Oxford Advanced Learner Research Articles

One Word and Multiple Senses: John Locke’s Philosophy of Abuse of Language

This paper aims at examining the impotence of language or what is famously referred to as the phenomenon of inconsistency of language through the philosophy of John Locke on the abuse of language and with specific reference to the Eighth Edition of the Oxford Advanced Learner’s Dictionary authored by Hornby (2010). Locke as well stated that adequate signs which he also referred to as words are lost or corrupted especially when a word is given many meanings. By discussing selected entries of the dictionary, the present research intends to demonstrate how polysemanticity and the use or a word in different contexts can cause what Locke called language misuse. Illustrating in the case of particular examples, the study shows the potential consequence of this process for the language learners and users, stressing on the necessity to enhance the meticulousness of the language one will opt to use. The research concludes that there is need to resolve discrepancies that grow from these ambiguities for language teachers and lexicographers to improve meaning and communication, an idea supported by Locke’s goal of enforcing the correct usage of language among English speakers. Results imply that teachers should draw students’ attention to the fact that words’ meanings cannot be understood separately from their contexts. Language educators are advised to introduce the students to the different meanings of words and contexts of their use.

On the Inclusion of Neologisms in Oxford Advanced Learner's Dictionary (10th edition)

Adding neologisms to a dictionary in its revision helps keep it abreast of time, which applies to a learner's one like Oxford Advanced Learner's Dictionary (10th edition) (henceforth OALD 10), its latest edition. English Learner's dictionaries like OALD 10 get revised regularly. In this arti­cle, the neologisms included in OALD 10 have been approached from different perspectives. In terms of the part of speech, 71.1% of the neologisms are nouns, which could speak for the nouny nature of English. Content words like nouns, adjectives, adverbs and verbs make up almost 96% of the neolo­gisms. Judging by the word-formation, the top three ways to form the neologisms are compound­ing, derivation and blending in decreasing order. According to the form the com­pounds take, which are mostly nouns, the open, hyphenated and tight ones come in decreasing order. 623 com­pounds make up more than half of the neologisms, which provides strong evidence for com­pounding to be the most frequently used way of creating neologisms. For neologisms formed by derivation, most of them are also nouns. However, 170 out of 300 neologisms formed by derivation have already appeared as derivatives of headwords in OALD 9. For 34 blends, 75% of them are partial in nature, which means at least one word in making a blend is in its full form. When it comes to the new words with regional labels, nearly 80% are labeled as belonging to British and North American usages, a sign of the hidden Anglo-centrism. The status of some words counted as neologisms is questionable, as they have been in use for a very long time. The impact of science and technology on the inclusion of neologisms in OALD 10 is quite visible. There are still many opportunities for further exploration concerning OALD 10. Keywords: neologism, OALD 10, part-of-speech, word-formation, regional label, Anglo-centrism, dictionary revision, sci-tech influence

MALAYSIA’S MACROECONOMIC POLICIES RESPONSES TO COMMODITY CRISIS

The Oxford Advanced Learner’s Dictionary (1995) defined “crisis” as “a time of great difficulty or danger or when an important decision must be made”. According on the situation, there are many definitions for the term "crisis" in use. It was initially used in the field of medicine to indicate the stage of a disease at which a significant development or change had occurred that was either critical to survival or death. The word "crisis" has, nevertheless, become often used in the 20th century. Five significant crises have been identified to give huge impact on Malaysian economy namely were the "early commodity crisis" between 1956 and 1972, the "first oil crisis" between 1973 and 1974, the "second commodity/oil crisis" between 1980 and 1981, the "electronic/third commodity crisis" between 1985 and 1986, and the "financial and currency crisis" between 1997 and 1998 followed by the 2008 Financial Crisis. Commodity crisis is a crisis that extends from the initial commodity crisis of 1956-72, the first oil crisis of 1973-74, the second commodity or oil crisis of 1980-81 and the third commodity or electronics crisis of 1985-86. Recently, the price of the energy and food has been raising again which can results in the next wave of commodity crisis for the country. The prices of food as a whole had gone up as can be seen in the prices of vegetables and poultry. The global food price index tracked by the Food and Agriculture Organisation of the United Nations showed that in March 2022, it was almost 30 per cent higher year-on-year, hence, result in a really bad food price inflation experienced globally. With reference to energy price, although the world is facing an energy crisis where the demand for energy commodities exceeds supply and this is causing volatility in short-term pricing with global spot prices for natural gas reaching the highest level this year, reports by the government claimed that the impact of the energy crisis on Malaysia has not been alarming. Yet, necessary macroeconomies policies need to be identified to prevent unforeseen impact on the economic growth and society.

