Sun . 20 May 2020
TR | RU | UK | KK | BE |

English language

english language, english language learners
English is a West Germanic language that was first spoken in early medieval England and is now a global lingua franca Named after the Angles, one of the Germanic tribes that migrated to England, it ultimately derives its name from the Anglia Angeln peninsula in the Baltic Sea It is most closely related to the Frisian languages, although its vocabulary has been significantly influenced by other Germanic languages in the early medieval period, and later by Romance languages, particularly French English is either the official language or one of the official languages in almost 60 sovereign states It is the most commonly spoken language in the United Kingdom, the United States, Canada, Australia, Ireland, and New Zealand, and is widely spoken in some areas of the Caribbean, Africa, and South Asia It is the third most common native language in the world, after Mandarin and Spanish It is the most widely learned second language and an official language of the United Nations, of the European Union, and of many other world and regional international organisations It is the most widely spoken Germanic language, accounting for at least 70% of speakers of this Indo-European branch

English has developed over the course of more than 1,400 years The earliest forms of English, a set of Anglo-Frisian dialects brought to Great Britain by Anglo-Saxon settlers in the fifth century, are called Old English Middle English began in the late 11th century with the Norman conquest of England, and was a period in which the language was influenced by French Early Modern English began in the late 15th century with the introduction of the printing press to London and the King James Bible, and the start of the Great Vowel Shift Through the worldwide influence of the British Empire, modern English spread around the world from the 17th to mid-20th centuries Through all types of printed and electronic media, as well as the emergence of the United States as a global superpower, English has become the leading language of international discourse and the lingua franca in many regions and in professional contexts such as science, navigation, and law

Modern English has little inflection compared with many other languages, and relies more on auxiliary verbs and word order for the expression of complex tenses, aspect and mood, as well as passive constructions, interrogatives and some negation Despite noticeable variation among the accents and dialects of English used in different countries and regions – in terms of phonetics and phonology, and sometimes also vocabulary, grammar and spelling – English-speakers from around the world are able to communicate with one another with relative ease


  • 1 Classification
  • 2 History
    • 21 Proto-Germanic to Old English
    • 22 Middle English
    • 23 Early Modern English
    • 24 Spread of Modern English
  • 3 Geographical distribution
    • 31 Three circles of English-speaking countries
    • 32 Pluricentric English
    • 33 English as a global language
  • 4 Phonology
    • 41 Consonants
    • 42 Vowels
    • 43 Phonotactics
    • 44 Stress, rhythm and intonation
    • 45 Regional variation
  • 5 Grammar
    • 51 Nouns and noun phrases
      • 511 Adjectives
      • 512 Pronouns, case and person
      • 513 Prepositions
    • 52 Verbs and verb phrases
      • 521 Tense, aspect and mood
      • 522 Phrasal verbs
      • 523 Adverbs
    • 53 Syntax
      • 531 Basic constituent order
      • 532 Clause syntax
      • 533 Auxiliary verb constructions
      • 534 Questions
      • 535 Discourse level syntax
  • 6 Vocabulary
    • 61 Word formation processes
    • 62 Word origins
    • 63 English loanwords and calques in other languages
  • 7 Writing system
  • 8 Dialects, accents, and varieties
    • 81 UK and Ireland
    • 82 North America
    • 83 Australia and New Zealand
    • 84 Africa, the Caribbean, and South Asia
  • 9 References
  • 10 Bibliography
  • 11 External links


Phylogenetic tree showing the historical relations between the languages of the West Germanic branch of the Germanic languages The Germanic languages in Europe "EN" is the common language code for English by ISO 639-1 standard

English is an Indo-European language, and belongs to the West Germanic group of the Germanic languages Most closely related to English are the Frisian languages, and English and Frisian form the Anglo-Frisian subgroup within West Germanic Old Saxon and its descendent Low German languages are also closely related, and sometimes Low German, English, and Frisian are grouped together as the Ingvaeonic or North Sea Germanic languages Modern English descends from Middle English, which in turn descends from Old English Particular dialects of Old and Middle English also developed into a number of other English Anglic languages, including Scots and the extinct Fingallian and Forth and Bargy Yola dialects of Ireland

English is classified as a Germanic language because it shares new language features different from other Indo-European languages with other Germanic languages such as Dutch, German, and Swedish These shared innovations show that the languages have descended from a single common ancestor, which linguists call Proto-Germanic Some shared features of Germanic languages are the use of modal verbs, the division of verbs into strong and weak classes, and the sound changes affecting Proto-Indo-European consonants, known as Grimm's and Verner's laws Through Grimm's law, the word for foot begins with /f/ in Germanic languages, but its cognates in other Indo-European languages begin with /p/ English is classified as an Anglo-Frisian language because Frisian and English share other features, such as the palatalisation of consonants that were velar consonants in Proto-Germanic see Phonological history of Old English § Palatalization

  • English sing, sang, sung; Dutch zingen, zong, gezongen; German singen, sang, gesungen strong verb
English laugh, laughed; Dutch and German lachen, lachte weak verb
  • English foot, Dutch voet, German Fuß, Norwegian and Swedish fot initial /f/ derived from Proto-Indo-European p through Grimm's law
Latin pes, stem ped-; Modern Greek πόδι pódi; Russian под pod; Sanskrit पद् pád original Proto-Indo-European p
  • English cheese, Frisian tsiis ch and ts from palatalisation
German Käse and Dutch kaas k without palatalisation

English, like the other insular Germanic languages, Icelandic and Faroese, developed independently of the continental Germanic languages and their influences English is thus not mutually intelligible with any continental Germanic language, differing in vocabulary, syntax, and phonology, although some, such as Dutch, do show strong affinities with English, especially with its earlier stages

Because English through its history has changed considerably in response to contact with other languages, particularly Old Norse and Norman French, some scholars have argued that English can be considered a mixed language or a creole – a theory called the Middle English creole hypothesis Although the high degree of influence from these languages on the vocabulary and grammar of Modern English is widely acknowledged, most specialists in language contact do not consider English to be a true mixed language


Main article: History of the English language

Proto-Germanic to Old English

Main article: Old English The opening to the Old English epic poem Beowulf, handwritten in half-uncial script:
Hƿæt ƿē Gārde/na ingēar dagum þēod cyninga / þrym ge frunon
"Listen! We of the Spear-Danes from days of yore have heard of the glory of the folk-kings"

The earliest form of English is called Old English or Anglo-Saxon c 550–1066 CE Old English developed from a set of North Sea Germanic dialects originally spoken along the coasts of Frisia, Lower Saxony, Jutland, and Southern Sweden by Germanic tribes known as the Angles, Saxons, and Jutes In the fifth century, the Anglo-Saxons settled Britain and the Romans withdrew from Britain By the seventh century, the Germanic language of the Anglo-Saxons became dominant in Britain, replacing the languages of Roman Britain 43–409 CE: Common Brittonic, a Celtic language, and Latin, brought to Britain by the Roman occupation England and English originally Englaland and Englisc are named after the Angles

Old English was divided into four dialects: the Anglian dialects, Mercian and Northumbrian, and the Saxon dialects, Kentish and West Saxon Through the educational reforms of King Alfred in the ninth century and the influence of the kingdom of Wessex, the West Saxon dialect became the standard written variety The epic poem Beowulf is written in West Saxon, and the earliest English poem, Cædmon's Hymn, is written in Northumbrian Modern English developed mainly from Mercian, but the Scots language developed from Northumbrian A few short inscriptions from the early period of Old English were written using a runic script By the sixth century, a Latin alphabet was adopted, written with half-uncial letterforms It included the runic letters wynn <ƿ> and thorn <þ>, and the modified Latin letters eth <ð>, and ash <æ>

Old English is very different from Modern English and difficult for 21st-century English speakers to understand Its grammar was similar to that of modern German, and its closest relative is Old Frisian Nouns, adjectives, pronouns, and verbs had many more inflectional endings and forms, and word order was much freer than in Modern English Modern English has case forms in pronouns he, him, his and a few verb endings I have, he has, but Old English had case endings in nouns as well, and verbs had more person and number endings

The translation of Matthew 8:20 from 1000 CE shows examples of case endings nominative plural, accusative plural, genitive singular and a verb ending present plural:

Foxas habbað holu and heofonan fuglas nest Fox-as habb-að hol-u and heofon-an fugl-as nest-∅ fox-NOMPL have-PRSPL hole-ACCPL and heaven-GENSG bird-NOMPL nest-ACCPL "Foxes have holes and the birds of heaven nests"

Middle English

Main article: Middle English

Englischmen þeyz hy hadde fram þe bygynnyng þre manner speche, Souþeron, Northeron, and Myddel speche in þe myddel of þe lond, … Noþeles by comyxstion and mellyng, furst wiþ Danes, and afterward wiþ Normans, in menye þe contray longage ys asperyed, and som vseþ strange wlaffyng, chyteryng, harryng, and garryng grisbytting

Although, from the beginning, Englishmen had three manners of speaking, southern, northern and midlands speech in the middle of the country, … Nevertheless, through intermingling and mixing, first with Danes and then with Normans, amongst many the country language has arisen, and some use strange stammering, chattering, snarling, and grating gnashing

“ ” John of Trevisa, ca 1385

In the period from the 8th to the 12th century, Old English gradually transformed through language contact into Middle English Middle English is often arbitrarily defined as beginning with the conquest of England by William the Conqueror in 1066, but it developed further in the period from 1200–1450

First, the waves of Norse colonisation of northern parts of the British Isles in the 8th and 9th centuries put Old English into intense contact with Old Norse, a North Germanic language Norse influence was strongest in the Northeastern varieties of Old English spoken in the Danelaw area around York, which was the centre of Norse colonisation; today these features are still particularly present in Scots and Northern English However the centre of norsified English seems to have been in the Midlands around Lindsey, and after 920 CE when Lindsey was reincorporated into the Anglo-Saxon polity, Norse features spread from there into English varieties that had not been in intense contact with Norse speakers Some elements of Norse influence that persist in all English varieties today are the pronouns beginning with th- they, them, their which replaced the Anglo-Saxon pronouns with h- hie, him, hera

With the Norman conquest of England in 1066, the now norsified Old English language was subject to contact with the Old Norman language, a Romance language closely related to Modern French The Norman language in England eventually developed into Anglo-Norman Because Norman was spoken primarily by the elites and nobles, while the lower classes continued speaking Anglo-Saxon, the influence of Norman consisted of introducing a wide range of loanwords related to politics, legislation and prestigious social domains Middle English also greatly simplified the inflectional system, probably in order to reconcile Old Norse and Old English, which were inflectionally different but morphologically similar The distinction between nominative and accusative case was lost except in personal pronouns, the instrumental case was dropped, and the use of the genitive case was limited to describing possession The inflectional system regularised many irregular inflectional forms, and gradually simplified the system of agreement, making word order less flexible By the Wycliffe Bible of the 1380s, the passage Matthew 8:20 was written

Foxis han dennes, and briddis of heuene han nestis

Here the plural suffix -n on the verb have is still retained, but none of the case endings on the nouns are present

By the 12th century Middle English was fully developed, integrating both Norse and Norman features; it continued to be spoken until the transition to early Modern English around 1500 Middle English literature includes Geoffrey Chaucer's The Canterbury Tales, and Malory's Le Morte d'Arthur In the Middle English period the use of regional dialects in writing proliferated, and dialect traits were even used for effect by authors such as Chaucer

Early Modern English

Main article: Early Modern English Graphic representation of the Great Vowel Shift, showing how the pronunciation of the long vowels gradually shifted, with the high vowels i: and u: breaking into diphthongs and the lower vowels each shifting their pronunciation up one level

The next period in the history of English was Early Modern English 1500–1700 Early Modern English was characterised by the Great Vowel Shift 1350–1700, inflectional simplification, and linguistic standardisation

The Great Vowel Shift affected the stressed long vowels of Middle English It was a chain shift, meaning that each shift triggered a subsequent shift in the vowel system Mid and open vowels were raised, and close vowels were broken into diphthongs For example, the word bite was originally pronounced as the word beet is today, and the second vowel in the word about was pronounced as the word boot is today The Great Vowel Shift explains many irregularities in spelling, since English retains many spellings from Middle English, and it also explains why English vowel letters have very different pronunciations from the same letters in other languages

English began to rise in prestige during the reign of Henry V Around 1430, the Court of Chancery in Westminster began using English in its official documents, and a new standard form of Middle English, known as Chancery Standard, developed from the dialects of London and the East Midlands In 1476, William Caxton introduced the printing press to England and began publishing the first printed books in London, expanding the influence of this form of English Literature from the Early Modern period includes the works of William Shakespeare and the translation of the Bible commissioned by King James I Even after the vowel shift the language still sounded different from Modern English: for example, the consonant clusters /kn gn sw/ in knight, gnat, and sword were still pronounced Many of the grammatical features that a modern reader of Shakespeare might find quaint or archaic represent the distinct characteristics of Early Modern English

In the 1611 King James Version of the Bible, written in Early Modern English, Matthew 8:20 says:

The Foxes haue holes and the birds of the ayre haue nests

This exemplifies the loss of case and its effects on sentence structure replacement with Subject-Verb-Object word order, and the use of of instead of the non-possessive genitive, and the introduction of loanwords from French ayre and word replacements bird originally meaning "nestling" had replaced OE fugol

Spread of Modern English

By the late 18th century, the British Empire had facilitated the spread of English through its colonies and geopolitical dominance Commerce, science and technology, diplomacy, art, and formal education all contributed to English becoming the first truly global language English also facilitated worldwide international communication As England continued to form new colonies, these in turn became independent and developed their own norms for how to speak and write the language English was adopted in North America, India, parts of Africa, Australasia, and many other regions In the post-colonial period, some of the newly created nations that had multiple indigenous languages opted to continue using English as the official language to avoid the political difficulties inherent in promoting any one indigenous language above the others In the 20th century the growing economic and cultural influence of the United States and its status as a superpower following the Second World War has, along with worldwide broadcasting in English by the BBC and other broadcasters, significantly accelerated the spread of the language across the planet By the 21st century, English was more widely spoken and written than any language has ever been

