User:Kou Dou/沙盒8

英語
English
发音	/ˈɪŋɡlɪʃ/
区域	全世界 （見下方§ 地理分佈）
母语使用人数	3.6–4億 （2006） 第二語言：4億 作爲外語：6–7億
語系	印欧语系 日耳曼語族 西日耳曼語支 盎格魯-弗里西語 盎格魯語 英語
早期形式	古英語 中古英語 近代英語 英語
文字	拉丁字母（英文字母） 英語盲文、通用英語盲碼
手语形式	手動編碼英語（含多種系統）
官方地位
作为官方语言	67個國家 27個非主權實體 多個組織 聯合國 歐洲聯盟 英聯邦 歐洲議會 國際刑事法庭 國際奧林匹克委員會 國際標準化組織 北大西洋公約組織 世界貿易組織 北美自由貿易協議 美洲國家組織 經濟合作與發展組織 伊斯蘭合作組織 石油輸出國組織 古阿姆民主和經濟發展組織 太平洋島國論壇 英美協定 東南亞國家聯盟 東南亞國家聯盟經濟共同體 南亞區域合作聯盟 突厥議會 經濟合作組織
語言代碼
ISO 639-1	en
ISO 639-2	eng
ISO 639-3	eng
Glottolog	stan1293
语言瞭望站	52-ABA
英語圈   英語爲主體語言、惟一官方語言   英語爲少數群體語言、惟一官方語言   英語爲主體語言、官方語言之一   英語爲少數群體語言、官方語言之一   英語爲非官方語言   英語爲主體語言、非官方語言   英語爲少數群體語言、非官方語言

英語（英語：English；ⁱ/ˈɪŋɡlɪʃ/）是西日耳曼語支的一種語言。其最早的使用可追溯至中世紀初的盎格魯-撒克遜英格蘭時期，在今天則是世界的通用語（lingua franca） 。「English」一詞得名於「Angles」（即盎格魯人，是移居英格蘭的日耳曼部落一支），而這一稱謂最早則來自波羅的海的盎格恩半島（Angeln）——後者也稱「盎格利亞半島」（Anglia）。英語與弗里西語相當接近，但其詞匯主要受到其它日耳曼諸語言（以古挪威語爲主）、拉丁語和羅曼語（以法語爲主）的大量影響。英語至少已有1400年的歷史。其最初的形式「古英語」屬於盎格鲁-弗里西语的一種方言，由盎格魯-撒克遜移民在5世紀帶往大不列顛島。中古英語在11世紀諾曼征服英格蘭時期開始發展并逐漸被法語影響。15世紀，近代英語隨著印刷機在倫敦的應用、欽定版聖經的發行與元音大推移所帶來的語音轉變而出現 。得益於大英帝國在全球範圍内的影響力，現代英語在17世紀至20世紀中葉被傳播到世界各地。由於其在印刷和電子媒介的廣泛使用以及美國作為超級大國的角色，英語成為了國際交流當中的主要語言和許多地區與專業領域（如科學、航海與法律）的通用語。

以母語人口計算，英語是世界第三大語言，排在現代標準漢語和西班牙語之後。英語是最多人學習的第二語言（將英語作爲第二語言學習的人口已經超過了其母語使用者的數量），并作爲惟一官方語言或多個官方語言之一通行於將近60個主權國家——其中在英國、美國、加拿大、澳大利亞、愛爾蘭與紐西蘭是主要語言，在加勒比、非洲與南亞的部分地區使用者衆多的同時，亦是聯合國、歐洲聯盟等多個全球性與地區性組織的官方語言。在印歐語系日耳曼語族的各語言中，最廣爲使用的英語占據了整個語族70%的人口，而其龐大的詞匯量也使人們無法計算其究竟擁有多少個單詞 。

現代英語語法的變遷經歷了從典型印歐語到幾近成爲分析語的演變——前者擁有依附標記、大量曲折詞法，且語序較爲自由；後者擁有較少曲折成分、相對固定的主動賓語序和複雜的語法結構。現代英語因需要表達複雜的時態、體貌、語氣、被動語態、疑問與否定式而較多地依賴於助動詞和語序。儘管不同國家與地區英語口音和方言之間在語音、音位甚至詞匯、語法和拼寫上體現出了顯著差異性，世界各地的英語使用者仍然能夠彼此進行并不費力的溝通。

系屬分類

日耳曼語族在歐洲的分佈

盎格魯-弗里希語

  英語

  低地蘇格蘭語

  西弗里西語

  北弗里西語

  沙特弗里西語

英語屬於印歐語系日耳曼語族的西日耳曼語支 。與英語最接近的語言是弗里希語，其與英語一同構成了西日耳曼語支的盎格魯-弗里希語。古撒克遜語及其派生語言低地德語與英語的關係同樣密切，故此有時低地德語、英語和弗里希語三者被同時歸類爲因格沃内語（也稱北海日耳曼語）。現代英語是古英語發展至中古英語後再度演變的結果。一些古英語和中古英語特有的方言也轉化成了多種盎格魯語，包括低地蘇格蘭語、已滅絕的芬戈里亞語和愛爾蘭約拉語。

英語被歸類爲日耳曼語的原因在於它與荷蘭語、德語、瑞典語等等日耳曼語族的其它成員有著相似的演變過程。此類演變過程顯示這些語言存在一個共同的祖先——語言學家稱之爲原始日耳曼語。日耳曼語族之間的共通點涵蓋了情態動詞的使用、強變化與弱變化動詞的分類，以及格林定律和維爾納定律體現出的原始印歐語輔音變化。

與冰島語、法羅語等其它以島嶼地區爲主的日耳曼語一樣，英語的演變脫離了大陸日耳曼語的影響。因而大陸日耳曼語和英語之間有著詞匯、句法、音位等各方面的區別，并不存在相互理解性。儘管如此，諸如荷蘭語等語言仍體現出了與英語的近似成分，以早期英語尤甚。 由於英語在其漫長的發展歷程當中因與其它語言的接觸而產生了巨大變化（其中以古挪威語和諾曼法語的影響爲主），學術界存在著中古英語克里奧爾假説，觀點認爲英語可以被視作一種混合語或克里奧爾語。不過雖然現代英語在詞匯和語法上受到的外來語言影響十分巨大且廣爲人知，多數研究語言接觸的專家并不將英語視作真正的混合語。

這幅系統發生樹解釋了日耳曼語族西日耳曼語支各語言之間的歷史聯係

依照格林定律，「foot」一詞在日耳曼語族中的發音以/f/開頭，但它在其它印歐語言中的同源詞卻以/p/開頭。這是由於原始印歐語中軟腭音的顎音化轉變（見古英語音位史；弗里希語和英語兩者也正是因爲存在顎音化等種種相似之處而被歸類爲盎格魯-弗里希語）：

• 英語：sing、sang、sung；荷蘭語：zingen、zong、gezongen；德語：singen、sang、gesungen（強變化動詞）

英語：laugh、laughed；荷蘭語、德語：lachen、lachte（弱變化動詞）

• 英語：foot；荷蘭語：voet；德語：Fuß；挪威語、瑞典語：fot（開頭的/f/通過格林定律自原始印歐語的*p轉變而來）

拉丁語：pes（詞幹：ped-）；希臘語：πόδι（pódi）；俄語：под（pod）；梵語：पद्（pád，來自原始印歐語的*p）

• 英語：cheese；弗里希語：tsiis（顎音化形成的「ch」與「ts」）

德語：Käse；荷蘭語：kaas（并未顎音化的「k」）

歷史

主条目：英語史

原始日耳曼語 － 古英語

主条目：古英語

用半安色爾字體寫就的古英語史詩《貝奧武夫》手稿原文開篇：「Hƿæt ƿē Gārde/na ingēar dagum þēod cyninga / þrym ge frunon...」
意即：「聽著！我們昔日的丹麥長矛勇士耳聞國王的榮耀……」（Listen! We of the Spear-Danes from days of yore have heard of the glory of the folk-kings...）

英語的最早形式是大約在公元550至1066年間通行的古英語（也稱盎格魯-撒克遜語）。古英語則來自北海日耳曼語的各種方言，後者時年由弗里西亞、下薩克森、日德蘭半島與瑞典南部沿岸區域的盎格魯人、撒克遜人及朱特人等日耳曼人部落所使用。5世紀時，盎格魯-撒克遜人逐漸開始在不列顛定居，羅馬人隨之撤離、羅馬帝國從公元43年至409年在不列顛尼亞行省的統治也就此結束。此前，凱爾特語族的古布立吞語原本爲不列顛行省所固有，而當地的另一種語言拉丁語也是在凱撒入侵不列顛時期由羅馬人帶去的。到了7世紀，盎格魯-撒克遜人的日耳曼語言漸漸占據主導、取代了古布立吞語和拉丁語的地位。之後，「England」（舊稱「Ænglaland」）和「English」（舊稱「Ænglisc」）因「Angles」（盎格魯人）一詞得名。

古英語共有四個方言，分別爲屬於盎格魯支系的莫西亞方言、諾森伯蘭方言和屬於撒克遜支系的肯特方言、西撒克遜方言。9世紀，隨著阿爾弗雷德大王的教育改革及其治下威塞克斯王國日益增長的影響力，西撒克遜方言逐漸成爲了當時古英語的標準書面語。例如史詩《貝奧武夫》由西撒克遜方言書寫，而最早的英文詩歌《卡德蒙的贊美詩》則是由諾森伯蘭方言書寫的。現代英語主要繼承自莫西亞方言，不過低地蘇格蘭語則是諾森伯蘭方言的繼承者。少數早期用古英語寫就的銘文使用的是一種盎格魯-撒克遜式盧恩字母。與半安色爾字體相伴而行的的古英語拉丁字母系統則在6世紀開始使用。這一字母系統包含了盧恩字母⟨ƿ⟩（wynn）和⟨þ⟩（thorn），以及修改後的拉丁字母⟨ð⟩（eth）與⟨æ⟩（ash）。