Semantic Features and Verb-complements of Directive verbs: “Ask” and “Request”

This study investigates semantic and syntactic features of two directive speech act verbs: “ask” and “request”. The research questions guiding the study were: (1) What are the similar and different semantic features of two speech act verbs ask and request? (2) What are the similar and different syntactic features of two speech act verbs ask and request? In order to examine these two speech act verbs, both quantitative and qualitative methods were implemented. Data were derived from two main sources: dictionaries and corpus. These were three traditional dictionaries Oxford Advanced Learner’s Dictionary (OALD), Longman Dictionary of Contemporary English (LDCE) and The American Heritage Dictionary of English (AHDE) and Corpus of Contemporary American English (COCA). For data analysis, these two directive verbs were confined to declaratives where they were used in the form of explicit performatives (e.g. I ask that). All the sentences patterns that implement explicit performatives were included in the analysis. The attempt was made to find out whether different semantic and syntactic feature can be realized in the use of “ask” and “request”. By focusing its attention on the similarities and differences between the verbs, the study showed the shared meaning and grammatical patterns and the different meaning and patterns that while one fits, the other does not. The findings demonstrated that while both verbs are classified under the same group of categorization as directives, they both exhibit different semantic features and grammatical patterns.

A.K. Ramanujan: A Poet of Different Cultures and Languages

The paper explores the impact of different cultures and languages in the poetic writings of A. K. Ramanujan. He has a full command over Indian culture, scriptures and rituals. Tamil, Kannad, Sanskrit and English languages are well known to him. Language is a very important tool in the formulation of a culture and its aesthetics, as it is a medium of expression. Without language no human culture can be imagined. Culture is a manifestation of the ideas, customs, and social behavior of a particular group of human society. It is a code of conduct which guides and control a certain human society. Ramanujan was deeply rooted in Indian culture and tradition, which is evident in his work. However, his exposure to Western education, particularly his studies in the United States, also influenced his literary style and themes. As a result, Ramanujan's work reflects a unique blend of different cultures and languages, and he is known for bridging the gap between Indian and Western literary traditions. Oxford Advanced Learner Dictionary defines culture as “the customs and beliefs; ways of life and social organization of a particular country or group” (373). The cultural and linguistic influences are evident in the literature of any nation, therefore, it always becomes a perfect source of information. Literature of any nation keeps the record of its history, geography, culture and tradition. For instance, we have to study Leo Tolstoy to know the history and geography of nineteenth century Russian literature; similarly, if we want to know something about the English culture, we have to study English literature as literature is a part of culture. In the same way, there are several languages and cultures that are observed in India and each of them are closely connected with the theme of Indianness and this is how it paves the way of unity in diversity.

