Language+Trends+&+Current+Issues



Language and trends can't be separated. We always want to follow the current trend. Always want to be the most up-to-date and the hippest person. It is also the same in the language usage. We keep __running__ after the language trends year after year just like **Alice** running after **Mr. Rabbit** in the //**'Alice in the Wonderland'**//. So, today we want to show you the development of English and then we will bring you to our country Malaysia to learn about Malaysian English. We will also discuss about the language and the current issues that related to English language. Then, will you follow us in this **LONG** but **MEANINGFUL ** journey????

First of all....we must introduce ourselves the **DICTATOR** of this land. We're given this piece of land in this faraway land by our **Queen**. We have given a task to take care of this department. We just can go home after we settle our job in this land.

I'm **Varan** the ' __**Jumper'**__ I'm **Shoba** the 'Seeker'

I'm **Ainil** the __**'Wizard'** __ I'm **Zayani** the 'Enchanter' = = = = =  = This is definitely our favourite part and the most interesting things to know. Don’t you think so??? Malaysia is our beloved country and it’s our dignity you know. Even though we’re the in the faraway land but still we miss our family and country very much. For now we will dismiss that though and focus on our job. Now, will you help us by finishing this early and let us get some rest. You will be with me, Miss Enchanter, in this journey.Let’s start!

For your information, Malaysian English formally known as Malaysian Standard English is a form of English used and spoken in Malaysia as a second language. But remember, Malaysian English should not be confused with Malaysian Colloquial English which is famously known as Manglish or Street English, a portmanteau of the word Malay and English. Malaysian English also has their features so please ALERT.
 * 1) Malaysian English is generally non-rhotic, regardless of the fact that all /r/s are pronounced in native Malay.
 * 2) Malaysian English originates from British English as a result of British colonialism in present-day Malaysia.
 * 3) It has components of American English, Malay, Chinese, Indian, and other languages: vocabulary, pronunciation, and grammar
 * 4) Like South-Eastern British English, Malaysian English employs a broad A accent, as such words like bath and chance appear with /ɑː/ and not /æ/.
 * 5) The /t/ phoneme in words like butter is usually not flapped (as in most forms of American English) or realised as a glottal stop (as in some other forms of British English, including Cockney).
 * 6) There is no h-dropping in words like head.
 * 7) Malaysian English does not have yod-dropping after /n/, /t/ and /d/. Hence, for example, new, tune and dune are pronounced /njuː/, /tjuːn/ and /djuːn/ rather than /nuː/, /tuːn/ and /duːn/. This contrasts with many East Anglian and East Midland varieties of British English and with most forms of American English.

**WIZARDS KNOWLEDGE TIME!!!!**
At last I got an opportunity to use my knowledge…ehem…According to [|The Encyclopedia of Malaysia: Languages & Literature], p 61, English in Malaysia has been categorized into //three// levels: the //__acrolect, mesolect and basilect__//. The acrolect is near-native, and not many Malaysians fall into this category - only those educated in core English-speaking countries from early schooling up to university may be found to speak the acrolect variety, so only tiny percentage of Malaysians are proficient in it. As with other similar situations, a continuum exists between these three varieties and speakers may code-switch between them depending on context. Most academics, professionals and other English-educated Malaysians, speak mesolect English. Malaysian English belongs to mesolect, and it is Malaysian English that is used in daily interaction.However, in truth most Malaysians on the street speak Manglish on a daily basis. Therefore this means Manglish is actually short for Malaysian English. Manglish can be spoken almost using completely English words alone just that they are used differently. Imported words are actually minimal except for just a handful of common non-English nouns and verbs in Malaysia. Manglish or Malaysian English is therefore a matter of style of usage. OH..Now we need <span style="color: #000080; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center;">Mr Jumper to help us to explain this. In my knowledge and experience by jumping around in time!! If I’m not mistaken in the first half of the 20th century, Malaysian English was exactly similar to British English. However in the post-colonial era that is after 1957, the influx of American TV programmes has influenced the usage of Malaysian English. There is no official language board, council or organisation to ensure the correct and standard usage of Malaysian English, because after independence, Malay replaced English as the official language.On the other hand, the University of Cambridge Local Examinations Syndicate continues, however, to set and mark the GCE O-Level English Language "1119" paper which is a compulsory subject for the Malaysian Certificate of Education (the English Language paper set by the Malaysian Ministry of Education is the same as the English Language "1119" paper for GCE O-Level).Unofficially, however, NST English (named after the //New Straits Times//, the oldest English language daily in Malaysia) is often used as the reference point for Malaysian English