A major feature in the early development of Modern English was the codification of explicit norms for standard usage, and their dissemination through official media such as public education and state sponsored publications In 1755 Samuel Johnson published his A Dictionary of the English Language which introduced a standard set of spelling conventions and usage norms In 1828, Noah Webster published the American Dictionary of the English language in an effort to establish a norm for speaking and writing American English that was independent from the British standard Within Britain, non-standard or lower class dialect features were increasingly stigmatised, leading to the quick spread of the prestige varieties among the middle classes

In terms of grammatical evolution, Modern English has now reached a stage where the loss of case is almost complete case is now only found in pronouns, such as he and him, she and her, who and whom, and where SVO word-order is mostly fixed Some changes, such as the use of do-support have become universalised Earlier English did not use the word "do" as a general auxiliary as Modern English does; at first it was only used in question constructions where it was not obligatory Now, do-support with the verb have is becoming increasingly standardised The use of progressive forms in -ing, appears to be spreading to new constructions, and forms such as had been being built are becoming more common Regularisation of irregular forms also slowly continues eg dreamed instead of dreamt, and analytical alternatives to inflectional forms are becoming more common eg more polite instead of politer British English is also undergoing change under the influence of American English, fuelled by the strong presence of American English in the media and the prestige associated with the US as a world power

Geographical distribution

See also: List of territorial entities where English is an official language, List of countries by English-speaking population, and Anglosphere Percentage of English speakers by country
  80-100%   60-80%   40-60%   20-40%    0-20%   Not available

As of 2010, 359 million people spoke English as their first language English is probably the third largest language by number of native speakers, after Mandarin and Spanish However, when combining native and non-native speakers it may, depending on the estimate used, be the most commonly spoken language in the world English is spoken by communities on every continent and on oceanic islands in all the major oceans The countries in which English is spoken can be grouped into different categories by how English is used in each country The "inner circle" countries with many native speakers of English share an international standard of written English and jointly influence speech norms of English around the world English does not belong to just one country, and it does not belong solely to descendants of English settlers English is an official language of countries populated by few descendants of native speakers of English It has also become by far the most important language of international communication when people who share no native language meet anywhere in the world

Three circles of English-speaking countries

Braj Kachru distinguishes countries where English is spoken with a three circles model In his model, the "inner circle" countries are countries with large communities of native speakers of English, "outer circle" countries have small communities of native speakers of English but widespread use of English as a second language in education or broadcasting or for local official purposes, and "expanding circle" countries are countries where many learners learn English as a foreign language Kachru bases his model on the history of how English spread in different countries, how users acquire English, and the range of uses English has in each country The three circles change membership over time

Braj Kachru's Three Circles of English

Countries with large communities of native speakers of English the inner circle include Britain, the United States, Australia, Canada, Ireland, and New Zealand, where the majority speaks English, and South Africa, where a significant minority speaks English The countries with the most native English speakers are, in descending order, the United States at least 231 million, the United Kingdom 60 million, Canada 19 million, Australia at least 17 million, South Africa 48 million, Ireland 42 million, and New Zealand 37 million In these countries, children of native speakers learn English from their parents, and local people who speak other languages or new immigrants learn English to communicate in their neighbourhoods and workplaces The inner-circle countries provide the base from which English spreads to other countries in the world

Estimates of the number of English speakers who are second language and foreign-language speakers vary greatly from 470 million to more than 1,000 million depending on how proficiency is defined Linguist David Crystal estimates that non-native speakers now outnumber native speakers by a ratio of 3 to 1 In Kachru's three-circles model, the "outer circle" countries are countries such as the Philippines, Jamaica, India, Pakistan, Singapore, and Nigeria with a much smaller proportion of native speakers of English but much use of English as a second language for education, government, or domestic business, and where English is routinely used for school instruction and official interactions with the government Those countries have millions of native speakers of dialect continua ranging from an English-based creole to a more standard version of English They have many more speakers of English who acquire English in the process of growing up through day by day use and listening to broadcasting, especially if they attend schools where English is the medium of instruction Varieties of English learned by speakers who are not native speakers born to English-speaking parents may be influenced, especially in their grammar, by the other languages spoken by those learners Most of those varieties of English include words little used by native speakers of English in the inner-circle countries, and they may have grammatical and phonological differences from inner-circle varieties as well The standard English of the inner-circle countries is often taken as a norm for use of English in the outer-circle countries

In the three-circles model, countries such as Poland, China, Brazil, Germany, Japan, Indonesia, Egypt, and other countries where English is taught as a foreign language make up the "expanding circle" The distinctions between English as a first language, as a second language, and as a foreign language are often debatable and may change in particular countries over time For example, in the Netherlands and some other countries of Europe, knowledge of English as a second language is nearly universal, with over 80 percent of the population able to use it, and thus English is routinely used to communicate with foreigners and often in higher education In these countries, although English is not used for government business, the widespread use of English in these countries puts them at the boundary between the "outer circle" and "expanding circle" English is unusual among world languages in how many of its users are not native speakers but speakers of English as a second or foreign language Many users of English in the expanding circle use it to communicate with other people from the expanding circle, so that interaction with native speakers of English plays no part in their decision to use English Non-native varieties of English are widely used for international communication, and speakers of one such variety often encounter features of other varieties Very often today a conversation in English anywhere in the world may include no native speakers of English at all, even while including speakers from several different countries

Pie chart showing the percentage of native English speakers living in "inner circle" English-speaking countries Native speakers are now substantially outnumbered worldwide by second-language speakers of English not counted in this chart

  US 643%   UK 167%   Canada 53%   Australia 47%   South Africa 13%   Ireland 11%   New Zealand 1%   Other 56%

Pluricentric English

English is a pluricentric language, which means that no one national authority sets the standard for use of the language But English is not a divided language, despite a long-standing joke originally attributed to George Bernard Shaw that the United Kingdom and the United States are "two countries separated by a common language" Spoken English, for example English used in broadcasting, generally follows national pronunciation standards that are also established by custom rather than by regulation International broadcasters are usually identifiable as coming from one country rather than another through their accents, but newsreader scripts are also composed largely in international standard written English The norms of standard written English are maintained purely by the consensus of educated English-speakers around the world, without any oversight by any government or international organisation American listeners generally readily understand most British broadcasting, and British listeners readily understand most American broadcasting Most English speakers around the world can understand radio programmes, television programmes, and films from many parts of the English-speaking world Both standard and nonstandard varieties of English can include both formal or informal styles, distinguished by word choice and syntax and use both technical and non-technical registers

The settlement history of the English-speaking inner circle countries outside Britain helped level dialect distinctions and produce a koineised form of English in South Africa, Australia, and New Zealand The majority of immigrants to the United States without British ancestry rapidly adopted English after arrival Now the majority of the United States population are monolingual English speakers, although English has been given official status by only 30 of the 50 state governments of the US

English as a global language

English has ceased to be an "English language" in the sense of belonging only to people who are ethnically English Use of English is growing country-by-country internally and for international communication Most people learn English for practical rather than ideological reasons Many speakers of English in Africa have become part of an "Afro-Saxon" language community that unites Africans from different countries

As decolonisation proceeded throughout the British Empire in the 1950s and 1960s, former colonies often did not reject English but rather continued to use it as independent countries setting their own language policies For example, the view of the English language among many Indians has gone from associating it with colonialism to associating it with economic progress, and English continues to be an official language of India English is also widely used in media and literature, and the number of English language books published annually in India is the third largest in the world after the US and UK However English is rarely spoken as a first language, numbering only around a couple hundred-thousand people, and less than 5% of the population speak fluent English in India David Crystal claimed in 2004 that, combining native and non-native speakers, India now has more people who speak or understand English than any other country in the world, but the number of English speakers in India is very uncertain, with most scholars concluding that the United States still has more speakers of English than India

Modern English, sometimes described as the first global lingua franca, is also regarded as the first world language English is the world's most widely used language in newspaper publishing, book publishing, international telecommunications, scientific publishing, international trade, mass entertainment, and diplomacy English is, by international treaty, the basis for the required controlled natural languages Seaspeak and Airspeak, used as international languages of seafaring and aviation English used to have parity with French & German in scientific research, but now it dominates that field It achieved parity with French as a language of diplomacy at the Treaty of Versailles negotiations in 1919 By the time of the foundation of the United Nations at the end of World War II, English had become pre-eminent and is now the main worldwide language of diplomacy and international relations It is one of six official languages of the United Nations Many other worldwide international organisations, including the International Olympic Committee, specify English as a working language or official language of the organisation

Many regional international organisations such as the European Free Trade Association, Association of Southeast Asian Nations ASEAN, and Asia-Pacific Economic Cooperation APEC set English as their organisation's sole working language even though most members are not countries with a majority of native English speakers While the European Union EU allows member states to designate any of the national languages as an official language of the Union, in practice English is the main working language of EU organisations

Although in most countries English is not an official language, it is currently the language most often taught as a foreign language In the countries of the EU, English is the most widely spoken foreign language in nineteen of the twenty-five member states where it is not an official language that is, the countries other than the UK, Ireland and Malta In a 2012 official Eurobarometer poll, 38 percent of the EU respondents outside the countries where English is an official language said they could speak English well enough to have a conversation in that language The next most commonly mentioned foreign language, French which is the most widely known foreign language in the UK and Ireland, could be used in conversation by 12 percent of respondents

A working knowledge of English has become a requirement in a number of occupations and professions such as medicine and computing English has become so important in scientific publishing that more than 80 percent of all scientific journal articles indexed by Chemical Abstracts in 1998 were written in English, as were 90 percent of all articles in natural science publications by 1996 and 82 percent of articles in humanities publications by 1995

Specialised subsets of English arise spontaneously in international communities, for example, among international business people, as an auxiliary language This has led some scholars to develop the study of English as an auxiliary languages Globish uses a relatively small subset of English vocabulary about 1500 words with highest use in international business English in combination with the standard English grammar Other examples include Simple English

The increased use of the English language globally has had an effect on other languages, leading to some English words being assimilated into the vocabularies of other languages This influence of English has led to concerns about language death, and to claims of linguistic imperialism, and has provoked resistance to the spread of English; however the number of speakers continues to increase because many people around the world think that English provides them with opportunities for better employment and improved lives

Although some scholars mention a possibility of future divergence of English dialects into mutually unintelligible languages, most think a more likely outcome is that English will continue to function as a koineised language in which the standard form unifies speakers from around the world English is used as the language for wider communication in countries around the world Thus English has grown in worldwide use much more than any constructed language proposed as an international auxiliary language, including Esperanto


Main article: English phonology

The phonetics and phonology of English differ between dialects, usually without interfering with mutual communication Phonological variation affects the inventory of phonemes speech sounds that distinguish meaning, and phonetic variation is differences in pronunciation of the phonemes This overview mainly describes the standard pronunciations of the United Kingdom and the United States: Received Pronunciation RP and General American GA See Section below on "Dialects, accents and varieties" The phonetic symbols used below are from the International Phonetic Alphabet IPA


Main article: English phonology § Consonants

Most English dialects share the same 24 consonant phonemes The consonant inventory shown below is valid for Californian American English, and for RP

Consonant phonemes
Labial Dental Alveolar Post-
Palatal Velar Glottal
Nasal m n ŋ
Stop p b t d k ɡ
Fricative f v θ ð s z ʃ ʒ h
Approximant ɹ j w
Lateral l

Conventionally transcribed /r/

In the table, when obstruents stops, affricates, and fricatives appear in pairs, such as /p b/, /tʃ dʒ/, and /s z/, the first is fortis strong and the second is lenis weak Fortis obstruents, such as /p tʃ s/ are pronounced with more muscular tension and breath force than lenis consonants, such as /b dʒ z/, and are always voiceless Lenis consonants are partly voiced at the beginning and end of utterances, and fully voiced between vowels Fortis stops such as /p/ have additional articulatory or acoustic features in most dialects: they are aspirated when they occur alone at the beginning of a stressed syllable, often unaspirated in other cases, and often unreleased or pre-glottalised at the end of a syllable In a single-syllable word, a vowel before a fortis stop is shortened: thus nip has a noticeably shorter vowel phonetically, but not phonemically than nib see below

  • lenis stops: bin , about , nib
  • fortis stops: pin , spin , happy , nip or

In RP, the lateral approximant /l/, has two main allophones pronunciation variants: the clear or plain , as in light, and the dark or velarised , as in full GA has dark l in most cases

  • clear l: RP light
  • dark l: RP and GA full , GA light

All sonorants liquids /l, r/ and nasals /m, n, ŋ/ devoice when following a voiceless obstruent, and they are syllabic when following a consonant at the end of a word

  • voiceless sonorants: clay and snow
  • syllabic sonorants: paddle , and button


Main article: English phonology § Vowels

The pronunciation of vowels varies a great deal between dialects and is one of the most detectable aspects of a speaker's accent The table below lists the vowel phonemes in Received Pronunciation RP and General American GA, with examples of words in which they occur from lexical sets compiled by linguists The vowels are represented with symbols from the International Phonetic Alphabet; those given for RP are standard in British dictionaries and other publications

RP GA word
i need
ɪ bid
e ɛ bed
æ back
RP GA word
ɪ ɨ roses
ə comma
ɜː ɜr bird
ʌ but
RP GA word
u food
ʊ good
ɔː ɔ paw
ɒ cloth
ɑ box
ɑː bra
RP GA word
əʊ road
ɔɪ boy

In RP, vowel length is phonemic; long vowels are marked with a triangular colon ⟨ː⟩ in the table above, such as the vowel of need as opposed to bid GA does not have long vowels

In both RP and GA, vowels are phonetically shortened before fortis consonants in the same syllable, like /t tʃ f/, but not before lenis consonants like /d dʒ v/ or in open syllables: thus, the vowels of rich , neat , and safe are noticeably shorter than the vowels of ridge , need , and save , and the vowel of light is shorter than that of lie Because lenis consonants are frequently voiceless at the end of a syllable, vowel length is an important cue as to whether the following consonant is lenis or fortis

