Abderrahim Safaa PDF

PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA
MINISTERY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH
UNIVERSITY OF TLEMCEN
FACULTY OF LETTERS AND LANGUAGES
DEPARTMENT OF ENGLISH
SECTION OF ENGLISH
BRITISH VS AMERICAN ENGLISH FOR UNIVERSITY STUDENTS

TEACHING PURPOSES:THE CASE OF THIRD-YEAR EFL
STUDENTS AT TLEMCEN UNIVERSITY
Dissertation Submitted to the Department of English as a Partial Fulfillment of
The Requirements for the‘Master’ Degree in Language Studies
Presented by: Supervised by:
Miss.Abderrahim Safaa Dr.Belmekki Amine
Board of examiners:
Dr. Y.Zaghoudi (University of Tlemcen) President of the Jury
Mr. B. Berrabah (University of Tlemcen) Co- Supervisor

Mrs.F. Belkheir (University of Tlemcen) Examiner
Academic Year: 2014-2015

DEDICATIONS
Before all, all thanks and gratitude are owed to Allah,

lord of the world, who helps and guides me to right path, and
to whom I owed everything.
I am very pleased to dedicate the fruit of my efforts to:

all persons who help me, especially dearest parents for being so
comprehensible and helpful, to my husband for his continuous
moral and material support
I dedicate to all those I know and love but I have not

mentioned their names.
SAFAA
List of Figures
List of Pie-Charts
Pie-Chart 2.1. Students‟ Tendency towards British and American
English…………………………………………….29
Pie-Chart 2.2. The Variety Spoken by The Students………….29
Pie-chart 2.3. The Use of British and American Varieties in
The EFL Classroom……………………………....31
Pie-Chart 2.4. Teachers‟ Awareness of The Differences between
British and American English…………………..33
Pie-Chart 2.5. The Variety Used in Language Teaching……...35
List of Bar-Graphs
Bar-Graph 2.1. The Variety Preferred by Students in EFL
Teaching……………………………………………30
Bar-Graph 2.2. The Variety Used by Teachers at Class…………..31
Bar-Graph 2.3. Students‟ Attitudes towards The Usefulness of
American English in EFL Learning……………..32
Bar-Graph 2.4. Students‟ Understandability of British and American
Varieties According to EFL teachers. ………....34

List of Tables
Table 1.2. Pronunciation Differences of /r/………………………....13
Table 1.3. The Pronunciation of /j/……………………………….....13
Table 1.4. Pronunciation Change of / ʃ / to / ʒ/……………………..13
Table 1.5. The Change of the Suffix “ile”………………………..…14
Table 1.6. The Change of Suffixes ary- ery- ory in BBC and GA
Pronunciation…………………………………………............14
Table 1.7. Differences between American and British English….....18
List of Abbreviations and Acronyms
A.D: After Date / Anno Domini
BBC: British Broadcasting Corporation
CNN: Cable News Network
EFL: English as Foreign Language
ESL: English as Second Language
G.A : General American
L.M.D: License , Master , Doctorate
R.P: Received Pronunciation.
ELT: English Language Teaching
UK: United Kingdom
USA: United State of America

Tables of Content
Acknowledgements I
Abstract II
Table of Contents III
List of Abbreviations and Acronyms VI
List of Figures VII
List of Tables VIII
General Introduction 01
Chapter one: Language Varieties and Language Teaching

1.1. Introduction……………………………………………………….…04
1.2. The Notion of Language
1.2.1. The Concept of Language Varieties
1.2.1.1. Dialect
1.2.1.2. Register
1.2.1.3. Accent
1.2.2. Language and Education
1.3. Language Differences
1.3.1. British English Vs American English
1.3.1.1. A Historical Background
1.3.1.2. British English
1.3.1.3. American English
1.3.2. The Linguistic Aspects
1.3.2.1. Pronunciation level
a. Vowels Differences
b. Consonants Differences
c. Diphthong Differences
1.3.2.2. Vocabulary Level
1.3.2.3. Grammatical level
a. Verbs
b. Tenses
c. Adjectives and Adverbs
d. Prepositions
1.3.2.4. Semantic Level
1.4. conclusion
Chapter Two : The Research Framework and Data Analysis
2.1. Introduction
2.2. The Status of English in The Algerian Universities
2.3. Sampling and Tools of Research
2.3.1. Students‟ Profile
2.3.2. Teachers‟ Profile
2.4. Research Instrument
2.4.1. Students‟ Interview
2.4.2. Teachers‟ Questionnaire
2.5. Results and Discussion
2.6. Data Analysis
2.6.1. Students‟ Interview Analysis
2.6.2. Teachers‟ Questionnaire Analysis
2.7. Data Interpretation
2.8. Conclusion
Chapter three : Change and Innovation

3.1. Introduction
3.2. Suggested Methods of Teaching/ Learning British and American
English
3.2.1. Methods of Teaching/Learning American English
3.2.2. Methods of Teaching/Learning British English
3.3. Teaching/Learning British and American English via the
Intercultural Approach
3.4. Sample Classroom Activities
3.4.1. Activities to Teach American English Phonology
3.4.2.Activities to Teach American English Morphology

3.4.3. Activities to Teach British Phonology
3.4.4.Activities to Teach British English Morphology
3.4.5.Activities of British and American Culture
3.4.6.Morph-syntactic Activities
3.4.7.Activities to Teach British and American vocabulary
3.5.Conclusion
General conclusion
Bibliography
Appendices
Appendix “A” Teacher‟s Questionnaire
Appendix „„B‟‟ Student‟s Interview

General Conclusion
Appendices
Appendix ‘A’ Teachers' Questionnaire
Appendix ‘B’ Students’ Interview
Bibliography
General Introduction
ACKNOWLEDGEMENTS
I would like to express my deepest appreciation and special thanks

to my supervisor Dr. A. Belmekki for his guidance and advice, his
encouragement and patience.
I am overwhelmed with gratitude to the jury members: Dr. Y. Zaghoudi .Y,

Mr. Berrabah .B, Mrs. Belkheir .F, for providing this work with valuable comment
and useful insights.
I wish also to express my sincere gratitude to all teachers of

English Department, who did their best to provide us with the fundamental
knowledge of the English Language.
Finally, I hope that this paper will open the door for further scientific
researches.
I
Abstract
The English language enjoys a great importance not just as an
international, but as a global language. Nowadays, it is becoming the indispensable
key to the changing world of science. However, people may have little background
knowledge about this language. For this purpose, this research work attempts to
give a clear picture of English language and differences between British and
American English.
The purpose of this work is addressed to Algerian EFL students’

awareness and attitudes toward the differences between the linguistic aspects of
British and American varieties. 27 EFL students at the University of Tlemcen were
approached through interview and 7 teachers were asked to answer questionnaires.
Thus, through a triangulated use of research instruments , the reader may find
clear analysis of the differences between British and American English.
The current work is divided into three chapters. The first one exposed a
general overview about both varieties of English. The second one tackled data
gathering and analysis and the instrumentation process during data collection. The
last chapter dealt with practical recommendations and suggested activities.
II
TABLE OF CONTENTS
Acknowledgements I
Abstract II
Table of Contents III
List of abbreviations and Acronyms V
List of figures VI
List of Tables VII
General Introduction 1
Chapter One: Language Varieties and Language and Language Teaching
1.1. Introduction 04
1.2. The Notion of Language 04
1.2.1. The Concept of Language Varieties 04
1.2.1.1. Dialect 04
1.2.1.2. Register 05
1.2.1.3. Accent 05
1.2.2. Language and Education 05
1.3. Language Differences 09
1.3.1. British English Vs American English 10
1.3.1.1. A Historical Background 10
1.3.1.2. British English 10
1.3.1.3. American English 10
1.3.2. The Linguistic Aspects 11
1.3.2.1. Pronunciation Level 11
1.3.2.2. Vocabulary Level 15
III
1.3.2.3. Grammatical level 18
1.3.2.4. Semantic Level 22
1.4. Conclusion 23
Chapter Two: The Research Framework and Data

Analysis
2.2. The Status of English in The Algerian Universities 25
2.3. Sampling and Tools of Research 25
2.3.1. Students’ Profile 26
2.3.2. Teachers’ Profile 26
2.4. Research Instrument 26
2.4.1. Students’ Interview 27
2.4.2. Teachers’ Questionnaire 27
2.5. Results and Discussion 27
2.6. Data Analysis 28
2.6.1. Students’ Interview Analysis 28
2.6.2. Teachers’ Questionnaire Analysis 32
2.7. Data Interpretation 35
2.8. Conclusion 37
IV
Chapter three: Change and Innovation

English 39
3.2.1. Methods of Teaching/Learning American English 39
3.2.2. Methods of Teaching/Learning British English 40
3.3. Teaching/Learning British and American English via the 41