古英語和現代英語之間有著巨大的區別，以至於21世紀的英語使用者想要理解古英語絕非易事。其語法與現代德語存在相似之處，而與之最接近的是古弗里希語。古英語的名詞、形容詞、代詞與動詞存在極多的詞形與詞尾變化，且語序相較現代英語也擁有更多自由度。現代英語的代詞中存在諸如「he」（他，主格）、「him」（他，賓格）與「his」（他[的]，所有格）這樣的語義格及少量包括「I have」（我有）、「he has」（他有）在内的動詞詞尾；不過古英語卻擁有名詞詞尾，動詞也更多地以人稱與數結尾。

The translation of Matthew 8:20 from 1000 CE shows examples of case endings (nominative plural, accusative plural, genitive singular) and a verb ending (present plural):

Foxas habbað holu and heofonan fuglas nest

Fox-as habb-að hol-u and heofon-an fugl-as nest-∅

fox-{{{2}}} have-{{{2}}} hole-{{{2}}} and heaven-{{{2}}} bird-{{{2}}} nest-{{{2}}}

"Foxes have holes and the birds of heaven nests"

中古英語

主条目：Middle English

Englischmen þeyz hy hadde fram þe bygynnyng þre manner speche, Souþeron, Northeron, and Myddel speche in þe myddel of þe lond, … Noþeles by comyxstion and mellyng, furst wiþ Danes, and afterward wiþ Normans, in menye þe contray longage ys asperyed, and som vseþ strange wlaffyng, chyteryng, harryng, and garryng grisbytting.

Although, from the beginning, Englishmen had three manners of speaking, southern, northern and midlands speech in the middle of the country, … Nevertheless, through intermingling and mixing, first with Danes and then with Normans, amongst many the country language has arisen, and some use strange stammering, chattering, snarling, and grating gnashing.

“

”

John of Trevisa, ca. 1385

In the period from the 8th to the 12th century, Old English gradually transformed through language contact into Middle English. Middle English is often arbitrarily defined as beginning with the conquest of England by William the Conqueror in 1066, but it developed further in the period from 1200–1450.

First, the waves of Norse colonisation of northern parts of the British Isles in the 8th and 9th centuries put Old English into intense contact with Old Norse, a North Germanic language. Norse influence was strongest in the Northeastern varieties of Old English spoken in the Danelaw area around York, which was the centre of Norse colonisation; today these features are still particularly present in Scots and Northern English. However the centre of norsified English seems to have been in the Midlands around Lindsey, and after 920 CE when Lindsey was reincorporated into the Anglo-Saxon polity, Norse features spread from there into English varieties that had not been in intense contact with Norse speakers. Some elements of Norse influence that persist in all English varieties today are the pronouns beginning with th- (they, them, their) which replaced the Anglo-Saxon pronouns with h- (hie, him, hera).

With the Norman conquest of England in 1066, the now norsified Old English language was subject to contact with the Old Norman language, a Romance language closely related to Modern French. The Norman language in England eventually developed into Anglo-Norman. Because Norman was spoken primarily by the elites and nobles, while the lower classes continued speaking Anglo-Saxon, the influence of Norman consisted of introducing a wide range of loanwords related to politics, legislation and prestigious social domains. Middle English also greatly simplified the inflectional system, probably in order to reconcile Old Norse and Old English, which were inflectionally different but morphologically similar. The distinction between nominative and accusative case was lost except in personal pronouns, the instrumental case was dropped, and the use of the genitive case was limited to describing possession. The inflectional system regularised many irregular inflectional forms, and gradually simplified the system of agreement, making word order less flexible. By the Wycliffe Bible of the 1380s, the passage Matthew 8:20 was written

Foxis han dennes, and briddis of heuene han nestis

Here the plural suffix -n on the verb have is still retained, but none of the case endings on the nouns are present.

By the 12th century Middle English was fully developed, integrating both Norse and Norman features; it continued to be spoken until the transition to early Modern English around 1500. Middle English literature includes Geoffrey Chaucer's The Canterbury Tales, and Malory's Le Morte d'Arthur. In the Middle English period the use of regional dialects in writing proliferated, and dialect traits were even used for effect by authors such as Chaucer.

近代英語

主条目：Early Modern English

Graphic representation of the Great Vowel Shift, showing how the pronunciation of the long vowels gradually shifted, with the high vowels i: and u: breaking into diphthongs and the lower vowels each shifting their pronunciation up one level

The next period in the history of English was Early Modern English (1500–1700). Early Modern English was characterised by the Great Vowel Shift (1350–1700), inflectional simplification, and linguistic standardisation.

The Great Vowel Shift affected the stressed long vowels of Middle English. It was a chain shift, meaning that each shift triggered a subsequent shift in the vowel system. Mid and open vowels were raised, and close vowels were broken into diphthongs. For example, the word bite was originally pronounced as the word beet is today, and the second vowel in the word about was pronounced as the word boot is today. The Great Vowel Shift explains many irregularities in spelling, since English retains many spellings from Middle English, and it also explains why English vowel letters have very different pronunciations from the same letters in other languages.

English began to rise in prestige during the reign of Henry V. Around 1430, the Court of Chancery in Westminster began using English in its official documents, and a new standard form of Middle English, known as Chancery Standard, developed from the dialects of London and the East Midlands. In 1476, William Caxton introduced the printing press to England and began publishing the first printed books in London, expanding the influence of this form of English. Literature from the Early Modern period includes the works of William Shakespeare and the translation of the Bible commissioned by King James I. Even after the vowel shift the language still sounded different from Modern English: for example, the consonant clusters /kn ɡn sw/ in knight, gnat, and sword were still pronounced. Many of the grammatical features that a modern reader of Shakespeare might find quaint or archaic represent the distinct characteristics of Early Modern English.

In the 1611 King James Version of the Bible, written in Early Modern English, Matthew 8:20 says:

The Foxes haue holes and the birds of the ayre haue nests

This exemplifies the loss of case and its effects on sentence structure (replacement with Subject-Verb-Object word order, and the use of of instead of the non-possessive genitive), and the introduction of loanwords from French (ayre) and word replacements (bird originally meaning "nestling" had replaced OE fugol).

現代英語的傳播

By the late 18th century, the British Empire had facilitated the spread of English through its colonies and geopolitical dominance. Commerce, science and technology, diplomacy, art, and formal education all contributed to English becoming the first truly global language. English also facilitated worldwide international communication. As England continued to form new colonies, these in turn became independent and developed their own norms for how to speak and write the language. English was adopted in North America, India, parts of Africa, Australasia, and many other regions. In the post-colonial period, some of the newly created nations that had multiple indigenous languages opted to continue using English as the official language to avoid the political difficulties inherent in promoting any one indigenous language above the others. In the 20th century the growing economic and cultural influence of the United States and its status as a superpower following the Second World War has, along with worldwide broadcasting in English by the BBC and other broadcasters, significantly accelerated the spread of the language across the planet. By the 21st century, English was more widely spoken and written than any language has ever been.

A major feature in the early development of Modern English was the codification of explicit norms for standard usage, and their dissemination through official media such as public education and state sponsored publications. In 1755 Samuel Johnson published his A Dictionary of the English Language which introduced a standard set of spelling conventions and usage norms. In 1828, Noah Webster published the American Dictionary of the English language in an effort to establish a norm for speaking and writing American English that was independent from the British standard. Within Britain, non-standard or lower class dialect features were increasingly stigmatised, leading to the quick spread of the prestige varieties among the middle classes.

In terms of grammatical evolution, Modern English has now reached a stage where the loss of case is almost complete (case is now only found in pronouns, such as he and him, she and her, who and whom), and where SVO word-order is mostly fixed. Some changes, such as the use of do-support have become universalised. (Earlier English did not use the word "do" as a general auxiliary as Modern English does; at first it was only used in question constructions where it was not obligatory. Now, do-support with the verb have is becoming increasingly standardised.) The use of progressive forms in -ing, appears to be spreading to new constructions, and forms such as had been being built are becoming more common. Regularisation of irregular forms also slowly continues (e.g. dreamed instead of dreamt), and analytical alternatives to inflectional forms are becoming more common (e.g. more polite instead of politer). British English is also undergoing change under the influence of American English, fuelled by the strong presence of American English in the media and the prestige associated with the US as a world power.

地理分佈

参见：List of territorial entities where English is an official language、List of countries by English-speaking population和English-speaking world

Percentage of English native speakers.

Percentage of English speakers by country.

80–100%   60–80%

40–60%   20–40%

0–20%   Not available

As of 2016, 400 million people spoke English as their first language, and 1.1 billion spoke it as a secondary language. English is probably the third largest language by number of native speakers, after Mandarin and Spanish. However, when combining native and non-native speakers it may, depending on the estimate used, be the most commonly spoken language in the world. English is spoken by communities on every continent and on oceanic islands in all the major oceans.

The countries in which English is spoken can be grouped into different categories by how English is used in each country. The "inner circle" countries with many native speakers of English share an international standard of written English and jointly influence speech norms of English around the world. English does not belong to just one country, and it does not belong solely to descendants of English settlers. English is an official language of countries populated by few descendants of native speakers of English. It has also become by far the most important language of international communication when people who share no native language meet anywhere in the world.