DictPrompt: Comprehensive dictionary-integrated prompt tuning for pre-trained language model

The textual semantics contained in the PLM (Pre-trained Language Model) is constrained by the text distribution in the original training corpus. Due to the lack of sufficient contextual training corpus, the low-frequency word representations in the PLM often have difficulty capturing their actual semantics. Previous research has shown that using semantic information from dictionaries can alleviate this problem. Unfortunately, these works neglected the infinite potential of example sentences from different target words with various meanings. To re-explore methods for enhancing PLM using the dictionary, we propose a novel Comprehensive Dictionary-based tuning approach integrating the latest Prompt learning (DictPrompt). We first collect a dataset based on the Oxford Advanced Learner’s English Dictionary. Then, we designed a set of comprehensive prompt templates with the corpus combining the word, the definition, and its example sentence. Finally, we insert a word game training task between pre-training and fine-tuning using these templates, allowing the model to inject more semantic information into PLM. We test our Dictprompt tuning method on three commonly used PLMs. The testing results on five fine-grained semantic tasks show that our dictionary-based secondary tuning can bring additional gains to the model’s performance. The best accuracy improves 3.09% on average with our tuning on the WiC task and 7.93% on the WSC task. We also plot the sentence embedding scatters of polysemy words. Our method can smooth the decision boundary and help the model output more distinguishable embedding. The code is available at https://github.com/xbdxwyh/Dictprompt.

SUFFIXES -IE AND -Y IN MODIFYING COMMON FIRST NAMES

The use of suffixes in the English language shows various functions, and one of them is endearment that happens especially in common first names or the way one addresses other people. This study aims to analyze the use of the suffix –ie and -y and to show endearment, especially in common first names and other possible words that also indicate endearment. This is a qualitative study that uses document analysis. The main data came from a list of common names as seen in Oxford Advanced Learner’s Dictionary 7th edition. Some additional data are also included, which are common names that are not listed in the dictionary. An additional observation was done to find adjectives-turn-nouns that are modified using suffixes -ie and -y that causes their category change. The research result shows that most of the nicknames usually come from either the first syllable of the name or the second or third syllable, and then those are modified using the suffix to create nicknames.

English Dipthong Found in Song Titled Blue Jeans by Gangga Kusuma

Diphthongs study the sound of language from process to change. This research covers "Blue Jeans" by famous singer-songwriter Gangga Kusuma, who started her career in 2018 with an emphasis on diphthong formation. Researchers choose English diphthongs for this research because it is important to listen to find the correct pronunciation in the learning process. Researchers use Roach's theory to divide diphthongs into two types. First, replace middle diphthongs such as /eɪ/, /aɪ/, /ɔɪ/, /әʊ/, /aʊ/ and second, /ɪə/, /eә/, /ʊә/. This study used a qualitative method and data were collected through a literature search. Analysis of the data revealed that Gangga Kusuma generated 26 examples of English diphthongs divided into 8 types. The diphthong /eɪ/ is used 9 times, the diphthong /aɪ/ is 8 times, the diphthong /ɔɪ/ is used only once, the diphthong /aʊ/ is used 2 times, and the diphthong /әʊ/ is used 5 times, diphthong ɪә/ is used only once, and some data samples are missing the diphthong /eә/ and /ʊә/. In other words, this study shows that Gangga Kusuma can make diphthong sounds that are consistent with those produced in normal diphthong production and the Oxford Advanced Learner's Dictionary. Furthurmore, it excels at producing a variety of diphthong sounds.

AN INVESTIGATION INTO SYNTACTIC AND SEMANTIC FEATURES OF ENGLISH IDIOMS

The purpose of this study is to investigate syntactic and semantic features of English idioms. The data of this study were 6,500 English idioms collected from Oxford Advanced Learner’s Dictionary, the eighth edition (OALD8) and described quantitatively and qualitatively. The data were analyzed and presented with statistics, percentages, and content analysis. The findings demonstrated syntactic and semantic features of English idioms. Syntactically, English idioms were categorized into nominal, verbal, adjectival, adverbial, prepositional, conjunctional and interjectional idioms. Semantically, the findings showed the meanings of idiomatic variants, idioms used as slang, humorous idioms, idioms with proper names, idioms used in various fields, idioms used formally and informally, and so forth. The results of this study are beneficial to teachers of English, foreign language students as well as translators who have difficulty in identifying English idioms and translating them into Vietnamese. In addition, the study gives some implications for teaching and learning English idioms in Vietnamese contexts.