<span class="mw-headline" style="background-color: #ffffff; color: #808000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Words or phrases only used in Malaysian English Malaysian English has also created its own vocabulary just like any other former British colonies such as Australia and New Zealand and these words come from a variety of influences. Typically, for words or phrases that are based on other English words, the Malaysian English speaker may be unaware that the word or phrase is not present in British or American English.So, this is some of the words or phrases that <span style="color: #ff0000; font-family: Impact,Charcoal,sans-serif;">Miss Seeker has found for us. __<span class="mw-headline" style="color: #808000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Different meanings __ Words and phrases that have different meanings in British and Malaysian English <span class="mw-headline" style="color: #808000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Vocabulary Do you know that there are many non-Malaysian words used in Malaysian English that are not in standard English. The following are shared with Australia, New Zealand or other countries: These are unique to Malaysia: <span class="mw-headline" style="color: #808000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Syntax Syntactical differences are few although in colloquial speech 'shall' and 'ought' are wanting, 'must' is marginal for obligation and 'may' is rare. Many syntactical features of Malaysian English are found in other forms of English, e.g. Scottish English, British English and North American English: <span class="mw-headline" style="color: #808000; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Phonology and Pronunciation Officially, Malaysian English uses the same pronunciation system as British English. However, most Malaysians speak with a distinctive accent. The accent has recently evolved to become more American, due to the influx of American TV programmes and the large number of Malaysians pursuing higher education in the United States. For example, this increased the emphasis on "r" in words such as "referring" and "world".
 * **Malaysian** || **British / American** ||
 * Handphone (often abbreviated to HP) || Mobile phone or Cell phone ||
 * Malaysian Chinese / Malaysian Indian || Malaysian Chinese or Chinese Malaysian / Indian Malaysian ||
 * KIV (keep in view) || Kept on file, held for further consideration ||
 * Slippers || Flip-flop (not to be confused with slip-on night-time footwear) ||
 * Outstation || Means both 'at work out of town' or less frequently 'at work overseas/abroad'. ||
 * MC (medical certificate). Often used in this context, e.g. 'He is on MC today' || Sick note ||
 * Mee || Noodles ||
 * Remisier || Broker ||
 * **Word / Phrase** || **Malaysian meaning** || **American / British meaning** ||
 * last time || previously || on the previous occurrence ||
 * a parking lot || a parking space, e.g. "That new shopping mall has five hundred parking lots." || a parking garage (from US English) ||
 * an alphabet || a letter of the alphabet, e.g. "The word 'table' has five alphabets." || a set of letters used in a language ||
 * bungalow || A mansion for the rich and/or famous; or a fully detached house, regardless of the number of floors it has. Lately, some housing developers have changed the usage of this word further and we now see terms like "a semi-detached bungalow". || A small freestanding house or cottage having a single storey and sometimes an additional attic storey. ||
 * photostat || a photocopier; also used as a verb meaning "to photocopy" || a historical copying machine using a camera and photographic paper, which was superseded by the photocopier. See Photostat machine. ||
 * slang || accent, e.g. "I cannot understand your slang", when the real meaning is "I cannot understand your accent" || informal spoken language, often unique to a particular country or social group ||
 * to follow || to accompany, e.g. "Can I follow you?" meaning "Can I come with you?" || to go after or behind, e.g. "The police car was following me" ||
 * to keep || to put away or store, e.g. a parent tells a child "Keep your toys!" || to retain as one's own, e.g. "I must decide which to throw away and which to keep." ||
 * to revert || to get back to someone, e.g. in an email: "I will investigate this and revert to you by tomorrow." || to return to a previous edit or state (although this meaning exists in BrE as well.) ||
 * to send || to take someone somewhere, e.g. "Can you send me to the airport?" || to cause something to go somewhere without accompanying it, e.g. "I sent this letter to my grandma." ||
 * chips – "hot chips" US "french fries" and UK "chips".
 * having-in/having here – eat-in at a restaurant
 * takeaway – takeaway (British English) take-out food (American English).
 * apartment – a medium-cost and high-cost flat
 * flat – a low-cost flat.
 * bungalow – a villa or any semi-detached house regardless of the size or number of storeys
 * blur – confused (used by Manglish speakers and considered as bad English)
 * chop – to stamp (with a rubber stamp), as well as the stamp itself.
 * condominium – a high-cost flat usually with common facilities.
 * la(h)! – the prominent trademark in Manglish, the colloquial Malaysian English, it is used for emphasis at the end of a sentence, la(h)! (see note above on Malaysian influence. It originates from Chinese influence although the 'lah' is of the Malay language). Eg: “Are you coming over to the party tonight?’ – “Yes, of course lah.”
 * pass up – to hand in "Pass up your assignments".
 * rubber – meaning eraser as in "Can I borrow your rubber?" (This is also a sense given to the word in British English.)
 * send – to take somebody to somewhere - "I'll send you to the airport."
 * slippers – Japanese sandals; as in US and UK "flip-flops", Australia "thongs"
 * spoil – to be damaged "This one, spoil, lah."
 * uni – in Malaysia it refers to the university (as in British English), while ‘U’ is common in spoken Malaysian English.
 * Can I come too? for "May I come too?"
 * Have you got any? for "Do you have any?"
 * I've got one of those already. for "I have one of those already."
 * It's your shot. for "It's your turn."