英語國家與三圈分類法

Braj Kachru distinguishes countries where English is spoken with a three circles model. In his model, the "inner circle" countries are countries with large communities of native speakers of English, "outer circle" countries have small communities of native speakers of English but widespread use of English as a second language in education or broadcasting or for local official purposes, and "expanding circle" countries are countries where many learners learn English as a foreign language. Kachru bases his model on the history of how English spread in different countries, how users acquire English, and the range of uses English has in each country. The three circles change membership over time.

Braj Kachru's Three Circles of English.

Countries with large communities of native speakers of English (the inner circle) include Britain, the United States, Australia, Canada, Ireland, and New Zealand, where the majority speaks English, and South Africa, where a significant minority speaks English. The countries with the most native English speakers are, in descending order, the United States (at least 231 million), the United Kingdom (60 million), Canada (19 million), Australia (at least 17 million), South Africa (4.8 million), Ireland (4.2 million), and New Zealand (3.7 million). In these countries, children of native speakers learn English from their parents, and local people who speak other languages or new immigrants learn English to communicate in their neighbourhoods and workplaces. The inner-circle countries provide the base from which English spreads to other countries in the world.

Estimates of the number of English speakers who are second language and foreign-language speakers vary greatly from 470 million to more than 1,000 million depending on how proficiency is defined. Linguist David Crystal estimates that non-native speakers now outnumber native speakers by a ratio of 3 to 1. In Kachru's three-circles model, the "outer circle" countries are countries such as the Philippines, Jamaica, India, Pakistan, Singapore, and Nigeria with a much smaller proportion of native speakers of English but much use of English as a second language for education, government, or domestic business, and where English is routinely used for school instruction and official interactions with the government.

Those countries have millions of native speakers of dialect continua ranging from an English-based creole to a more standard version of English. They have many more speakers of English who acquire English in the process of growing up through day by day use and listening to broadcasting, especially if they attend schools where English is the medium of instruction. Varieties of English learned by speakers who are not native speakers born to English-speaking parents may be influenced, especially in their grammar, by the other languages spoken by those learners. Most of those varieties of English include words little used by native speakers of English in the inner-circle countries, and they may have grammatical and phonological differences from inner-circle varieties as well. The standard English of the inner-circle countries is often taken as a norm for use of English in the outer-circle countries.

In the three-circles model, countries such as Poland, China, Brazil, Germany, Japan, Indonesia, Egypt, and other countries where English is taught as a foreign language make up the "expanding circle". The distinctions between English as a first language, as a second language, and as a foreign language are often debatable and may change in particular countries over time. For example, in the Netherlands and some other countries of Europe, knowledge of English as a second language is nearly universal, with over 80 percent of the population able to use it, and thus English is routinely used to communicate with foreigners and often in higher education. In these countries, although English is not used for government business, the widespread use of English in these countries puts them at the boundary between the "outer circle" and "expanding circle". English is unusual among world languages in how many of its users are not native speakers but speakers of English as a second or foreign language.

Many users of English in the expanding circle use it to communicate with other people from the expanding circle, so that interaction with native speakers of English plays no part in their decision to use English. Non-native varieties of English are widely used for international communication, and speakers of one such variety often encounter features of other varieties. Very often today a conversation in English anywhere in the world may include no native speakers of English at all, even while including speakers from several different countries.

Pie chart showing the percentage of native English speakers living in "inner circle" English-speaking countries. Native speakers are now substantially outnumbered worldwide by second-language speakers of English (not counted in this chart).

  US（64.3%）

  UK（16.7%）

  Canada（5.3%）

  Australia（4.7%）

  South Africa（1.3%）

  Ireland（1.1%）

  New Zealand（1%）

  其他（5.6%）

多中心英語

English is a pluricentric language, which means that no one national authority sets the standard for use of the language. But English is not a divided language, despite a long-standing joke originally attributed to George Bernard Shaw that the United Kingdom and the United States are "two countries separated by a common language". Spoken English, for example English used in broadcasting, generally follows national pronunciation standards that are also established by custom rather than by regulation. International broadcasters are usually identifiable as coming from one country rather than another through their accents, but newsreader scripts are also composed largely in international standard written English. The norms of standard written English are maintained purely by the consensus of educated English-speakers around the world, without any oversight by any government or international organisation.

American listeners generally readily understand most British broadcasting, and British listeners readily understand most American broadcasting. Most English speakers around the world can understand radio programmes, television programmes, and films from many parts of the English-speaking world. Both standard and nonstandard varieties of English can include both formal or informal styles, distinguished by word choice and syntax and use both technical and non-technical registers.

The settlement history of the English-speaking inner circle countries outside Britain helped level dialect distinctions and produce koineised forms of English in South Africa, Australia, and New Zealand. The majority of immigrants to the United States without British ancestry rapidly adopted English after arrival. Now the majority of the United States population are monolingual English speakers, although English has been given official status by only 30 of the 50 state governments of the US.

英語的國際語言地位

参见：Foreign language influences in English和Study of global communication

English has ceased to be an "English language" in the sense of belonging only to people who are ethnically English. Use of English is growing country-by-country internally and for international communication. Most people learn English for practical rather than ideological reasons. Many speakers of English in Africa have become part of an "Afro-Saxon" language community that unites Africans from different countries.

As decolonisation proceeded throughout the British Empire in the 1950s and 1960s, former colonies often did not reject English but rather continued to use it as independent countries setting their own language policies. For example, the view of the English language among many Indians has gone from associating it with colonialism to associating it with economic progress, and English continues to be an official language of India. English is also widely used in media and literature, and the number of English language books published annually in India is the third largest in the world after the US and UK. However English is rarely spoken as a first language, numbering only around a couple hundred-thousand people, and less than 5% of the population speak fluent English in India. David Crystal claimed in 2004 that, combining native and non-native speakers, India now has more people who speak or understand English than any other country in the world, but the number of English speakers in India is very uncertain, with most scholars concluding that the United States still has more speakers of English than India.

Modern English, sometimes described as the first global lingua franca, is also regarded as the first world language. English is the world's most widely used language in newspaper publishing, book publishing, international telecommunications, scientific publishing, international trade, mass entertainment, and diplomacy. English is, by international treaty, the basis for the required controlled natural languages Seaspeak and Airspeak, used as international languages of seafaring and aviation. English used to have parity with French & German in scientific research, but now it dominates that field. It achieved parity with French as a language of diplomacy at the Treaty of Versailles negotiations in 1919. By the time of the foundation of the United Nations at the end of World War II, English had become pre-eminent and is now the main worldwide language of diplomacy and international relations. It is one of six official languages of the United Nations. Many other worldwide international organisations, including the International Olympic Committee, specify English as a working language or official language of the organisation.

Many regional international organisations such as the European Free Trade Association, Association of Southeast Asian Nations (ASEAN), and Asia-Pacific Economic Cooperation (APEC) set English as their organisation's sole working language even though most members are not countries with a majority of native English speakers. While the European Union (EU) allows member states to designate any of the national languages as an official language of the Union, in practice English is the main working language of EU organisations.

Although in most countries English is not an official language, it is currently the language most often taught as a foreign language. In the countries of the EU, English is the most widely spoken foreign language in nineteen of the twenty-five member states where it is not an official language (that is, the countries other than the UK, Ireland and Malta). In a 2012 official Eurobarometer poll, 38 percent of the EU respondents outside the countries where English is an official language said they could speak English well enough to have a conversation in that language. The next most commonly mentioned foreign language, French (which is the most widely known foreign language in the UK and Ireland), could be used in conversation by 12 percent of respondents.

A working knowledge of English has become a requirement in a number of occupations and professions such as medicine and computing. English has become so important in scientific publishing that more than 80 percent of all scientific journal articles indexed by Chemical Abstracts in 1998 were written in English, as were 90 percent of all articles in natural science publications by 1996 and 82 percent of articles in humanities publications by 1995.

Specialised subsets of English arise spontaneously in international communities, for example, among international business people, as an auxiliary language. This has led some scholars to develop the study of English as an auxiliary languages. Globish uses a relatively small subset of English vocabulary (about 1500 words with highest use in international business English) in combination with the standard English grammar. Other examples include Simple English.

The increased use of the English language globally has had an effect on other languages, leading to some English words being assimilated into the vocabularies of other languages. This influence of English has led to concerns about language death, and to claims of linguistic imperialism, and has provoked resistance to the spread of English; however the number of speakers continues to increase because many people around the world think that English provides them with opportunities for better employment and improved lives.

Although some scholars mention a possibility of future divergence of English dialects into mutually unintelligible languages, most think a more likely outcome is that English will continue to function as a koineised language in which the standard form unifies speakers from around the world. English is used as the language for wider communication in countries around the world. Thus English has grown in worldwide use much more than any constructed language proposed as an international auxiliary language, including Esperanto.

音位學

主条目：English phonology

The phonetics and phonology of English differ between dialects, usually without interfering with mutual communication. Phonological variation affects the inventory of phonemes (speech sounds that distinguish meaning), and phonetic variation is differences in pronunciation of the phonemes. This overview mainly describes the standard pronunciations of the United Kingdom and the United States: Received Pronunciation (RP) and General American (GA) (See Section below on "Dialects, accents and varieties"). The phonetic symbols used below are from the International Phonetic Alphabet (IPA).

輔音

主条目：English phonology § Consonants

Most English dialects share the same 24 consonant phonemes. The consonant inventory shown below is valid for Californian American English, and for RP.