The vowels /ɨ ə/ only occur in unstressed syllables and are a result of vowel reduction Some dialects do not distinguish them, so that roses and comma end in the same vowel, a dialect feature called weak vowel merger GA has an unstressed r-coloured schwa /ɚ/, as in butter , which in RP has the same vowel as the word-final vowel in comma


An English syllable includes a syllable nucleus consisting of a vowel sound Syllable onset and coda start and end are optional A syllable can start with up to three consonant sounds, as in sprint /sprɪnt/, and end with up to four, as in texts /teksts/ This gives an English syllable the following structure, CCCVCCCC where C represents a consonant and V a vowel The consonants that may appear together in onsets or codas are restricted, as is the order in which they may appear Onsets can only have four types of consonant clusters: a stop and approximant, as in play; a voiceless fricative and approximant, as in fly or sly; s and a voiceless stop, as in stay; and s, a voiceless stop, and an approximant, as in string Clusters of nasal and stop are only allowed in codas Clusters of obstruents always agree in voicing, and clusters of sibilants and of plosives with the same point of articulation are prohibited Furthermore, several consonants have limited distributions: /h/ can only occur in syllable initial position, and /ŋ/ only in syllable final position

Stress, rhythm and intonation

See also: Stress and vowel reduction in English and Intonation in English

Stress plays an important role in English Certain syllables are stressed, while others are unstressed Stress is a combination of duration, intensity, vowel quality, and sometimes changes in pitch Stressed syllables are pronounced longer and louder than unstressed syllables, and vowels in unstressed syllables are frequently reduced while vowels in stressed syllables are not Some words, primarily short function words but also some modal verbs such as can, have weak and strong forms depending on whether they occur in stressed or non-stressed position within a sentence

Stress in English is phonemic, and some pairs of words are distinguished by stress For instance, the word contract is stressed on the first syllable /ˈkɒntrækt/ KON-trakt when used as a noun, but on the last syllable /kənˈtrækt/ kən-TRAKT for most meanings for example, "reduce in size" when used as a verb Here stress is connected to vowel reduction: in the noun "contract" the first syllable is stressed and has the unreduced vowel /ɒ/, but in the verb "contract" the first syllable is unstressed and its vowel is reduced to /ə/ Stress is also used to distinguish between words and phrases, so that a compound word receives a single stress unit, but the corresponding phrase has two: eg to búrn óut versus a búrnout, and a hótdog versus a hót dóg

In terms of rhythm, English is generally described as a stress-timed language, meaning that the amount of time between stressed syllables tends to be equal Stressed syllables are pronounced longer, but unstressed syllables syllables between stresses are shortened Vowels in unstressed syllables are shortened as well, and vowel shortening causes changes in vowel quality: vowel reduction

Regional variation

Dialects and low vowels
word RP GA Can sound change
THOUGHT /ɔ/ /ɔ/ or /ɑ/ /ɑ/ cot–caught merger
CLOTH /ɒ/ lot–cloth split
LOT /ɑ/ father–bother merger
PALM /ɑː/
PLANT /æ/ /æ/ trap–bath split
TRAP /æ/

Varieties of English vary the most in pronunciation of vowels, and are categorised generally into two groups: British BrE and American AmE Because North America was settled in the late 17th century, American and Canadian English had time to diverge greatly from other varieties of English during centuries when transoceanic travel was slow Australian, New Zealand, and South African English, on the other hand, were settled in the 19th century, shortly before ocean-going steamships became commonplace, so they show close similarities to the English of South East England The English spoken in Ireland and Scottish English fall between these two groups Some differences between the various dialects are shown in the table "Varieties of Standard English and their features"

English has undergone many historical sound changes, some of them affecting all varieties, and others affecting only a few Most standard varieties are affected by the Great Vowel Shift, which changed the pronunciation of long vowels, but a few dialects have slightly different results In North America, a number of chain shifts such as the Northern Cities Vowel Shift and Canadian Shift have produced very different vowel landscapes in some regional accents

Some dialects have fewer or more consonant phonemes and phones than the standard varieties Some conservative varieties like Scottish English have a voiceless sound in whine that contrasts with the voiced in wine, but most other dialects pronounce both words with voiced , a dialect feature called wine–whine merger The unvoiced velar fricative sound /x/ is found in Scottish English, which distinguishes loch /lɔx/ from lock /lɔk/ Accents like Cockney with "h-dropping" lack the glottal fricative /h/, and dialects with th-stopping and th-fronting like African American Vernacular and Estuary English do not have the dental fricatives /θ, ð/, but replace them with dental or alveolar stops /t, d/ or labiodental fricatives /f, v/ Other changes affecting the phonology of local varieties are processes such as yod-dropping, yod-coalescence, and reduction of consonant clusters

General American and Received Pronunciation vary in their pronunciation of historical /r/ after a vowel at the end of a syllable in the syllable coda GA is a rhotic dialect, meaning that it pronounces /r/ at the end of a syllable, but RP is non-rhotic, meaning that it loses /r/ in that position English dialects are classified as rhotic or non-rhotic depending on whether they elide /r/ like RP or keep it like GA

There is complex dialectal variation in words with the open front and open back vowels /æ ɑː ɒ ɔː/ These four vowels are only distinguished in RP, Australia, New Zealand and South Africa In GA, these vowels merge to three /æ ɑ ɔ/, and in Canadian English they merge to two /æ ɑ/ In addition, the words that have each vowel vary by dialect The table "Dialects and open vowels" shows this variation with lexical sets in which these sounds occur


Main article: English grammar

Modern English grammar is the result of a gradual change from a typical Indo-European dependent marking pattern with a rich inflectional morphology and relatively free word order, to a mostly analytic pattern with little inflection, a fairly fixed SVO word order and a complex syntax Some traits typical of Germanic languages persist in English, such as the distinction between irregularly inflected strong stems inflected through ablaut ie changing the vowel of the stem, as in the pairs speak/spoke and foot/feet and weak stems inflected through affixation such as love/loved, hand/hands Vestiges of the case and gender system are found in the pronoun system he/him, who/whom and in the inflection of the copula verb to be As is typical of an Indo-European language, English follows accusative morphosyntactic alignment English distinguishes at least seven major word classes: verbs, nouns, adjectives, adverbs, determiners ie articles, prepositions, and conjunctions Some analyses add pronouns as a class separate from nouns, and subdivide conjunctions into subordinators and coordinators, and add the class of interjections English also has a rich set of auxiliary verbs, such as have and do, expressing the categories of mood and aspect Questions are marked by do-support, wh-movement fronting of question words beginning with wh- and word order inversion with some verbs

The seven word classes are exemplified in this sample sentence:

The chairman of the committee and the loquacious politician clashed violently when the meeting started
Det Noun Prep Det Noun Conj Det Adj Noun Verb Advb Conj Det Noun Verb

Nouns and noun phrases

English nouns are only inflected for number and possession New nouns can be formed through derivation or compounding They are semantically divided into proper nouns names and common nouns Common nouns are in turn divided into concrete and abstract nouns, and grammatically into count nouns and mass nouns

Most count nouns are inflected for plural number through the use of the plural suffix -s, but a few nouns have irregular plural forms Mass nouns can only be pluralised through the use of a count noun classifier, eg one loaf of bread, two loaves of bread

Regular plural formation:

Singular: cat, dog Plural: cats, dogs

Irregular plural formation:

Singular: man, woman, foot, fish, ox, knife, mouse Plural: men, women, feet, fish, oxen, knives, mice

Possession can be expressed either by the possessive enclitic -s also traditionally called a genitive suffix, or by the preposition of Historically the -s possessive has been used for animate nouns, whereas the of possessive has been reserved for inanimate nouns Today this distinction is less clear, and many speakers use -s also with inanimates Orthographically the possessive -s is separated from the noun root with an apostrophe

Possessive constructions:

With -s: The woman's husband's child With of: The child of the husband of the woman

Nouns can form noun phrases NPs where they are the syntactic head of the words that depend on them such as determiners, quantifiers, conjunctions or adjectives Noun phrases can be short, such as the man, composed only of a determiner and a noun They can also include modifiers such as adjectives eg red, tall, all and specifiers such as determiners eg the, that But they can also tie together several nouns into a single long NP, using conjunctions such as and, or prepositions such as with, eg the tall man with the long red trousers and his skinny wife with the spectacles this NP uses conjunctions, prepositions, specifiers and modifiers Regardless of length, an NP functions as a syntactic unit For example, the possessive enclitic can, in cases which do not lead to ambiguity, follow the entire noun phrase, as in The President of India's wife, where the enclitic follows India and not President

The class of determiners is used to specify the noun they precede in terms of definiteness, where the marks a definite noun and a or an an indefinite one A definite noun is assumed by the speaker to be already known by the interlocutor, whereas an indefinite noun is not specified as being previously known Quantifiers, which include one, many, some and all, are used to specify the noun in terms of quantity or number The noun must agree with the number of the determiner, eg one man sg but all men pl Determiners are the first constituents in a noun phrase


Adjectives modify a noun by providing additional information about their referents In English, adjectives come before the nouns they modify and after determiners In Modern English, adjectives are not inflected, and they do not agree in form with the noun they modify, as adjectives in most other Indo-European languages do For example, in the phrases the slender boy, and many slender girls, the adjective slender does not change form to agree with either the number or gender of the noun

Some adjectives are inflected for degree of comparison, with the positive degree unmarked, the suffix -er marking the comparative, and -est marking the superlative: a small boy, the boy is smaller than the girl, that boy is the smallest Some adjectives have irregular comparative and superlative forms, such as good, better, and best Other adjectives have comparatives formed by periphrastic constructions, with the adverb more marking the comparative, and most marking the superlative: happier or more happy, the happiest or most happy There is some variation among speakers regarding which adjectives use inflected or periphrastic comparison, and some studies have shown a tendency for the periphrastic forms to become more common at the expense of the inflected form

Pronouns, case and person

English pronouns conserve many traits of case and gender inflection The personal pronouns retain a difference between subjective and objective case in most persons I/me, he/him, she/her, we/us, they/them as well as a gender and animateness distinction in the third person singular distinguishing he/she/it The subjective case corresponds to the Old English nominative case, and the objective case is used both in the sense of the previous accusative case in the role of patient, or direct object of a transitive verb, and in the sense of the Old English dative case in the role of a recipient or indirect object of a transitive verb Subjective case is used when the pronoun is the subject of a finite clause, and otherwise the objective case is used While grammarians such as Henry Sweet and Otto Jespersen noted that the English cases did not correspond to the traditional Latin based system, some contemporary grammars, for example Huddleston & Pullum 2002, retain traditional labels for the cases, calling them nominative and accusative cases respectively

Possessive pronouns exist in dependent and independent forms; the dependent form functions as a determiner specifying a noun as in my chair, while the independent form can stand alone as if it were a noun eg the chair is mine The English system of grammatical person no longer has a distinction between formal and informal pronouns of address, and the forms for 2nd person plural and singular are identical except in the reflexive form Some dialects have introduced innovative 2nd person plural pronouns such as y'all found in Southern American English and African American Vernacular English or youse and ye found in Irish English

English personal pronouns
Person Subjective case Objective case Dependent possessive Independent possessive Reflexive
1st p sg I me my mine myself
2nd o sg you you your yours yourself
3rd p sg he/she/it him/her/it his/her/its his/hers/its himself/herself/itself
1st p pl we us our ours ourselves
2nd p pl you you your yours yourselves
3rd p pl they them their theirs themselves

Pronouns are used to refer to entities deictically or anaphorically A deictic pronoun points to some person or object by identifying it relative to the speech situation — for example the pronoun I identifies the speaker, and the pronoun you, the addressee Anaphorical pronouns such as that refer back to an entity already mentioned or assumed by the speaker to be known by the audience, for example in the sentence I already told you that The reflexive pronouns are used when the oblique argument is identical to the subject of a phrase eg "he sent it to himself" or "she braced herself for impact"


Prepositional phrases PP are phrases composed of a preposition and one or more nouns, eg with the dog, for my friend, to school, in England Prepositions have a wide range of uses in English They are used to describe movement, place, and other relations between different entities, but they also have many syntactic uses such as introducing complement clauses and oblique arguments of verbs For example, in the phrase I gave it to him, the preposition to marks the recipient, or Indirect Object of the verb to give Traditionally words were only considered prepositions if they governed the case of the noun they preceded, for example causing the pronouns to use the objective rather than subjective form, "with her", "to me", "for us" But some contemporary grammars such as that of Huddleston & Pullum 2002:598–600 no longer consider government of case to be the defining feature of the class of prepositions, rather defining prepositions as words that can function as the heads of prepositional phrases

Verbs and verb phrases

English verbs are inflected for tense and aspect, and marked for agreement with third person singular subject Only the copula verb to be is still inflected for agreement with the plural and first and second person subjects Auxiliary verbs such as have and be are paired with verbs in the infinitive, past, or progressive forms They form complex tenses, aspects, and moods Auxiliary verbs differ from other verbs in that they can be followed by the negation, and in that they can occur as the first constituent in a question sentence

Most verbs have six inflectional forms The primary forms are a plain present, a third person singular present, and a preterite past form The secondary forms are a plain form used for the infinitive, a gerund–participle and a past participle The copula verb to be is the only verb to retain some of its original conjugation, and takes different inflectional forms depending on the subject The first person present tense form is am, the third person singular form is and the form are is used second person singular and all three plurals The only verb past participle is been and its gerund-participle is being

English inflectional forms
Inflection Strong Regular
Plain present take love
3rd person sg
takes loves
Preterite took loved
Plain infinitive take love
Gerund–participle taking loving
Past participle taken loved

Tense, aspect and mood

English has two primary tenses, past preterit and non-past The preterit is inflected by using the preterit form of the verb, which for the regular verbs includes the suffix -ed, and for the strong verbs either the suffix -t or a change in the stem vowel The non-past form is unmarked except in the third person singular, which takes the suffix -s

Present Preterite
First person I run I ran
Third person John runs John ran

English does not have a morphologised future tense Futurity of action is expressed periphrastically with one of the auxiliary verbs will or shall Many varieties also use a near future constructed with the phrasal verb be going to

First person I will run
Third person John will run

Further aspectual distinctions are encoded by the use of auxiliary verbs, primarily have and be, which encode the contrast between a perfect and non-perfect past tense I have run vs I was running, and compound tenses such as preterite perfect I had been running and present perfect I have been running

For the expression of mood, English uses a number of modal auxiliaries, such as can, may, will, shall and the past tense forms could, might, would, should There is also a subjunctive and an imperative mood, both based on the plain form of the verb ie without the third person singular -s, and which is used in subordinate clauses eg subjunctive: It is important that he run every day; imperative Run!

