An Old Irish Primer
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Perfect Tenses 8.Pdf
Name Date Lesson 7 Perfect Tenses Teaching The present perfect tense shows an action or condition that began in the past and continues into the present. Present Perfect Dan has called every day this week. The past perfect tense shows an action or condition in the past that came before another action or condition in the past. Past Perfect Dan had called before Ellen arrived. The future perfect tense shows an action or condition in the future that will occur before another action or condition in the future. Future Perfect Dan will have called before Ellen arrives. To form the present perfect, past perfect, and future perfect tenses, add has, have, had, or will have to the past participle. Tense Singular Plural Present Perfect I have called we have called has or have + past participle you have called you have called he, she, it has called they have called Past Perfect I had called we had called had + past participle you had called you had called he, she, it had called they had called CHAPTER 4 Future Perfect I will have called we will have called will + have + past participle you will have called you will have called he, she, it will have called they will have called Recognizing the Perfect Tenses Underline the verb in each sentence. On the blank, write the tense of the verb. 1. The film house has not developed the pictures yet. _______________________ 2. Fred will have left before Erin’s arrival. _______________________ 3. Florence has been a vary gracious hostess. _______________________ 4. Andi had lost her transfer by the end of the bus ride. -
The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e. -
<HAVE + PERFECT PARTICIPLE> in ROMANCE and ENGLISH
<HAVE + PERFECT PARTICIPLE> IN ROMANCE AND ENGLISH: SYNCHRONY AND DIACHRONY A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Diego A. de Acosta May 2006 © 2006 Diego A. de Acosta <HAVE + PERFECT PARTICIPLE> IN ROMANCE AND ENGLISH: SYNCHRONY AND DIACHRONY Diego A. de Acosta, Ph.D. Cornell University 2006 Synopsis: At first glance, the development of the Romance and Germanic have- perfects would seem to be well understood. The surface form of the source syntagma is uncontroversial and there is an abundant, inveterate literature that analyzes the emergence of have as an auxiliary. The “endpoints” of the development may be superficially described as follows (for English): (1) OE Ic hine ofslægenne hæbbe > Eng I have slain him The traditional view is that the source syntagma, <have + noun.ACC + perfect participle>, is structured [have [noun participle]], and that this syntagma undergoes change as have loses its possessive meaning. In this dissertation, I demonstrate that the traditional view is untenable and readdress two fundamental questions about the development of have-perfects: (i) how is the early ability of have to predicate possession connected with its later role in the perfect?; (ii) what are the syntactic structures and meanings of <have + noun.ACC + perfect participle> before the emergence of the have-perfect? With corpus evidence, I show that that the surface string <have + noun.ACC + perfect participle> corresponds to three different structures in Old English and Latin; all of these survive into modern English and the Romance languages. -
The$Irish$Language$And$Everyday$Life$ In#Derry!
The$Irish$language$and$everyday$life$ in#Derry! ! ! ! Rosa!Siobhan!O’Neill! ! A!thesis!submitted!in!partial!fulfilment!of!the!requirements!for!the!degree!of! Doctor!of!Philosophy! The!University!of!Sheffield! Faculty!of!Social!Science! Department!of!Sociological!Studies! May!2019! ! ! i" " Abstract! This!thesis!explores!the!use!of!the!Irish!language!in!everyday!life!in!Derry!city.!I!argue!that! representations!of!the!Irish!language!in!media,!politics!and!academic!research!have! tended!to!overKidentify!it!with!social!division!and!antagonistic!cultures!or!identities,!and! have!drawn!too!heavily!on!political!rhetoric!and!a!priori!assumptions!about!language,! culture!and!groups!in!Northern!Ireland.!I!suggest!that!if!we!instead!look!at!the!mundane! and!the!everyday!moments!of!individual!lives,!and!listen!to!the!voices!of!those!who!are! rarely!heard!in!political!or!media!debate,!a!different!story!of!the!Irish!language!emerges.! Drawing!on!eighteen!months!of!ethnographic!research,!together!with!document!analysis! and!investigation!of!historical!statistics!and!other!secondary!data!sources,!I!argue!that! learning,!speaking,!using,!experiencing!and!relating!to!the!Irish!language!is!both!emotional! and!habitual.!It!is!intertwined!with!understandings!of!family,!memory,!history!and! community!that!cannot!be!reduced!to!simple!narratives!of!political!difference!and! constitutional!aspirations,!or!of!identity!as!emerging!from!conflict.!The!Irish!language!is! bound!up!in!everyday!experiences!of!fun,!interest,!achievement,!and!the!quotidian!ebbs! and!flows!of!daily!life,!of!getting!the!kids!to!school,!going!to!work,!having!a!social!life!and! -
Genre and Identity in British and Irish National Histories, 1541-1691