3.4. Sample Classroom Activities 42
3.4.1. Activities to Teach American English Phonology 42
3.4.2. Activities to Teach American English Morphology 44
3.4.3. Activities to Teach British Phonology 45
3.4.4. Activities to Teach British English Morphology 47
3.4.5. Activities of British and American Culture 48
3.4.6. Morph-syntactic Activities 51
3.4.7. Activities to Teach British and American vocabulary 52
3.5. Conclusion 54
General conclusion 56
Bibliography 58
Appendices
Appendix “A” Teacher’s Questionnaire 61
Appendix ‘‘B’’ Student’s Interview 62
V
General Introduction
The wide use of English has made it an international language
in diplomacy, international trade and tourism. Nowadays, English is
more and more becoming the key to technology, science and
communication.
The importance of knowing the differences between British

and American English seems to be worth studying. Therefore, this
research is based on the following Research questions:
1-At which level British and American varieties mainly differ?
2-Which of the two varieties is most used among our EFL students?
3-Is American English useful for British English Teaching purposes?
These three questions may lead to formulate the following hypotheses:
1-The differences may be at Phonology, Vocabulary, Grammar and

Semantic level.
2-EFL learners may use American English rather than British English
because of the expansion of American movies.
3-Raising awareness of the usefulness of American English as one of

the main varieties in the world.
To support these hypotheses three chapters are suggested to

study the differences, particularly at the level of phonology, vocabulary,
grammar and semantics.
The first one exposes literature review with its main key-
concepts and various notions which are related to language varieties.
The second chapter, is concerned with the practical and field

work; It describes data collection, analysis and discussion of the main
results.
1
The third chapter, on the other hand, discusses the main
methods and some recommendations that can be useful for both
British and American English and propose suggested activities in
phonological, morphological within an inter-cultural context.
2
Chapter one : Language Varieties and Language Teaching
1.1. Introduction
1.2.1.1. Dialect
1.2.1.2. Register
1.2.1.3. Accent
1.2.2. Language and Education
1.3.2.1. Pronunciation level
A/ Vowels Difference
B/Consonants Differences
C/Diphthong Differences

1.3.2.3. Grammatical level
A/Verbs
B/Tenses
C/Adjectives and Adverbs
D/Prepositions
1.4. conclusion
Chapter One: Language Teaching and Language Varieties
1.1. Introduction
Today, English is the dominant international language and the
indispensable key to the changing world of science; however, the majority of EFL
learners are unaware of the vast differences between British and American English.
In this respect, this chapter is designed to enlighten the reader about these
differences and briefly explain how these differences came about. It exposes the
literature review with its main key concepts and different notions closely related to
language varieties.

This section is mainly concerned with the idea of language variation and
language varieties, through the aspect of dialect, register and even accent; and
how this variation is associated with the pedagogical implications in an EFL
teaching and learning context.

Apparently, there are different varieties that refer to the different
manifestations of language. These manifestations are generally represented in form
of dialect, register and accent .
1.2.1.1. Dialect
Many definitions have been suggested concerning the term dialect.
Accordingly, dialect is a variety of a language distinguished from other varieties
by features of phonology, grammar and vocabulary used by a group of
speakers set off from others geographically or socially. In this respect,
Trudgill (1992:29) claims that :
Dialect is a variety of language which differs
grammatically, phonologically, and lexically from
other varieties, and which is associated with a
particular geographically area and /or with a
particular social class or group.
4
1.2.1.2. Register
Register is also a language variety that is defined by the social situation
in association with particular topics spoken by some speakers who belong to
the same field. Suzanne Romain argue that:
The concept of register is typically concerned with

variation in language conditioned by users and
involves considerations of the situation or context of
use, the purpose, subject matter and content of the
message and relation between participant.(2000 :21)
1.2.1.3. Accent
It refers to the pronunciation of people when they speak. Every one has
certain knowledge of phonetics and phonology. Every body speaks with an
accent. A speaker’s accent may relate to where he is from, like a London accent or
an American accent. It may relate to the social background such as an upper-class
accent or an RP accent. It may relate also to whether the speakers are native
speakers or not.
1.2.2. Language and Education in Algeria

By the 1960s, Arabic has replaced French as the language of instruction at
the primary level, later on, Arabic was standardized as the language of instruction in
the secondary level, while French was still found in technical fields at many post-
secondary institutions. Arabic; however, continues to be used in all sectors, at all
levels and regarded as the language of instruction at the post-secondary level in
most non-technical faculties.
Since the independence in 1962, the Algerian Education system was

oriented and geared towards the training of colonial elite. Hence, during the creation
of the ministry of Education one year after, many reforms and changes occurred.
English, on the other hand, widely spoken all over the world is taught from
the middle school year because of its status as a language among the two global
5
lingua-francas, along with French. In this respect Crystal (1997:127) states that:
“there has never been a language so widely spread or spoken by so many people as
English”.
Since the end of the 70s to the early 90s, the Algerian government decided to
implement and to teach English as a secondary foreign language. In 1993, the
Ministry of Primary and Secondary Education made French and English as two
common choices, pupils were required scientific knowledge and research. To pick
up either French or English as the 1st mandatory foreign language, despite the fact
that this later was regarded and promoted by the Ministry of Education.
Concerning English, the teaching of this language in Algeria is introduced in

the first year of middle school and continues till the last year of secondary school,
i.e., for seven years. The Algerian learner starts the task of learning English with an
already existing started background knowledge of Arabic and French That is, after
having started to learn Arabic for five year and French for three year. The time
allotted to the teaching of English in the middle school does not exceed three hours
per week. In the secondary school, English is part of the curriculum in all the
streams scientific stream and literary stream (khaldi;2014:67)
In the context of both middle and secondary schools, ELT in Algeria has
witnessed prominent developments and changes in terms of its roles, objectives, and
syllabi. During the 1960’s, it was the grammar translation method that underlie the
teaching of English in Algeria. The method put emphasis on developing accuracy
rather than fluency. This was done through the pupils lexis and writing. Instruction
in listening and speaking was neglected (khaldi; 2014:68)
The structure of the school system is made up and based on six years of
primary school, three years of lower secondary education school and another three
years of upper secondary education school
Primary Education.
6
By the 1990s, both English and French were introduced and taught from the
beginning of the 2nd three-years cycle This last, was the only foreign language
taught at the primary level , in the eighth grade pupils are then asked to pick up
either French or English as their second foreign language.
The six years of basic education, students are assessed on the results of their
coursework and progression between grades is based on these results, the promotion
to the third cycle is exclusively based on their performances during the sixth grade
however, those who have an overall average below 50% are required to take make
up classes or to re take the year
In the 3rd cycle, pupils are assessed on the basis of their successive grades
and an average of 50% (10 out of 20) or more is required for upper stage. At the end
of the ninth grade, pupils take the national basic certificate, those who are
successful on the examination are awarded the Brevet d Enseignement Moyen
(BEM) which will allow and give them the access to one of the three streams of the
1st year at the secondary education
Secondary Education:
Secondary studies leading to the baccalaureate are three-years. In duration, in
the first year, pupils are required to choose one of the tree-core curriculum:
language and social studies; sciences and technology, in the second and third year
of this cycle, they undertake further studies within the framework of either the
general or technical baccalaureate streams
The main objective of the general streams is to prepare students for further studies;
they are streamed according to their personal preferences; however, other criteria
are taken into consideration which are:
 The opinion of the teachers and counselors
 The students BEM results
 The sum of their grades in the 9th grade
 The number of available seats in each specialization
7
Higher Education:
Most of Algeria’s universities are located in the northern coastal regions; 27
universities, 13 university centers, 6 national scools,6 national institutes and 2
university annexes concerning the universities and university centers are
administered and directed by the ministry of higher education and scientific
research, specialized schools and institute, however, fall under the control of the
ministry to which the specialization is the most closely related i.e., Ministry of
health, agriculture, industry
National schools are highly selective and have the tendency to focus and be
specialized in the theoretical and applied sciences, the student selection is based on
their scientific baccalaureate examination score.
National institutes on the other hand, tend to offer specialized training programmes
and grants the students the diplôme de techniciensupérieur (DUT) after two and a
half year of studies
. Programs and degrees
Current system:
The specific degrees obtained from either universities or non- universities are
awarded by the institution of higher education and determined by the field of study
but not by the institutions
Students graduating from university tend to pursue a long-cycle programs,
whereas, those graduating from non-university institutions typically do so from
short-cycle programs and all awards are issues from the ministry of higher
education and scientific research, with the association of the ministry which is
closely related to the domain of studies
number of citizens after independence, particularly school children, for French, it
was the language of instruction” The LMD reform:
The Algerian system of university degrees is currently under reforms with the
traditional system and gradually replaced by the LMD reform, which is, modeled on
the French structure in order to be more internationally compatible
This reform was introduced in 2004 by executive decree and based on the
new French model: License, Master, Doctorate This new reform are being
8
undertaken as a pilot project at 10 Algerian universities in collaboration with a

certain number of European Universities in which the degree framework is similar
in structure adopted in Europe via the Bologna process
 The license: corresponding to three years of study beyond the baccalaureate
 The master: corresponding to two years of study beyond the license
 The doctorate: corresponding to three years of study beyond the license
The main objective beyond the implementation of the new system is to offer
Algerian students more compatible university programs which are more compatible
with those around the world In addition to this, the reforms are aimed at increasing
students flexibility in choosing and transferring courses and credits, making the
system more effective increasing institutional autonomy and lifelong learning
opportunities making them adequate to the needs and requirements of the labor
market
The LMD reform can be summarized as follow:
This reform is based on the introduction of a unit and credit accumulation
system, one credit is equal to a student workload of 20 to 25 hours, classes are
grouped into modules (unitésd’enseignement), and the assessment for each module
is organized on a semester, rather than yearly; one semester of full-time study
constitutes 30 credit hours.

