead because the TOEFL concentrates more on verbal communication skills. Whenever we talk about testing, people invariably point out that tests aren’t very accurate at testing language communicability. Others argue that the more test-oriented English is, the more students will hate studying English. Well, English is not a disease and no one has yet died from studying it. Lots of students hate broccoli, studying, getting out of bed in the morning and walking the dog. And someday they’ll have to do all of those things before leaving for work in the morning! I realize that students already take enough exams. Furthermore, they have to pass tests to receive their yellow belt, green belt or black belts in martial arts. There are university entrance exams, driver’s tests and maybe someday, lie detector tests. After they get married, their spouses will test them on their spending habits while their children will forever test their patience. And we’re complaining about a TOEFL test? Even if they do not pass the TOEFL test with flying colors, it’s not the end of the world, so we should not act like it is. Yes, it would be nice if there were no tests at all. There would be less stress for students and less work for teachers, who could then focus on teaching more communicative competency, the ultimate goal of English communication. But students would never study if there weren’t tests!

  • 英文を翻訳していただけませんか?

    こんばんは! 私は大学1年生の者です。毎週、英語の授業があるのですが、実は中学英語の段階から苦手で、高校では高校のレベルの問題もあり、英語の授業は本文を写すのみで合格が貰えるというものでした。 その為、英語能力が乏しく、毎週の英語の授業でかなり苦戦しています。ですが、少しでも授業を理解できるよう、毎週、英語の授業がある一週間前に教科書の本文を翻訳して予習しています。しかし、今週は家の仕事があってどうしても予習することが出来ません。そこで、どうか次の英文を翻訳していただけないでしょうか? いつもは辞書を使って3日間要して翻訳しているのですが、今週は出来ないので、どうか翻訳をお願いいたします。 In Tagalog, the official language of the Philippines, there is no [f] sound, so the speakers tend to replace the [f] missing in their own language with a [p].  Thus, 'Filipino' becomes 'Pilipino' in Filipino English. A similar problem occurs with Arabic speakers because there is no [p] in their language. They tend to pronounce the word 'bublic'. German speakers are likely to confuse [v] with [w], so instead of 'very', they say 'wery', and the word 'wild' will be pronounced as 'vild'. Such pronunciation errors might tend to sound a bit funny to native speakers of English, but by and large, they understand what foreigners try to say based on the context. For this reason, you shouldn't be too nervous about making mistakes though it is nonetheless a good idea to try and imitate each sound correctily. More precisely, you should learn the place and means of articulation for each new vowel or consonant, or at least approximate them. This will also help your ability to listen and comprehend.

  • 関西大学に就職

    こんにちは。 私の友人が関西大学で英語の教員をしたいみたいです。 彼は、アメリカのフロリダ州出身で、 UNIVERSITY OF SOUTH FLORIDA MA APPLIED LINGUISTICS; TESOL(TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES)を卒業しました。 よろしければ、 どのように就職の申請をしたらよいのか。 そのほかに、習得していると有利な免許。 を教えていただけませんか。

  • 翻訳お願いします。

    So we have to focus on learning English because it is the most useful language not only in Asia but also in other parts of the world.

  • 和訳してくださいm(_ _)m2

    Unfortunately, this is a dream.While there is no doubt that English will play a vital role,there are other lan ua es that will do so,too. The most obvious of these are Chinese, Spanish, and Arabic. There are about 1.2 billion speakers of the main dialects of Chinese, but thev are concentrated in China. However, China's rapid development, and the spread of increasinglv economically powerful Chinese mean that Chinese will once again become adominant regional language,as it was more than 1000 years ago.Spanish is the is the main language of Spain,but also of the majority of nations in Central and South America. Furthermore with Hispanics having recently become the largest minority group in the United States, Spanish may become as influential a language as English. よろしくお願いしますm(_ _)m

  • 和訳をお願いします。

    The 1910 census The last census before the Treaty of Trianon was held in 1910. This census recorded population by language and religion, but not by ethnicity. However, it is generally accepted that the largest ethnic group in the Kingdom of Hungary in this time were the Hungarians. According to the 1910 census, speakers of the Hungarian language included approximately 48% of the entire population of the kingdom, and 54% of the population of the territory referred to as "Hungary proper", i.e. excluding Croatia-Slavonia. Within the borders of "Hungary proper" numerous ethnic minorities were present: 16.1% Romanians, 10.5% Slovaks, 10.4% Germans, 2.5% Ruthenians, 2.5% Serbs and 8% others. 5% of the population of "Hungary proper" were Jews, who were included in speakers of the Hungarian language. The population of the autonomous Croatia-Slavonia was mostly composed of Croats and Serbs (who together counted 87% of population). Criticism of the 1910 census The census of 1910 classified the residents of the Kingdom of Hungary by their native languages and religions, so it presents the preferred language of the individual, which may or may not correspond to the individual's ethnic identity. To make the situation even more complex, in the multilingual kingdom there were territories with ethnically mixed populations where people spoke two or even three languages natively. For example, in the territory what is today Slovakia (then part of Upper Hungary) 18% of the Slovaks, 33% of the Hungarians and 65% of the Germans were bilingual. In addition, 21% of the Germans spoke both Slovak and Hungarian beside German. These reasons are ground for debate about the accuracy of the census. While several demographers (David W. Paul, Peter Hanak, László Katus) state that the outcome of the census is reasonably accurate (assuming that it is also properly interpreted), others believe that the 1910 census was manipulated by exaggerating the percentage of the speakers of Hungarian, pointing to the discrepancy between an improbably high growth of the Hungarian-speaking population and the decrease of percentual participation of speakers of other languages due to Magyarization in the kingdom in the late 19th century. For example, the 1921 census in Czechoslovakia (only one year after the Treaty of Trianon) shows 21% Hungarians in Slovakia , compared to 30% based on 1910 census. Some Slovak demographers (such as Ján Svetoň [sk] and Julius Mesaros) dispute the result of every pre-war census. Owen Johnson, an American historian, accepts the numbers of the earlier censuses up to the one in 1900, according to which the proportion of the Hungarians was 51.4%, but he neglects the 1910 census as he thinks the changes since the last census are too big. It is also argued that there were different results in previous censuses in the Kingdom of Hungary and subsequent censuses in the new states.