Echoic Verbs as Means of Expressing Semelfactive/Multiplicative Meanings in Contemporary English

The article discusses the problem of semelfactive and multiplicative verbs in contemporary English. We state that most of semelfactive/multiplicative verbs are of sound-imitating origin. On the basis of four dictionaries (Longman Dictionary of Contemporary English (2003), Oxford Advanced Learner’s Dictionary of Current English (2000), Webster’s New World Dictionary of the American Language (2008), Webster Universal College Dictionary (1997)), 285 echoic verbs were singled out. Our intention was to study the echoic verbs as the main means of expressing either semelfactive or multiplicative, or both, meanings according to the context within the framework of Smith’s (1997) theory of aspect in which five situation types, namely states, activities, achievements, accomplishments, and semelfactives are distinguished. The results of the research contribute to the study of verbal plurality in English. According to the suggested semantic classification, the analyzed verbs were subdivided into three main groups: echoic verbs denoting a sound, the source of which is a person, a thing or nature. The results of the empirically-based study are reflected in the quantitative analysis of the English echoic verbs, which concludes that verbs denoting sounds caused by a thing are used most frequently, verbs denoting sounds produced by a living being are used more seldom, and verbs denoting sounds of nature are least commonly used. Echoic verbs can also be used as part of light verb constructions, where the singular form of a deverbal noun indicates a semelfactive meaning, while the plural form expresses a multiplicative one.

“A Whole New World… Wait, Is It a Whole, Entire, or Total World?”: The Extraction of Collocations for the Three English Synonym Discrimination

This study investigated three synonymous adjectives, ‘whole’, ‘entire’, and ‘total’, in terms of their collocations and strict sense of meaning. Data were drawn from three English dictionaries: 1) Oxford Advanced Learner's Dictionary (online version), 2) Merriam-Webster's Learner's Dictionary (online version), and 3) Longman Dictionary of Contemporary English (2014), and from the Corpus of Contemporary American English (COCA). The findings from this investigation revealed that the three adjectives share some common meanings, and they can thus be considered near synonyms. They may also be somehow interchangeable with each other in certain contexts, however, in terms of formality, the word ‘total’ is likely to be used the most in formal contexts. Concerning their common collocations, ‘whole’ and ‘entire’ share some noun collocates, some of which are associated with geographic vocabulary; namely America, Europe, and California. However, ‘entire’ and ‘total’ share only one strong noun collocate, which is population, while ‘whole’ and ‘total’ do not share any typical noun collocates. Significantly, corpus data can provide additional data which does not exist in dictionaries. The findings of this study may serve as supplementary materials for English language teachers to enhance students’ English vocabulary learning, especially when it comes to academic writing. Keywords: synonym; corpus-based study; COCA; collocation; noun collocates