In the current days, English is divided into several varieties and
Englishes, spoken in different parts of the world. Such as; Australian English,
South African English, Indian English and so on. However, two varieties of
English are considered to be the most influential and widespread of all; generally
known as British English, mainly spoken on the territory of Great Britain, and
American English, the variety spoken in the U.S.A.
9

The following tittles of this part are essentially related to the
emergence and historical development of both British and American English, as
two related, and at the same time, distinctive linguistic varieties.

The present historical background attempts at showing how British and
American English came to be different.

The English language started with the arrival of three Germanic tribes
who invaded Britain during 5 century A.D. These tribes include the Angles,
the Saxons and the Jute. At that time, the inhabitants of Britain spoke the
Celtic language; however, most of Celtic speakers were pushed west and north
by invaders mainly into what is now known as Wales, Scotland and Ireland
(Crystal; 1995).
In the 17th century , there was a very important colonization of

Britain, the colonization was followed by trade and by the establishment of settlers.
English at that time, was not spoken by Americans, but then the British came
there. In addition, English was used for administration, commerce and education
either as the mother tongue or as a foreign or second language. The settlers
from England and later from all over the British Isles founded communities
which
used English as their native language , not only at home and at work but
also for government and law (Lingyu Qiu; 2011:6 ).

American English, on the other hand, is becoming one more dialect of
the world English, and it has exercised greater influence on world English
than any other variety( Crystal; 1995). American variety of English will, thus,
10
imply the language spoken in the U.S with its geographically , politically and
economically conditioned characteristics ( Jankowaki ; 1977 ). But, the American
English accents changed and influenced by the immigrations of the British
and Germanic in the North America.
American English evolved even more when the first wave of
immigrants came to the country from the British Isles. These immigrants are
often called economic-immigrant, because they left the British Isles for
economic reasons, to search for a new life in America (Wikipedia Contributions
B; 2005). Until recently, “American English was considered less educated ,
less cultured and less beautiful than British English” (Totti; 2000:1), but with
its status in media, international business, computing and science, American
English has gained as a world language ( Totti ; 2002:245). Furthermore,
American English is more accessible to a larger and, naturally, this has made
American English more international

There are clearly many more varieties of English; British and American
English are the two varieties that are taught in most EFL/ESL programs.
Generally, it is agreed that no version is “correct”; however, there are
certainly preferences in use. The major differences between British and
American English can be summarized as follows:
1.3.2.1. Pronunciation Level

The main difficulties EFL students may often face when learning
English is pronunciation which seems to be one element which remark foreign
accent. The most important ones is standard pronunciation of British English
which is known as Received Pronunciation ( RP ) and also called Oxford
English or BBC English. The second one is General American (G.A ) which is
the accent considered as standard in North America and as such, it is the
pronunciation heard in most of American Films, Tv shows, series and national
11
news. The differences between British and American pronunciation can be

summarized in terms of levels as explained in the following section:
A/ Vowels Differences
There are many differences at the level of vowels between British and
American English. The most important differences between RP and GA
vowels are in the sound:
 / D / vs / a: / : Generally, RP has a slightly rounded /D / in words like hot,

stop, nod, where GA has an un-rounded / a: / sound.
 / D / vs / ɔː /: RP uses /D / while GA uses / ɔː / before the consonants / ŋ / ,
/ f /, / s / and / θ /. This can be seen in words such as long , song , coffee.
 /ᴧ / vs / 3: / : RP uses / ᴧ/ while GA uses / 3: / before the consonant /r /.
This is found in words like courage, hurry, worry.
 / a: / vs / æ / : RP uses / a: / while GA uses / æ / before the consonants / f /
, / s/ , / θ / and before the endings -nce , -nch , -nd and -nt. This difference is
found in words like dance, path and command.
 / əʊ / vs /aʊ /: RP uses /əʊ / while GA uses /aʊ /. This is found in words like
boat , coat and note.
Words RP GA
Hot hDt Ha:t
Long lD ŋ l ɔː ŋ
Hurry h ᴧr h 3: r
Dance da:ns d æns
Boat bəʊt baʊt
B/ Consonants Differences
BBC pronunciation and General American do not differ considerably in
the consonantal systems. The two standard accents have the same consonant
phonemes. The differences are based on their phonetic realization and their
distribution. The most important difference between the consonants of the two
accents concerns the distribution of /r/. BBC English is a non-rhotic accent,
i.e., this consonant occurs only before vowels. There is no such constraint on
its distribution in General American, which is a rhotic accent, i.e., /r/ is
12
pronounced everywhere ( before a vowel, after a vowel, and in front of

another consonant). this is explained in the following table:
Word BBC Pronunciation General American

Cry /kraɪ/ /kraɪ/
Car /kɑ:/ /kɑ:r/
Fear /fɪə/ /fɪər/
Table 1.2: Pronunciation Differences of /r/.
On other hand, many speakers of General American do not pronounce /j/

in stressed syllable after the alveolar consonants /t, d, n/, eg:
Tune /tju:n/ /tu:n/
Due /dju:/ /du:/
Student /ˈstju:dņt/ ˈ/stu:dņt/
Table 1.3: The Pronunciation of /j/.
Besides, the consonant / ʃ/ is pronounced as / ʒ/ in a number of
words, eg:
Word BBC General American

Pronunciation
Excursion /ɪkˈskȝ:ʃņ/ /ɪkˈskȝ:rʒņ/
Version /ˈvȝ:ʃņ/ /ˈvȝ:rʒņ/
Asia /ˈeɪʃə/ /ˈeɪʒə/
Table 1.4: Pronunciation Change of / ʃ / to / ʒ/.
Moreover, there are other differences in terms of suffixes; the vowels in

which are pronounced differently in the two standard accents. There is a
tendency for the “ile” suffix in hostile, fragile, futile. To have a weak
vowel or a syllabic consonant and to be pronounced / әl/ or in /l/ in General
American, eg:
13
Hostile ˈhɒstaɪl ˈhɑ:stˌl

Mobile ˈməʊbaɪl ˈmoʊbˌl
Fragile ˈfræʤɪl fræʤˌl
Table 1.5: The Change of the Suffix “ile”
The suffixes “ -ary, -ery , -ory, -mony” usually have a weak vowel in
BBC Pronunciation but a strong one in GA, eg:

Dictionary ˈdɪkʃənəri ˈdɪkʃəneri
Monastery ˈmɒnəstəri ˈmɑ:nəstəri
Territory ˈterətəri ˈterətɔ::ri
Table 1.6: The Change of Suffixes ary- ery- ory in BBC and GA
Pronunciation.
C/ Diphthongs Differences
BBC pronunciation has three diphthongs ending in /ə, eə, ʊə / as in
here, there, poor. General American has no separate phonemic diphthongs which
end in / ə /. The vowels in the above three words are pronounced as
sequences of I+r, e+r, and ʊ +r, respectivel. But / ʊə/ is often replaced by / ɔː /
in BBC pronunciation.
For example BBC Pronunciation GA Pronunciation
Near nɪə nɪr

Beard b ɪə d b ɪrd
Care keə ker
Where weə wer
Pure pjʊə pjʊr
14
Europe jʊərəp jʊrəp

Poor p ɔː pʊr
In BBC pronunciation the diphthong in words such as (no, go, don’t) has a
central starting point / əʊ /. In GA; the starting point of this diphthong varies a
great deal , but is generally more back and rounded / aʊ /.
For example BBC Pronunciation GA Pronunciation

No n əʊ n aʊ
Go g əʊ g aʊ
Note n əʊt n aʊt
Home həʊm haʊm
Don’t dəʊnt daʊnt
Photo fəʊtəʊ faʊtaʊ