= **DEVELOPMENT OF ENGLISH** = <span style="color: #5d325d; font-family: Impact,Charcoal,sans-serif;">Miss Wizard has make a simple table for us to know the chronicle of English development. Well, I do think this is more simpler and fun to study rather than seeing words all the way.Don't you agree with us **//???//** (//** Miss Wizard ** is very **lazy** and ** didn't like ** to read. ** Table ** and ** diagrams ** for better understanding.** Pictures ** are colourful...we won't take our eyes from it...//)









<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">//

While ** wondering ** around for quiet sometime between **__ 8th __**//// and __** 11th **__ century, i found a __ manuscript __ suffered damage from fire in 1731. It is an __** Old English heroic epic poem **__ ......... // //** Geoffrey Chaucer **, father of English literature, gave me this example of his artwork as a gift from an old friend. Take a look and....can you understand it..???( Miss Wizard : i can't...)// //<span style="font-family: 'Comic Sans MS',cursive;">** Shakespeare **....hurmmm....you know him....right...???this is his <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">famous Hamlet <span style="font-family: 'Comic Sans MS',cursive;">... <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">"To be, or not to be" <span style="font-family: 'Comic Sans MS',cursive;">.... <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">we all love you <span style="font-family: 'Comic Sans MS',cursive;">... <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">!!!!! <span style="font-family: 'Comic Sans MS',cursive;">( <span style="color: #808080; font-family: 'Comic Sans MS',cursive;">Miss Wizard <span style="font-family: 'Comic Sans MS',cursive;"> : Shakespeare's fan shout out... **<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">^_^ **<span style="font-family: 'Comic Sans MS',cursive;">) //



(450 – 1100 AD) || (1100 – 1500) || (1500 – 1800) || (1800 – PRESENT) || = ** Development of English in Malaysia ** =
 * = // A BRIEF CHRONOLOGY OF ENGLISH // ||
 * = BC 55 ||= Roman invasion of Britain by Julius Caesar. ||= **Local inhabitants speak Celtish** ||
 * = BC 43 ||= Roman invasion and occupation. Beginning of Roman rule of Britain. ||^  ||
 * = 436 ||= Roman withdrawal from Britain complete. ||^  ||
 * = 449 ||= Settlement of Britain by Germanic invaders begins ||^  ||
 * = 450-480 ||= Earliest known Old English inscriptions. ||= **Old English**
 * = 1066 ||= William the Conqueror, Duke of Normandy, invades and conquers England. ||^  ||
 * = c1150 ||= Earliest surviving manuscripts in Middle English. ||= **Middle English**
 * = 1348 ||= English replaces Latin as the language of instruction in most schools. ||^  ||
 * = 1362 ||= English replaces French as the language of law. English is used in Parliament for the first time. ||^  ||
 * = c1388 ||= Chaucer starts writing //The Canterbury Tales//. ||^  ||
 * = c1400 ||= The Great Vowel Shift begins. ||^  ||
 * = 1476 ||= William Caxton establishes the first English printing press. ||= **Early Modern English**
 * = 1564 ||= Shakespeare is born. ||^  ||
 * = 1604 ||= //Table Alphabeticall//, the first English dictionary, is published. ||^  ||
 * = 1607 ||= The first permanent English settlement in the New World (Jamestown) is established. ||^  ||
 * = 1616 ||= Shakespeare dies. ||^  ||
 * = 1623 ||= Shakespeare's First Folio is published ||^  ||
 * = 1702 ||= The first daily English-language newspaper, //The Daily Courant//, is published in London. ||^  ||
 * = 1755 ||= Samuel Johnson publishes his English dictionary. ||^  ||
 * = 1776 ||= Thomas Jefferson writes the American Declaration of Independence. ||^  ||
 * = 1782 ||= Britain abandons its American colonies. ||^  ||
 * = 1828 ||= Webster publishes his American English dictionary. ||= **Late Modern English**
 * = 1922 ||= The British Broadcasting Corporation is founded. ||^  ||
 * = 1928 ||= The //Oxford English Dictionary// is published. ||^  ||

We have know a little about Malaysian English. Now, lets talk about the development of English in Malaysia.Mr Jumper has found something meaningful for us. Let see what he has found. In essence, the most traditional and impalpable medium of communication whereby man has maintained and will continue to use is language. There are thousands of languages spoken by 6.9 billion people throughout the world. But, English language emerges as the chief international language. This is an interesting fact, indeed. English language has an impact in the advancement and growth in Malaysia from certain major developmental areas.The influence of English language in Peninsular Malaysia can be traced through history as early as nineteen century. It all began when the British Empire expanded its mission of searching for gold, glory and propagating of gospel to the South East Asia including Malaysia or better known as Malaya at that time.