“NO ROOM IN HISTORY”: GENRE AND IDENTIY IN BRITISH AND IRISH NATIONAL HISTORIES, 1541-1691 A dissertation presented by Sarah Elizabeth Connell to The Department of English In partial fulfillment of the requirements for the degree of Doctor of Philosophy in the field of English Northeastern University Boston, Massachusetts April 2014 1 “NO ROOM IN HISTORY”: GENRE AND IDENTIY IN BRITISH AND IRISH NATIONAL HISTORIES, 1541-1691 by Sarah Elizabeth Connell ABSTRACT OF DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English in the College of Social Sciences and Humanities of Northeastern University April 2014 2 ABSTRACT In this project, I build on the scholarship that has challenged the historiographic revolution model to question the valorization of the early modern humanist narrative history’s sophistication and historiographic advancement in direct relation to its concerted efforts to shed the purportedly pious, credulous, and naïve materials and methods of medieval history. As I demonstrate, the methodologies available to early modern historians, many of which were developed by medieval chroniclers, were extraordinary flexible, able to meet a large number of scholarly and political needs. I argue that many early modern historians worked with medieval texts and genres not because they had yet to learn more sophisticated models for representing the past, but rather because one of the most effective ways that these writers dealt with the political and religious exigencies of their times was by adapting the practices, genres, and materials of medieval history. I demonstrate that the early modern national history was capable of supporting multiple genres and reading modes; in fact, many of these histories reflect their authors’ conviction that authentic past narratives required genres with varying levels of facticity. -
Corpas Na Gaeilge (1882-1926): Integrating Historical and Modern
Corpas na Gaeilge (1882-1926): Integrating Historical and Modern Irish Texts Elaine Uí Dhonnchadha3, Kevin Scannell7, Ruairí Ó hUiginn2, Eilís Ní Mhearraí1, Máire Nic Mhaoláin1, Brian Ó Raghallaigh4, Gregory Toner5, Séamus Mac Mathúna6, Déirdre D’Auria1, Eithne Ní Ghallchobhair1, Niall O’Leary1 1Royal Irish Academy, Dublin, Ireland 2National University of Ireland Maynooth, Ireland 3Trinity College Dublin, Ireland 4Dublin City University, Ireland 5Queens University Belfast, Northern Ireland 6University of Ulster, Northern Ireland 7Saint Louis University, Missouri, USA E-mail: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]; [email protected], [email protected] Abstract This paper describes the processing of a corpus of seven million words of Irish texts from the period 1882-1926. The texts which have been captured by typing or optical character recognition are processed for the purpose of lexicography. Firstly, all historical and dialectal word forms are annotated with their modern standard equivalents using software developed for this purpose. Then, using the modern standard annotations, the texts are processed using an existing finite-state morphological analyser and part-of-speech tagger. This method enables us to retain the original historical text, and at the same time have full corpus-searching capabilities using modern lemmas and inflected forms (one can also use the historical forms). It also makes use of existing NLP tools for modern Irish, and enables integration of historical and modern Irish corpora. Keywords: historical corpus, normalisation, standardisation, natural language processing, Irish, Gaeilge 1. -
Language Reference
Language reference Unit 1 | Tenses Past perfect Present simple Use the past perfect to put events in the past in sequence. The past perfect indicates that the action it refers to happened before a Use the present simple reference to the past simple. 1 to talk about general facts, states, and situations I had heard from the locals that there were several interesting sites. The purpose of business is to make a profit. 2 to talk about regular or repeated actions, or permanent situations Past perfect continuous Jack works for Nissan. Use the past perfect continuous to refer to an action in progress before something else happened. 3 to talk about timetabled future events He was the one who had been working on the project, but his boss The meeting starts at 10.00. was the one who got all the credit. Present continuous Should Use the present continuous 1 Use should + infinitive to recommend something strongly. 1 to talk about an action in progress at the time of speaking / You should try that vegetarian restaurant on the river. writing 2 Use should + perfect infinitive to talk about a lost opportunity. I’m trying to get through to Jon Berks. You should have gone this morning – it was quite an interesting 2 to talk about a very current activity, taking place around the time meeting. of speaking 3 Use could / should + infinitive to predict. They are pushing the area for development. It could / should turn out to be quite an interesting conference. 3 to talk about fixed plans or arrangements in the future I am meeting the management committee on Friday. -
Grammar 4 – the Perfect Tenses the Present Perfect – an Introduction