British and American English have significantly different vocabulary and
usage. There are different words for the same concept, or the same word has
different meanings. More than a thousand words have different meanings or
usages in British and American English. Here are some common words used
differently:
English American English
fall ("autumn" is used, but

British autumn only informal or poetic
language)
aerial (radio/TV) Antenna
- angry - mad
- mad - crazy
banger, sausage Sausage
barrister/solicitor attorney, lawyer
15
Bath bathtub, tub

bill (restaurant) Check
Biscuit cookie, cracker
block of flats apartment house/building
Booking Reservation
Boot trunk(of a car)
Bonnet hood(of a car)
braces (to hold up trousers) suspenders (men’s)
Car automobile, car
car park parking lot
Caravan Trailer
Chap guy, man, boy
chemist's Drugstore
Chemist Pharmacist
chest of drawers dresser/bureau
Chips (French) fries
cigarette or cigaret(in the US
fag or faggot means
cigarette; fag(slang)
homosexual man (rude,
offensive)
Cinema Movietheater
city centre Downtown
- grade (school levels 1st -
12th)
class, form - class (top 4 levels 9th - 12th
= freshman, sophomore,
junior, senior)
Clothespeg Clothespin
Crisps potato chips
Crossroads Intersection
Cooker Stove
Cupboard Closet
Curtains Drapes
16
curriculum vitae, CV Resume

diary(personalaccount) journal, diary
dressing gown Robe
driver's license (s for noun or
driving licence(c for noun, s for verb)
verb)
dummy(for babies) Pacifier
bath gown bath robe
Engine Motor
estate agent Realtor
Film Movie
fizzy drink pop, soda, coke
flat ('apartment' is sometimes used in formal
apartment
written documents)
Flyover overpass
Floor storey
Football soccer
Fortnight twoweeks
Foyer lobby/foyer
full stop (punctuation) period
Fringe bangs
Garden yard
fossil fuel in gaseous state
Gas
used to heat & cook
prison, jail, penitentiary,
gaol, prison, jail
pokey
Grill broil
Groundfloor first floor
gear-lever gear shift
Handbag purse
parking brake, emergency
hand brake
brake
headmaster, headmistress, headteacher principal
17
high school, secondary school, comprehensive high school (junior high,

school senior high)
Holiday vacation
hire (hire a car) rent (rent a car)
vacuum (noun and verb)
hoover(noun and verb)
vacuum cleaner (noun)
jab(injection) shot
Jelly Jell-O, gelatin
Jam jelly
Jumper sweater
Ladybird ladybug
Luggage baggage, luggage
Lift elevator
Lorry truck
Maize corn
mackintosh, raincoat raincoat
Managingdirector chiefexecutiveofficer (CEO)
Marks grades
Motorway freeway
Mince choppedbeef
mobile phone cell(ular) phone
Nappy diaper
Pavement sidewalk
- petrol - gas, gasoline
- filling station - gas station
Table 1.7: Differences between American and British English
Adapted from ( Mexwell; 2010)
1.3.2.3. Grammatical Level

This part will be dealing with grammar as a description of the
structure of the English language taking into account the differences in the
18
usage of verbs, tenses, prepositions, adjectives and adverbs in both British and
American English.
A/ Verbs
A number of verbs can be either regular or irregular in the past
simple, however, in the US and GB the forms most commonly used are not
the same. Where two forms are given following list, the first is the more
commonly employed. It will be seen that in American
English; the regular forms is usually preferred, and in British English the
irregular.
US GB
Burned , burnt burnt , burned

Dived , dove dive
Dreamed , dreamt dreamt , dreamed
Learned learned , learnt
Smelled , smelt smelt , smelled
Spilled , spilt spilt , spilled
Spoiled , spoite spoite , spoiled
The verb (fit , quit and wet) are regular in British English, but
irregular in American.
US GB
Fit-fit-fit fit-fitted-fitted
Quiet-quiet-quiet quiet-quietted-quietted
Wet-wet-wet wet-wetted-wetted
In American English, the past participle of get is either gotten or got,

except in the structure have got, used as an alternative to have, which is the same
as in British English.
19
US GB
His tenis has gotten his tennis has got
(or got) much better much better
I’ve gotten to know i’ve got to know him
him ower the years over the years
i’ve got a terrible i’ve got a terrible
headach headach
B/ Tenses
 Use of past simple and present perfect tenses.
In American English these two tenses are often interchangeable in conditions
where only the present perfect can be used in British English. For instance,
when an action in the past has a result now, the present perfect is normally
empted. Other typical cases are with words
like just, already and yet, and with ever and never when referring to a
period of time that continues until now.
C/ Adjectives and Adverbs

British and American use of adjectives shows such of systematic
variation between the two varieties. Most of the differences are as follow:
 British and American differ in their use of the suffix -ed to form adjectival
modifiers from nominals. British uses certain forms that American does not,
such as booted.
 The use of adjectival forms of certain place names as attributives of nouns
is British. American English would have the place names themselves as noun
adjuncts (California , India , Texas , Virginia ).
 Adjectives are freely and spontaneously formed by adding -ish to adjectives, nouns
and a few other forms. Such as; cheapish, donnish, fastis ( Algeo; 2006:119).
20
British and American differ somewhat in form, frequency, and use of

adverbs.
 Adverbs of frequency(generally, never, usually), like those of probability , tend
to occur in medial position, after the first auxiliary, if there is one. However,
with these also American has a higher tolerance for placement before the
first auxiliary than does British :she usually is at work from nine to five
versus she is usually at work from nine to five ( Jahansson; 1979:200).
 The aphetic form most from almost has been used since the sixteenth
century.
 Adverb of time-when typically occurs initially or at the end of its clause. For
example:
Last night/year: a girl aged four was last night waiting for a life-saving
liver transplant in a London hospital.
When an adverb of time or duration co-occurs with an adverb of place, the
expected order is place +time/duration. The reverse order is exemplified by
the following citation:
Last home: late home occurs in British texts a little more than one-third as
often as home late but not all in American texts.
For example: his missus would go on a vinegar trip if he was late home
again.
 As a modifier of the subordinating conjunction since ever usually precedes:

ever since. For example: he has a cottage near the church, and since ever
anybody can remember he’s been saying he has lived in it for eighty-seven
years ( Algeo; 2006:133).
C/ Prepositions
The use of prepositions occasionally varies, especially in adverbial
expressions. When a preposition is used in one variety of English but not in
the other, this is signified by (-). Here are some well-known examples:
21
US GB
It’s twenty of twelve , It’s twenty to twelve , I’ve got to
I’ve got to go go
What time is it? What time is it?

It’s half past nine it’s half (-) nine
His was different his was different from or to mine

From or than mine

The human language consists of sounds that themselves do not have a
meaning, but they can be combined with other sounds to create a word that
has full meaning. According to, Jackcobson (1994) “language without meaning
is meaningless”. Mervill (2000) commented by saying “surely all this is not
without meaning”. Thus, semantics is the study that deals with meaning of
words.
There are objects that have one name in American English, and a completely
different one in British.
For example:
American English British English

Car battery accumulator
Cell phone mobile phone
Gas petrol
Garbage can dustbin
Eggplant aubergine
Trainers seakers
To fire to sack
Vacation holiday
Candy sweets
22
There are also cases when the same word is used in both varieties, but can
have a completely different meaning . For example:
Football American English British English
A game played with an egg a game played with a round

Shaped ball that the players can ball that the players kick.
Kick or throw.
Adopted from (Treven ;1972:987).