The British colonists had first landed in Penang headed by Sir Francis Light. True enough, in the beginning, they communicated with the locals using sign language and English. Gradually, they took control and intervened in the local and administrative affairs of the traditional Malay states. The increase in government services and the introduction of Resident System in1870’s had further established the presence of the British and subsequently the spread of English among the local people.British officers were employed to head departments involved in collection of revenues, road construction and supervision of mines. They also recruited a small number of local Malays who were able to understand and, to a certain level, speak some simple everyday English.

Later, the expansion of commerce and trading especially in town areas had influenced the level of use of English among the people. Early traders from different places, groups and races, for instance, came to the port cities of Singapore, Malacca and Penang. Although in the sixteen century Malay was the lingua franca for business communication purpose, the presence of British power in the Peninsular of Malaysia had changed it to English. They formulated various rules and regulation pertaining to commercial activities in English.Another factor, which helped the spread of English in Malaysia, was the increase in educational facilities during the British colonization period in Malaysia.

By 1950’s there were many types of schools opened for the local people comprising of mainly the Malay, Chinese and Indian communities. As part of the strategic British's divide and rule political policy, they formed race-based schools to improve the educational aspect of the people: the Malay medium schools, Chinese medium schools and Tamil medium schools. Apart from that, the British also introduced English medium schools like high schools and convents. At these schools, the standard language used among students and teachers was English. Moreover, reference books were also being imported from United Kingdom.The betterment in the provision of education and the spread of English had resulted in the rise of some local English class educated groups. Those who reached a certain level of education or graduated from the English medium schools were highly regarded in the society and were also given the chance to hold important civil service posts in the government.

However, the number of Malay students enrolling in English schools was very small. The students were children of royal families, businessmen and aristocrats. English education was developed to train workforce who are recognized by the British in view of the expanding capitalist sector. But, as the tuition fees were very high and most schools were located in the town, English school registered a small number of Malay students only.

After independence and in the 1970’s the spread of English in Malaysia was particularly related to the roles of mass media. National radio and television networks used both Malay and English programs. There were also certain English newspapers like the old version of the New Straits Times. However, Platt and Weber (1980) argued that the influx of English films was a very critical factor in spreading English in Malaysia. At the time when going to cinemas was a trend, people from different walks of life and racial backgrounds thronged cinemas to watch and enjoy English movies. This getting together for movie entertainment, to some extent, helped foster social tolerance and unity. Indirectly, many learned to pick the language, in particular, through listening to English phonetics and conversations by watching English films.

Nowadays, the importance of English in Malaysia and in the world, generally, needs no further elaboration. The spread and influence of English has reached almost every house and area in Malaysia. The government has, since a long time ago, declared English as the second most important language in Malaysia after Malay language. English and Development Communication Leading development communication speakers like Nora Quebral and Juan F. Jamia assert that the main purpose of development communication is to further encourage and stimulate development. This includes providing education and increasing literacy rates among the people, developing socio-economic status and promoting greater equality and freedom. In the process of development, an important observable yardstick remains that there must be some change taking place.

The change can be in the form of better situations, skills, education or physical and technological facilities. In sum, development leads to a higher standard of living. English language is a medium of communication. It is also used as a communicative skill or tool, which is related either directly or indirectly to the people to help them realize their potential to take part in the development process through participatory and democratic ways.

That is such a long story,isn't it?Do you get something from his explaination.I hope you get what he try to tell you here.Lets move on to the next level...

= Functions of English in Malaysia =

Understanding on the current major functions of English is essential, as English is an important and dynamic medium of communication in stimulating growth and development in Malaysia. Since the launch of Vision 2020 which is the national strategic and ambitious aim of becoming a fully developed nation by the year 2020, certainly the functions of English need to be closely identified, analyzed, acknowledged and further developed to accelerate achieving the vision.

The functions of English can, in a general sense, reflect the relative importance of English. There are many functions of English. The functions of English can be divided according to several domains as the following: 1. The Business Domain 2. The Employment Domain 3. The Education Domain 4. The Domain of Tourism 5. The Media Domain

1. The Business Domain
The use of English in the business domain in Malaysia is apparent and it is continuing to develop in the future. English is fast establishing its presence as the official language in the business and corporate sector. Businesses and organizations have understood the importance of English as a tool requires for business expansion, image building and sometimes it becomes as a matter of survival in today’s era of globalization where local businesses are constantly facing intense competition both from local counterparts and foreign companies. Business organizations which are proficient in English in their promotions, advertisements and marketing plans are believed to be at the edge, professional and having more competitive energy compared to businesses which are less proficient in the language.

Realizing the importance of English, therefore, business strategists and organizations have taken some efforts or initiative to improve their command of English. A good example goes to The Ampang Puteri Specialist Hospital – a private hospital in Kuala Lumpur. Recently the hospital management launched “Let’s Speak English” campaign with the objective to motivate staff to learn and inculcate confidence in speaking the language. The management is planning activities for the staff to enhance the level of English proficiency so that English can soon be its primary medium of communication. Besides, the use of English at the hospital helps improve the organization’s image in the eyes of the public.

