Tiêu đề Midterm Review Quiz on Global Englishes - No Answer Key.pdf ✅

26. English in ESL countries remains completely unchanged over time, as it strictly follows British or American English norms. 27. The global use of English means that no new varieties or dialects have emerged outside native English-speaking countries. 28. McArthur’s Circle of World Englishes proposes that all varieties of English are equally valid and form a global network rather than a strict hierarchy. 29. Unlike Kachru’s model, Modiano’s model focuses on mutual intelligibility rather than whether a speaker is native or non-native. 30. The Common Core in English as an International Language (EIL) refers to shared linguistic features that allow speakers from different backgrounds to communicate. 31. In Modiano’s framework, English users are classified based on their ability to communicate effectively rather than their conformity to native-speaker norms. 32. English today is influenced only by Inner Circle varieties, and new forms of English do not develop outside native-speaking countries. 33. The increasing use of technology and international communication has caused English to remain unchanged in structure and vocabulary worldwide. 34. Standard language, though considered the norm, is spoken by the majority of English speakers across all social classes. 35. Codification is a dynamic and ever-changing process, resisting attempts at standardization. 36. The Queen’s English Society was established in the early 20th century as a governmental institution to regulate English usage. 37. The process of elaboration in standardization involves expanding the language to accommodate new functional domains. 38. Trudgill (1984) argues that Standard English is simply one dialect among many, differing only in prestige. 39. Despite its name, Standard English is not an independent language but a dialect among other English varieties. 40. Standard English, as described by Trudgill and Hannah, cannot be used in informal registers due to its inherently formal nature. 41. Standard English dictates not only grammar and vocabulary but also the pronunciation norms across all English-speaking regions.
42. According to Quirk, the existence of English varieties institutionalized in non-native contexts is a testament to their autonomy and does not reflect a perceived deficit in acquisition. 43. Kachru challenges the assumption that linguistic legitimacy is contingent upon native speaker intuitions, instead positing that non-native varieties exhibit their own internally consistent grammatical systems. 44. Quirk’s proposition that standard English acquisition is an emancipatory tool for learners in the Expanding Circle inherently negates the value of local linguistic adaptations. 45. Kachru’s counterargument posits that the classification of non-native Englishes as 'interlanguage' is an erroneous reductionism that fails to account for their pragmatic viability and sociocultural embeddedness. 46. The terminology used in colonial documentation consistently framed indigenous people as noble and resilient, emphasizing their rich cultural traditions. 47. The standardization of L2 English varieties has historically been met with unreserved acceptance by both colonial and postcolonial societies. 48. The assumption of the inferiority of indigenous populations extended beyond linguistic and cultural domains, encompassing moral and spiritual aspects as well. 49. The portrayal of indigenous languages in colonial discourse frequently categorized them as sophisticated linguistic systems comparable to European languages. 50. The English-Only Movement emerged primarily as a progressive effort to safeguard linguistic equity and ensure all children retained their native languages. 51. The punitive enforcement of English in Native American boarding schools inadvertently facilitated bilingualism among indigenous youth. 52. While Phillipson (1992) asserts that English dominance perpetuates socio-cultural inequalities, Bisong (1995) counters that African communities pragmatically embrace English for multilingual competence. 53. The Bilingual Education Act (1968) was an attempt to institutionalize linguistic pluralism permanently within the American educational system. 54. The No Child Left Behind Act (2002) functioned as a direct reversal of the English-Only Movement, reinforcing bilingual education policies. 55. Phillipson (1996) partially acknowledges Bisong’s perspective but still maintains that English’s dominance marginalizes indigenous languages and fosters linguistic elitism. II. Choose the best answer for each question. Each question has four answer choices (A, B, C, D). Select one correct answer, except for one question that requires you to select more than one correct answer.