Consonant phonemes

	Labial		Dental		Alveolar		Post- alveolar		Palatal		Velar		Glottal
Nasal		m				n						ŋ
Stop	p	b			t	d					k	ɡ
Affricate							tʃ	dʒ
Fricative	f	v	θ	ð	s	z	ʃ	ʒ					h
Approximant						l		ɹ*		j		w

* Conventionally transcribed /r/.

In the table, when obstruents (stops, affricates, and fricatives) appear in pairs, such as /p b/, /tʃ dʒ/, and /s z/, the first is fortis (strong) and the second is lenis (weak). Fortis obstruents, such as /p tʃ s/ are pronounced with more muscular tension and breath force than lenis consonants, such as /b dʒ z/, and are always voiceless. Lenis consonants are partly voiced at the beginning and end of utterances, and fully voiced between vowels. Fortis stops such as /p/ have additional articulatory or acoustic features in most dialects: they are aspirated [pʰ] when they occur alone at the beginning of a stressed syllable, often unaspirated in other cases, and often unreleased [p̚ ] or pre-glottalised [ˀp] at the end of a syllable. In a single-syllable word, a vowel before a fortis stop is shortened: thus nip has a noticeably shorter vowel (phonetically, but not phonemically) than nib [nɪˑp̬] (see below).

• lenis stops: bin [b̥ɪˑn], about [əˈbaʊt], nib [nɪˑb̥]
• fortis stops: pin [ˈpʰɪn], spin [spɪn], happy [ˈhæpi], nip [ˈnɪp̚ ] or [ˈnɪˀp]

In RP, the lateral approximant /l/, has two main allophones (pronunciation variants): the clear or plain [l], as in light, and the dark or velarised [ɫ], as in full. GA has dark l in most cases.

• clear l: RP light [laɪt]
• dark l: RP and GA full [fʊɫ], GA light [ɫaɪt]

All sonorants (liquids /l, r/ and nasals /m, n, ŋ/) devoice when following a voiceless obstruent, and they are syllabic when following a consonant at the end of a word.

• voiceless sonorants: clay [ˈkl̥ɛɪ̯] and snow [ˈsn̥oʊ]
• syllabic sonorants: paddle [pad.l̩], and button [bʌt.n̩]

母音

主条目：English phonology § Vowels

The pronunciation of vowels varies a great deal between dialects and is one of the most detectable aspects of a speaker's accent. The table below lists the vowel phonemes in Received Pronunciation (RP) and General American (GA), with examples of words in which they occur from lexical sets compiled by linguists. The vowels are represented with symbols from the International Phonetic Alphabet; those given for RP are standard in British dictionaries and other publications.

monophthongs RP GA word iː i need ɪ bid e ɛ bed æ back

monophthongs RP GA word (ɪ) ɨ roses ə comma ɜː ɜr bird ʌ but

monophthongs RP GA word uː u food ʊ good ɔː ɔ paw ɒ cloth ɑ box ɑː bra

diphthongs RP GA word eɪ bay əʊ oʊ road aɪ cry aʊ cow ɔɪ boy

In RP, vowel length is phonemic; long vowels are marked with a triangular colon ⟨ː⟩ in the table above, such as the vowel of need [niːd] as opposed to bid [bɪd]. GA does not have long vowels.

In both RP and GA, vowels are phonetically shortened before fortis consonants in the same syllable, like /t tʃ f/, but not before lenis consonants like /d dʒ v/ or in open syllables: thus, the vowels of rich [rɪ̆tʃ], neat [niˑt], and safe [sĕɪ̆f] are noticeably shorter than the vowels of ridge [rɪdʒ], need [niːd], and save [seɪv], and the vowel of light [lăɪ̆t] is shorter than that of lie [laɪ]. Because lenis consonants are frequently voiceless at the end of a syllable, vowel length is an important cue as to whether the following consonant is lenis or fortis.

The vowels /ɨ ə/ only occur in unstressed syllables and are a result of vowel reduction. Some dialects do not distinguish them, so that roses and comma end in the same vowel, a dialect feature called weak-vowel merger. GA has an unstressed r-coloured schwa /ɚ/, as in butter [ˈbʌtɚ], which in RP has the same vowel as the word-final vowel in comma.

語音組合法

An English syllable includes a syllable nucleus consisting of a vowel sound. Syllable onset and coda (start and end) are optional. A syllable can start with up to three consonant sounds, as in sprint /sprɪnt/, and end with up to four, as in texts /teksts/. This gives an English syllable the following structure, (CCC)V(CCCC) where C represents a consonant and V a vowel. The consonants that may appear together in onsets or codas are restricted, as is the order in which they may appear. Onsets can only have four types of consonant clusters: a stop and approximant, as in play; a voiceless fricative and approximant, as in fly or sly; s and a voiceless stop, as in stay; and s, a voiceless stop, and an approximant, as in string. Clusters of nasal and stop are only allowed in codas. Clusters of obstruents always agree in voicing, and clusters of sibilants and of plosives with the same point of articulation are prohibited. Furthermore, several consonants have limited distributions: /h/ can only occur in syllable initial position, and /ŋ/ only in syllable final position.

重音、戒律和聲調

参见：Stress and vowel reduction in English和Intonation in English

Stress plays an important role in English. Certain syllables are stressed, while others are unstressed. Stress is a combination of duration, intensity, vowel quality, and sometimes changes in pitch. Stressed syllables are pronounced longer and louder than unstressed syllables, and vowels in unstressed syllables are frequently reduced while vowels in stressed syllables are not. Some words, primarily short function words but also some modal verbs such as can, have weak and strong forms depending on whether they occur in stressed or non-stressed position within a sentence.

Stress in English is phonemic, and some pairs of words are distinguished by stress. For instance, the word contract is stressed on the first syllable (/ˈkɒntrækt/ KON-trakt) when used as a noun, but on the last syllable (/kənˈtrækt/ kən-TRAKT) for most meanings (for example, "reduce in size") when used as a verb. Here stress is connected to vowel reduction: in the noun "contract" the first syllable is stressed and has the unreduced vowel /ɒ/, but in the verb "contract" the first syllable is unstressed and its vowel is reduced to /ə/. Stress is also used to distinguish between words and phrases, so that a compound word receives a single stress unit, but the corresponding phrase has two: e.g. to búrn óut versus a búrnout, and a hótdog versus a hót dóg.

In terms of rhythm, English is generally described as a stress-timed language, meaning that the amount of time between stressed syllables tends to be equal. Stressed syllables are pronounced longer, but unstressed syllables (syllables between stresses) are shortened. Vowels in unstressed syllables are shortened as well, and vowel shortening causes changes in vowel quality: vowel reduction.

區域性變體

Varieties of Standard English and their features
Phonological features	United States	Canada	Republic of Ireland	Northern Ireland	Scotland	England	Wales	South Africa	Australia	New Zealand
father–bother merger	yes	yes
/ɒ/ is unrounded	yes	yes	yes
/ɜːr/ is pronounced [ɚ]	yes	yes	yes	yes
cot–caught merger	possibly	yes	possibly	yes	yes
fool–full merger				yes	yes
/tˌd/ flapping (latter-ladder merger)	yes	yes	possibly	often	rarely	rarely	rarely	rarely	yes	often
trap–bath split			possibly	possibly		yes	yes	yes	often	yes
non-rhotic (/r/-dropping after vowels)						yes	yes	yes	yes	yes
close vowels for /æ, ɛ/								yes	yes	yes
/l/ can always be pronounced [ɫ]	yes	yes		yes	yes				yes	yes
/ɑːr/ is fronted			possibly						yes	yes

Dialects and low vowels

word	RP	GA	Can	sound change
{{{2}}}	/ɔ/	/ɔ/ or /ɑ/	/ɑ/	cot–caught merger
{{{2}}}	/ɒ/			lot–cloth split
{{{2}}}		/ɑ/		father–bother merger
{{{2}}}	/ɑː/
{{{2}}}		/æ/	/æ/	trap–bath split
{{{2}}}
{{{2}}}	/æ/

Varieties of English vary the most in pronunciation of vowels. The best known national varieties used as standards for education in non English-speaking countries are British (BrE) and American (AmE). Countries such as Canada, Australia, Ireland, New Zealand and South Africa have their own standard varieties which are less often used as standards for education internationally. Some differences between the various dialects are shown in the table "Varieties of Standard English and their features".

English has undergone many historical sound changes, some of them affecting all varieties, and others affecting only a few. Most standard varieties are affected by the Great Vowel Shift, which changed the pronunciation of long vowels, but a few dialects have slightly different results. In North America, a number of chain shifts such as the Northern Cities Vowel Shift and Canadian Shift have produced very different vowel landscapes in some regional accents.

Some dialects have fewer or more consonant phonemes and phones than the standard varieties. Some conservative varieties like Scottish English have a voiceless [ʍ] sound in whine that contrasts with the voiced [w] in wine, but most other dialects pronounce both words with voiced [w], a dialect feature called wine–whine merger. The unvoiced velar fricative sound /x/ is found in Scottish English, which distinguishes loch /lɔx/ from lock /lɔk/. Accents like Cockney with "h-dropping" lack the glottal fricative /h/, and dialects with th-stopping and th-fronting like African American Vernacular and Estuary English do not have the dental fricatives /θ, ð/, but replace them with dental or alveolar stops /t, d/ or labiodental fricatives /f, v/. Other changes affecting the phonology of local varieties are processes such as yod-dropping, yod-coalescence, and reduction of consonant clusters.

