Bibliographic record
Abstract
This article deals with the regional variants of English language and describes in detail the currently relevant reasons for the appearance of language dialects and their existence in modern English. The main theoretical basis of this research proves that one person’s individual speech is the result of mixing the regional varieties and their features. The research analyses foreign linguistical discussions about American variant of English and its influence on British English within different aspects. Various materials of scientific discussions, different authors’ ideas and various comments of Internet users are in the list of materials that were used in this article. Based on dynamic and temporal characteristics of a speech, the article highlights the key features of British and American English and their territorial varieties. It also examines the influence of American English on other regional variants on the pronunciation and grammatical norms. The main object of the study is English language with its regional varieties. Analysis shows that the language reflection stands for significant component of national and cultural self-knowledge of English people. The article expresses the influence of American English on British English: firstly, on everyday vocabulary, phrases and expressions. Secondly, in the case of the functional varieties, the American influence is present in the field of journalism, broadcasting (cinema, television, music and so on.), politics, travelling, economics and so on.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.356 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".