1.4. Conclusion
British and American English have variants of English as a whole; the
differences do not only affect the pronunciation; but also other levels like
grammar, writing, semantics and lexics.
Thus, the first chapter spoke about the notion of language and
illustrated language varieties. In addition to this, it discusses the historical
development of British and American English and the differences between
them at various levels.
23
Chapter Two : The Research Framework and Data Analysis
2.1. Introduction
2.3.1. Students’ Profile
2.3.2. Teachers’ Profile
2.4. Research Instrument
2.4.1. Students’ Interview
2.4.2. Teachers’ Questionnaire
2.5. Results and Discussion
2.6. Data Analysis
2.6.1. Students’ Interview Analysis
2.6.2. Teachers’ Questionnaire Analysis
2.8. Conclusion
Chapter Two: The Research Framework and Data Analysis
2.1. Introduction
The purpose of this chapter is to discuss the different types of data

that were gathered from an interview and questionnaire as research tools.
Thus, this first part will describe the target situation and the sample population
in this case study.
The Ministry of Higher Education and Scientific Research started to apply

the new « LMD » system in 2004 in the Algerian Universities. This new system
comprises « License, Master and Doctorate degree » which is divided into three
years for the License, two years for the Master and three years for the
Doctorate degree.
This research is concerned with the third-year EFL students in English

department, at Tlemcen University conducted during the academic year (2014-
2015). The whole number of students in this department is 1588. First-year
EFL students consists of 384 students split into 08 groups, Second-year
English students are dispatched into 06 groups. At the third-year level, there
are two specialties “ Literature and Civilization” And “Language studies”. In
Language studies, there are 154 students, divided into 03 groups.
There are 70 teachers in charge of teaching English courses, 18 teachers

have a doctorate degree, 34 are full-time teachers and 14 teachers are part-
time teachers. This research; however, is held with third-year LMD students
Language studies as described in the following section.
Accordingly, sampling is the process of taking a subset of subjects that

is representative of the entire population. The sample must have sufficient size
to warrant statistical analysis. In this view, Smith (2004:84) posits that:
25
A sample is the whole subset of the population, which

is actually investigated by researcher and whose
characteristics, were generalized to entire population.
Sampling should also determine the best
representation of the population, so as to allow for an
accurate generalization of results.
In the present work, it should be noted that the sample consists of 27

students and 07 teachers.
2.3.1. Students’ Profile
The sample selected is third-year EFL students Language studies who

have an experience of more than eight years of studying English (middle
school level, high school level, in addition to two years at University). The
researcher has chosen a group including 27 students mixed between male and
female.
2.3.2. Teachers’ Profile
Seven participants were selected from the department of English. Their

teaching experience ranges from 04 to 25 years. Four of them have obtained
their doctorate and three others have a magister degree in English. Five
teachers are specialized in TEFL/Applied Linguistic/ESP; they are in charge
of different modules such as; oral production, ICT, study skills, RM,
psycholinguistics and cross-cultural studies. Two other teachers are specialized
in TED and sociolinguistics, they teach writing, TED, phonetics, phonology,
sociolinguistics and oral expression.
2.4. Research Instruments
In the current study, two main sources of data collection are used, that
is a questionnaire distributed to teachers and an interview for third-year
students. The variety of these two data collection tools helps to better
understand the case study, in addition, of involving the main actors: teachers
and learners.
26
2.4.1. Students’ Interview
It is generally recognized that the interview has a significant importance

to obtain valuable data. Hence, an interview made of some structured
questions. Moreover, this process helps us explain and interpret learners‟
answers which provide us with the necessary results.
Individual interviews were conducted with EFL learners. They were

randomly chosen from third-year students to avoid based choice. The
interview contains 08 questions, administered to 27 third-year EFL learners.
These questions aim at knowing if EFL learners are aware about the
differences between British and American English or not.
2.4.2. Teachers’ Questionnaire
On the other hand, teachers‟ questionnaire contains two Rubrics, the first
one is about teachers‟ teaching experience, speciality and the modules they
are in charge of. The second; however, inquired the following objectives:
 To know how British and American English came to be different.

 To know if the teachers are familiar with the differences between British and
American English or not.
 To state the differences between British and American English.
 To state which variety their learners find easier to understand in language
learning.
 To state which variety they used to teach their students.

 To know if American English is useful for ELT purposes.
2.5. Result and discussion
In this second part of this chapter, it is intend to concentrate on the

analysis of the data collected from the research instrument, that the
27
researcher made use of. This will also lead to interpret, and discuss the results
obtained.
2.6. Data Analysis
The informants provided different answers concerning the use of

language. consequently, this part will analyze the questionnaire administered to
teachers and the interview processed with students.
2.6.1. Students’ Interview Analysis
It is a semi-structured interview based on self evaluation. i.e., some

questions required just some answers in few words and others needed more
details and clarification. That is why, learners were given opportunity to speak
freely. This was supposed mainly to help shy students with difficulties of
expression to feel more relief and confidante.
Yet, each question of the interview has a specific purpose. The first
question for example, asks students about their preferred variety. This question
is planned to make them answer the other questions overtly. In this respect,
the results show that 51.85% of students prefer the British variety because
they find it more formal and “prestigious”, more standard, original,
comprehensive and has good intonation. Also, they can understand it better
than the American English. However, 48.14% like the American variety. They
claim the American variety is easier to understand and it is more practical
than the British English. In addition to that, they feel more familiar with the
American English. Also, they add that the American variety is the language
that is used in movies and daily invention . This can be shown in the
following pie-chart:
28
like British variety
like American
variety
Pie-Chart 2.1: Students‟ Tendency towards British and

American English.
The following question gives us a general idea about the differences

between British and American English. It aims to know if EFL students are
aware of and able to differentiate between the two varieties. Thus, the majority
of students mentioned that they can notice the difference from the
pronunciation such as; rhotic and non-rhotic accent, also the flap „t‟ and
vowels. Some others added the glottal stop and in writing, they said that
American English is fast whereas British English is more slow.
The third question was planned to know which variety is used among
third-year students. In this question 59.25% of students speak a mixture variety.
Only 06 of them speak British variety with a percentage of 22.22% and
18.51% speak American English. This is clearly shown below:
Speak mixtured
variety
Speak British
variety
Speak American
variety
Pie-Chart 2.2: The Variety Spoken by The Students
29
Question number four asked the students if they prefer to be taught in

British or in American English. Hence, 59.25% prefer to be taught in British
English. They said that British English is an academic, formal language they
can understand it better than American English. However, 40.74% prefer to be
taught in American English to well master their accent. Also, they find
American English easier to understand . It is explained in the following bar-
graph as follows:
70
60
50
40
30
20
10
0
Prefer British Prefer American
English English
Bar-Graph2.1: The Variety Preferred by Students in EFL

Teaching
Question number five inquired about the variety used by teachers at
class. So, 70.37% of students said that the majority of teachers use both
varieties. Whereas 25.92% of students said that their teachers use British
English. Only one student said that his teachers use American English with
the percentage of 3.75%. This is clearly shown in the following bar-graph:
30
80
70
60
50
40
30
20
10
0
Both varieties British English American English
Bar-Graph 2.2: The Variety Used by Teachers at Class
Question number six asked the students if they speak about the
differences between British and American English in class. In this respect, the
majority of students said that they do not speak about these differences so
frequently. However, some of the students answered positively. This can be
presented in the following pie-chart:
They did not speak about

diffrences
They speak about the
differences
Pie-chart 2.3: The Use of British and American Varieties in
The EFL Classroom.
In the seventh question, it has been noticed that some active students
know that the differences between British and American English affect all
the levels such as pronunciation, vocabulary, grammar and semantics because
these student have a good background knowledge about the world Englishes
and they did research about this topic too. Whereas some others know only
about few levels: they mentioned just the pronunciation and vocabulary level.
31
The last question aims at knowing if American English ca be useful

to students in language learning. In this regard, the majority of students agree
and find this idea helpful. Few students disagree. They said that they hate
the American civilization and they do not think that is useful for their
learning. This might be presented as follows:
70
60
50
40
30
20
10
0
Agree Disagree
Bar-Graph 2.3: Students‟ Attitudes towards The Usefulness of
American English in EFL Learning.
2.6.2. Teachers’ Questionnaire Analysis
The researcher constructed a questionnaire to be administrated to seven

07 teachers. Each question of this questionnaire had a specific purpose. The
first one was set to know how British and American English came to be
different. Thus, different points of view were suggested. Three teachers said
that the difference came in terms of different levels such as: pronunciation,
vocabulary, and grammar. Furthermore, the culture since it has a great impact
in the language too. Two teachers said the source language is eventually the
British one; where the American variety started to be different due to
historical, social, geographical and identity factors which have influenced use
and usage of the English language as a whole. Moreover, two other teachers
said that through the independence of United States from UK, the Americans
tried to Americanize everything in a different way for UK.
32
The second question asked them if they are familiar with the
differences between British and American English or not. So, the majority of
teachers said “yes” and they gave various explanations, for example:
 The most striking differences occur at the level of pronunciation, vocabulary,

grammar, semantics and spelling.
 Iam an ESP teacher, most of the articles are published in American English.
My accent is more American than British, Iam in charge of oral production
modules and from time to time I use American videos, recording…ect
 I do use American English rather than British.
Only one of the teachers said “no” , This is clearly shown in the
following pie-chart:
Yes
No
Pie-Chart 2.4: Teachers‟ Awareness of the Differences

between British and American English.
The following question was planned to know how the teachers can
differentiate between the two varieties. The majority said that they can
differentiate between them in terms of accent, spelling, vocabulary, idiomatic
expression and so on. The others claimed that these varieties are obviously in
mutual intelligibility, unless some slight differences which normally do not
constitute a hardship for learners and users of the language. Moreover, they
can differentiate between the two from their experience.
33
In the fourth question, it was aimed to know from the teachers the
easiest variety in relation to their students understanding in language
learning. Some teachers said that their students understand British variety
because it is the standard language and easier to understand, this is the
variety to which they have mainly been exposed from their first years in
their former education (secondary, middle school).
Some others considered that their students understand American variety

more than British one because the world around them speaks American
English. In contrast, of the teachers said that their students used both of them
depending on the level of the students. Some attitudes of them watch a lot
of TV shows, music in American English. While others prefer the British accent
and culture. As be shown in the following Bar-Graph:
50
40
30
20
10
0
Undertund Understund Understund both
British variety American variety varieties
Bar-Graph 2.4: Students‟ Understandability of British and

