British English Analysis

Chapter 1 examines in detail the origin and inventory of the differences between British and American English. Although these two varieties at the first glance seem almost identical, they do have some dissimilarities. The origin of these disagreements dates back to the Elizabethan area. The American English is a combination of the influences of many languages for instance, Indian, French, Spanish, Dutch, German and naturally British English. Therefore, nowadays the United States of America is often referred to as melting pot, salad bowl, mosaic or patchwork. These terms also relate to the number of nations, cultures, religions, orientations which are gathered together in this country. Whereas, British English also borrowed from other languages,

It mentions imitation as an advisable method for teaching not only this differences but generally pronunciation. Realia and showing flashcards are especially useful for introducing new vocabulary and also practising it. “Odd Man Out” and “Same-Different” are described as the exercises for practising vocabulary and pronunciation. What is more, the influence of authentic materials, which includes video, songs, newspapers, etc. which were not created for learning purposes, is widely

Notwithstanding, the received results were more satisfactory than hypothesised. The students indicate that pronunciation is the most challenging area of the differences between British and American English. The solution to this problem may be in practising generally pronunciation, therefore more speaking activities. As a reason for the difficulty the students detect problems with remembering all the rules, it was stated before that this class need numerous repetition of introduced information. However, it proves that pronunciation still needs more practice. This work also proves that the students feel obliged to use British English because it is the one which they learn in school. When asked, which dialect they will prefer to be taught in the future half of the students indicate British English and half of them detect American English. What is more, 70% of the students admits that American English is easier. However, 80% agrees that they like British English more when it comes to melody and the rhythm. Finally, 9 out of 10 students evaluate the three diploma lessons as very successful and 1 student grades them as successful. The students had problems with indicating which activities or aspects of the lesson did not meet their expectation. As the advantages of the three diploma lesson students indicate the interviews with