Indian English Case Study

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Newby (2000) suggests a variety of interaction task which “would help to develop
Socio cultural competence and learners understanding of foreign culture”.
Kachru (1982) highlights the legality of non-native varieties in his book –‘The Alchemy of
English’ where varieties are used. “Each regional variety of English has its distinct historical, acquisition and cultural context, the genesis of each variety must be seen with in that perspective”.
(Kachru 1985,1986; Kachru & Nelson 1996; Canagarajah,1999) are of the view “that the target language culture should not be taught with English language learning in countries where English is regarded as an institutionalized variety”.
(Alptekin 2005; Jenkins, 1996, 2000, 2002, 2005; Seidlhofer 2001) …show more content…

How does the speaker’ domains of language in use with their multilingual linguistic plan collection interact and coordinate across different generations and the genders and Indian English?
What are the speakers’ different attitudes towards the understanding of Indian English with the variety of English spoken around the world, and how does it correlate with the actual linguistic gamut? What social factors are responsible among the groups and the society speakers when discussing Indian English, and how they are related to Indian English in respect of the belief of the standard languages with that of the English native speakers?
Is it possible to achieve the new culture while living in their own target land and studying about the new culture of other English countries by giving adequate and necessary cultural exposure?
How does the other feature of Indian English reflect in actual oral conversation? Is there flexibility or what factors motivates this disparity and how can they be …show more content…

To this end, sociocultural information questionnaire and interviews, which would include questions about English speaking countries, historic places, famous social characters, customs and traditions, heroes and icons, history and geographical status, will be used for data collection with a group of participants with two goals: 1) collection of extended knowledge with written data and 2) elicitation of informants’ linguistic and cultural attitudes, ideologies, language related plans, awareness of culture between Indian and English people and descriptions of stereotypical features of Indian and English

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