General American and Received Pronunciation vary in their pronunciation of historical /r/ after a vowel at the end of a syllable (in the syllable coda). GA is a rhotic dialect, meaning that it pronounces /r/ at the end of a syllable, but RP is non-rhotic, meaning that it loses /r/ in that position. English dialects are classified as rhotic or non-rhotic depending on whether they elide /r/ like RP or keep it like GA.

There is complex dialectal variation in words with the open front and open back vowels /æ ɑː ɒ ɔː/. These four vowels are only distinguished in RP, Australia, New Zealand and South Africa. In GA, these vowels merge to three /æ ɑ ɔ/, and in Canadian English they merge to two /æ ɑ/. In addition, the words that have each vowel vary by dialect. The table "Dialects and open vowels" shows this variation with lexical sets in which these sounds occur.

語法

主条目：English grammar

As is typical of an Indo-European language, English follows accusative morphosyntactic alignment. Unlike other Indo-European languages though, English has largely abandoned the inflectional case system in favor of analytic constructions. Only the personal pronouns retain morphological case more strongly than any other word class. English distinguishes at least seven major word classes: verbs, nouns, adjectives, adverbs, determiners (i.e. articles), prepositions, and conjunctions. Some analyses add pronouns as a class separate from nouns, and subdivide conjunctions into subordinators and coordinators, and add the class of interjections. English also has a rich set of auxiliary verbs, such as have and do, expressing the categories of mood and aspect. Questions are marked by do-support, wh-movement (fronting of question words beginning with wh-) and word order inversion with some verbs.

Some traits typical of Germanic languages persist in English, such as the distinction between irregularly inflected strong stems inflected through ablaut (i.e. changing the vowel of the stem, as in the pairs speak/spoke and foot/feet) and weak stems inflected through affixation (such as love/loved, hand/hands). Vestiges of the case and gender system are found in the pronoun system (he/him, who/whom) and in the inflection of the copula verb to be.

The seven word classes are exemplified in this sample sentence:Template:Sfb

The

chairman

of

the

committee

and

the

loquacious

politician

clashed

violently

when

the

meeting

started

Det.

Noun

Prep.

Det.

Noun

Conj.

Det.

Adj.

Noun

Verb

Advb.

Conj.

Det.

Noun

Verb

名詞與名詞短語

English nouns are only inflected for number and possession. New nouns can be formed through derivation or compounding. They are semantically divided into proper nouns (names) and common nouns. Common nouns are in turn divided into concrete and abstract nouns, and grammatically into count nouns and mass nouns.

Most count nouns are inflected for plural number through the use of the plural suffix -s, but a few nouns have irregular plural forms. Mass nouns can only be pluralised through the use of a count noun classifier, e.g. one loaf of bread, two loaves of bread.

Regular plural formation:

Singular: cat, dog

Plural: cats, dogs

Irregular plural formation:

Singular: man, woman, foot, fish, ox, knife, mouse

Plural: men, women, feet, fish, oxen, knives, mice

Possession can be expressed either by the possessive enclitic -s (also traditionally called a genitive suffix), or by the preposition of. Historically the -s possessive has been used for animate nouns, whereas the of possessive has been reserved for inanimate nouns. Today this distinction is less clear, and many speakers use -s also with inanimates. Orthographically the possessive -s is separated from the noun root with an apostrophe.

Possessive constructions:

With -s: The woman's husband's child

With of: The child of the husband of the woman

Nouns can form noun phrases (NPs) where they are the syntactic head of the words that depend on them such as determiners, quantifiers, conjunctions or adjectives. Noun phrases can be short, such as the man, composed only of a determiner and a noun. They can also include modifiers such as adjectives (e.g. red, tall, all) and specifiers such as determiners (e.g. the, that). But they can also tie together several nouns into a single long NP, using conjunctions such as and, or prepositions such as with, e.g. the tall man with the long red trousers and his skinny wife with the spectacles (this NP uses conjunctions, prepositions, specifiers and modifiers). Regardless of length, an NP functions as a syntactic unit. For example, the possessive enclitic can, in cases which do not lead to ambiguity, follow the entire noun phrase, as in The President of India's wife, where the enclitic follows India and not President.

The class of determiners is used to specify the noun they precede in terms of definiteness, where the marks a definite noun and a or an an indefinite one. A definite noun is assumed by the speaker to be already known by the interlocutor, whereas an indefinite noun is not specified as being previously known. Quantifiers, which include one, many, some and all, are used to specify the noun in terms of quantity or number. The noun must agree with the number of the determiner, e.g. one man (sg.) but all men (pl.). Determiners are the first constituents in a noun phrase.

形容詞

Adjectives modify a noun by providing additional information about their referents. In English, adjectives come before the nouns they modify and after determiners. In Modern English, adjectives are not inflected, and they do not agree in form with the noun they modify, as adjectives in most other Indo-European languages do. For example, in the phrases the slender boy, and many slender girls, the adjective slender does not change form to agree with either the number or gender of the noun.

Some adjectives are inflected for degree of comparison, with the positive degree unmarked, the suffix -er marking the comparative, and -est marking the superlative: a small boy, the boy is smaller than the girl, that boy is the smallest. Some adjectives have irregular comparative and superlative forms, such as good, better, and best. Other adjectives have comparatives formed by periphrastic constructions, with the adverb more marking the comparative, and most marking the superlative: happier or more happy, the happiest or most happy. There is some variation among speakers regarding which adjectives use inflected or periphrastic comparison, and some studies have shown a tendency for the periphrastic forms to become more common at the expense of the inflected form.

代詞、格與人稱

English pronouns conserve many traits of case and gender inflection. The personal pronouns retain a difference between subjective and objective case in most persons (I/me, he/him, she/her, we/us, they/them) as well as a gender and animateness distinction in the third person singular (distinguishing he/she/it). The subjective case corresponds to the Old English nominative case, and the objective case is used both in the sense of the previous accusative case (in the role of patient, or direct object of a transitive verb), and in the sense of the Old English dative case (in the role of a recipient or indirect object of a transitive verb). Subjective case is used when the pronoun is the subject of a finite clause, and otherwise the objective case is used. While grammarians such as Henry Sweet and Otto Jespersen noted that the English cases did not correspond to the traditional Latin based system, some contemporary grammars, for example Huddleston & Pullum (2002), retain traditional labels for the cases, calling them nominative and accusative cases respectively.

Possessive pronouns exist in dependent and independent forms; the dependent form functions as a determiner specifying a noun (as in my chair), while the independent form can stand alone as if it were a noun (e.g. the chair is mine). The English system of grammatical person no longer has a distinction between formal and informal pronouns of address, and the forms for 2nd person plural and singular are identical except in the reflexive form. Some dialects have introduced innovative 2nd person plural pronouns such as y'all found in Southern American English and African American (Vernacular) English or youse and ye found in Irish English.

English personal pronouns

Person	Subjective case	Objective case	Dependent possessive	Independent possessive	Reflexive
1st p. sg.	I	me	my	mine	myself
2nd p. sg.	you	you	your	yours	yourself
3rd p. sg.	he/she/it	him/her/it	his/her/its	his/hers/its	himself/herself/itself
1st p. pl.	we	us	our	ours	ourselves
2nd p. pl.	you	you	your	yours	yourselves
3rd p. pl	they	them	their	theirs	themselves

Pronouns are used to refer to entities deictically or anaphorically. A deictic pronoun points to some person or object by identifying it relative to the speech situation — for example the pronoun I identifies the speaker, and the pronoun you, the addressee. Anaphorical pronouns such as that refer back to an entity already mentioned or assumed by the speaker to be known by the audience, for example in the sentence I already told you that. The reflexive pronouns are used when the oblique argument is identical to the subject of a phrase (e.g. "he sent it to himself" or "she braced herself for impact").

介詞

Prepositional phrases (PP) are phrases composed of a preposition and one or more nouns, e.g. with the dog, for my friend, to school, in England. Prepositions have a wide range of uses in English. They are used to describe movement, place, and other relations between different entities, but they also have many syntactic uses such as introducing complement clauses and oblique arguments of verbs. For example, in the phrase I gave it to him, the preposition to marks the recipient, or Indirect Object of the verb to give. Traditionally words were only considered prepositions if they governed the case of the noun they preceded, for example causing the pronouns to use the objective rather than subjective form, "with her", "to me", "for us". But some contemporary grammars such as that of Huddleston & Pullum (2002:598–600頁) no longer consider government of case to be the defining feature of the class of prepositions, rather defining prepositions as words that can function as the heads of prepositional phrases.

動詞與動詞短語

English verbs are inflected for tense and aspect, and marked for agreement with third person singular subject. Only the copula verb to be is still inflected for agreement with the plural and first and second person subjects. Auxiliary verbs such as have and be are paired with verbs in the infinitive, past, or progressive forms. They form complex tenses, aspects, and moods. Auxiliary verbs differ from other verbs in that they can be followed by the negation, and in that they can occur as the first constituent in a question sentence.

Most verbs have six inflectional forms. The primary forms are a plain present, a third person singular present, and a preterite (past) form. The secondary forms are a plain form used for the infinitive, a gerund–participle and a past participle. The copula verb to be is the only verb to retain some of its original conjugation, and takes different inflectional forms depending on the subject. The first person present tense form is am, the third person singular form is and the form are is used second person singular and all three plurals. The only verb past participle is been and its gerund-participle is being.

English inflectional forms

Inflection	Strong	Regular
Plain present	take	love
3rd person sg. present	takes	loves
Preterite	took	loved
Plain (infinitive)	take	love
Gerund–participle	taking	loving
Past participle	taken	loved

時態、體和語氣

English has two primary tenses, past (preterit) and non-past. The preterit is inflected by using the preterit form of the verb, which for the regular verbs includes the suffix -ed, and for the strong verbs either the suffix -t or a change in the stem vowel. The non-past form is unmarked except in the third person singular, which takes the suffix -s.