An infinitive form, that uses the plain form of the verb and the preposition to, is used for verbal clauses that are syntactically subordinate to a finite verbal clause Finite verbal clauses are those that are formed around a verb in the present or preterit form In clauses with auxiliary verbs they are the finite verbs and the main verb is treated as a subordinate clause For example, he has to go where only the auxiliary verb have is inflected for time and the main verb to go is in the infinitive, or in a complement clause such as I saw him leave, where the main verb is to see which is in a preterite form, and leave is in the infinitive

Phrasal verbs

English also makes frequent use of constructions traditionally called phrasal verbs, verb phrases that are made up of a verb root and a preposition or particle which follows the verb The phrase then functions as a single predicate In terms of intonation the preposition is fused to the verb, but in writing it is written as a separate word Examples of phrasal verbs are to get up, to ask out, to back up, to give up, to get together, to hang out, to put up with, etc The phrasal verb frequently has a highly idiomatic meaning that is more specialised and restricted than what can be simply extrapolated from the combination of verb and preposition complement eg lay off meaning terminate someone's employment In spite of the idiomatic meaning, some grammarians, including Huddleston & Pullum 2002:274, do not consider this type of construction to form a syntactic constituent and hence refrain from using the term "phrasal verb" Instead they consider the construction simply to be a verb with a prepositional phrase as its syntactic complement, ie he woke up in the morning and he ran up in the mountains are syntactically equivalent


The function of adverbs is to modify the action or event described by the verb by providing additional information about the manner in which it occurs Many adverbs are derived from adjectives with the suffix -ly, but not all, and many speakers tend to omit the suffix in the most commonly used adverbs For example, in the phrase the woman walked quickly the adverb quickly derived from the adjective quick describes the woman's way of walking Some commonly used adjectives have irregular adverbial forms, such as good which has the adverbial form well


In the English sentence The cat sat on the mat, the subject is the cat a NP, the verb is sat, and on the mat is a prepositional phrase composed of an NP the mat, and headed by the preposition on The tree describes the structure of the sentence

Modern English syntax language is moderately analytic It has developed features such as modal verbs and word order as resources for conveying meaning Auxiliary verbs mark constructions such as questions, negative polarity, the passive voice and progressive aspect

Basic constituent order

English word order has moved from the Germanic verb-second V2 word order to being almost exclusively subject–verb–object SVO The combination of SVO order and use of auxiliary verbs often creates clusters of two or more verbs at the centre of the sentence, such as he had hoped to try to open it

In most sentences English only marks grammatical relations through word order The subject constituent precedes the verb and the object constituent follows it The example below demonstrates how the grammatical roles of each constituent is marked only by the position relative to the verb:

The dog bites the man
The man bites the dog

An exception is found in sentences where one of the constituents is a pronoun, in which case it is doubly marked, both by word order and by case inflection, where the subject pronoun precedes the verb and takes the subjective case form, and the object pronoun follows the verb and takes the objective case form The example below demonstrates this double marking in a sentence where both object and subject is represented with a third person singular masculine pronoun:

He hit him

Indirect objects IO of ditransitive verbs can be placed either as the first object in a double object construction S V IO O, such as I gave Jane the book or in a prepositional phrase, such as I gave the book to Jane

Clause syntax

Main article: English clause syntax

In English a sentence may be composed of one or more clauses, that may in turn be composed of one or more phrases eg Noun Phrases, Verb Phrases, and Prepositional Phrases A clause is built around a verb, and includes its constituents, such as any NPs and PPs Within a sentence one clause is always the main clause or matrix clause whereas other clauses are subordinate to it Subordinate clauses may function as arguments of the verb in the main clause For example, in the phrase I think that you are lying, the main clause is headed by the verb think, the subject is I, but the object of the phrase is the subordinate clause that you are lying The subordinating conjunction that shows that the clause that follows is a subordinate clause, but it is often omitted Relative clauses are clauses that function as a modifier or specifier to some constituent in the main clause: For example, in the sentence I saw the letter that you received today, the relative clause that you received today specifies the meaning of the word letter, the object of the main clause Relative clauses can be introduced by the pronouns who, whose, whom and which as well as by that which can also be omitted In contrast to many other Germanic languages there is no major differences between word order in main and subordinate clauses

Auxiliary verb constructions

Main articles: Do-support and Subject–auxiliary inversion

English syntax relies on auxiliary verbs for many functions including the expression of tense, aspect and mood Auxiliary verbs form main clauses, and the main verbs function as heads of a subordinate clause of the auxiliary verb For example, in the sentence the dog did not find its bone, the clause find its bone is the complement of the negated verb did not Subject–auxiliary inversion is used in many constructions, including focus, negation, and interrogative constructions

The verb do can be used as an auxiliary even in simple declarative sentences, where it usually serves to add emphasis, as in "I did shut the fridge" However, in the negated and inverted clauses referred to above, it is used because the rules of English syntax permit these constructions only when an auxiliary is present Modern English does not allow the addition of the negating adverb not to an ordinary finite lexical verb, as in I know not—it can only be added to an auxiliary or copular verb, hence if there is no other auxiliary present when negation is required, the auxiliary do is used, to produce a form like I do not don't know The same applies in clauses requiring inversion, including most questions—inversion must involve the subject and an auxiliary verb, so it is not possible to say Know you him; grammatical rules require Do you know him

Negation is done with the adverb not, which precedes the main verb and follows an auxiliary verb A contracted form of not -n't can be used as an enclitic attaching to auxiliary verbs and to the copula verb to be Just as with questions, many negative constructions require the negation to occur with do-support, thus in Modern English I don't know him is the correct answer to the question Do you know him, but not I know him not, although this construction may be found in older English

Passive constructions also use auxiliary verbs A passive construction rephrases an active construction in such a way that the object of the active phrase becomes the subject of the passive phrase, and the subject of the active phrase is either omitted or demoted to a role as an oblique argument introduced in a prepositional phrase They are formed by using the past participle either with the auxiliary verb to be or to get, although not all varieties of English allow the use of passives with get For example, putting the sentence she sees him into the passive becomes he is seen by her, or he gets seen by her


Both yes–no questions and wh-questions in English are mostly formed using subject–auxiliary inversion Am I going tomorrow, Where can we eat, which may require do-support Do you like her, Where did he go In most cases, interrogative words wh-words; eg what, who, where, when, why, how appear in a fronted position For example, in the question What did you see, the word what appears as the first constituent despite being the grammatical object of the sentence When the wh-word is the subject or forms part of the subject, no inversion occurs: Who saw the cat Prepositional phrases can also be fronted when they are the question's theme, eg To whose house did you go last night The personal interrogative pronoun who is the only interrogative pronoun to still show inflection for case, with the variant whom serving as the objective case form, although this form may be going out of use in many contexts

Discourse level syntax

At the discourse level English tends to use a topic-comment structure, where the known information topic precedes the new information comment Because of the strict SVO syntax, the topic of a sentence generally has to be the grammatical subject of the sentence In cases where the topic is not the grammatical subject of the sentence, frequently the topic is promoted to subject position through syntactic means One way of doing this is through a passive construction, the girl was stung by the bee Another way is through a cleft sentence where the main clause is demoted to be a complement clause of a copula sentence with a dummy subject such as it or there, eg it was the girl that the bee stung, there was a girl who was stung by a bee Dummy subjects are also used in constructions where there is no grammatical subject such as with impersonal verbs eg, it is raining or in existential clauses there are many cars on the street Through the use of these complex sentence constructions with informationally vacuous subjects, English is able to maintain both a topic comment sentence structure and a SVO syntax

Focus constructions emphasise a particular piece of new or salient information within a sentence, generally through allocating the main sentence level stress on the focal constituent For example, the girl was stung by a bee emphasising it was a bee and not for example a wasp that stung her, or The girl was stung by a bee contrasting with another possibility, for example that it was the boy Topic and focus can also be established through syntactic dislocation, either preposing or postposing the item to be focused on relative to the main clause For example, That girl over there, she was stung by a bee, emphasises the girl by preposition, but a similar effect could be achieved by postposition, she was stung by a bee, that girl over there, where reference to the girl is established as an "afterthought"

Cohesion between sentences is achieved through the use of deictic pronouns as anaphora eg that is exactly what I mean where that refers to some fact known to both interlocutors, or then used to locate the time of a narrated event relative to the time of a previously narrated event Discourse markers such as oh, so or well, also signal the progression of ideas between sentences and help to create cohesion Discourse markers are often the first constituents in sentences Discourse markers are also used for stance taking in which speakers position themselves in a specific attitude towards what is being said, for example, no way is that true! the idiomatic marker no way! expressing disbelief, or boy! I'm hungry the marker boy expressing emphasis While discourse markers are particularly characteristic of informal and spoken registers of English, they are also used in written and formal registers


The vocabulary of English is vast, and counting exactly how many words English or any language has is impossible The Oxford Dictionaries suggest that there are at least a quarter of a million distinct English words Early studies of English vocabulary by lexicographers, the scholars who formally study vocabulary, compile dictionaries, or both, were impeded by a lack of comprehensive data on actual vocabulary in use from good-quality linguistic corpora, collections of actual written texts and spoken passages Many statements published before the end of the 20th century about the growth of English vocabulary over time, the dates of first use of various words in English, and the sources of English vocabulary will have to be corrected as new computerised analysis of linguistic corpus data becomes available

Word formation processes

English forms new words from existing words or roots in its vocabulary through a variety of processes One of the most productive processes in English is conversion, using a word with a different grammatical role, for example using a noun as a verb or a verb as a noun Another productive word-formation process is nominal compounding, producing compound words such as babysitter or ice cream or homesick A process more common in Old English than in Modern English, but still productive in Modern English, is the use of derivational suffixes -hood, -ness, -ing, -ility to derive new words from existing words especially those of Germanic origin or stems especially for words of Latin or Greek origin Formation of new words, called neologisms, based on Greek or Latin roots for example television or optometry is a highly productive process in English and in most modern European languages, so much so that it is often difficult to determine in which language a neologism originated For this reason, lexicographer Philip Gove attributed many such words to the "international scientific vocabulary" ISV when compiling Webster's Third New International Dictionary 1961 Another active word-formation process in English is acronyms, words formed by pronouncing as a single word abbreviations of longer phrases eg NATO, laser

Word origins

Main article: Lists of English loanwords by country or language of origin

English, besides forming new words from existing words and their roots, also borrows words from other languages This process of adding words from other languages is commonplace in many world languages, but English is characterised as being especially open to borrowing of foreign words throughout the last 1,000 years The most commonly used words in English are West Germanic The words in English learned first by children as they learn to speak, particularly the grammatical words that dominate the word count of both spoken and written texts, are the Germanic words inherited from the earliest periods of the development of Old English But one of the consequences of long language contact between French and English in all stages of their development is that the vocabulary of English has a very high percentage of "Latinate" words derived from French, especially, and also from Latin or from other Romance languages French words from various periods of the development of French now make up one-third of the vocabulary of English

English has also borrowed many words directly from Latin, the ancestor of the Romance languages, during all stages of its development Many of the words borrowed into English from Latin were earlier borrowed into Latin from Greek Latin or Greek are still highly productive sources of stems used to form vocabulary of subjects learned in higher education such as the sciences, philosophy, and mathematics English continues to gain new loanwords and calques "loan translations" from languages all over the world, and words from languages other than the ancestral Anglo-Saxon language make up about 60 percent of the vocabulary of English English has formal and informal speech registers, and informal registers, including child directed speech, tend to be made up predominantly of words of Anglo-Saxon origin, while the percentage of vocabulary that is of Latinate origin is higher in legal, scientific, and academic texts

English loanwords and calques in other languages

English has a strong influence on the vocabulary of other languages The influence of English comes from such factors as opinion leaders in other countries knowing the English language, the role of English as a world lingua franca, and the large number of books and films that are translated from English into other languages That pervasive use of English leads to a conclusion in many places that English is an especially suitable language for expressing new ideas or describing new technologies Among varieties of English, it is especially American English that influences other languages Some languages, such as Chinese, write words borrowed from English mostly as calques, while others, such as Japanese, readily take in English loanwords written in sound-indicating script Dubbed films and television programmes are an especially fruitful source of English influence on languages in Europe

Writing system

See also: English alphabet, English braille, and English orthography

Since the ninth century, English has been written in a Latin alphabet also called Roman alphabet Earlier Old English texts in Anglo-Saxon runes are only short inscriptions The great majority of literary works in Old English that survive to today are written in the Roman alphabet The modern English alphabet contains 26 letters of the Latin script: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z which also have capital forms: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

The spelling system, or orthography, of English is multi-layered, with elements of French, Latin, and Greek spelling on top of the native Germanic system Further complications have arisen through sound changes with which the orthography has not kept pace Compared to European languages for which official organisations have promoted spelling reforms, English has spelling that is a less consistent indicator of pronunciation and standard spellings of words that are more difficult to guess from knowing how a word is pronounced There are also systematic spelling differences between British and American English These situations have prompted proposals for spelling reform in English

Although letters and speech sounds do not have a one-to-one correspondence in standard English spelling, spelling rules that take into account syllable structure, phonetic changes in derived words, and word accent are reliable for most English words Moreover, standard English spelling shows etymological relationships between related words that would be obscured by a closer correspondence between pronunciation and spelling, for example the words photograph, photography, and photographic, or the words electricity and electrical While few scholars agree with Chomsky and Halle 1968 that conventional English orthography is "near-optimal", there is a rationale for current English spelling patterns The standard orthography of English is the most widely used writing system in the world Standard English spelling is based on a graphomorphemic segmentation of words into written clues of what meaningful units make up each word