ТВОРБЕНЕ И СЕМАНТИЧКЕ СПЕЦИФИЧНОСТИ ИМЕНИЦА НА -АЧ И -ER ЗА ОЗНАЧАВАЊЕ ОСОБА У СРПСКОМ И ЕНГЛЕСКОМ ЈЕЗИКУ

The subject of this paper is a contrastive analysis of nouns with the derivational suffix -ač in Serbian and nouns with the derivational suffix -er in English, the meaning of which refers to a person who performs an activity or is engaged in some occupation. The corpus was excerpted from Obratni rečnik srpskoga jezika by Miroslav Nikolić and the Oxford Advanced Learner’s Dictionary. In the analysis, the excerpted nouns (215 examples from Serbian and 215 from English) are approached from the structural and semantic aspect. The aim of this research is to determine the similarities and differences in the structure of nouns for denoting persons in Serbian and English by considering the word formation, the type of derivational bases and the number of syllables of the base. We start from the hypothesis that the Serbian derivational suffix -ač is equivalent to the English -er and that they come dominantly on verbal derivational bases. The analysis shows that 44% of nouns with the derivational suffix -ač in Serbian have their equivalent ending in -er in English. There are examples that do not have the derivational suffix -er in English and correspond to Serbian nouns ending in -ač, but also vice versa. The differences are reflected in the number of suffixal morphemes for building nouns that denote persons – there are three more suffixes besides -er, while in Serbian there are seven more suffixes besides -ač. The derivational bases in English examples from the corpus are dominantly monosyllabic (58%), and in Serbian longer bases often appear (37% of examples with two syllables and 30% with three syllables). The semantics of excerpted examples in Serbian denote exclusively persons who do what the motive verb means or persons who have an occupation. In English, 48% of examples from the corpus have additional meanings such as a plant (climber), a means of transport (sleeper), an object (walker) or a device (player), etc. Based on the obtained results of the analysis, it follows that the suffixes -ač and -er are not complete equivalents in Serbian and English.

Способы пополнения словарного состава английского языка в 2021 и 2022 гг. (на материале электронного словаря “Oxford Advanced Learner’s Dictionary”): словообразовательные и лексико-семантические особенности

The aim of the research is to identify the word-formation and lexico-semantic features of English lexical units included in the electronic dictionary “Oxford Advanced Learner’s Dictionary” in March 2021 and March 2022. The research is novel in that it is the first to carry out a comparative analysis of the word-formation trends of the last two years and to shed light on the socio-cultural reasons behind the formation of the naming units under study. The research findings indicate that the leading way of adding new words to the vocabulary of the English language in 2021 is morphological word formation, whereas in 2022, it is borrowing, as well as that the predominant part of the lexical units recorded by the dictionary in March 2021 belongs to the field of medicine and healthcare, while the majority of the lexical units added to the dictionary in March 2022 belongs to the gluttonic sphere.

Adjective clauses in the -er suffix of occupation definitions in online dictionaries

Learners’ dictionaries are often intended to assist students with distinct proficiency levels. However, few studies have shown how dictionaries with different intended users were compared. This paper aimed to compare and contrast adjective clauses in -er suffix occupation definitions in two online dictionaries. Data, consisting of 33 occupation words with the suffix -er, such as ‘barber’ and ‘waiter’, were collected from the online Longman Dictionary of Contemporary English (LDOCE) and the online Oxford Advanced Learner’s Dictionary (OALD) using purposive sampling. The data were analysed using syntactic analysis, focusing on the components of adjective clauses. The results showed the head noun of the adjective clauses differed; LDOCE used pronouns most frequently (80.6%), while OALD used noun phrases only (100%). The relative pronoun ‘who’ was used more frequently in LDOCE (48.4%) and ‘whose’ in OALD (62.5%). Transitive verbs were used the most in LDOCE (48.4%), but in OALD, it was linking verbs (57.9%). The additional information that affected the length of the adjective clauses was longer in OALD compared to LDOCE. The study results provide pedagogical implications for English learning-teaching by utilizing online dictionaries. English teachers and learners are encouraged to integrate dictionaries into the learning-teaching activities.