Evans and St. John (1998) suggest two particular aspects of English to business communication, which can be observed in Malaysia as well as in other free market economies. They conclude that there are English communications “….. with the public and communication within (intra) a company or between (inter) companies.” These two types of business English communication involve different groups of people and also depend on particular business segments using specific language or terminology.

However, in Malaysia, business English communication does not necessarily mean that the communication is in full English. Businessmen, sometime, like to mix English with Bahasa Malaysia especially in less formal situations when dealing with other local businessmen, customers, and the public.

The function of English in the employment domain is both obvious and prevalent in the Malaysian scene. People with paper qualifications (academics), computer skills or technical skills and have good proficiency in English can expect to get employment easier and faster than those who are merely having qualifications. Generally, companies are searching for potential candidates who are, while fulfilling certain requirements, able to speak and write in both Bahasa Malaysia and English.

Proficiency in English is understood and recognized as a ‘standard’ condition outlined everyday in the job advertisement columns of English leading newspapers like the New Straits Times, the Malay Mail and The Star. In April 2000, there was an issue highlighted in the newspapers and television about the reasons behind the inability of some 39,000 graduates in the country to get job. The Minister of Education, Tan Sri Musa Mohamad, as quoted in the New Straits Times, said, “…..employers did not just look at one’s qualification but also factors like personality, potential, English proficiency and experience.” Musa’s emphasis implies that graduates seeking employment should try to achieve certain level of mastery of English to help them secure appropriate jobs particularly with the private sector. There are also general understandings that job interviews for professional vacancies in critical fields like Law, Accountancy and Engineering are expected to be conducted in English.

Not only does English become a contributive factor for employment needs, it is still necessary for one’s professional career development. A person who demonstrates a high ability in the use of English, for instance, when dealing and communicating with customers and visitors faces a brighter future in his career advancement. He would be looked upon as one who can represent the organization or business and thus would be considered favourably to hold key positions. This, in turn, can be translated into certain promotions and more financial rewards. In short, we can say that English plays an important role in the employment perspective in Malaysia.

3. The Education Domain
The development of English in Malaysian education domain is vital. The past two decades, and currently, have shown greater and more commitment on part of the government in creating awareness to the people, especially the Malay students, about the importance of mastering English language with respect to education from primary to tertiary level. Campaigns and activities have been designed in order to instil the interest to learn, understand and use the language more effectively. The Ministry of Education also makes suitable changes in its policies with the objective to arrest or reduce the declining standard of English among the students.

The Education Ministry had introduced Malaysian University English Test (MUET) a few years ago. It is a special English examination, which is almost equivalent in terms of standard like the international English examinations, for example, Test of English as a Foreign Language (TOEFL-USA) and International English Language Testing Service (IELTS-UK). The MUET comprises of four main sections namely writing, reading, listening and speaking. This gives an examiner a general understanding on a student’s understanding of the usage of English. The MUET must be taken and passed before a university or college student is allowed to graduate. It is increasingly becoming an indication used by employers to know a job candidate’s proficiency of English by looking at the level of pass in MUET.

Another development of English from educational perspective was reported in a Berita Harian news article dated 23November 2000. The article, ‘Subjek Bahasa Inggeris Untuk Murid di Tadika’ (English Subject for Kindergarten Pupils). The Ministry of National Unity and Community Development wants to expose the language to children as early as the age of four to six. Currently a big number of selected female kindergarten teachers from various parts of the country are undergoing training courses in the teaching of English at the Universiti Sains Malaysia. According to its minister, Datuk Dr. Siti Zaharah Sulaiman, “…..the effort to expose children below the age of five to English is good because they can master the language better. We will probably implement this idea to all kindergartens in Malaysia in 2001.”

It is clear that English has its function looking at the educational scope. It is getting more important as the government takes the initiatives to place English firmly in the Malaysian Education domain. The public, too, have long understood that English is a very important subject which is related to academic success. For instance, it is said that successful graduates at the university level, specifically those who achieve first class degrees, are people who have a very high level of mastery in English. This is because they certainly need to read and subsequently analyze a lot of reference books which are mostly written in English and complete assignments. The more they read they develop better understanding and writing skills and thus their performance in academics is also probably getting higher.

4. The Domain of Tourism
Tourism industry has been developing rapidly particularly in the last two decades in Malaysia. There are many factors contributing to the growth and development of the industry. Good infrastructures, efficient public transportation systems, better accommodation facilities, campaign and promotion strategies both at domestic and international levels as well as effective communication skills have all contributed to the expansion of the industry.