Readers of English can generally rely on the correspondence between spelling and pronunciation to be fairly regular for letters or digraphs used to spell consonant sounds The letters b, d, f, h, j, k, l, m, n, p, r, s, t, v, w, y, z represent, respectively, the phonemes /b, d, f, h, dʒ, k, l, m, n, p, r, s, t, v, w, j, z/ The letters c and g normally represent /k/ and /ɡ/, but there is also a soft c pronounced /s/, and a soft g pronounced /dʒ/ The differences in the pronunciations of the letters c and g are often signalled by the following letters in standard English spelling Digraphs used to represent phonemes and phoneme sequences include ch for /tʃ/, sh for /ʃ/, th for /θ/ or /ð/, ng for /ŋ/, qu for /kw/, and ph for /f/ in Greek-derived words The single letter x is generally pronounced as /z/ in word-initial position and as /ks/ otherwise There are exceptions to these generalisations, often the result of loanwords being spelled according to the spelling patterns of their languages of origin or proposals by pedantic scholars in the early period of Modern English to mistakenly follow the spelling patterns of Latin for English words of Germanic origin

For the vowel sounds of the English language, however, correspondences between spelling and pronunciation are more irregular There are many more vowel phonemes in English than there are vowel letters a, e, i, o, u, w, y As a result of a smaller set of single letter symbols than the set of vowel phonemes, some "long vowels" are often indicated by combinations of letters like the oa in boat, the ow in how, and the ay in stay, or the historically based silent e as in note and cake

The consequence of this complex orthographic history is that learning to read can be challenging in English It can take longer for school pupils to become independently fluent readers of English than of many other languages, including Italian, Spanish, or German Nonetheless, there is an advantage for learners of English reading in learning the specific sound-symbol regularities that occur in the standard English spellings of commonly used words Such instruction greatly reduces the risk of children experiencing reading difficulties in English Making primary school teachers more aware of the primacy of morpheme representation in English may help learners learn more efficiently to read and write English

English writing also includes a system of punctuation that is similar to the system of punctuation marks used in most alphabetic languages around the world The purpose of punctuation is to mark meaningful grammatical relationships in sentences to aid readers in understanding a text and to indicate features important for reading a text aloud

Dialects, accents, and varieties

Main articles: List of dialects of the English language, World Englishes, and regional accents of English

Dialectologists distinguish between English dialects, regional varieties that differ from each other in terms of grammar and vocabulary, and regional accents, distinguished by different patterns of pronunciation The major native dialects of English are often divided by linguists into the two general categories of the British dialects BrE and those of North America AmE

UK and Ireland

See also: English language in England, Northern England English, Scots language, Scottish English, Welsh English, Estuary English, Ulster English, and Hiberno-English Map showing the main dialect regions in the UK and Ireland

As the place where English first evolved, the British Isles, and particularly England, are home to the most variegated pattern of dialects Within the United Kingdom, the Received Pronunciation RP, an educated dialect of South East England, is traditionally used as the broadcast standard, and is considered the most prestigious of the British dialects The spread of RP also known as BBC English through the media has caused many traditional dialects of rural England to recede, as youths adopt the traits of the prestige variety instead of traits from local dialects At the time of the Survey of English Dialects, grammar and vocabulary differed across the country, but a process of lexical attrition has led most of this variation to disappear Nonetheless this attrition has mostly affected dialectal variation in grammar and vocabulary, and in fact only 3 percent of the English population actually speak RP, the remainder speaking regional accents and dialects with varying degrees of RP influence There is also variability within RP, particularly along class lines between Upper and Middle class RP speakers and between native RP speakers and speakers who adopt RP later in life Within Britain there is also considerable variation along lines of social class, and some traits though exceedingly common are considered "non-standard" and are associated with lower class speakers and identities An example of this is H-dropping, which was historically a feature of lower class London English, particularly Cockney, but which today is the standard in all major English cities—yet it remains largely absent in broadcasting and among the upper crust of British society

English in England can be divided into four major dialect regions, Southwest English, South East English, Midlands English, and Northern English Within each of these regions several local subdialects exist: Within the Northern region, there is a division between the Yorkshire dialects, and the Geordie dialect spoken in Northumbria around Newcastle, and the Lancashire dialects with local urban dialects in Liverpool Scouse and Manchester Mancunian Having been the centre of Danish occupation during the Viking Invasions, Northern English dialects, particularly the Yorkshire dialect, retain Norse features not found in other English varieties

Since the 15th century, Southeastern varieties centred around London, which has been the centre from which dialectal innovations have spread to other dialects In London, the Cockney dialect was traditionally used by the lower classes, and it was long a socially stigmatised variety Today a large area of Southeastern England has adopted traits from Cockney, resulting in the so-called Estuary English which spread in areas south and East of London beginning in the 1980s Estuary English is distinguished by traits such as the use of intrusive R drawing is pronounced drawring /ˈdrɔːrɪŋ/, t-glottalisation Potter is pronounced with a glottal stop as Po'er /poʔʌ/, and the pronunciation of th- as /f/ thanks pronounced fanks or /v/ bother pronounced bover

Scots is today considered a separate language from English, but it has its origins in early Northern Middle English and developed and changed during its history with influence from other sources, particularly Scots Gaelic and Old Norse Scots itself has a number of regional dialects And in addition to Scots, Scottish English are the varieties of Standard English spoken in Scotland, most varieties are Northern English accents, with some influence from Scots

In Ireland, various forms of English have been spoken since the Norman invasions of the 11th century In County Wexford, in the area surrounding Dublin, two highly conservative dialects known as Forth and Bargy and Fingallian developed as offshoots from Early Middle English, and were spoken until the 19th century Modern Hiberno-English however has its roots in English colonisation in the 17th century Today Irish English is divided into Ulster English, a dialect with strong influence from Scots, and southern Hiberno-English Like Scots and Northern English, the Irish accents preserve the rhoticity which has been lost in most dialects influenced by RP

North America

Main articles: American English, General American, African American Vernacular English, Southern American English, and Canadian English Rhoticity dominates in North American English The Atlas of North American English found over 50% non-rhoticity, though, in at least one local white speaker in each US metropolitan area designated here by a red dot Non-rhotic African American Vernacular English pronunciations may be found among African Americans regardless of location

American English is generally considered fairly homogeneous compared to the British varieties Today, American accent variation is in fact increasing, though most Americans still speak within a phonological continuum of similar accents, known collectively as General American GA, with its differing accents hardly noticed even among Americans themselves such as Midland and Western American English Separate from GA are American accents with clearly distinct sound systems; this historically includes Southern American English, English of the coastal Northeast famously including Eastern New England English and New York City English, and African American Vernacular English Canadian English, except for the Maritime provinces, may be classified under GA as well, but it often shows unique vowel raising, as well as distinct norms for written and pronunciation standards In GA and Canadian English, rhoticity or r-fulness is dominant, with non-rhoticity r-dropping becoming associated with lower prestige and social class especially after World War II; this contrasts with the situation in England, where non-rhoticity has become the standard

In Southern American English, the largest American "accent group" outside of GA, rhoticity now strongly prevails, replacing the region's historical non-rhotic prestige, though social variation may still apply Southern accents are colloquially described as a "drawl" or "twang," being recognised most readily by the Southern Vowel Shift that begins with glide-deleting in the /aɪ/ vowel eg pronouncing spy almost like spa, the "Southern breaking" of several front pure vowels into a gliding vowel or even two syllables eg pronouncing the word "press" almost like "pray-us", the pin–pen merger, and other distinctive phonologial, grammatical, and lexical features, many of which are actually recent developments of the 19th century or later

Today spoken primarily by working- and middle-class African Americans, African American Vernacular English AAVE is also largely non-rhotic and likely originated among enslaved Africans and African Americans influenced primarily by the non-rhotic, non-standard English spoken by whites in the Old South A minority of linguists, contrarily, propose that AAVE mostly traces back to African languages spoken by the slaves who had to develop a pidgin or Creole English to communicate with slaves of other ethnic and linguistic origins AAVE shares important commonalities with older Southern American English and so probably developed to a highly coherent and homogeneous variety in the 19th or early 20th century AAVE is commonly stigmatised in North America as a form of "broken" or "uneducated" English, also common of modern Southern American English, but linguists today recognise both as fully developed varieties of English with their own norms shared by a large speech community

Australia and New Zealand

Main articles: Australian English and New Zealand English

Since 1788 English has been spoken in Oceania, and the major native dialect of Australian English is spoken as a first language by the vast majority of the inhabitants of the Australian continent, with General Australian serving as the standard accent The English of neighbouring New Zealand has to a lesser degree become an influential standard variety of the language Australian and New Zealand English are most closely related to British English, and both have similarly non-rhotic accents, aside from some accents in the South Island of New Zealand They stand out, however, for their innovative vowels: many short vowels are fronted or raised, whereas many long vowels have diphthongised Australian English also has a contrast between long and short vowels, not found in most other varieties Australian English grammar differs from British English only in few instances, one difference is the lack of verbal concord with collective plural subjects New Zealand English differs little from Australian English, but a few characteristics sets its accent apart, such as the use of for wh- and its front vowels being even closer than in Australian English

Africa, the Caribbean, and South Asia

See also: South African English and Caribbean English

English is spoken widely in South Africa and is an official or co-official language in several countries In South Africa, English has been spoken since 1820, co-existing with Afrikaans and various African languages such as the Khoe and Bantu languages Today about 9 percent of the South African population speak South African English SAE as a first language SAE is a non-rhotic variety, which tends to follow RP as a norm It is alone among non-rhotic varieties in lacking intrusive r There are different L2 varieties that differ based on the native language of the speakers Most phonological differences from RP are in the vowels Consonant differences include the tendency to pronounce /p, t, t͡ʃ, k/ without aspiration eg /pin/ pronounced rather than as as in most other varieties, while r is often pronounced as a flap instead of as the more common fricative

Several varieties of English are also spoken in the Caribbean Islands that were colonial possessions of Britain, including Jamaica, and the Leeward and Windward Islands and Trinidad and Tobago, Barbados, the Cayman Islands, and Belize Each of these areas are home both to a local variety of English and a local English based creole, combining English and African languages The most prominent varieties are Jamaican English and Jamaican Creole In Central America, English based creoles are spoken in on the Caribbean coasts of Nicaragua and Panama Locals are often fluent both in the local English variety and the local creole languages and code-switching between them is frequent, indeed another way to conceptualise the relationship between Creole and Standard varieties is to see a spectrum of social registers with the Creole forms serving as "basilect" and the more RP-like forms serving as the "acrolect", the most formal register

Most Caribbean varieties are based on British English and consequently most are non-rhotic, except for formal styles of Jamaican English which are often rhotic Jamaican English differs from RP in its vowel inventory, which has a distinction between long and short vowels rather than tense and lax vowels as in Standard English The diphthongs /ei/ and /ou/ are monophthongs and or even the reverse diphthongs and eg bay and boat pronounced and Often word final consonant clusters are simplified so that "child" is pronounced and "wind"

As a historical legacy, Indian English tends to take RP as its ideal, and how well this ideal is realised in an individual's speech reflects class distinctions among Indian English speakers Indian English accents are marked by the pronunciation of phonemes such as /t/ and /d/ often pronounced with retroflex articulation as and and the replacement of /θ/ and /ð/ with dentals and Sometimes Indian English speakers may also use spelling based pronunciations where the silent <h> found in words such as ghost is pronounced as an Indian voiced aspirated stop