THE EFFECT OF USING BALL TOSS STRATEGY IN TEACHING VOCABULARY AT THE FOURTH GRADE OF SDN 023 PANDAU JAYA

The purpose of this research was to find out there was significant effect of the students who were taught by using ball toss strategy better than the students who were not taught on vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya. This research was Quasi Experimental research. The population of this research was the the fourth grade of SDN 023 Pandau Jaya. The number of sample was 56 students; Experimental class was IV.A consisting of 28 students, and Control class was IV.C consisting of 28 students. After calculating U-Mann whitney test, the researcher found that Asymp.Sig 2 tailed < Significant level (0.00 < 0.05), so that Alternative Hypothesis was accepted, it meant that there was significant effect of using Ball Toss Strategy toward students’ vocabulary mastery at the fourth grade of SDN 023 Pandau Jaya and the average post-test score of experimental class was 71.42, increased from pre-test score 54.10. The average post-test on control class was 63.57 was lower than Experimental class. N-Gain of this research was 0.35, it was categorized middle. As the conclusion, there was different vocabulary mastery of the students who received in class instruction of ball toss strategy than students who did not receive instruction of ball toss strategy. REFERENCES Aefsky, Fern. 2000. Making decision about diverse learners. United States. Handbooks, manuals. Allen, Janet. 1999. Word and Word in teaching Vocabulary in Grade 4-12. Portland: Stelhouse Publishers. Alicia. 2010. Teaching Vocabulary by Using Ball Toss Review Strategy at Elementary School 144 Padang. Retrieved on April 2014. http://ejournal-s1.stkip-pgri-sumbar.ac.id/index.php/Inggris/article/view/737/728 Asfiyah. 2011. The Use of Ball Toss Strategy to Improve Students Vocabulary in Concrete Noun (An Experimental Research at the Second Grade of MTS. Mafatihut Thullab An-Nawawy Surodadi Jepara in Academic Year of 2010/2011. Retrieved on April 2014. Unpublished Thesis: http://library. walisongo.ac.id/digilib/files/disk1/115/jtptiain-gdl-asfiyah-5707-1-053411341.pdf Creswell, Jhon W, 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Second Edition. USA: University of Nebraska-Linclon. Eckersley, C.E. 1960. A Comprehensive English Grammar for Foreign Language Students. London: Longman. Hasanah. 2013. Teaching English Vocabulary Using Ball Toss Strategy at the Fourth Grade Students of SDN Cibeber Mandiri 1 Cimahi in Academic Year 2012-2013.Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2 /files/ 2013/11 /0922055567-Hasanah. Hornby, AS.2000. Oxford Advanced Learner’s Dictionary. Oxford university Press. Khaty. 2010. 40 active strategy learningstrategies inclusive Classroom. United States. Lybrary of congres catalog. Leaver,et al.2005. Achieving Success in Second Language Acquisition. Cambridge University Press. Linse, Caroline. 2006. Practical English Language Teaching: Young Learners. NewYork: McGraw Hill. Meltzer,D.E. 2002. The relationship between Mathematics Preparation and Conceptual Learning Gains in Physic: A possible: “hidden variable” in diagnostic pretest score. American Journal. Nunan, David. 1991. Practical English Language. America: Cambridge University Press. Septiani. 2013. Teaching Vocabulary Using Ball Toss Strategy on Students of Elementary (A Case Study at the Sixth Grade SD Pandu Bandung. Retrieved on April 2014. Unpublished thesis: http://publikasi.stkipsiliwangi.ac.id/wp-content/blogs.dir/2/files/2013/11/09220536-Septiani. Sugiyono, Prof.Dr. 2010. Statiska Untuk Penelitian. Bandung. CV.Alfabeta Toby. 2002. Strategies for teaching. San Francisco: Market Strevrt. Ur, Penny. 1991. A Course in Language Teaching: Practiceand Theory. Cambridge University Press. Zulkarnain. 2010. Statiska Penelitian. Pekanbaru: Cendekia Insani Pekanbaru.

Engleski onlajn rečnici - pregled karakteristika tri rečnika i ispitivanje njihove podesnosti za učenike

In this paper we have scrutinized three popular monolingual English dictionaries: Longman Dictionary of Contemporary English Online, Oxford Learner's Dictionaries, and Merriam-Webster Dictionary, the online versions of the printed Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary and Merriam-Webster's Collegiate Dictionary. After the introductory part, consisting of a short overview of the general nature and importance of (online) dictionaries in the classroom, we have presented general characteristics that all observed dictionaries have in common. Following this, a more in-depth analysis of the intricacies of the three dictionaries has been given. We have studied the additional functions that each of the dictionaries has (the thesaurus, synonymous expressions, fun facts, quizzes, grammar exercises, etc.). Finally, we have established a connection between this technological innovation and the classroom itself. We have used three factors to determine the suitability and influence of each dictionary: (a) economy; (b) interactivity; (c) simplicity. Our aim was to determine the importance and effectiveness of modern technologies, so that their potential can be implemented in education. Based on the observed data, we can conclude that LDCEO and OLD (given their pedagogical purposes) are more suitable dictionaries for students of English as a foreign language on the primary and high school levels, while MWD, due to its purpose, complexity of language and other advanced features is more suitable for students on higher levels of education.