American Varieties according to EFL teachers.
Question number five aimed to know the variety used to teach their
students. Three teachers use the British variety because it is an official
decision by the government with the percentage of 42.85% . And 28.57% of
them use American variety. They said that they are familiar with and it
sounds interesting and funny. Thus, 28.57%used both varieties. hey said that
34
preferably in university level, any teacher should initiate his learners in

knowing both varieties, because of their co-existence in daily practices. Also,
to make them aware of the importance of grasping all “the Englishes” in
order to be able to use them in every situation. Like the internet conferences,
job interview in their everyday life. The following Pie-Chart shows this
difference:
British
American
Both
Pie-Chart2.5: The Variety Used in Language Teaching
The last question asked the teachers if American English is useful for
ELT purposes. In this respect, all the teachers agree and accept this idea.
They advocated:
 Since the world is changing and it is becoming wider, so students should be

open-minded and agree to use all sorts of social network.
 The language of USA, is the language of culture and technology.
 American scholars have contributed a lot in the literature of ELT.
The results of students‟ interview demonstrate that the majority of

students prefer British English while it seems that most of them speak a
mixture of English varieties; meanwhile, their teachers use a mixture of the
35
two in teaching. With regard to the teachers‟ way in using both varieties in
instruction, most students, however, have a tendency towards being taught
through British English. Thus, the differences between British and American
English was remarkable at many levels, such as ; pronunciation, vocabulary,
grammar, and semantics. This is what was eventually suggested in the first
hypothesis.
The results also show that American English is believed to be useful to

students to learn the English language. The majority of them accept this idea
that the American English is likely to be useful and beneficial in their
learning process. This result may confirm the third hypothesis that is raising
awareness of the usefulness of American English as one of the main
varieties in the world. Hence, one may conclude from teachers‟ questionnaire
that the majority of the teachers are familiar with the differences between
British and American English and they can differentiate between them
through several aspects. These results may also answer the first hypothesis.
Although the American English has a great influence in media, international
trade and tourism as it was claimed in the second hypothesis, the majority
of the teachers stated that their students used British English in language
learning.
As a result, the questionnaire revealed that all teachers agree and accept
to use American English in ELT. This answer was suggested in the third
hypothesis of the research problematics.
36
2.8. Conclusion
To sum up, one may say that this second chapter, included the
presentation of pedagogical and human sources for data collection. The
presentation, explained the context and selected group that the researcher
dealt with in order to provide us with much information and details
possible. Also, it analyzed the result gathered and interpret the findings to
hopefully answer the research questions selected at onset of this study.
37
Chapter three : Change and Innovation
3.1. Introduction

English


3.4.4.Activities to Teach British English Morphology
3.4.5.Activities of British and American Culture
3.4.6.Morph-syntactic Activities
3.5.Conclusion
Chapter Three: Change and Innovation
3.1. Introduction
This chapter is devoted to expose and discuss the usefulness of the

differences between British and American English in EFL classroom. The
researcher suggest activities in addition to some recommendations which we
consider as quite pertinent and relevant to our problematic.
English
Based on Richard el al.(1992, p.228)assumption, where he considered that

a method, in language teaching, is a “ a way of teaching a language which is
based on systematic principles and procedures”. While Prablu (1990, p.162)
observes that a method is “ a set of activities to be carried out in the classroom
and to the theory, belief, or plausible concept that informs those activities”.
 Watching TV shows, movies and magazines:
The beauty of the American variety of English normally lies in accent,

which differs greatly from the Queen’s English, the vocabulary and the
different idiomatic expressions and figurative use of language. These are all
things that can be learned when you watch a lot of American television
shows. The accent my seem a little strange at first; however, when you do it
repeatedly and continuously, you will start understanding the language.
 Self Instruction:
This is another viable way of learning English. This method involves buying
books about English grammar and usage and getting tapes that teach the
pronunciation of the words. This method is great because you get to decide the time
when you are free to learn.
 Taking online classes:
39
-Of all the methods of learning American English, getting English tutors online is
one of the best ways. This is because it acts as a bridge between emersion, classes
and watching literatures and movies that are in American English Online tutoring
has the following main advantages:
-It is very cheap when you compare it to options like foreign emersion and physical
classes.
-Unlike emersion and classes, you get to choose the time that you will have the
classes.
-You get to have tutor that teaches you how to pronounce words and helps you
articulate words in the right way.
Adapted from www.support.acadsoc.com
 Lecture:
These large classes usually last for one hour. A Lecturer or tutor
will guide you through the subject and introduce you to new concepts
and theories
 Seminars and Tutorials:
In these small classes, tutors will encourage you to debate and

discuss a specific topic or piece of work. You will often be asked to
prepare presentations and ideas for the session.
 Practical Work:
Many courses in law, the arts and sciences will include practical
workshops where you can develop your practical skills.
Work place training; some courses will give you a practical experience
within a working environment under the supervision of experienced
40
staff. “Sandwich” courses include a full year’s work placement in full-

time employment as part of the course.
Adopted from www.studylondon.ac.uk
The United state is a multicultural and multilingual notion. Americans

have many different traditions and values, The US culture has been
influenced heavily by European immigrants and descendants of slaves
from the African continent. Moreover, there are four countries make up
the United kingdom such as; England, Scotland, Wales and Northern
Ireland. The English language is not governed by a formal code. People
from around the world go to England to learn English, live and work.
 American (US) Culture
-Americans use a lot of slang and idiomatic expressions. Sometimes it is

difficult for non-native speakers to learn the expressions, but after
hearing them frequently they will learn what they mean.
- Most Americans dress casually outside of work. Jeans and sweatshirts

are very popular. Business casual attire is acceptable in most offices.
- Most Americans are friendly and informal. It is common for people

address others who they know well by a first name only.
 United Kingdom (UK) culture
- British people are reserved, but friendly and helpful to foreigners. It is

okay address people there by their first name after you get to know
them and they invite you to do so.
41
- Many English people enjoy entertaining in their homes. They expect

guests to arrive 10-20 minutes after the start time. Generally dinner
conversation is not about work.
- The resident of larger cities like London dress more formally than the
resident of the countryside. Men and women love to wear, jeans, wools
and tweeds to casual gatherings.
Adapted from https://www.eslpartyland.com
It has been thought that it would be wiser to propose the

following activities in hope to be beneficial to the enhancement of both
British and American English phonological and morphological learning.
1. State whether the vowels in the underlined positions are the same or
different in the following words. In either case, state the phonetic
description of the vowels, together with the phonetic symbols.
eg.,: keel – city same; /i/ high, front, tense
Mess – mass different; / /mid, front -/æ /low,

front.
(a) Primary – nutrition different; / / mid, front, lax-/u/

high, back, round, tense.
Heal – electricity different; /i/ high, front, tense -/ ɪ /

High, front, lax.
(b) Beau – aperture different; /o/ mid, back, round, tense
/ æ /low, front, lax.
(c) Exposure – coaster same; /o/ mid, back, round, tense.
(d) Explicable – explicate same; / ɪ / high, front, lax.
(e) Wave – irrigate same; /e/ mid, front, tense.
42
1.Circle the words that:
a/ start with a fricative
Foreign, theater, tidings, hospital, cassette, shroud.
b/ have an approximant
winter, university, captive, ripe, little, mute
c/ contain a back vowel
putter, boost, roast, fraud, matter, hospital.
d/ end in an alveolar
went, atom, rigor, column, multiple.
2.Create two minimal pairs with each given word in different word
positions.
Initial medial final
Eg: /t/ tea: pea, sea charter: charmer, charger seat:seed,seal
/p/ pack: back, tack mapping: matting, mashing ape:ate,aim
/m/ mate: bait, hate slimming: slipping, slitting room:root,rouge
/s/ seek: leak, beak leasing: leashing, leaping class:clap,clam
/l/ lash: sash, gash rolling: roping, roaming coal:comb,cope
/f/ feel: peel, real refined: remind, rewind staff:stack,stab
/n/ knee: bee, fee sneak: speak, sleek bone:boat,bowl
/d/ dash: bash, cash budding: butting, bumming bed:bet,beg
/g/ gain: rain, pain gain: rain, pain wig:win,wit
Adopted from (Yavas; 2011).
43
1. Make flash cards and ask your students to make as many real words
are they can with these cards. Make sure that the cards contain
several root words and multiple affixes.
A starter set of morphemes might includes:
 En- -ous
 Courage -ing
 -ment dear
 Trust fold
 -y humbb
2. Classroom based activity (activity time approximately 20 minutes)
The classroom setting in the class would represent an opportunity to

work in groups with immediate human feedback. Taking the same
example of “unladylike” the activity would play as follows.
 Each student in the class would represent a root of the word, prefix
or suffix
 Each student would have a listening of prefixes and suffixes to use
as a reference.
 The sentence is written on the board by a teacher or student
 e.g.: the young girl’s behavior was unladylike
A student would write the word on the board in morphological units.
 For eg: un lady like
 Each student representing the word and give the meaning of each
segment.
 Student in the classroom would respond if the analysis and
definition were correct.
 Points given.
44
3. Skill Practice- prefix Review
Dis Do the negative or Dislike/disown