  1. ^ OxfordLearner'sDictionary 2015, Entry: English – Pronunciation
  2. ^ a b Crystal 2006, pp 424–426
  3. ^ Hammarström, Harald; Forkel, Robert; Haspelmath, Martin; Bank, Sebastian, eds 2016 "Standard English" Glottolog 27 Jena: Max Planck Institute for the Science of Human History 
  4. ^ Crystal 2003a, p 6
  5. ^ Wardhaugh 2010, p 55
  6. ^ Finkenstaedt, Thomas; Dieter Wolff 1973 Ordered profusion; studies in dictionaries and the English lexicon C Winter ISBN 3-533-02253-6 
  7. ^ a b Crystal 2003b, pp 108–109
  8. ^ a b Ethnologue 2010
  9. ^ Crystal 2003b, p 30
  10. ^ "How English evolved into a global language" BBC 20 December 2010 Retrieved 9 August 2015 
  11. ^ The Routes of English 2015
  12. ^ Bammesberger 1992, pp 29–30
  13. ^ Bammesberger 1992, p 30
  14. ^ Robinson 1992
  15. ^ Romaine 1982, pp 56–65
  16. ^ a b Barry 1982, pp 86–87
  17. ^ Durrell 2006
  18. ^ König & van der Auwera 1994
  19. ^ Harbert 2007
  20. ^ Thomason & Kaufman 1988, pp 264–265
  21. ^ Watts 2011, Chapter 4
  22. ^ Collingwood & Myres 1936
  23. ^ Graddol, Leith & Swann et al 2007
  24. ^ Blench & Spriggs 1999
  25. ^ Bosworth & Toller 1921
  26. ^ Campbell 1959, p 4
  27. ^ Toon 1992, Chapter: Old English Dialects
  28. ^ Donoghue 2008
  29. ^ a b c Gneuss 2013, p 23
  30. ^ Denison & Hogg 2006, pp 30–31
  31. ^ Hogg 1992, Chapter 3 Phonology and Morphology
  32. ^ Smith 2009
  33. ^ Trask & Trask 2010
  34. ^ a b Lass 2006, pp 46–47
  35. ^ Hogg 2006, pp 360–361
  36. ^ Thomason & Kaufman 1988, pp 284–290
  37. ^ Svartvik & Leech 2006, p 39
  38. ^ Lass 1992
  39. ^ Fischer & van der Wurff 2006, pp 111–13
  40. ^ Wycliffe, John "Bible" PDF Wesley NNU 
  41. ^ a b Lass 2000
  42. ^ Görlach 1991, pp 66–70
  43. ^ Nevalainen & Tieken-Boon van Ostade 2006, pp 274–79
  44. ^ Cercignani 1981
  45. ^ How English evolved into a global language 2010
  46. ^ The Routes of English
  47. ^ Romaine 2006, p 586
  48. ^ a b Mufwene 2006, p 614
  49. ^ a b Northrup 2013, pp 81–86
  50. ^ Baker, Colin August 1998 "Encyclopedia of Bilingualism and Bilingual Education, page CCCXI" Multilingual Matters Ltd Retrieved 9 August 2015 
  51. ^ a b c Graddol 2006
  52. ^ a b c Crystal 2003a
  53. ^ a b McCrum, MacNeil & Cran 2003, pp 9–10
  54. ^ a b Romaine 1999, pp 1–56
  55. ^ Romaine 1999, p 2
  56. ^ Leech et al 2009, pp 18–19
  57. ^ Mair & Leech 2006
  58. ^ Mair 2006
  59. ^ a b Crystal 2003a, p 69
  60. ^ "English" Ethnologue Retrieved 2016-10-29 
  61. ^ "Chinese, Mandarin" Ethnologue Retrieved 2016-10-29 
  62. ^ Crystal 2003b, p 106
  63. ^ a b Svartvik & Leech 2006, p 2
  64. ^ a b Kachru 2006, p 196
  65. ^ a b Ryan 2013, Table 1
  66. ^ Office for National Statistics 2013, Key Points
  67. ^ National Records of Scotland 2013
  68. ^ Northern Ireland Statistics and Research Agency 2012, Table KS207NI: Main Language
  69. ^ Statistics Canada 2014
  70. ^ Australian Bureau of Statistics 2013
  71. ^ Statistics South Africa 2012, Table 25 Population by first language spoken and province number
  72. ^ Statistics New Zealand 2014
  73. ^ a b c d Bao 2006, p 377
  74. ^ Rubino 2006
  75. ^ Patrick 2006a
  76. ^ Lim & Ansaldo 2006
  77. ^ Connell 2006
  78. ^ Schneider 2007
  79. ^ a b Trudgill & Hannah 2008, p 5
  80. ^ Trudgill & Hannah 2008, p 4
  81. ^ European Commission 2012
  82. ^ Kachru 2006, p 197
  83. ^ Kachru 2006, p 198
  84. ^ Bao 2006
  85. ^ Trudgill & Hannah 2008, p 7
  86. ^ Trudgill & Hannah 2008, p 2
  87. ^ Romaine 1999
  88. ^ Baugh & Cable 2002
  89. ^ Trudgill & Hannah 2008, pp 8–9
  90. ^ Ammon 2008, p 1539
  91. ^ Marsh, David 26 November 2010 "Lickety splits: two nations divided by a common language" The Guardian UK Retrieved 26 December 2015 
  92. ^ Trudgill 2006
  93. ^ Ammon 2008, pp 1537–1539
  94. ^ Svartvik & Leech 2006, p 122
  95. ^ Trudgill & Hannah 2008, pp 5–6
  96. ^ Deumert 2006, p 130
  97. ^ Deumert 2006, p 131
  98. ^ Crawford, James 1 February 2012 "Language Legislation in the USA" languagepolicynet Retrieved 29 May 2013 
  99. ^ "States with Official English Laws" us-englishorg Retrieved 29 May 2013 
  100. ^ Romaine 1999, p 5
  101. ^ Svartvik & Leech 2006, p 1
  102. ^ Kachru 2006, p 195
  103. ^ Mazrui & Mazrui 1998
  104. ^ Mesthrie 2010, p 594
  105. ^ Annamalai 2006
  106. ^ Sailaja 2009, pp 2–9
  107. ^ "Indiaspeak: English is our 2nd language – The Times of India" The Times of India Retrieved 5 January 2016 
  108. ^ "Human Development in India: Challenges for a Society in Transition" PDF Oxford University Press 2005 Retrieved 5 January 2016 
  109. ^ Crystal 2004b
  110. ^ Graddol 2010
  111. ^ Meierkord 2006, p 165
  112. ^ Brutt-Griffler 2006, p 690–91
  113. ^ a b Northrup 2013
  114. ^ Wojcik 2006, p 139
  115. ^ International Maritime Organization 2011
  116. ^ International Civil Aviation Organization 2011
  117. ^ Gordin 2015
  118. ^ Phillipson 2004, p 47
  119. ^ ConradRubal-Lopez 1996, p 261
  120. ^ Richter 2012, p 29
  121. ^ United Nations 2008
  122. ^ Ammon 2006, p 321
  123. ^ European Commission 2012, pp 21, 19
  124. ^ Alcaraz Ariza & Navarro 2006
  125. ^ Brutt-Griffler 2006, p 694–95
  126. ^ Crystal 2002
  127. ^ Jambor 2007
  128. ^ Svartvik & Leech 2006, Chapter 12: English into the Future
  129. ^ Crystal 2006
  130. ^ Brutt-Griffler 2006
  131. ^ Li 2003
  132. ^ Meierkord 2006, p 163
  133. ^ Wolfram 2006, pp 334–335
  134. ^ Carr & Honeybone 2007
  135. ^ Bermúdez-Otero & McMahon 2006
  136. ^ MacMahon 2006
  137. ^ International Phonetic Association 1999, pp 41–42
  138. ^ König 1994, p 534
  139. ^ Collins & Mees 2003, pp 47–53
  140. ^ Trudgill & Hannah 2008, p 13
  141. ^ Trudgill & Hannah 2008, p 41
  142. ^ Brinton & Brinton 2010, pp 56–59
  143. ^ Collins & Mees 2003, pp 46–50
  144. ^ Brinton & Brinton 2010, p 60
  145. ^ König 1994, pp 537–538
  146. ^ International Phonetic Association 1999, p 42
  147. ^ Oxford Learner's Dictionary 2015, Entry "contract"
  148. ^ Merriam Webster 2015, Entry "contract"
  149. ^ Macquarie Dictionary 2015, Entry "contract"
  150. ^ Brinton & Brinton 2010, p 66
  151. ^ a b Trudgill & Hannah 2002, pp 4–6
  152. ^ Roach 2009, p 53
  153. ^ Giegerich 1992, p 36
  154. ^ Lass 2000, p 114
  155. ^ Wells 1982, pp xviii-xix
  156. ^ Wells 1982, p 493
  157. ^ König 1994, p 539
  158. ^ Huddleston & Pullum 2002, p 22
  159. ^ Aarts & Haegeman 2006, p 118
  160. ^ Payne & Huddleston 2002
  161. ^ Huddleston & Pullum 2002, p 56–57
  162. ^ Huddleston & Pullum 2002, p 55
  163. ^ Huddleston & Pullum 2002, pp 54–5
  164. ^ Huddleston & Pullum 2002, p 57
  165. ^ a b König 1994, p 540
  166. ^ Mair 2006, pp 148–49
  167. ^ Leech 2006, p 69
  168. ^ O'Dwyer 2006
  169. ^ Greenbaum & Nelson 2002
  170. ^ Sweet 2014, p 52
  171. ^ Jespersen 2007
  172. ^ Huddleston & Pullum 2002, p 425–26
  173. ^ Huddleston & Pullum 2002, p 426
  174. ^ a b Huddleston & Pullum 2002, p 51
  175. ^ König 1994, p 541
  176. ^ Huddleston & Pullum 2002, p 50
  177. ^ Huddleston & Pullum 2002, pp 208–210
  178. ^ a b Huddleston & Pullum 2002, p 51–52
  179. ^ Huddleston & Pullum 2002, pp 210–11
  180. ^ Huddleston & Pullum 2002, p 50–51
  181. ^ Dixon 1982
  182. ^ McArthur 1992, pp 64, 610–611
  183. ^ König 1994, p 553
  184. ^ König 1994, p 550
  185. ^ König 1994, p 551
  186. ^ Miller 2002, pp 60–69
  187. ^ König 1994, p 545
  188. ^ König 1994, p 557
  189. ^ Huddleston & Pullum 2002, p 114
  190. ^ Huddleston & Pullum 2002, pp 786–790
  191. ^ Miller 2002, pp 26–27
  192. ^ Huddleston & Pullum 2002, pp 7-8
  193. ^ Huddleston & Pullum 2002, pp 1365–70
  194. ^ Huddleston & Pullum 2002, p 1370
  195. ^ Huddleston & Pullum 2002, p 1366
  196. ^ Halliday & Hasan 1976
  197. ^ Schiffrin 1988
  198. ^ a b HowManyWords 2015
  199. ^ Sheidlower 2006
  200. ^ a b c d e Algeo 1999
  201. ^ Leech et al 2009, pp 24–50
  202. ^ a b c Kastovsky 2006
  203. ^ a b Crystal 2003b, p 129
  204. ^ Crystal 2003b, pp 120–121
  205. ^ Denning, Kessler & Leben 2007, p 7
  206. ^ Nation 2001, p 265
  207. ^ Denning, Kessler & Leben 2007
  208. ^ a b Gottlieb 2006, p 196
  209. ^ Romaine 1999, p 4
  210. ^ Fasold & Connor-Linton 2014, p 302
  211. ^ Crystal 2003b, pp 124–127
  212. ^ Algeo 1999, pp 80–81
  213. ^ Brutt-Griffler 2006, p 692
  214. ^ Gottlieb 2006, p 197
  215. ^ Gottlieb 2006, p 198
  216. ^ a b Gottlieb 2006, p 202
  217. ^ a b Swan 2006, p 149
  218. ^ Mountford 2006
  219. ^ Neijt 2006
  220. ^ a b c d Daniels & Bright 1996, p 653
  221. ^ a b Abercrombie & Daniels 2006
  222. ^ Mountford 2006, p 156
  223. ^ Mountford 2006, pp 157–158
  224. ^ Daniels & Bright 1996, p 654
  225. ^ Dehaene 2009
  226. ^ McGuinness 1997
  227. ^ Shaywitz 2003
  228. ^ Mountford 2006, pp 159
  229. ^ Lawler 2006, p 290
  230. ^ Crystal 2003b, p 107
  231. ^ Trudgill 2000, p 125
  232. ^ Hughes & Trudgill 1996, p 3
  233. ^ Hughes & Trudgill 1996, p 37
  234. ^ Hughes & Trudgill 1996, p 40
  235. ^ Hughes & Trudgill 1996, p 31
  236. ^ Trudgill 2000, pp 80–81
  237. ^ Aitken & McArthur 1979, p 81
  238. ^ Romaine 1982
  239. ^ Hickey 2007
  240. ^ Labov 2012
  241. ^ Wells 1982, p 34
  242. ^ Rowicka 2006
  243. ^ Toon 1982
  244. ^ Cassidy 1982
  245. ^ Boberg 2010
  246. ^ Labov 1972
  247. ^ "Do You Speak American: What Lies Ahead" PBS Retrieved 15 August 2007 
  248. ^ Thomas, Erik R 2003, "Rural White Southern Accents" PDF, Atlas of North American English online, Mouton de Gruyter, p 16  
  249. ^ Levine & Crockett 1966
  250. ^ Schönweitz 2001
  251. ^ Montgomery 1993
  252. ^ Thomas 2008, p 95–96
  253. ^ Bailey 1997
  254. ^ McWhorter, John H 2001 Word on the Street: Debunking the Myth of a "Pure" Standard English Basic Books p 162 
  255. ^ Bailey 2001
  256. ^ Green 2002
  257. ^ Patrick 2006b
  258. ^ Eagleson 1982
  259. ^ Trudgill & Hannah 2002, pp 16–21
  260. ^ Burridge 2010
  261. ^ Trudgill & Hannah 2002, pp 24–26
  262. ^ Maclagan 2010
  263. ^ Gordon, Campbell & Hay et al 2004
  264. ^ Lanham 1982
  265. ^ Lass 2002
  266. ^ Trudgill & Hannah 2002, pp 30–31
  267. ^ Lawton 1982
  268. ^ Trudgill & Hannah 2002, p 115
  269. ^ Trudgill & Hannah 2002, pp 117–18
  270. ^ Lawton 1982, p 256–60
  271. ^ Trudgill & Hannah 2002, pp 115–16
  272. ^ Sailaja 2009, pp 19–24