	Present	Preterite
First person	I run	I ran
Second person	You run	You ran
Third person	John runs	John ran

English does not have a morphologised future tense. Futurity of action is expressed periphrastically with one of the auxiliary verbs will or shall. Many varieties also use a near future constructed with the phrasal verb be going to.

	Future
First person	I will run
Second person	You will run
Third person	John will run

Further aspectual distinctions are encoded by the use of auxiliary verbs, primarily have and be, which encode the contrast between a perfect and non-perfect past tense (I have run vs. I was running), and compound tenses such as preterite perfect (I had been running) and present perfect (I have been running).

For the expression of mood, English uses a number of modal auxiliaries, such as can, may, will, shall and the past tense forms could, might, would, should. There is also a subjunctive and an imperative mood, both based on the plain form of the verb (i.e. without the third person singular -s), and which is used in subordinate clauses (e.g. subjunctive: It is important that he run every day; imperative Run!).

An infinitive form, that uses the plain form of the verb and the preposition to, is used for verbal clauses that are syntactically subordinate to a finite verbal clause. Finite verbal clauses are those that are formed around a verb in the present or preterit form. In clauses with auxiliary verbs they are the finite verbs and the main verb is treated as a subordinate clause. For example, he has to go where only the auxiliary verb have is inflected for time and the main verb to go is in the infinitive, or in a complement clause such as I saw him leave, where the main verb is to see which is in a preterite form, and leave is in the infinitive.

短語動詞

English also makes frequent use of constructions traditionally called phrasal verbs, verb phrases that are made up of a verb root and a preposition or particle which follows the verb. The phrase then functions as a single predicate. In terms of intonation the preposition is fused to the verb, but in writing it is written as a separate word. Examples of phrasal verbs are to get up, to ask out, to back up, to give up, to get together, to hang out, to put up with, etc. The phrasal verb frequently has a highly idiomatic meaning that is more specialised and restricted than what can be simply extrapolated from the combination of verb and preposition complement (e.g. lay off meaning terminate someone's employment). In spite of the idiomatic meaning, some grammarians, including Huddleston & Pullum (2002:274頁), do not consider this type of construction to form a syntactic constituent and hence refrain from using the term "phrasal verb". Instead they consider the construction simply to be a verb with a prepositional phrase as its syntactic complement, i.e. he woke up in the morning and he ran up in the mountains are syntactically equivalent.

副詞

The function of adverbs is to modify the action or event described by the verb by providing additional information about the manner in which it occurs. Many adverbs are derived from adjectives with the suffix -ly, but not all, and many speakers tend to omit the suffix in the most commonly used adverbs. For example, in the phrase the woman walked quickly the adverb quickly derived from the adjective quick describes the woman's way of walking. Some commonly used adjectives have irregular adverbial forms, such as good which has the adverbial form well.

語法學

In the English sentence The cat sat on the mat, the subject is the cat (a NP), the verb is sat, and on the mat is a prepositional phrase (composed of an NP the mat, and headed by the preposition on). The tree describes the structure of the sentence.

Modern English syntax language is moderately analytic. It has developed features such as modal verbs and word order as resources for conveying meaning. Auxiliary verbs mark constructions such as questions, negative polarity, the passive voice and progressive aspect.

基本語序

English word order has moved from the Germanic verb-second (V2) word order to being almost exclusively subject–verb–object (SVO). The combination of SVO order and use of auxiliary verbs often creates clusters of two or more verbs at the centre of the sentence, such as he had hoped to try to open it.

In most sentences English only marks grammatical relations through word order. The subject constituent precedes the verb and the object constituent follows it. The example below demonstrates how the grammatical roles of each constituent is marked only by the position relative to the verb:

The dog	bites	the man
S	V	O
The man	bites	the dog
S	V	O

An exception is found in sentences where one of the constituents is a pronoun, in which case it is doubly marked, both by word order and by case inflection, where the subject pronoun precedes the verb and takes the subjective case form, and the object pronoun follows the verb and takes the objective case form. The example below demonstrates this double marking in a sentence where both object and subject is represented with a third person singular masculine pronoun:

He	hit	him
S	V	O

Indirect objects (IO) of ditransitive verbs can be placed either as the first object in a double object construction (S V IO O), such as I gave Jane the book or in a prepositional phrase, such as I gave the book to Jane

從句語序

主条目：English clause syntax

In English a sentence may be composed of one or more clauses, that may in turn be composed of one or more phrases (e.g. Noun Phrases, Verb Phrases, and Prepositional Phrases). A clause is built around a verb, and includes its constituents, such as any NPs and PPs. Within a sentence one clause is always the main clause (or matrix clause) whereas other clauses are subordinate to it. Subordinate clauses may function as arguments of the verb in the main clause. For example, in the phrase I think (that) you are lying, the main clause is headed by the verb think, the subject is I, but the object of the phrase is the subordinate clause (that) you are lying. The subordinating conjunction that shows that the clause that follows is a subordinate clause, but it is often omitted. Relative clauses are clauses that function as a modifier or specifier to some constituent in the main clause: For example, in the sentence I saw the letter that you received today, the relative clause that you received today specifies the meaning of the word letter, the object of the main clause. Relative clauses can be introduced by the pronouns who, whose, whom and which as well as by that (which can also be omitted.) In contrast to many other Germanic languages there is no major differences between word order in main and subordinate clauses.

助動詞結構

主条目：Do-support和Subject–auxiliary inversion

English syntax relies on auxiliary verbs for many functions including the expression of tense, aspect and mood. Auxiliary verbs form main clauses, and the main verbs function as heads of a subordinate clause of the auxiliary verb. For example, in the sentence the dog did not find its bone, the clause find its bone is the complement of the negated verb did not. Subject–auxiliary inversion is used in many constructions, including focus, negation, and interrogative constructions.

The verb do can be used as an auxiliary even in simple declarative sentences, where it usually serves to add emphasis, as in "I did shut the fridge." However, in the negated and inverted clauses referred to above, it is used because the rules of English syntax permit these constructions only when an auxiliary is present. Modern English does not allow the addition of the negating adverb not to an ordinary finite lexical verb, as in *I know not—it can only be added to an auxiliary (or copular) verb, hence if there is no other auxiliary present when negation is required, the auxiliary do is used, to produce a form like I do not (don't) know. The same applies in clauses requiring inversion, including most questions—inversion must involve the subject and an auxiliary verb, so it is not possible to say *Know you him?; grammatical rules require Do you know him?

Negation is done with the adverb not, which precedes the main verb and follows an auxiliary verb. A contracted form of not -n't can be used as an enclitic attaching to auxiliary verbs and to the copula verb to be. Just as with questions, many negative constructions require the negation to occur with do-support, thus in Modern English I don't know him is the correct answer to the question Do you know him?, but not *I know him not, although this construction may be found in older English.

Passive constructions also use auxiliary verbs. A passive construction rephrases an active construction in such a way that the object of the active phrase becomes the subject of the passive phrase, and the subject of the active phrase is either omitted or demoted to a role as an oblique argument introduced in a prepositional phrase. They are formed by using the past participle either with the auxiliary verb to be or to get, although not all varieties of English allow the use of passives with get. For example, putting the sentence she sees him into the passive becomes he is seen (by her), or he gets seen (by her).

問句

Both yes–no questions and wh-questions in English are mostly formed using subject–auxiliary inversion (Am I going tomorrow?, Where can we eat?), which may require do-support (Do you like her?, Where did he go?). In most cases, interrogative words (wh-words; e.g. what, who, where, when, why, how) appear in a fronted position. For example, in the question What did you see?, the word what appears as the first constituent despite being the grammatical object of the sentence. (When the wh-word is the subject or forms part of the subject, no inversion occurs: Who saw the cat?.) Prepositional phrases can also be fronted when they are the question's theme, e.g. To whose house did you go last night?. The personal interrogative pronoun who is the only interrogative pronoun to still show inflection for case, with the variant whom serving as the objective case form, although this form may be going out of use in many contexts.

對話語法

At the discourse level English tends to use a topic-comment structure, where the known information (topic) precedes the new information (comment). Because of the strict SVO syntax, the topic of a sentence generally has to be the grammatical subject of the sentence. In cases where the topic is not the grammatical subject of the sentence, frequently the topic is promoted to subject position through syntactic means. One way of doing this is through a passive construction, the girl was stung by the bee. Another way is through a cleft sentence where the main clause is demoted to be a complement clause of a copula sentence with a dummy subject such as it or there, e.g. it was the girl that the bee stung, there was a girl who was stung by a bee. Dummy subjects are also used in constructions where there is no grammatical subject such as with impersonal verbs (e.g., it is raining) or in existential clauses (there are many cars on the street). Through the use of these complex sentence constructions with informationally vacuous subjects, English is able to maintain both a topic comment sentence structure and a SVO syntax.

Focus constructions emphasise a particular piece of new or salient information within a sentence, generally through allocating the main sentence level stress on the focal constituent. For example, the girl was stung by a bee (emphasising it was a bee and not for example a wasp that stung her), or The girl was stung by a bee (contrasting with another possibility, for example that it was the boy). Topic and focus can also be established through syntactic dislocation, either preposing or postposing the item to be focused on relative to the main clause. For example, That girl over there, she was stung by a bee, emphasises the girl by preposition, but a similar effect could be achieved by postposition, she was stung by a bee, that girl over there, where reference to the girl is established as an "afterthought".

