Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/163386
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dc.titleSOME PHONETIC PROPERTIES WHICH MAY DISTINGUISH TAMIL, CHINESE AND MALAY SPEAKERS OF ENGLISH IN SINGAPORE FROM EACH OTHER
dc.contributor.authorSNG KEOW HONG
dc.date.accessioned2020-01-03T02:23:56Z
dc.date.available2020-01-03T02:23:56Z
dc.date.issued1987
dc.identifier.citationSNG KEOW HONG (1987). SOME PHONETIC PROPERTIES WHICH MAY DISTINGUISH TAMIL, CHINESE AND MALAY SPEAKERS OF ENGLISH IN SINGAPORE FROM EACH OTHER. ScholarBank@NUS Repository.
dc.identifier.urihttps://scholarbank.nus.edu.sg/handle/10635/163386
dc.description.abstractThis paper is an investigation into possible phonetic difference in the English of the three dominant ethnic groups, namely, the Chinese, Malays and Indians. It seeks, firstly, to compare and contrast any 'diagnostic' features of distinction, at the same time revealing points of contact; secondly, to offer some kind of interpretation to the differences (if they exist) and, finally to discuss some pedagogical implications in Singapore. The social context of Singapore is such that the population is made up of various ethnic; groups, like the Chines, Malays, Indians, Europeans, and others This multi-ethnicity cold bring about distinct varieties due to native mother-tongue influences. If blatant distinctive features are displayed, this may bring about unintelligibility amongst the various ethnic groups. The study reveals that the English spoken by the three groups under examination are distinct one from another especially in their consonantal features. Even so, not many features of distinction have been identified; presumably the many years of multi-ethnic interaction has led to the development of a more or less homogeneous variety of English. With English being the intra-lingua and inter-lingua franca in Singapore, it leaves then to consider whether this almost homogeneous variety of English is the most desirable one for pedagogy. Factors which should affect the choice of a teaching model include (1) appropriateness of the variety, (2) intelligibility of the variety and (3) the degree of codification and documentation of the language that is available.
dc.sourceCCK BATCHLOAD 20200102
dc.typeThesis
dc.contributor.departmentENGLISH LANGUAGE & LITERATURE
dc.contributor.supervisorC.R. MARTHANDAN
dc.description.degreeBachelor's
dc.description.degreeconferredBACHELOR OF ARTS (HONOURS)
Appears in Collections:Bachelor's Theses

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