For example, in 1999 Malaysia had launched a mega campaign on tourism with the aim to attract as many as possible foreign tourists to come and visit the country. Thus, 1999 was declared as the ‘Visit Malaysia Year.’ Apart from the campaign done at national level, all states too take initiatives to promote local tourism. In all the campaigns and promotions, the role of English becomes evident as a medium of communication to disseminate information regarding places of interest, travel and flight arrangements, range of facilities offered hotels and so on.

English as an international language is used in the publication of brochures, magazines and talks on tourism activities. Hotel industry is closely related to the development of tourism industry. An increase in tourism industry will also stir an increase in hotel industry. Tourists especially the foreigners need proper and comfortable accommodations to stay and they are also hoping for hospitable treatment from the hotel staff. Therefore, front office assistants of hotels, who are in direct contacts with them, should be able to communicate well and politely.

Again, the function of English comes to the surface. In short, English in the domain of tourism industry in Malaysia. It is an essential language used in campaigns and promotions to develop the industry

.5. The Media Domain
The function of English can also be seen in the media domain. Malaysia is increasingly becoming a multicultural society with the coming of immigrants and workers particularly from neighbouring ASEAN countries like Myanmar, Bangladesh, Thailand, Philippine and Burma. Thus, it is not practical anymore to use Malay language solely as the medium of communication in the development of mass media.

As a second language, English is also widely used in the media – books, magazines, newspapers, television programs, radio programs, etc. English is used to disseminate information, knowledge and a variety of messages to the public. Currently there are four major popular English medium newspapers in the country as follows: 1. New Straits Times 2. The Star 3. The Malay Mail 4. The Sun



1. The most known magazine or comics for children and teenagers 'Gempak' has to choose either use a full english or malay dialog for their comics strip. They can't use Manglish.
 * The usage of Manglish

2. Malaysia's first commercial television station is not allowed to use the words 'Sure Heboh' which combine the English and Malay words (Manglish) and now they use 'Jom Heboh'.

The policy of Teaching and Learning Science and Mathematics in English, known by its Malay initials as PPSMI, was initiated by then premier Tun Mahathir Mohamad to arrest the declining proficiency of Malaysian students, partly caused by the earlier policy of designating Malay as the medium of instruction in national schools in newly independent Malaysia. Prior to Independence fought from the British, the primary language of instruction was English, thereby creating a preceding generation more fluent in the language than the current crop of Malaysians.
 * Teaching and Learning Mathematics and Science in English (PPSMI)

In July this year, the Malaysian Education Minister Muhyiddin Yassin announced a decision to reverse the 6-year experiment of teaching Science and Mathematics to school students in English, citing research findings which showed low levels of proficiency among both teachers and students, particularly those from rural or disadvantaged socioeconomic backgrounds. Teachers’ inability to communicate effectively scientific and mathematical concepts in English compounded the students’ difficulty in understanding said concepts, leading to low levels of participation and enthusiasm in Science and Math.

This is what happen when four of us sitting together and talking about current issues....... <span style="color: #5d325d; font-family: Impact,Charcoal,sans-serif;">Miss Wizard : What are your opinion about PPSMI??Enchanter? <span style="color: #00e2ff; font-family: Impact,Charcoal,sans-serif;">Miss Enchanter : Eeeh!!?What? <span style="color: #0000ff; font-family: Impact,Charcoal,sans-serif;">Mr Wizard : She asking you about the food. <span style="color: #800080; font-family: Impact,Charcoal,sans-serif;">Miss Wizard : No,I'm NOT asking about food. <span style="color: #00e2ff; font-family: Impact,Charcoal,sans-serif;">Miss Enchanter : The food is nice thou... <span style="color: #800080; font-family: Impact,Charcoal,sans-serif;">Miss Wizard : Are you playing with me? <span style="color: #00e2ff; font-family: Impact,Charcoal,sans-serif;">Miss enchanter : Nope. <span style="color: #0000ff; font-family: Impact,Charcoal,sans-serif;">Mr Wizard : hehehe <span style="color: #ff0000; font-family: Impact,Charcoal,sans-serif;">Miss Seeker :Well, let me give my opinion. <span style="color: #800080; font-family: Impact,Charcoal,sans-serif;">Miss Wizard : At last there is someone taking me seriously. <span style="color: #ff0000; font-family: Impact,Charcoal,sans-serif;">Miss Seeker :I agree with their assertion to a degree and I sympathise with their predicament. But as a Malaysian, I support the use of English in Math and Science not because it would be easy for people like me, but because not doing so would make it harder in the long run for everyone, in particular those from low socioeconomic backgrounds. Most of the world’s scientific references today are expressed in English, and the dominance of the Internet over printed publications means that it would be virtually impossible for Dewan Bahasa dan Pustaka to translate even a fraction of the scientific knowledge that is out there. By refusing to learn in English, we are effectively limiting our ability to absorb and transmit scientific know how. By delaying the teaching and learning of English from school to tertiary level because eventually Science and Math will be taught in English at universities, we are only making it harder for ourselves. <span style="color: #800080; font-family: Impact,Charcoal,sans-serif;">Miss Wizard, <span style="color: #00e2ff; font-family: Impact,Charcoal,sans-serif;">Miss Enchanter & <span style="color: #0000ff; font-family: Impact,Charcoal,sans-serif;">Mr Wizard :............................................................................................................