Aarts, Bas; Haegeman, Liliane 2006 "6 English Word classes and Phrases" In Aarts, Bas; McMahon, April The Handbook of English Linguistics Blackwell Publishing Ltd  Abercrombie, D; Daniels, Peter T 2006 "Spelling Reform Proposals: English" In Brown, Keith Encyclopedia of language & linguistics Elsevier doi:101016/B0-08-044854-2/04878-1 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Aitken, A J; McArthur, Tom, eds 1979 Languages of Scotland Occasional paper – Association for Scottish Literary Studies; no 4 Edinburgh: Chambers ISBN 978-0-550-20261-1  Alcaraz Ariza, M Á; Navarro, F 2006 "Medicine: Use of English" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 752–759 doi:101016/B0-08-044854-2/02351-8 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Algeo, John 1999 "Chapter 2:Vocabulary" In Romaine, Suzanne Cambridge History of the English Language IV: 1776–1997 Cambridge University Press pp 57–91 doi:101017/CHOL9780521264778003 ISBN 978-0-521-26477-8  Ammon, Ulrich November 2006 "Language Conflicts in the European Union: On finding a politically acceptable and practicable solution for EU institutions that satisfies diverging interests" International Journal of Applied Linguistics 16 3: 319–338 doi:101111/j1473-4192200600121x  Ammon, Ulrich 2008 "Pluricentric and Divided Languages" In Ammon, Ulrich N; Dittmar, Norbert; Mattheier, Klaus J; et al Sociolinguistics: An International Handbook of the Science of Language and Society / Soziolinguistik Ein internationales Handbuch zur Wissenschaft vov Sprache and Gesellschaft Handbooks of Linguistics and Communication Science / Handbücher zur Sprach- und Kommunikationswissenschaft 3/2 2 2nd completely revised and extended ed de Gruyter ISBN 978-3-11-019425-8 Retrieved 19 December 2014 – via De Gruyter subscription required help  Annamalai, E 2006 "India: Language Situation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 610–613 doi:101016/B0-08-044854-2/04611-3 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Australian Bureau of Statistics 28 March 2013 "2011 Census QuickStats: Australia" Retrieved 25 March 2015  Bailey, Guy 2001 "Chapter 3: The relationship between African American and White Vernaculars" In Lanehart, Sonja L Sociocultural and historical contexts of African American English Varieties of English around the World John Benjamins pp 53–84 ISBN 978-1-58811-046-6  Bailey, G 1997 "When did southern American English begin" In Edgar W Schneider Englishes around the world pp 255–275  Bammesberger, Alfred 1992 "Chapter 2: The Place of English in Germanic and Indo-European" In Hogg, Richard M The Cambridge History of the English Language 1: The Beginnings to 1066 Cambridge University Press pp 26–66 ISBN 978-0-521-26474-7  Bao, Z 2006 "Variation in Nonnative Varieties of English" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 377–380 doi:101016/B0-08-044854-2/04257-7 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Barry, Michael V 1982 "English in Ireland" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 84–134 ISBN 978-3-12-533872-2  Bauer, Laurie; Huddleston, Rodney 15 April 2002 "Chapter 19: Lexical Word-Formation" In Huddleston, Rodney; Pullum, Geoffrey K The Cambridge Grammar of the English Language Cambridge: Cambridge University Press pp 1621–1721 ISBN 978-0-521-43146-0 Retrieved 10 February 2015 Lay summary PDF 10 February 2015  Baugh, Albert C; Cable, Thomas 2002 A History of the English Language 5th ed Longman ISBN 978-0-13-015166-7  Bermúdez-Otero, Ricardo; McMahon, April 2006 "Chapter 17: English phonology and morphology" In Bas Aarts; April McMahon The Handbook of English Linguistics Oxford: Blackwell pp 382–410 doi:101111/b9781405113823200600018x ISBN 978-1-4051-6425-2 Retrieved 2 April 2015  Blench, R; Spriggs, Matthew 1999 Archaeology and Language: Correlating Archaeological and Linguistic Hypotheses Routledge pp 285–286 ISBN 978-0-415-11761-6  Boberg, Charles 2010 The English language in Canada: Status, history and comparative analysis Studies in English Language Cambridge University Press ISBN 978-1-139-49144-0 Lay summary 2 April 2015  Bosworth, Joseph; Toller, T Northcote 1921 "Engla land" An Anglo-Saxon Dictionary Online Charles University Retrieved 6 March 2015  Brinton, Laurel J; Brinton, Donna M 2010 The linguistic structure of modern English John Benjamins ISBN 978-902728824-0 Retrieved 2 April 2015  Brutt-Griffler, J 2006 "Languages of Wider Communication" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 690–697 doi:101016/B0-08-044854-2/00644-1 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Burridge, Kate 2010 "Chapter 7: English in Australia" In Kirkpatrick, Andy The Routledge handbook of world Englishes Routledge pp 132–151 ISBN 978-0-415-62264-6 Lay summary 29 March 2015  Campbell, Alistair 1959 Old English Grammar Oxford: Oxford University Press ISBN 0-19-811943-7  Carr, Philip; Honeybone, Patrick 2007 "English phonology and linguistic theory: an introduction to issues, and to 'Issues in English Phonology'" Language Sciences 29 2: 117–153 doi:101016/jlangsci200612018 Retrieved 2 April 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Cassidy, Frederic G 1982 "Geographical Variation of English in the United States" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 177–210 ISBN 978-3-12-533872-2  Cercignani, Fausto 1981 Shakespeare's works and Elizabethan pronunciation Clarendon Press Retrieved 14 March 2015 Lay summary 15 March 2015  Collingwood, Robin George; Myres, J N L 1936 "Chapter XX The Sources for the period: Angles, Saxons, and Jutes on the Continent" Roman Britain and the English Settlements Book V: The English Settlements Oxford, England: Clarendon Press LCCN 37002621 Lay summary 15 March 2015  Collins, Beverley; Mees, Inger M 2003 The Phonetics of English and Dutch PDF 5th ed Leiden: Brill Publishers ISBN 9004103406  Connell, B A 2006 "Nigeria: Language Situation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 88–90 doi:101016/B0-08-044854-2/01655-2 ISBN 978-0-08-044299-0 Retrieved 25 March 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Conrad, Andrew W; Rubal-Lopez, Alma 1 January 1996 Post-Imperial English: Status Change in Former British and American Colonies, 1940–1990 de Gruyter p 261 ISBN 978-3-11-087218-7 Retrieved 2 April 2015 – via De Gruyter subscription required help  Crystal, David 2002 Language Death Cambridge University Press doi:101017/CBO9781139106856 ISBN 978-1-139-10685-6 Retrieved 25 February 2015  Crystal, David 2003a English as a Global Language 2nd ed Cambridge University Press p 69 ISBN 978-0-521-53032-3 Retrieved 4 February 2015 Lay summary PDF – Library of Congress sample 4 February 2015  Crystal, David 2003b The Cambridge Encyclopedia of the English Language 2nd ed Cambridge University Press ISBN 0-521-53033-4 Retrieved 4 February 2015 Lay summary 4 February 2015  Crystal, David 2004 "Subcontinent Raises Its Voice" The Guardian Retrieved 4 February 2015  Crystal, David 2006 "Chapter 9: English worldwide" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 420–439 ISBN 978-0-511-16893-2  Daniels, Peter T; Bright, William, eds 6 June 1996 The World's Writing Systems Oxford University Press ISBN 978-0-19-507993-7 Retrieved 23 February 2015 Lay summary 23 February 2015  Dehaene, Stanislas 2009 Reading in the Brain: The Science and Evolution of a Human Invention Viking ISBN 978-0-670-02110-9 Retrieved 3 April 2015 Lay summary 3 April 2015  Denison, David; Hogg, Richard M 2006 "Overview" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 30–31 ISBN 978-0-521-71799-1  Denning, Keith; Kessler, Brett; Leben, William Ronald 17 February 2007 English Vocabulary Elements Oxford University Press ISBN 978-0-19-516803-7 Retrieved 25 February 2015 Lay summary 25 February 2015  Department for Communities and Local Government United Kingdom 27 February 2007 Second Report submitted by the United Kingdom pursuant to article 25, paragraph 1 of the framework convention for the protection of national minorities PDF Report Council of Europe ACFC/SR/II2007003 rev1 Retrieved 6 March 2015  Deumert, A 2006 "Migration and Language" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 129–133 doi:101016/B0-08-044854-2/01294-3 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Dixon, R M W 1982 "The grammar of English phrasal verbs" Australian Journal of Linguistics 2 1: 1–42 doi:101080/07268608208599280  Donoghue, D 2008 Old English Literature: A Short Introduction Wiley doi:101002/9780470776025 ISBN 978-0-631-23486-9 Retrieved 16 March 2015  Durrell, M 2006 "Germanic Languages" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 53–55 doi:101016/B0-08-044854-2/02189-1 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Eagleson, Robert D 1982 "English in Australia and New Zealand" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 415–438 ISBN 978-3-12-533872-2  "Summary by language size" Ethnologue: Languages of the World Retrieved 10 February 2015  European Commission June 2012 Special Eurobarometer 386: Europeans and Their Languages PDF Report Eurobarometer Special Surveys Retrieved 12 February 2015 Lay summary PDF 27 March 2015  Fasold, Ralph W; Connor-Linton, Jeffrey, eds 2014 An Introduction to Language and Linguistics Second ed Cambridge University Press ISBN 978-1-316-06185-5  Fischer, Olga; van der Wurff, Wim 2006 "Chapter 3: Syntax" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 109–198 ISBN 978-0-521-71799-1  Giegerich, Heinz J 1992 English Phonology: An Introduction Cambridge Textbooks in Linguistics Cambridge University Press ISBN 978-0-521-33603-1  Gneuss, Helmut 2013 "Chapter 2: The Old English Language" In Godden, Malcolm; Lapidge, Michael The Cambridge companion to Old English literature Second ed Cambridge University Press pp 19–49 ISBN 978-0-521-15402-4  Görlach, Manfred 1991 Introduction to Early Modern English Cambridge University Press ISBN 0-521-32529-3  Gordin, Michael D 4 February 2015 "Absolute English" Aeon Retrieved 16 February 2015  Gordon, Elizabeth; Campbell, Lyle; Hay, Jennifer; Maclagan, Margaret; Sudbury, Angela; Trudgill, Peter 2004 New Zealand English: its origins and evolution Studies in English Language Cambridge University Press ISBN 978-0-521-10895-9  Gottlieb, H 2006 "Linguistic Influence" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 196–206 doi:101016/B0-08-044854-2/04455-2 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Graddol, David 2006 English Next: Why global English may mean the end of 'English as a Foreign Language' PDF The British Council Retrieved 7 February 2015 Lay summary – ELT Journal 7 February 2015  Graddol, David 2010 English Next India: The future of English in India PDF The British Council ISBN 978-0-86355-627-2 Retrieved 7 February 2015 Lay summary – ELT Journal 7 February 2015  Graddol, David; Leith, Dick; Swann, Joan; Rhys, Martin; Gillen, Julia, eds 2007 Changing English Routledge ISBN 978-0-415-37679-2 Retrieved 11 February 2015  Green, Lisa J 2002 African American English: a linguistic introduction Cambridge University Press  Greenbaum, S; Nelson, G 1 January 2002 An introduction to English grammar Second ed Longman ISBN 978-0-582-43741-8  Halliday, M A K; Hasan, Ruqaiya 1976 Cohesion in English Pearson Education ltd  Hancock, Ian F; Angogo, Rachel 1982 "English in East Africa" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 415–438 ISBN 978-3-12-533872-2  Harbert, Wayne 2007 The Germanic Languages Cambridge Language Surveys Cambridge University Press doi:101017/CBO9780511755071 ISBN 978-0-521-01511-0 Retrieved 26 February 2015 Lay summary – Language journal of the Linguistic Society of America 26 February 2015  Hickey, R 2007 Irish English: History and present-day forms Cambridge University Press  Hickey, R, ed 2005 Legacies of colonial English: Studies in transported dialects Cambridge University Press  Hogg, Richard M 1992 "Chapter 3: Phonology and Morphology" In Hogg, Richard M The Cambridge History of the English Language 1: The Beginnings to 1066 Cambridge University Press pp 67–168 doi:101017/CHOL9780521264747 ISBN 978-0-521-26474-7  Hogg, Richard M 2006 "Chapter7: English in Britain" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 360–61 ISBN 978-0-521-71799-1  "How English evolved into a global language" BBC 20 December 2010 Retrieved 9 August 2015  "How many words are there in the English language" Oxford Dictionaries Online Oxford University Press 2015 Retrieved 2 April 2015 How many words are there in the English language There is no single sensible answer to this question It's impossible to count the number of words in a language, because it's so hard to decide what actually counts as a word  Huddleston, Rodney; Pullum, Geoffrey K 15 April 2002 The Cambridge Grammar of the English Language Cambridge: Cambridge University Press ISBN 978-0-521-43146-0 Retrieved 10 February 2015 Lay summary PDF 10 February 2015  Hughes, Arthur; Trudgill, Peter 1996 English Accents and Dialects 3rd ed Arnold Publishers  International Civil Aviation Organization 2011 "Personnel Licensing FAQ" International Civil Aviation Organization – Air Navigation Bureau In which languages does a licence holder need to demonstrate proficiency Retrieved 16 December 2014 Controllers working on stations serving designated airports and routes used by international air services shall demonstrate language proficiency in English as well as in any other languages used by the station on the ground  International Maritime Organization 2011 "IMO Standard Marine Communication Phrases" Retrieved 16 December 2014  International Phonetic Association 1999 Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet Cambridge: Cambridge University Press ISBN 0-521-65236-7  Jambor, Paul Z December 2007 "English Language Imperialism: Points of View" Journal of English as an International Language 2: 103–123  Jespersen, Otto 2007 "Case: The number of English cases" The Philosophy of Grammar Routledge  Kachru, B 2006 "English: World Englishes" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 195–202 doi:101016/B0-08-044854-2/00645-3 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Kastovsky, Dieter 2006 "Chapter 4: Vocabulary" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 199–270 ISBN 978-0-521-71799-1  König, Ekkehard; van der Auwera, Johan, eds 1994 The Germanic Languages Routledge Language Family Descriptions Routledge ISBN 978-0-415-28079-2 Retrieved 26 February 2015 Lay summary 26 February 2015  The survey of the Germanic branch languages includes chapters by Winfred P Lehmann, Ans van Kemenade, John Ole Askedal, Erik Andersson, Neil Jacobs, Silke Van Ness, and Suzanne Romaine König, Ekkehard 1994 "17 English" In König, Ekkehard; van der Auwera, Johan The Germanic Languages Routledge Language Family Descriptions Routledge pp 532–562 ISBN 978-0-415-28079-2 Retrieved 26 February 2015 Lay summary 26 February 2015  Labov, W 1972 "13 The Social Stratification of R in New York City Department Stores" Sociolinguistic patterns University of Pennsylvania Press  Labov, W 2012 "1 About Language and Language