Varieties Of English From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words "froze" when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call "Americanisms" are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English). Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.

Late Modern English The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries.

Language education Language education One view is that of the linguist Noam Chomsky in what he calls the human language acquisition device—a mechanism which enables an individual to recreate correctly the rules () and certain other characteristics of language used by speakers around the learner.[21] This device, according to Chomsky, wears out over time, and is not normally available by puberty, which he uses to explain the poor results some adolescents and adults have when learning aspects of a second language (L2). If language learning is a cognitive process, rather than a language acquisition device, as the school led by Stephen Krashen suggests, there would only be relative, not categorical, differences between the two types of language learning. Rod Ellis quotes research finding that the earlier children learn a second language, the better off they are, in terms of pronunciation. See Critical period hypothesis. European schools generally offer secondary language classes for their students early on, due to the interconnectedness with neighbour countries with different languages. Most European students now study at least two foreign languages, a process strongly encouraged by the European Union.[22] Based on the research in Ann Fathman’s The Relationship between age and second language productive ability,[23][24] there is a difference in the rate of learning of English morphology, syntax and phonology based upon differences in age, but that the order of acquisition in second language learning does not change with age. In second language class, students will commonly face the difficulties on thinking in the target language because they are influenced by their native language and culture patterns. Robert B. Kaplan thinks that in second language classes, the foreign-student paper is out of focus because the foreign student is employing rhetoric and a sequence of thought which violate the expectations of the native reader.[25] Foreign students who have mastered syntactic structures have still demonstrated inability to compose adequate themes, term papers, theses, and dissertations. Robert B. Kaplan describes two key words that affect people when they learn a second language. Logic in the popular, rather than the logician's sense of the word, which is the basis of rhetoric, is evolved out of a culture; it is not universal.

English Writing Tips 1. Consistency in the usages of tenses Make sure that you do not switch tenses while conveying the same idea. I went to my friend's house yesterday and we play football. (Incorrect) I went to my friend's house yesterday and we played football. (Correct) I wake up every day at 6 a.m. Then I had breakfast with my parents. (Incorrect) I wake up every day at 6 a.m. Then I have reakfast with my parents. (Correct) 2. Subject Verb Agreement This is one of the most common errors made in written English. It is important to choose the correct word form which agrees with the subject of the sentence. He like Chinese food. (Incorrect) He likes Chinese food. (Correct) Ilivesin Jaipur. (Incorrect) I live in Jaipur. (Correct) 3. Usage of Articles Since many foreign languages do not require the use of articles as much as the English language, this is another common mistake in English writing made by learners. I saw movie yesterday. (Incorrect) I saw a movie yesterday. (Correct) He liked book written by my father. (Incorrect) He liked the book written by my father. (Correct) 4. Capitalization The first word of a sentence and proper nouns usually start with capital letters. he needs to see a Doctor. (Incorrect) He needs to see a doctor. (Incorrect) Will you meet amit tomorrow? (Incorrect) Will you meet Amit tomorrow? (Correct) 6. Placement of Adverbs Some English learners find it confusing to place adverbs correctly within a sentence. I go to the library on Thursday usually. (Incorrect) I usually go to the library on Thursday. (Correct) My son everyday goes to school. (Incorrect) My son goes to school every day. (Correct)