Cohesion between sentences is achieved through the use of deictic pronouns as anaphora (e.g. that is exactly what I mean where that refers to some fact known to both interlocutors, or then used to locate the time of a narrated event relative to the time of a previously narrated event). Discourse markers such as oh, so or well, also signal the progression of ideas between sentences and help to create cohesion. Discourse markers are often the first constituents in sentences. Discourse markers are also used for stance taking in which speakers position themselves in a specific attitude towards what is being said, for example, no way is that true! (the idiomatic marker no way! expressing disbelief), or boy! I'm hungry (the marker boy expressing emphasis). While discourse markers are particularly characteristic of informal and spoken registers of English, they are also used in written and formal registers.

詞匯

[[:File:NewOED-2001-ed.jpg|thumb|upright=0.90|Oxford Dictionaries suggest that there are at least a quarter of a million distinct English words.]]

English is an immensely rich language in terms of vocabulary, containing more synonyms than any other languages. There are words which appear on the surface to mean exactly the same thing but which, in fact, have a slightly different shade of meaning and must be used appropriately if a speaker wants to convey precisely the message they intend to convey. It is generally stated that English has around 170,000 words, or 220,000 if obsolete words are counted. Over half of these words are nouns, a quarter adjectives and a seventh verbs. There is one count that puts the English vocabulary at about 1 million words — but that count presumably includes words such as Latin species names, scientific terminology, prefixed and suffixed words, jargon, foreign words of extremely limited English use and technical acronyms.

Since it's an international language, English is expeditious when it comes adopting foreign words, where it would borrow vocabulary from a large number of other sources. Early studies of English vocabulary by lexicographers, the scholars who formally study vocabulary, compile dictionaries, or both, were impeded by a lack of comprehensive data on actual vocabulary in use from good-quality linguistic corpora, collections of actual written texts and spoken passages. Many statements published before the end of the 20th century about the growth of English vocabulary over time, the dates of first use of various words in English, and the sources of English vocabulary will have to be corrected as new computerised analysis of linguistic corpus data becomes available.

構詞過程

English forms new words from existing words or roots in its vocabulary through a variety of processes. One of the most productive processes in English is conversion, using a word with a different grammatical role, for example using a noun as a verb or a verb as a noun. Another productive word-formation process is nominal compounding, producing compound words such as babysitter or ice cream or homesick. A process more common in Old English than in Modern English, but still productive in Modern English, is the use of derivational suffixes (-hood, -ness, -ing, -ility) to derive new words from existing words (especially those of Germanic origin) or stems (especially for words of Latin or Greek origin).

Formation of new words, called neologisms, based on Greek or Latin roots (for example television or optometry) is a highly productive process in English and in most modern European languages, so much so that it is often difficult to determine in which language a neologism originated. For this reason, lexicographer Philip Gove attributed many such words to the "international scientific vocabulary" (ISV) when compiling Webster's Third New International Dictionary (1961). Another active word-formation process in English is acronyms, words formed by pronouncing as a single word abbreviations of longer phrases (e.g. NATO, laser).

字源

主条目：Lists of English loanwords by country or language of origin

Source languages of English vocabulary

English, besides forming new words from existing words and their roots, also borrows words from other languages. This process of adding words from other languages is commonplace in many world languages, but English is characterised as being especially open to borrowing of foreign words throughout the last 1,000 years. The most commonly used words in English are West Germanic. The words in English learned first by children as they learn to speak, particularly the grammatical words that dominate the word count of both spoken and written texts, are the Germanic words inherited from the earliest periods of the development of Old English.

But one of the consequences of long language contact between French and English in all stages of their development is that the vocabulary of English has a very high percentage of "Latinate" words (derived from French, especially, and also from Latin or from other Romance languages). French words from various periods of the development of French now make up one-third of the vocabulary of English. Words of Old Norse origin have entered the English language primarily from the contact between Old Norse and Old English during colonisation of eastern and northern England. Many of these words are part of English core vocabulary, such as egg or knife.

English has also borrowed many words directly from Latin, the ancestor of the Romance languages, during all stages of its development. Many of these words were earlier borrowed into Latin from Greek. Latin or Greek are still highly productive sources of stems used to form vocabulary of subjects learned in higher education such as the sciences, philosophy, and mathematics. English continues to gain new loanwords and calques ("loan translations") from languages all over the world, and words from languages other than the ancestral Anglo-Saxon language make up about 60 percent of the vocabulary of English.

English has formal and informal speech registers, and informal registers, including child directed speech, tend to be made up predominantly of words of Anglo-Saxon origin, while the percentage of vocabulary that is of Latinate origin is higher in legal, scientific, and academic texts.

其它語言中的英語借詞與借譯

English has a strong influence on the vocabulary of other languages. The influence of English comes from such factors as opinion leaders in other countries knowing the English language, the role of English as a world lingua franca, and the large number of books and films that are translated from English into other languages. That pervasive use of English leads to a conclusion in many places that English is an especially suitable language for expressing new ideas or describing new technologies. Among varieties of English, it is especially American English that influences other languages. Some languages, such as Chinese, write words borrowed from English mostly as calques, while others, such as Japanese, readily take in English loanwords written in sound-indicating script. Dubbed films and television programmes are an especially fruitful source of English influence on languages in Europe.

書寫系統

参见：English alphabet、English braille和English orthography

Since the ninth century, English has been written in a Latin alphabet (also called Roman alphabet). Earlier Old English texts in Anglo-Saxon runes are only short inscriptions. The great majority of literary works in Old English that survive to today are written in the Roman alphabet. The modern English alphabet contains 26 letters of the Latin script: a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z (which also have capital forms: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z).

The spelling system, or orthography, of English is multi-layered, with elements of French, Latin, and Greek spelling on top of the native Germanic system. Further complications have arisen through sound changes with which the orthography has not kept pace. Compared to European languages for which official organisations have promoted spelling reforms, English has spelling that is a less consistent indicator of pronunciation and standard spellings of words that are more difficult to guess from knowing how a word is pronounced. There are also systematic spelling differences between British and American English. These situations have prompted proposals for spelling reform in English.

Although letters and speech sounds do not have a one-to-one correspondence in standard English spelling, spelling rules that take into account syllable structure, phonetic changes in derived words, and word accent are reliable for most English words. Moreover, standard English spelling shows etymological relationships between related words that would be obscured by a closer correspondence between pronunciation and spelling, for example the words photograph, photography, and photographic, or the words electricity and electrical. While few scholars agree with Chomsky and Halle (1968) that conventional English orthography is "near-optimal", there is a rationale for current English spelling patterns. The standard orthography of English is the most widely used writing system in the world. Standard English spelling is based on a graphomorphemic segmentation of words into written clues of what meaningful units make up each word.

Readers of English can generally rely on the correspondence between spelling and pronunciation to be fairly regular for letters or digraphs used to spell consonant sounds. The letters b, d, f, h, j, k, l, m, n, p, r, s, t, v, w, y, z represent, respectively, the phonemes /b, d, f, h, dʒ, k, l, m, n, p, r, s, t, v, w, j, z/. The letters c and g normally represent /k/ and /ɡ/, but there is also a soft c pronounced /s/, and a soft g pronounced /dʒ/. The differences in the pronunciations of the letters c and g are often signalled by the following letters in standard English spelling. Digraphs used to represent phonemes and phoneme sequences include ch for /tʃ/, sh for /ʃ/, th for /θ/ or /ð/, ng for /ŋ/, qu for /kw/, and ph for /f/ in Greek-derived words. The single letter x is generally pronounced as /z/ in word-initial position and as /ks/ otherwise. There are exceptions to these generalisations, often the result of loanwords being spelled according to the spelling patterns of their languages of origin or proposals by pedantic scholars in the early period of Modern English to mistakenly follow the spelling patterns of Latin for English words of Germanic origin.

For the vowel sounds of the English language, however, correspondences between spelling and pronunciation are more irregular. There are many more vowel phonemes in English than there are vowel letters (a, e, i, o, u, w, y). As a result of a smaller set of single letter symbols than the set of vowel phonemes, some "long vowels" are often indicated by combinations of letters (like the oa in boat, the ow in how, and the ay in stay), or the historically based silent e (as in note and cake).

The consequence of this complex orthographic history is that learning to read can be challenging in English. It can take longer for school pupils to become independently fluent readers of English than of many other languages, including Italian, Spanish, or German. Nonetheless, there is an advantage for learners of English reading in learning the specific sound-symbol regularities that occur in the standard English spellings of commonly used words. Such instruction greatly reduces the risk of children experiencing reading difficulties in English. Making primary school teachers more aware of the primacy of morpheme representation in English may help learners learn more efficiently to read and write English.

English writing also includes a system of punctuation that is similar to the system of punctuation marks used in most alphabetic languages around the world. The purpose of punctuation is to mark meaningful grammatical relationships in sentences to aid readers in understanding a text and to indicate features important for reading a text aloud.

方言、口音與變體

主条目：List of dialects of the English language、World Englishes和regional accents of English

Dialectologists identity many English dialects, which usually refer to regional varieties that differ from each other in terms of patterns of grammar, vocabulary, and pronunciation. The pronunciation of particular areas distinguishes dialects as separate regional accents. The major native dialects of English are often divided by linguists into the two extremely general categories of British English (BrE) and North American English (NAE). There also exists a third common major grouping of English varieties: Southern Hemisphere English, the most prominent being Australian and New Zealand English.

