Indian English: Phonetic features

‘Indian English’ is used loosely to include the English spoken in all the southern Asian area, i.e. that part of Asia which includes India, Pakistan, Bangladesh and Sri Lanka. The chief languages, including Hindi, Urdu, Bengali and Punjabi, are all spoken by many millions of people. In India, as in all the countries of Southern Asia, English means essentially second-language English. The following phonetic features can be observed in Indian English:

1. Indian English is rhotic;

2. consonants /t d s z l n r/ have retroflex articulation;

3. dental fricatives /Ɵ ð/ are often replaced by /t d/;

4. consonants /v/ and /w/ are not consistently distinguished or a labio-dental approximant is used for both;

5. initial and median /r/ are generally strong taps;

6. /p t k/ are unaspirated;

7. /b d g/ are voiced throughout.

Most types of Indian English use the vowels of the local Indian language and these will sound quite unlike those of native English.

Indian English is notable for its syllable-timed rhythm. In many Indian languages stress does not appear to fall on any particular syllable, resulting in unexpected stress patterns in Indian English.

3.16.2. Listen again and consider Abhijit’s comments about listening.

• Do you agree that ‘We are always responsible for communication working and, if it doesn’t, then it’s our weakness.’? Why/Why not?

• Are you surprised by Abhijit’s comments about the communication style of the modern corporate Indian world?

• Do you think that in the future a global corporate style of communication will develop which is more significant than national or corporate culture? Why/Why not?

3.17. Abhijit says that ‘clarification is always good ... in ... any country’. It’s vital to ask questions frequently to check and clarify meaning. So when someone says, for example, ‘We need more quality,’ a good question to ask would be ‘What do you mean by “quality”?’

Complete these clarification questions and statements with the expressions in the box.

You mentioned ‘quality’ several times. Is this ...	That’s very interesting.
Why do you say ‘cultural differences’...	What kind ...
So if I understand what you said about ‘risk’,...	How big is ...
So, ‘we must have this in the deal’ means that...	So, I see that ‘short term’ for you ...
If we decide to ‘stop all unnecessary spending’,...	What for you ...
I’m sorry, I’m not sure I fully understand.	What do you mean by ...

Checking understanding of their word(s) using your own words:

1. you think that we need a back-up solution?

2. means the next two months?

Clarifying directly the meaning:

3. ‘difficult’?

4. is ‘good teamwork’ exactly?

Clarifying values / motivation:

3. a big issue for you?

4. could be an issue?

Testing the consequences:

3. there is no scope for negotiation on this point?

4. should we cancel the planned training?

Asking for more precise definition:

3. of ‘problem’ exactly?

4. ‘big’?

Apologising and saying you didn’t understand:

3. What do you mean by ...?

Explaining that something is important to you:

3. When you talk about quality, you’re saying that...

3.18. Work in small groups. Take it in turns to play the three roles. Spend around three minutes on each conversation and two minutes on feedback from the observer. Then change roles.

Student A

Question Student B about one of the topics. You need to ask lots of questions to keep B talking for three minutes! As you listen, you should also ask some clarification / checking questions based on the words which B uses, to get more detail and to make sure you really understand.

Student B

Choose one of the topics in the box. Answer Student A’s questions and talk as much as you can.

Observer

Observe the conversation and make a note of any listening behaviours which you think have a positive or negative impact on the conversation. Give feedback.

Conversation topics

My main challenge at work

The best thing about my job

A passion / hobby outside work

A great holiday I had

3.19. Form small groups of three or four. Use the cards (see below) to practise active listening. Take turns to be the speaker, the listener and the observer(s).

The listener takes two listening cards. The speaker then takes a speaking card and starts talking about the topic on the card. The listener has to ask follow-up questions to keep the conversation going and, during the conversation, use the two listening behaviours on their cards.

Listener cards

Analyse values and attitudes	Support emotionally	Discover ways to help
Understand competence levels	Get useful information	Clarify the meaning of specific words used: What do you mean by…?
Show understanding of specific words used: So when you say … you’re saying that…	Make noises such as ‘Aha’ or ‘Mm’ to show you are listening	Choose a listening technique you would like to practise

Speaker cards

The best thing about my job	Best-ever holiday	How I want to develop my career
What makes a good email	Something I would love to do	One thing I would change about my job
The best thing about working for my company	Plans for the next weekend	One place I would love to visit in the world