Okay,lets go back to our journey.

At last we have reach this point. Will you help us finish this journey by doing some quest.We bet you will find something meaningful by doing it.

=
Miss Enchanter has something for all of you. Since she has a friend name Professor Garfield, she want all of you to meet him. Professor Garfield will help in develop our skill in language.Will you go there and find something that will benefit you and finish this journey.I bet you will//**<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">!!! **//====== Please click this link to begin your quest....... http://www.professorgarfield.org/pgf_home.html

and this is other place where you can find something interesting.Try it... http://www.vocabulary.co.il/ http://www.wordsplay.net/ <span style="font-family: Arial,Helvetica;">[]

We have provide you some fun activities to be done in the class.Check it out!!! We promise you it will be the fun activities to be done in class to develop your skill. This game is prepare to make you use to the standard English rather than Manglish. . 1.**What's the Question?** Form two teams (three will work, but two seems to add just the right amount of competitive tension). Explain the game, with a few examples of answers in search of questions. Ask, 'What's the question?', and get students to correctly say the corresponding questions for your answer. Have two players--one from each team--come to the front. Style it like a game show if you like, with the students standing side-by-side. If you have access to bells or buzzers, it's even more fun. Next, read an answer to a question and say, 'What's the question?' The fastest player to respond wins a point for her/his team. New contestants come to the front for a new round.
 * Level:** Any Level
 * Purpose:** review question forms previously studied in class
 * Procedure:**
 * Rationale:** This game forces the students to think backwards a little, so they must provide a grammatically perfect question. All too often, they are used to answering rather than asking questions, so this is challenging and useful as review.

2. **Chain Spelling (//Shiri-tori//)** The teacher gives a word and asks a student to spell it, and then a second student should say a word beginning with the last letter of the word given. The game continues until someone makes a mistake, that is, to pronounce the word incorrectly, misspell it or come up with a word that has been said already, then he/she is out. The last one remaining in the game is the winner. This game can be made difficult by limiting the words to a certain category, e.g.. food, tools, or nouns, verbs, etc.
 * Level:** Easy to Medium

3.**Taboo** This game is a simplified version of the board game "Taboo". Before class, create several index cards. On each card write one word in a large font with a circle around it, and underneath write 2-4 related words in a smaller font. The goal is for students to get their teammates to guess the circled word. They can say anything they like to try to make them guess, except for the words written on the card. Divide the class into groups of two, and write each group on the board to keep track of points. Place a desk in the front of the room facing the class, so that someone sitting it has their back to the board and can't read it. Place another desk in front of it, so the teammates are facing eachother. Pick a team to go first, and have them choose a card. Have the teammates decide who will guess and who will talk. The guesser sits with their back to the board. On the board, making sure the guesser can't see, write the circled word as well as the other taboo words. The talker then has to try to make their partner guess the circled word without saying it, or any of the other words. After they guess it have another group come up. When all the groups have gone, do it again and have the teammates switch roles. My students really enjoy this game, so much so that they often give the guesser clues even when it is not their team! It's a great way for students to practice forming sentences, and it forces them to use words and structures they might otherwise not use.
 * Level:** Medium to Difficult

4.**Vacation Cards Level:** Medium to Difficult For this activity you will need a deck of cards, and an imaginative theme that could be crafted into some sort of story. For example, I choose "send the teacher on a vacation". On the board or overhead projector make a list like the following. (You could ask your student for imput.)
 * A-exciting
 * 2-depressing
 * 3-expensive
 * 4-heroic
 * 5-romantic
 * 6-fantastic
 * 7-sad
 * 8-almost fatal
 * 9-cheap
 * 10-dramatic
 * J-happy
 * Q-wierd
 * K-change one option