- opposite,exclude,a
bsen of, not
No Not Nonreturnable/nonfic
n- tion
Re- To do gain Replay/rewind
Un- Not, giving Unseen/ unfelt
negative opposite
meaning
Instructions: make as many real words as possible by adding the

prefixes dis-, non-, re-, or un- to the beginning of the words.
Base word Dis- Non Re Un

- - -
Read
Use
Agree
Safe
Like
Plug
Stop
1. Find the phonetic symbol for the first sound in each of the following
words:
a. Tough f. knee
b. Kicked h. hear
c. Loved i. phonetics
d. Health j.giant
e. Dog k. one
45
2. Put the following words into the corresponding columns:
a. I i: ill-eel- kneel- nil- will- wheel-
Field- bean- bin- sick_ ski.
Sit seat
b. : D U: board-two- bored- call- do-

Pot- through.
Call
c. : caught- owe- coal- own

Sore- brow- door- now.
Sore
3. Among the following words tick those which start with a nasal sound:
a. Know
b. Mother
c. Another
d. Power
e. Tea
f. Kill
g. Look
h. Beer
46
i. Dear
j. Near
Adopted from( Yavas; 2011).
3.4.4. Activities to Teach British English Morphology

1. Which of the following words may not deserve to be regarded as
lexical items, and so may not need to be listed in a dictionary of modern
English? Why?
a. Break breaking breakable breakage

Read reading readable /
Punish punishing punishable punishment
b. Conceive / conceivable conception

Receive receptive receivable reception
Perceive perceptive perceivable perception
2. Each of the following sentences contains an error made by a non-

native speaker of English. In each, identify and correct the incorrect word.
a. I am very relax here.

b. I am very boring with this game.
c. I am very satisfactory with my life.
d. Some flowers are very attracting to some insert.
e. Many people have very strong believes.
f. My culture is very difference from yours.
g. His grades proof that he is a hard worker.
3. Identify the free morphemes in the following words:
47
Kissed, freedom, stronger, follow, goodness, talk active, teacher, actor.
3.4.5. Activities of British and American Culture

1.Quizzes: we have found that quizzes are one of the more successful
activity types. Quizzes can be used to test materials that you have previously
taught, but they are also useful in learning new information. For example, look
at the simple true/false quiz about Ireland below. With a partner, answer true
or false to the following questions:
 Ireland is totally dark during the winter.

 There is little snow except in the mountains.
 The population of Ireland is less than that of Aichi prefecture.
 Ireland is about the same size as the island of Honshu.
 The United Kingdom includes the Republic of Ireland.
2.Proverbs: The following is a list of proverbs that can be used for pronunciation
exercises. Sounds are marked with boldface instead of being represented by
phonetic symbols because the American and British symbols are different, and
some symbols may be distorted on the internet.
Vowels
 A friend in need is a friend indeed.

 Every bullet has its billet.
 A good wife and health is a man's best wealth. / East and west, home is best.
 A drowning man will catch at a straw.
 He laughs best who laughs last.
 He who has an art has everywhere a part.
 A little pot is soon hot. / A spot is most seen on the finest cloth.
 New lords, new laws. / Walls have ears.
48
 One man beats the bush, another man catches the bird.
 Well begun is half done.
 Finders keepers, losers weepers.
 Kind words are the music of the world. / The early bird catches the worm.
 Haste makes waste.
 Little strokes fell great oaks. / As you sow you shall mow.
 Good advice is beyond price. / Might makes right.
 An ounce of discretion is worth a pound of learning.
 No joy without annoy.
 Constant dripping wears away a stone.
Consonants
 Penny wise, pound foolish./ Practice makes perfect.

 There is nothing which has been bitter before being ripe.
 Time and tide wait for no man.
 A bird in hand is worth two in the wood. / Every dog has his day.
 Care killed the cat.
 A good name is better than a golden girdle.
 Fair feathers make fair fowls. / Birds of a feather flock together.
 Even the weariest river winds somewhere safe to sea.
 Something is better than nothing. / Birds of a feather flock together.
 Least said, soonest mended. / More haste, less speed.
 A lazy youth, a lousy age.
 No sunshine but hath some shadow. / Better be sure than sorry.
 Labor is often the father of leisure.
 Work has bitter root but sweet fruit.
 There is no royal road to learning.
 It is hard to be high and humble. / Do on the hills as you would do in the hall.
 Everybody has his merits and faults.
 No garden without its weeds.
 Do not count your chickens before they are hatched.
49
 Every Jack has his Jill.

 Try before you trust.
 Better be drunk than drowned.
 A miss is as good as a mile. / Many a little makes a mickle.
 A stitch in time saves nine.
 Seeing is believing. / Everything must have a beginning.
 Look before you leap. / A cracked bell can never sound well.
 Willful waste makes woeful want. / Where there is a will, there is a way.
Students could later be asked to interpret the meaning of the proverbs orally or in
writing, which will lead the pronunciation activity naturally to a speaking or writing
activity.
Adapted from The Internet TESL Journal, Vol. V, No. 3, March 1999
http://iteslj.org/
1.Exposure to Englishes
Level: high-intermediate to advanced

Objective: to increase students’ awareness and comprehensive of different
varieties of English.
Materials: computers with internet access and software that can play media
programs such as windows media player.
Warm-up: elicit discussion about different types of English. Ask students if

they have ever noticed or been exposed to different varieties of English.
Could they hear a difference? Could they understand the different varieties?
What do they think about different varieties? How did the varieties make them
feel?
Main activity: put students in pairs or small groups. Assign tow counties to
each group. Then have students watch news reports from their assigned
50
countries via the internet. The students can listen to each report several
times, noting down vocabulary and pronunciation differences between the
reports. Students can listen to two reports on the same topic, such as a report
on speech by the US president from the BBC in England and a similar
report from a news broadcasting system in Australia; or students can listen to
news reports on two completely different topics. The main point is to note in
general terms the differences in vocabulary and pronunciation in the two
reports. Students will then present a brief synopsis of the news reports to the
class. they should present the content of the report as well as the differences
that they found in the varieties of English.
Follow-up discussion: ask the students about their experiences listening to the
different varieties of English. Which did they find more difficult to
understand? if they were speaking to people from that country, what could
they do or say to help their comprehension?
Adopted from (Thomas S.C. Farrel et al,2009).
3.4.6. Morph-syntactic Activities

 Five multiple choice questions
1) Two independent clauses are joined by a conjunctions(John like her but
she didn’t like him)
 Complex sentence
 Compound sentence
 Copula verbs
2) Internal activity or gradual change in people or things (thinking,
growing, learning, hating)
 Copula verbs
 Process verbs
 Action verbs
 State verbs
51
3) A group of words that are structurally related (e.g., big boy- good dog)
 Verb phrase
 Noun phrase
 Phrase
 Clause
4) For-and-nor-but-or-yet-so
 Action verbs
 Coordinating conjunctions FUNBOYS
 Process verbs
 Compound sentence
5) Express a static or unchanging condition (that tree is old. The building
stands next to the tree)
 Action verbs
 Process verbs
 State verbs
 Copula verbs
Adapted from https://quizlet.com
I. Decide whether the words are written in British or American English
1. Favourit: British English

2. Sales clerk: American English
3. Flash light: American English
4. Center: British English
5. Nappy: British English
6. Garbage can: American English
7. Pavement: British English
Adopted from www.englisch-hilfen.de
II. Aim: to compare British English and American English vocabulary.
52
Activity: students match British English words with their American English
equivalents.
Organization: pair work or group work.