Change" Dialect Diversity in America: The Politics of Language Change University of Virginia Press  Labov, William; Ash, Sharon; Boberg, Charles 2006 The Atlas of North American English Berlin: de Gruyter ISBN 3-11-016746-8 Retrieved 2 April 2015 – via De Gruyter subscription required help  Lanham, L W 1982 "English in South Africa" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 324–352 ISBN 978-3-12-533872-2  Lass, Roger 1992 "2 Phonology and Morphology" In Blake, Norman Cambridge History of the English Language II: 1066–1476 Cambridge University Press pp 103–123  Lass, Roger 2000 "Chapter 3: Phonology and Morphology" In Lass, Roger The Cambridge History of the English Language, Volume III: 1476–1776 Cambridge: Cambridge University Press pp 56–186  Lass, Roger 2002, "South African English", in Mesthrie, Rajend, Language in South Africa, Cambridge University Press, ISBN 978-0-521-79105-2  Lass, Roger 2006 "Chapter 2: Phonology and Morphology" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press pp 46–47 ISBN 978-0-521-71799-1  Lawler, J 2006 "Punctuation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 290–291 doi:101016/B0-08-044854-2/04573-9 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Lawton, David L 1982 "English in the Caribbean" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 251–280 ISBN 978-3-12-533872-2  Leech, G N 2006 A glossary of English grammar Edinburgh University Press  Leech, Geoffrey; Hundt, Marianne; Mair, Christian; Smith, Nicholas 22 October 2009 Change in contemporary English: a grammatical study PDF Cambridge University Press ISBN 978-0-521-86722-1 Archived from the original PDF on 2 April 2015 Retrieved 22 September 2016 Lay summary PDF 29 March 2015  Levine, L; Crockett, H J 1966 "Speech Variation in a Piedmont Community: Postvocalic r" Sociological Inquiry 36 2: 204–226 doi:101111/j1475-682x1966tb00625x  Li, David C S 2003 "Between English and Esperanto: what does it take to be a world language" International Journal of the Sociology of Language 2003 164: 33–63 doi:101515/ijsl2003055 ISSN 0165-2516 Retrieved 27 March 2015 – via De Gruyter subscription required help  Lim, L; Ansaldo, U 2006 "Singapore: Language Situation" In Brown, Keith Encyclopedia of Language & Linguistics Elsevier pp 387–389 doi:101016/B0-08-044854-2/01701-6 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Maclagan, Margaret 2010 "Chapter 8: The Englishes of New Zealand" In Kirkpatrick, Andy The Routledge handbook of world Englishes Routledge pp 151–164 ISBN 978-0-203-84932-3 Lay summary 29 March 2015  MacMahon, M K 2006 "16 English Phonetics" In Bas Aarts; April McMahon The Handbook of English Linguistics Oxford: Blackwell pp 359–382  "Macquarie Dictionary" Australia's National Dictionary & Thesaurus Online | Macquarie Dictionary Macmillan Publishers Group Australia 2015 Retrieved 15 February 2015 registration required help  Mair, C; Leech, G 2006 "14 Current Changes in English Syntax" The handbook of English linguistics  Mair, Christian 2006 Twentieth-century English: History, variation and standardization Cambridge University Press  Mazrui, Ali A; Mazrui, Alamin 3 August 1998 The Power of Babel: Language and Governance in the African Experience University of Chicago Press ISBN 978-0-226-51429-1 Retrieved 15 February 2015 Lay summary 15 February 2015  McArthur, Tom, ed 1992 The Oxford Companion to the English Language Oxford University Press ISBN 978-0-19-214183-5 Lay summary 15 February 2015  McCrum, Robert; MacNeil, Robert; Cran, William 2003 The Story of English Third Revised ed London: Penguin Books ISBN 978-0-14-200231-5  McGuinness, Diane 1997 Why Our Children Can't Read, and what We Can Do about it: A Scientific Revolution in Reading Simon and Schuster ISBN 978-0-684-83161-9 Retrieved 3 April 2015 Lay summary 3 April 2015  Meierkord, C 2006 "Lingua Francas as Second Languages" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 163–171 doi:101016/B0-08-044854-2/00641-6 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries "English" Merriam-webstercom 26 February 2015 Retrieved 26 February 2015  Mesthrie, Rajend 2010 "New Englishes and the native speaker debate" Language Sciences 32: 594–601 doi:101016/jlangsci201008002 ISSN 0388-0001 Retrieved 17 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Miller, Jim 2002 An Introduction to English Syntax Edinburgh University Press  Montgomery, M 1993 "The Southern Accent—Alive and Well" Southern Cultures 1 1: 47–64  Mountford, J 2006 "English Spelling: Rationale" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 156–159 doi:101016/B0-08-044854-2/05018-5 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Mufwene, S S 2006 "Language Spread" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 613–616 doi:101016/B0-08-044854-2/01291-8 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Nation, I S P 15 March 2001 Learning Vocabulary in Another Language Cambridge University Press p 477 ISBN 0-521-80498-1 Retrieved 4 February 2015 Lay summary PDF 4 February 2015  National Records of Scotland 26 September 2013 "Census 2011: Release 2A" Scotland's Census 2011 Retrieved 25 March 2015  Neijt, A 2006 "Spelling Reform" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 68–71 doi:101016/B0-08-044854-2/04574-0 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Nevalainen, Terttu; Tieken-Boon van Ostade, Ingrid 2006 "Chapter 5: Standardization" In Denison, David; Hogg, Richard M A History of the English language Cambridge University Press ISBN 978-0-521-71799-1  Northern Ireland Statistics and Research Agency 11 December 2012 "Census 2011: Key Statistics for Northern Ireland December 2012" PDF Statistics Bulletin Table KS207NI: Main Language Retrieved 16 December 2014  Northrup, David 20 March 2013 How English Became the Global Language Palgrave Macmillan ISBN 978-1-137-30306-6 Retrieved 25 March 2015 Lay summary 25 March 2015  O'Dwyer, Bernard 2006 Modern English Structures, second edition: Form, Function, and Position Broadview Press  Office for National Statistics 4 March 2013 "Language in England and Wales, 2011" 2011 Census Analysis Retrieved 16 December 2014  "Oxford Learner's Dictionaries" Oxford Retrieved 25 February 2015  Patrick, P L 2006a "Jamaica: Language Situation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 88–90 doi:101016/B0-08-044854-2/01760-0 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Patrick, P L 2006b "English, African-American Vernacular" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 159–163 doi:101016/B0-08-044854-2/05092-6 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Payne, John; Huddleston, Rodney 2002 "5 Nouns and noun phrases" In Huddleston, R; Pullum, G K The Cambridge Grammar of English Cambridge: Cambridge University Press pp 323–522  Phillipson, Robert 28 April 2004 English-Only Europe: Challenging Language Policy Routledge ISBN 978-1-134-44349-9 Retrieved 15 February 2015  Richter, Ingo 1 January 2012 "Introduction" In Richter, Dagmar; Richter, Ingo; Toivanen, Reeta; et al Language Rights Revisited: The challenge of global migration and communication BWV Verlag ISBN 978-3-8305-2809-8 Retrieved 2 April 2015  Roach, Peter 1991 English Phonetics and Phonology 2nd ed Cambridge University Press  Roach, Peter 2009 English Phonetics and Phonology 4th ed Cambridge  Robinson, Orrin 1992 Old English and Its Closest Relatives: A Survey of the Earliest Germanic Languages Stanford University Press ISBN 978-0-8047-2221-6 Retrieved 5 April 2015 Lay summary 5 April 2015  Romaine, Suzanne 1982 "English in Scotland" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 56–83 ISBN 978-3-12-533872-2  Romaine, Suzanne 1999 "Chapter 1: Introduction" In Romaine, Suzanne Cambridge History of the English Language IV: 1776–1997 Cambridge University Press pp 1–56 doi:101017/CHOL9780521264778002 ISBN 978-0-521-26477-8  Romaine, S 2006 "Language Policy in Multilingual Educational Contexts" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 584–596 doi:101016/B0-08-044854-2/00646-5 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries "The Routes of English" 1 August 2015  Rowicka, G J 2006 "Canada: Language Situation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 194–195 doi:101016/B0-08-044854-2/01848-4 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Rubino, C 2006 "Philippines: Language Situation" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 323–326 doi:101016/B0-08-044854-2/01736-3 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Ryan, Camille August 2013 "Language Use in the United States: 2011" PDF American Community Survey Reports p 1 Retrieved 16 December 2014  Sailaja, Pingali 2009 Indian English Dialects of English Edinburgh University Press ISBN 978-0-7486-2595-6 Retrieved 5 April 2015 Lay summary 5 April 2015  Schiffrin, Deborah 1988 Discourse Markers Studies in Interactional Sociolinguistics Cambridge University Press ISBN 978-0-521-35718-0 Retrieved 5 April 2015 Lay summary 5 April 2015  Schneider, Edgar 2007 Postcolonial English: Varieties Around the World Cambridge University Press ISBN 978-0-521-53901-2 Retrieved 5 April 2015 Lay summary 5 April 2015  Schönweitz, Thomas 2001 "Gender and Postvocalic /r/ in the American South: A Detailed Socioregional Analysis" American Speech 76 3: 259–285 doi:101215/00031283-76-3-259  Shaywitz, Sally E 2003 Overcoming Dyslexia: A New and Complete Science-based Program for Reading Problems at Any Level AA Knopf ISBN 978-0-375-40012-4 Retrieved 3 April 2015 Lay summary 3 April 2015  Sheidlower, Jesse 10 April 2006 "How many words are there in English" Retrieved 2 April 2015 The problem with trying to number the words in any language is that it's very hard to agree on the basics For example, what is a word  Smith, Jeremy J 2 April 2009 Old English: a linguistic introduction Cambridge University Press ISBN 978-0-521-86677-4  Statistics Canada 22 August 2014 "Population by mother tongue and age groups total, 2011 counts, for Canada, provinces and territories" Retrieved 25 March 2015  Statistics New Zealand April 2014 "2013 QuickStats About Culture and Identity" PDF p 23 Retrieved 25 March 2015  Lehohla, Pali, ed 2012 "Population by first language spoken and province" PDF Census 2011: Census in Brief PDF Pretoria: Statistics South Africa p 23 ISBN 978-0-621-41388-5 Report No 03‑01‑41 Archived PDF from the original on 13 November 2015  Svartvik, Jan; Leech, Geoffrey 12 December 2006 English – One Tongue, Many Voices Palgrave Macmillan ISBN 978-1-4039-1830-7 Retrieved 5 March 2015 Lay summary 16 March 2015  Swan, M 2006 "English in the Present Day Since ca 1900" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 149–156 doi:101016/B0-08-044854-2/05058-6 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Sweet, Henry 2014 A New English Grammar Cambridge University Press  Thomas, Erik R 2008 "Rural Southern white accents" In Edgar W Schneider Varieties of English 2: The Americas and the Caribbean de Gruyter pp 87–114 Retrieved 2 April 2015 – via De Gruyter subscription required help  Thomason, Sarah G; Kaufman, Terrence 1988 Language Contact, Creolization and Genetic Linguistics University of California Press ISBN 978-0-520-91279-3  Todd, Loreto 1982 "The English language in West Africa" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 281–305 ISBN 978-3-12-533872-2  Toon, Thomas E 1982 "Variation in Contemporary American English" In Bailey, Richard W; Görlach, Manfred English as a World Language University of Michigan Press pp 210–250 ISBN 978-3-12-533872-2  Toon, Thomas E 1992 "Old English Dialects" In Hogg, Richard M The Cambridge History of the English Language 1: The Beginnings to 1066 Cambridge University Press pp 409–451 ISBN 978-0-521-26474-7  Trask, Larry; Trask, Robert Lawrence January 2010 Why Do Languages Change Cambridge University Press ISBN 978-0-521-83802-3 Retrieved 5 March 2015  Trudgill, Peter 2000 The Dialects of England 2nd ed Oxford: Blackwell ISBN 978-0-631-21815-9 Lay summary 27 March 2015  Trudgill, P 2006 "Accent" In Brown, Keith Encyclopedia of language & linguistics Elsevier p 14 doi:101016/B0-08-044854-2/01506-6 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Trudgill, Peter; Hannah, Jean 2002 International English: A Guide to the Varieties of Standard English 4th ed London: Hodder Education ISBN 0-340-80834-9  Trudgill, Peter; Hannah, Jean 1 January 2008 International English: A Guide to the Varieties of Standard English 5th ed London: Arnold ISBN 978-0-340-97161-1 Archived from the original on 2 April 2015 Retrieved 26 March 2015 Lay summary 26 March 2015  United Nations 2008 "Everything You Always Wanted to Know About the United Nations" PDF Retrieved 4 April 2015 The working languages at the UN Secretariat are English and French  Wardhaugh, Ronald 2010 An Introduction to Sociolinguistics Blackwell textbooks in Linguistics; 4 Sixth ed Wiley-Blackwell ISBN 978-1-4051-8668-1  Watts, Richard J 3 March 2011 Language Myths and the History of English Oxford University Press doi:101093/acprof:oso/97801953276010010001 ISBN 978-0-19-532760-1 Retrieved 10 March 2015 Lay summary 10 March 2015  Wells, JC 1982 Accents of English, I, II, III Cambridge University Press  Wojcik, R H 2006 "Controlled Languages" In Brown, Keith Encyclopedia of language & linguistics Elsevier pp 139–142 doi:101016/B0-08-044854-2/05081-1 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries Wolfram, W 2006 "Variation and Language: Overview" In Brown, Keith Encyclopedia of Language & Linguistics Encyclopedia of language & linguistics Elsevier pp 333–341 doi:101016/B0-08-044854-2/04256-5 ISBN 978-0-08-044299-0 Retrieved 6 February 2015 Lay summary 6 February 2015  – via ScienceDirect Subscription may be required or content may be available in libraries

External links

  • Accents of English from Around the World University of Edinburgh Sound files comparing how 110 words are pronounced in 50 English accents from around the world

english language, english language arts, english language course, english language institute, english language learners, english language learning, english language proficiency, english language proficiency standards, english language school, english language teaching

English language Information about

English language

  • user icon

    English language beatiful post thanks!


English language
English language
English language viewing the topic.
English language what, English language who, English language explanation

There are excerpts from wikipedia on this article and video

Random Posts



A book is a set of written, printed, illustrated, or blank sheets, made of ink, paper, parchment, or...
Boston Renegades

Boston Renegades

Boston Renegades was an American women’s soccer team, founded in 2003 The team was a member of the U...
Sa Caleta Phoenician Settlement

Sa Caleta Phoenician Settlement

Sa Caleta Phoenician Settlement can be found on a rocky headland about 10 kilometers west of Ibiza T...

Bodybuildingcom is an American online retailer based in Boise, Idaho, specializing in dietary supple...