=__<span style="background-color: #000000; color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Pronunciation - Practicing Stress and Intonation __= <span style="color: #ff0000; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 110%; text-align: right;">I am often surprised at how focusing on the "stress - timed" quality of English helps students improve their pronunciation skills. Students often focus on pronouncing each word correctly and therefore tend to pronounce in an unnatural manner. By focusing on the stress - timed factor in English - the fact that only principle words such as proper nouns, principle verbs, adjectives and adverbs receive the "stress" - students soon begin sounding much more "authentic" as the cadence of the language begins to ring true. The following lesson focuses on raising awareness of this issue and includes practice exercises. <span style="color: #cc0000; font-family: verdana,geneva,helvetica;"> <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">**Take a look at the following list of stressed and non-stressed word types.** Basically, stress words are considered **CONTENT WORDS** such as
 * <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 130%; text-align: center;">Aim: ** Improving pronunciation by focusing on the stress - time nature of spoken English
 * <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Activity :** Awareness raising followed by practical application exercises
 * <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Level: ** Pre - intermediate to upper intermediate depending on student needs and awareness
 * <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">Outline: **
 * Begin awareness raising activities by reading an example sentence aloud to the students (for example: The boys didn't have time to finish their homework before the lesson began). Read the sentence the first time pronouncing each word carefully. Read the sentence a second time in natural speech.
 * Ask students which reading seemed more natural and why it seemed more natural.
 * Using the ideas students come up with, explain the idea of English being a "stress - timed" language. If the students speak a syllabic language (such as Italian or Spanish), point out the difference between their own native language and English (theirs being syllabic, English stress - timed). Just this awareness raising can make a dramatic difference in such students abilities.
 * Talk about the differences between stressed words and non-stressed words (i.e. principle verbs are stressed, auxiliary verbs are not).
 * Write the following two sentences on the board:
 * //The beautiful Mountain appeared transfixed in the distance.//
 * //He can come on Sundays as long as he doesn't have to do any homework in the evening.//
 * Underline the stressed words in both sentences. Ask students to try reading aloud. Point out how each sentence seems to be approximately the same length in "stress - time".
 * Ask students to look through the example sentences and underline the words that should be stressed in the worksheet.
 * Circulate about the room asking students to read the sentences aloud once they have decided which words should receive stresses.
 * Review activity as a class - ask students to first read any given sentence with each word pronounced followed by the "stress - timed" version. Expect a surprise at the quick improvement students make in pronunciation (I am every time I do this exercise)!!
 * Nouns e.g. kitchen, Peter
 * (most) principle verbs e.g. visit, construct
 * Adjectives e.g. beautiful, interesting
 * Adverbs e.g. often, carefully

Non-stressed words are considered **FUNCTION WORDS** such as
 * Determiners e.g. the, a, some, a few
 * Auxiliary verbs e.g. don't, am, can, were
 * Prepositions e.g. before, next to, opposite
 * Conjunctions e.g. but, while, as
 * Pronouns e.g. they, she, us
 * Mark the stressed words in the following sentences. After you have found the stressed words, practice reading the sentences aloud.**
 * John is coming over tonight. We are going to work on our homework together.
 * Ecstasy is an extremely dangerous drug.
 * We should have visited some more castles while we were traveling through the back roads of France.
 * Jack bought a new car last Friday.
 * They are looking forward to your visiting them next January.
 * Exciting discoveries lie in Tom's future.
 * Would you like to come over and play a game of chess?
 * They have been having to work hard these last few months on their challenging experiment.
 * Shakespeare wrote passionate, moving poetry.
 * As you might have expected, he has just thought of a new approach to the problem.

ACTIVITIES THAT CAN BE DONE TO IMPROVE MALAYSIAN ENGLISH
<span style="color: #008080; font-family: 'Comic Sans MS',cursive;"> The only way to improve Malaysian English is through exercise or practices. Is either we learn from our own mistake or we watch and learn from others. Here are some activities that highlight the common English error of Malaysian English user so that others can watch and learn.

Malaysian usually has a lot of grammatical error when using English. They like to use noun as verbs; use redundant expressions; directly translate from their language and much more. So, here are some examples before we go through the exercise:

<span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Now, let’s go through a simple exercise:
 * = MALAYSIAN ENGLISH ||= STANDARD ENGLISH ||
 * = He is lazy to study hard. ||= He is **too** lazy to study hard. ||
 * = ** Both ** of them **didn’t** do it. ||= ** Neither ** of them **did** it. ||
 * = She is taller **compared to** Ali. ||= She is taller **than** Ali. ||
 * = I hope you **would** do it quickly. ||= I hope you **will** do it quickly. ||
 * = He asked me where **was** the car. ||= He asked me where the car **was**. ||
 * = He **cut** his hair. ||= He **had** his hair **cut**. ||
 * = ** My ** one is very nice. ||= ** Mine ** is very nice. ||


 * MALAYSIAN ENGLISH || STANDARD ENGLISH ||
 * She is shy to speak to him. || ||
 * All of them didn’t play. || ||
 * They are older compared to both of us. || ||
 * I think she would be a success. || ||
 * I want to know what is the matter. || ||
 * He repaired his car. || ||
 * Theirs ones are very expensive. || ||

<span style="color: #008080; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">Well done that is the end of the exercise. Wish you have fun doing it. Hope you learn something that helps you improve your English. Good luck! Bye!

Now, all of our work had been done its time for us to go home. We have go through a lot of thing during this time but then we manage to complete the task given by the queen. <span style="color: #000080; font-family: 'Arial Black',Gadget,sans-serif; font-size: 72%;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 80%;"> Now, its time for us to say //**GOODBYE**////**!!!**// Thank you for your cooperation and always stay by our side all this time. We hope you enjoy the journey with us.