Students Perceptions of Homework as a Formal Assessment Method

Whether it is formative or summative, an assessment which is explained in Oxford Advanced Learner’s Dictionary (2015) as “an opinion or judgement about sb/sth that has been thought about” (p.75) plays a significant role in completing the language education process because of its ability to provide feedback. Choosing the right assessment method is crucial for language teachers since most classical assignments create anxiety and make the process problematic for the students. Whether the classical assignments evaluate the students’ knowledge, or they understand that their grammar level for a definite time is another discrepancy to clarify. By taking into consideration those, this qualitative study focuses on the problems of classical exams and tries to reveal how beneficial and desirable can a difficult homework be as a formal assessment method. An unstructured interview form was used to collect data from 40 prep-class students who were selected using a convenience sampling method to understand their perceptions about homework as a formal assessment method. Results showed that although 32 of those students had difficulties while preparing the homework, most of them liked the process as well and think that this kind of homework is more beneficial than classical exams. Moreover, more than half of the participants’ desire to have such homework instead of classical exams despite homework’s difficulties, and they also express that this homework increased their language knowledge.

Doctors Strike During COVID-19 Pandemic in Malaysia

Doctors Strike During COVID-19 Pandemic in Malaysia

Phonological analysis of English consonants pronunciation

This is descriptive qualitative research phonologically investigating the English consonant sounds as the central phenomena represented by letters. The theories of Bauer, Hayes, Katamba, Kreidler, McMahon, and Yule were applied in this research. The method of data collection was an observational method. The articulatory phonetic identity method was a method in analyzing the data with competence in differentiating technique. The Oxford Advanced Learner’s Dictionary as a standard form of British pronunciation was a tool to compare the sound produced and differentiate the English Alphabet letter. There are some patterns of English consonant pronunciation. Letters p, s, t, c, ɡ (gh- close syllable) meet h will produce fricative. Letter r is equivowel at the r-close syllable. Letter n meets /k/ will produce /ŋ/. Letter t is pronounced as /ʃ/ in morpheme noun form -tion. Letter s is pronounced as /ʃ/ in morpheme noun form –(s)sion. Letter t is pronounced as /tʃ/ in the final syllable -ture. Letter s is pronounced as /ʒ/ in the final syllable -sure. Letter s is pronounced as /ʒ/ in morpheme noun form –(s)ion. In -ue close syllable, -ue is not pronounced.

A Comparative Between British English And American English: Vocabulary Analysis

This research paper aims to analyze the comparative between British English and American English, because many language learners or English users still confuse to differentiate both of them, especially in the countries where English is foreign language. Sometimes, it cause misunderstanding in communication. The research paper use qualitative research design with characteristic of content analysis. It uses observation and documentation in collecting the data. The obtained data is vocabulary in Oxford Advanced Learner’s Dictionary 9th edition which published in 2015. The researcher took 150 words to be analyzed. Based on the data analysis there are three differences in Vocabulary of British English and American English. The researchers divide the differences into three categories they are differences in Vocabulary (word using), spelling, and pronunciation. The researcher found 50 different words in vocabulary (word using), 50 different words in spelling and 50 words which have differences in pronunciation. Based on findings of this research, it is significant for language learners or English user to know the differences of British English and American English and improve their vocabulary of British and American English in order to decrease misunderstanding in communication. The researchers hope language learners or English user can decide which English varieties that will they use and the can use one of English varieties consistently.