英國與愛爾蘭

参见：English language in England、Northern England English、Scots language、Scottish English、Welsh English、Estuary English、Ulster English和Hiberno-English

Map showing the main dialect regions in the UK and Ireland

As the place where English first evolved, the British Isles, and particularly England, are home to the most diverse dialects. Within the United Kingdom, the Received Pronunciation (RP), an educated dialect of South East England, is traditionally used as the broadcast standard, and is considered the most prestigious of the British dialects. The spread of RP (also known as BBC English) through the media has caused many traditional dialects of rural England to recede, as youths adopt the traits of the prestige variety instead of traits from local dialects. At the time of the Survey of English Dialects, grammar and vocabulary differed across the country, but a process of lexical attrition has led most of this variation to disappear.

Nonetheless this attrition has mostly affected dialectal variation in grammar and vocabulary, and in fact only 3 percent of the English population actually speak RP, the remainder speaking regional accents and dialects with varying degrees of RP influence. There is also variability within RP, particularly along class lines between Upper and Middle class RP speakers and between native RP speakers and speakers who adopt RP later in life. Within Britain there is also considerable variation along lines of social class, and some traits though exceedingly common are considered "non-standard" and are associated with lower class speakers and identities. An example of this is H-dropping, which was historically a feature of lower class London English, particularly Cockney, but which today is the standard in all major English cities—yet it remains largely absent in broadcasting and among the upper crust of British society.

English in England can be divided into four major dialect regions, Southwest English, South East English, Midlands English, and Northern English. Within each of these regions several local subdialects exist: Within the Northern region, there is a division between the Yorkshire dialects, and the Geordie dialect spoken in Northumbria around Newcastle, and the Lancashire dialects with local urban dialects in Liverpool (Scouse) and Manchester (Mancunian). Having been the centre of Danish occupation during the Viking Invasions, Northern English dialects, particularly the Yorkshire dialect, retain Norse features not found in other English varieties.

Since the 15th century, southeastern England varieties centred around London, which has been the centre from which dialectal innovations have spread to other dialects. In London, the Cockney dialect was traditionally used by the lower classes, and it was long a socially stigmatised variety. Today a large area of Southeastern England has adopted traits from Cockney, resulting in the so-called Estuary English which spread in areas south and East of London beginning in the 1980s. Estuary English is distinguished by traits such as the use of intrusive R (drawing is pronounced drawring /ˈdrɔːrɪŋ/), t-glottalisation (Potter is pronounced with a glottal stop as Po'er /poʔʌ/), and the pronunciation of th- as /f/ (thanks pronounced fanks) or /v/ (bother pronounced bover).

Scots is today considered a separate language from English, but it has its origins in early Northern Middle English and developed and changed during its history with influence from other sources, particularly Scots Gaelic and Old Norse. Scots itself has a number of regional dialects. And in addition to Scots, Scottish English are the varieties of Standard English spoken in Scotland, most varieties are Northern English accents, with some influence from Scots.

In Ireland, various forms of English have been spoken since the Norman invasions of the 11th century. In County Wexford, in the area surrounding Dublin, two extinct dialects known as Forth and Bargy and Fingallian developed as offshoots from Early Middle English, and were spoken until the 19th century. Modern Irish English, however has its roots in English colonisation in the 17th century. Today Irish English is divided into Ulster English, the Northern Ireland dialect with strong influence from Scots, as well as various dialects of the Republic of Ireland. Like Scottish and most North American accents, almost all Irish accents preserve the rhoticity which has been lost in the dialects influenced by RP.

北美洲

主条目：American English、General American、African American Vernacular English、Southern American English和Canadian English

Rhoticity dominates in North American English. The Atlas of North American English found over 50% non-rhoticity, though, in at least one local white speaker in each U.S. metropolitan area designated here by a red dot. Non-rhotic African American Vernacular English pronunciations may be found among African Americans regardless of location.

American English is fairly homogeneous compared to British English. Today, American accent variation is often increasing at the regional level and decreasing at the very local level, though most Americans still speak within a phonological continuum of similar accents, known collectively as General American (GA), with differences hardly noticed even among Americans themselves (such as Midland and Western American English). In most American and Canadian English, rhoticity (or r-fulness) is dominant, with non-rhoticity (r-dropping) becoming associated with lower prestige and social class especially after World War II; this contrasts with the situation in England, where non-rhoticity has become the standard.

Separate from GA are American dialects with clearly distinct sound systems, historically including Southern American English, English of the coastal Northeast (famously including Eastern New England English and New York City English), and African American Vernacular English, all of which are historically non-rhotic. Canadian English, except for the Atlantic provinces and perhaps Quebec, may be classified under GA as well, but it often shows raising of certain vowels, /aɪ/ and /aʊ/, before voiceless consonants, as well as distinct norms for written and pronunciation standards.

In Southern American English, the largest American "accent group" outside of GA, rhoticity now strongly prevails, replacing the region's historical non-rhotic prestige. Southern accents are colloquially described as a "drawl" or "twang," being recognised most readily by the Southern Vowel Shift that begins with glide-deleting in the /aɪ/ vowel (e.g. pronouncing spy almost like spa), the "Southern breaking" of several front pure vowels into a gliding vowel or even two syllables (e.g. pronouncing the word "press" almost like "pray-us"), the pin–pen merger, and other distinctive phonological, grammatical, and lexical features, many of which are actually recent developments of the 19th century or later.

Today spoken primarily by working- and middle-class African Americans, African American Vernacular English (AAVE) is also largely non-rhotic and likely originated among enslaved Africans and African Americans influenced primarily by the non-rhotic, non-standard English dialects of the Old South. A minority of linguists, contrarily, propose that AAVE mostly traces back to African languages spoken by the slaves who had to develop a pidgin or Creole English to communicate with slaves of other ethnic and linguistic origins. AAVE shares important commonalities with older Southern American English and so probably developed to a highly coherent and homogeneous variety in the 19th or early 20th century. AAVE is commonly stigmatised in North America as a form of "broken" or "uneducated" English, also common of modern Southern American English, but linguists today recognise both as fully developed varieties of English with their own norms shared by a large speech community.

澳大利亞與新西蘭

主条目：Australian English和New Zealand English

Since 1788, English has been spoken in Oceania, and Australian English has developed as a first language of the vast majority of the inhabitants of the Australian continent, its standard accent being General Australian. The English of neighbouring New Zealand has to a lesser degree become an influential standard variety of the language. Australian and New Zealand English are each other's closest relatives with few differentiating characteristics, followed by South African English and the English of southeastern England, all of which have similarly non-rhotic accents, aside from some accents in the South Island of New Zealand. Australian and New Zealand English stand out for their innovative vowels: many short vowels are fronted or raised, whereas many long vowels have diphthongised. Australian English also has a contrast between long and short vowels, not found in most other varieties. Australian English grammar aligns closely to British and American English; like American English, collective plural subjects take on a singular verb (as in the government is rather than are). New Zealand English uses front vowels that are often even higher than in Australian English.

非洲、加勒比地區與南亞

参见：South African English、Caribbean English和Indian English

English is spoken widely in South Africa and is an official or co-official language in several countries. In South Africa, English has been spoken since 1820, co-existing with Afrikaans and various African languages such as the Khoe and Bantu languages. Today about 9 percent of the South African population speak South African English (SAE) as a first language. SAE is a non-rhotic variety, which tends to follow RP as a norm. It is alone among non-rhotic varieties in lacking intrusive r. There are different L2 varieties that differ based on the native language of the speakers. Most phonological differences from RP are in the vowels. Consonant differences include the tendency to pronounce /p, t, t͡ʃ, k/ without aspiration (e.g. pin pronounced [pɪn] rather than as [pʰɪn] as in most other varieties), while r is often pronounced as a flap [ɾ] instead of as the more common fricative.

Several varieties of English are also spoken in the Caribbean Islands that were colonial possessions of Britain, including Jamaica, and the Leeward and Windward Islands and Trinidad and Tobago, Barbados, the Cayman Islands, and Belize. Each of these areas are home both to a local variety of English and a local English based creole, combining English and African languages. The most prominent varieties are Jamaican English and Jamaican Creole. In Central America, English based creoles are spoken in on the Caribbean coasts of Nicaragua and Panama. Locals are often fluent both in the local English variety and the local creole languages and code-switching between them is frequent, indeed another way to conceptualise the relationship between Creole and Standard varieties is to see a spectrum of social registers with the Creole forms serving as "basilect" and the more RP-like forms serving as the "acrolect", the most formal register.

Most Caribbean varieties are based on British English and consequently most are non-rhotic, except for formal styles of Jamaican English which are often rhotic. Jamaican English differs from RP in its vowel inventory, which has a distinction between long and short vowels rather than tense and lax vowels as in Standard English. The diphthongs /ei/ and /ou/ are monophthongs [eː] and [oː] or even the reverse diphthongs [ie] and [uo] (e.g. bay and boat pronounced [bʲeː] and [bʷoːt]). Often word final consonant clusters are simplified so that "child" is pronounced [t͡ʃail] and "wind" [win].

As a historical legacy, Indian English tends to take RP as its ideal, and how well this ideal is realised in an individual's speech reflects class distinctions among Indian English speakers. Indian English accents are marked by the pronunciation of phonemes such as /t/ and /d/ (often pronounced with retroflex articulation as [ʈ] and [ɖ]) and the replacement of /θ/ and /ð/ with dentals [t̪] and [d̪]. Sometimes Indian English speakers may also use spelling based pronunciations where the silent ⟨h⟩ found in words such as ghost is pronounced as an Indian voiced aspirated stop [ɡʱ].

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外部連結

• Accents of English from Around the World (University of Edinburgh) Sound files comparing how 110 words are pronounced in 50 English accents from around the world