Preparation: make enough copies of the activity for each pair or group in
your class. Cut and mix up words.
What do I do:
1- put students into pairs or groups.
2- give a copy of the cut up activity to each pair or group.
3- students match the British English words with their American English
equivalents.
4- students turn all the words face down and play a memory game:
student A turns over two words. If they match, student A keeps the words and
tries again. If they don’t match, play passes to students B when all the words
have been taken, the student with the most words win.
Apartment/ flat
Garbage/ rubbish
Candy/sweet
Cookie/biscuit
Elevator/lift
Yard/garden
Pants/trousers
Gas/petrol
Truck/Corry
Adopted from www.google.com
II. Match the British English words with their American English equivalent in
the box.
1- Pavement vacation
2- Holiday movie theater
3- Bill elevator
4- Cinema yard
5- Lift zip code
6- Garden faucet
53
7- Postcode store
8- Tap tux
9- Shop check
10- Dinner jacket sidewalk
Answers:
1- Pavement: sidewalk
2- Holiday: vacation
3- Bill: check
4- Cinema: movie theater
5- Lift: elevator
6- Garden: yard
7- Postcode: zip code
8- Tap: faucet
9- Shop: store
10- Dinner jacket: tux
Adapted from www.fiesta-esl.com
3.5. Conclusion
This final chapter discussed the different methods that can helped
EFL students in their learning process in addition to suggested activities
in phonological, morphological and intercultural context.
54
General Conclusion
Bibliography
General Conclusion
This study attempted to shed light on the differences between

British and American English that are known in many levels such as;
in phonology, vocabulary, grammar and semantics.
This work consisted of three Chapters: the first one, presented

general overview about both varieties with its main concepts and
different notions which are related to language varieties. The second
one, described data collection, analysis and discussion of the main
results. And the third one, exposed different methods for teaching/learning
British and American English in addition to suggested activities in
phonological, morphological and intercultural context.
According to the research questions, results reveal that EFL

students used British English in language learning while their teachers
used a mix of the two varieties in teaching. Moreover, the majority of
students accepted the idea that the American English is likely to be
beneficial in their learning process and all teachers agreed to use it
in ELT.
Eventually, beyond the limitations of this research work, other

areas of research within the same topic still need further research
and investigation. Therefore, At which other sociolinguistic aspects
English Language difference may contribute to its teaching? This
question may open the door for extra research.
54
Bibliography
Crystal, D. (1995). The Cambridge Encyclopedia of the English
Language. Cambridge University Press.
Barber, C. (2000). The English Language. Cambridge: Cambridge

University Press.
Bauer, L. (2002). A History of the English Language (5th ed).

Routledge: Taylor andFancis Group.
Broughton, G &Brumfit, C&Flavell, R&Hill, P &Pincas, A. (1981).

Teaching English as a Foreign Language (2nded). London: British
Library.
Brown, D. (2007). Principles in Language Learning and Teaching

(5thed). Longman: Pearson Education.
Burnley, D. (2000). The History of the English Language (2nded).

Longman: Pearson Education.
Clark, H.H. (1997). Using Language. Cambridge: Cambridge University

Press.
Crystal, D. (1984). Who Cares about English Usage. Cambridge:

Cambridge University Press.
Crystal, D. (1995). The Cambridge Encyclopedia of the English

Language. Cambridge: Cambridge University Press.
Crystal, D. (2003). English as a Global Language (3rded). Cambridge:

Cambridge University Press.
Harmer, J. (2001). The Practice of The English Language Teaching

(3rd ed). Longman: Pearson Education.
Jones, D. (1919). The Pronunciation of English. Cambridge: Cambridge

University Press.
58
Kashru, B. (1992). World Englishes: Approaches, Issues, and Resources.
Cambridge: Cambridge University Press.
Thomas, MC. A. (1998). The English Language. Cambridge: Cambridge
University Press.
Jankowaki, M. (1997). Elements of British and American English.
Tottie, G. 2002. An Introduction to American English. Oxford: Blackwell

Publishers.
Barber, C. (1993). The English Language: a historical introduction.

Cambridge: Cambridge University Press.
Glenn, D.( 2000).A guide to the differences between British and American
English.Spain.
Lingyu,Q.(2001). INS Edward Fontsere l’hopitalet de llobregat
webliography
The British Council. (2000). www.britcoun.org/English/enge2000.htm
Us census. (2000).http//:www.uscensus.org/englishpopulation
www.cambridge university. Org/press/encyclopedia of the

English/crystal. D (1995)
www.Google.com
www.cambridge univ.org/British English-American English vocabulary.
www.support.acadsoc.com
http://iteslj.org/
Paco Gomez. English phonetics.htt://web p Gomez.com//2009.paco Gomez

web site, section on English.
English speaking cultures and cultural differences-ESL partyland

https:www.eslpartyland.com
https://quizlet.com
www.englisch-hilfen.de
59
60
Appendix ‘A’
Teachers’ Questionnaire
Dear teacher,
This questionnaire attempts to collect data about the differences

between British and American English. You are, therefore, kindly requested
to answer the following questions:
Rubric 1 :
Teaching experience :
Specialty :
Modules in charge of :
Rubric 2 :
1. According to your own experience, how British and American

English came to be different ?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………..
2. Are you familiar with the differences between British and
American English ?
Yes No
If yes, how ?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
3. How you can differentiate between British and American English ?
…………………………………………………………………………
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………....
4. According to you, which variety do your students find easier to
understand in language learning?
British English American English
Why?..........................................................................................................
...................................................................................................................
...................................................................................................................
5. Which variety do you use to teach your students?
British English American English A mix of the two
Why?..........................................................................................................
...................................................................................................................
...................................................................................................................
..................................................................................................................
6. Do you think that American English is useful for ELT purposes?
…………………………………………………………………………
…………………………………………………………………………
………………………………………………………………………...
………………………………………………………………………….
Thank you for your assistance

Appendix ‘B’
Students’ Interview
Dear student,
This interview attempts to collect data about your learning of English as a

foreign language at ABOU-BAKR-BELKAID University. It aims at knowing the
differences between British and American English. I would be grateful to you if
you answer the following questions:
 Which variety do you prefer, British or American English?why?
 How can you differentiate between British and American English?
 Which variety do you speak?
British English / American English / A mix of the two
 Do you prefer to be taught in British English or in American

English?why?
 Do your teachers use British or American English at class?
 Do you talk about the differences between British and American English
in class?
Yes / No
 At which level do you most notice the differences between British and
American English?
 Do you think that American English can be useful to you to learn the
English language?
Thank you

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PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA

MINISTERY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH

FACULTY OF LETTERS AND LANGUAGES

BRITISH VS AMERICAN ENGLISH FOR UNIVERSITY STUDENTS

Dissertation Submitted to the Department of English as a Partial Fulfillment of

The Requirements for the‘Master’ Degree in Language Studies

Presented by: Supervised by:

Miss.Abderrahim Safaa Dr.Belmekki Amine

Dr. Y.Zaghoudi (University of Tlemcen) President of the Jury

Mr. B. Berrabah (University of Tlemcen) Co- Supervisor

Academic Year: 2014-2015

Before all, all thanks and gratitude are owed to Allah,

I am very pleased to dedicate the fruit of my efforts to:

I dedicate to all those I know and love but I have not

Pie-Chart 2.2. The Variety Spoken by The Students………….29

Pie-chart 2.3. The Use of British and American Varieties in

The EFL Classroom……………………………....31

Pie-Chart 2.4. Teachers‟ Awareness of The Differences between

British and American English…………………..33

Pie-Chart 2.5. The Variety Used in Language Teaching……...35

Bar-Graph 2.2. The Variety Used by Teachers at Class…………..31

Bar-Graph 2.3. Students‟ Attitudes towards The Usefulness of

American English in EFL Learning……………..32

Bar-Graph 2.4. Students‟ Understandability of British and American

Varieties According to EFL teachers. ………....34

Table 1.2. Pronunciation Differences of /r/………………………....13

Table 1.3. The Pronunciation of /j/……………………………….....13

Table 1.4. Pronunciation Change of / ʃ / to / ʒ/……………………..13

Table 1.5. The Change of the Suffix “ile”………………………..…14

A.D: After Date / Anno Domini

BBC: British Broadcasting Corporation

CNN: Cable News Network

EFL: English as Foreign Language

ESL: English as Second Language

G.A : General American

L.M.D: License , Master , Doctorate

R.P: Received Pronunciation.

ELT: English Language Teaching

UK: United Kingdom

USA: United State of America

Table of Contents III

List of Abbreviations and Acronyms VI

List of Figures VII

List of Tables VIII

Chapter one: Language Varieties and Language Teaching

2.2. The Status of English in The Algerian Universities

2.3. Sampling and Tools of Research

2.3.1. Students‟ Profile

2.3.2. Teachers‟ Profile

2.4. Research Instrument

2.4.1. Students‟ Interview

2.4.2. Teachers‟ Questionnaire

2.5. Results and Discussion

2.6. Data Analysis

2.6.1. Students‟ Interview Analysis

2.6.2. Teachers‟ Questionnaire Analysis

2.7. Data Interpretation

Chapter three : Change and Innovation

3.2.2. Methods of Teaching/Learning British English