Grammar 4 – The Perfect Tenses Welcome to a minefield! No, it’s not all that bad really, although gaining mastery of the Perfect Tense system is something which many students find difficult. Some students master the present and past, and appear to embrace the future forms with relative ease, yet fail to comprehend how and when to use the Perfect Tenses. We have seen many a good intermediate student fail to make additional progress because they have been unable to get to grips with this tense. So what is it all about? In this section we will look at 3 perfect forms; Past, Present and Future. The Present Perfect – an introduction The Present Perfect is a way of linking the past to the present. Whether it exists in other languages or not, it is a traditionally difficult concept for students to grasp and a notorious bugbear for teachers. A good sign of fluency in the English language is the ability to use it correctly. Do not attempt to teach the Present Perfect without the aid of a good grammar book (at least until you are familiar with it - we recommend ‘The Good Grammar Book’ by Swan). It is worth ensuring you become familiar with this tense as common interview questions for jobs include the following: ‘Describe the 3 uses of the Present Perfect’ ‘How would you approach a lesson on the Present Perfect?’ ‘How would you explain the difference between the Past Simple and the Present Perfect Tenses to a class?’ By the end of this module you should be able to answer these questions. -
Preservation of Original Orthography in the Construction of an Old Irish Corpus
Preservation of Original Orthography in the Construction of an Old Irish Corpus. Adrian Doyle, John P. McCrae, Clodagh Downey National University of Ireland Galway [email protected], [email protected], [email protected] Abstract Irish was one of the earliest vernacular European languages to have been written using the Latin alphabet. Furthermore, there exists a relatively large corpus of Irish language text dating to this Old Irish period (c. 700 – c 950). Beginning around the turn of the twentieth century, a large amount of study into Old Irish revealed a highly standardised language with a rich morphology, and often creative orthography. While Modern Irish enjoys recognition from the Irish state as the first official language, and from the EU as a full official and working language, Old Irish is almost incomprehensible to most modern speakers, and remains extremely under-resourced. This paper will examine considerations which must be given to aspects of orthography and palaeography before the text of a historical manuscript can be represented in digital format. Based on these considerations the argument will be presented that digitising the text of the Würzburg glosses as it appears in Thesaurus Palaeohibernicus will enable the use of computational analysis to aid in current areas of linguistic research by preserving original orthographical information. The process of compiling the digital corpus, including considerations given to preservation of orthographic information during this process, will then be detailed. Keywords: manuscripts, palaeography, orthography, digitisation, optical character recognition, Python, Unicode, morphology, Old Irish, historical languages glosses]” (2006, p.10). Before any text can be deemed 1. -
Maccoinnich, A. (2008) Where and How Was Gaelic Written in Late Medieval and Early Modern Scotland? Orthographic Practices and Cultural Identities
MacCoinnich, A. (2008) Where and how was Gaelic written in late medieval and early modern Scotland? Orthographic practices and cultural identities. Scottish Gaelic Studies, XXIV . pp. 309-356. ISSN 0080-8024 http://eprints.gla.ac.uk/4940/ Deposited on: 13 February 2009 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk WHERE AND HOW WAS GAELIC WRITTEN IN LATE MEDIEVAL AND EARLY MODERN SCOTLAND? ORTHOGRAPHIC PRACTICES AND CULTURAL IDENTITIES This article owes its origins less to the paper by Kathleen Hughes (1980) suggested by this title, than to the interpretation put forward by Professor Derick Thomson (1968: 68; 1994: 100) that the Scots- based orthography used by the scribe of the Book of the Dean of Lismore (c.1514–42) to write his Gaelic was anomalous or an aberration − a view challenged by Professor Donald Meek in his articles ‘Gàidhlig is Gaylick anns na Meadhon Aoisean’ and ‘The Scoto-Gaelic scribes of late medieval Perth-shire’ (Meek 1989a; 1989b). The orthography and script used in the Book of the Dean has been described as ‘Middle Scots’ and ‘secretary’ hand, in sharp contrast to traditional Classical Gaelic spelling and corra-litir (Meek 1989b: 390). Scholarly debate surrounding the nature and extent of traditional Gaelic scribal activity and literacy in Scotland in the late medieval and early modern period (roughly 1400–1700) has flourished in the interim. It is hoped that this article will provide further impetus to the discussion of the nature of the literacy and literary culture of Gaelic Scots by drawing on the work of these scholars, adding to the debate concerning the nature, extent and status of the literacy and literary activity of Gaelic Scots in Scotland during the period c.1400–1700, by considering the patterns of where people were writing Gaelic in Scotland, with an eye to the usage of Scots orthography to write such Gaelic. -
Download (4MB)
Grinnstaidéar ar an nGaol Gabhlánach: Anailís Shochstairiúil ar Nádúr an Dátheangachais Shochaíoch in Éirinn le linn an Fichiú hAois Gráinne Ní Bhreithiún Tá an tráchtas seo á chur faoi bhráid Ollscoil na hÉireann, Má Nuad don chéim dochtúireachta ag Gráinne Ní Bhreithiún, B.A. Scoil an Léinn Cheiltigh, Ollscoil na hÉireann, Má Nuad, Co. Chill Dara, Éire. Stiúrthóir: An Dr Tadhg Ó Dúshláine Roinn na Nua-Ghaeilge Ollamh na Nua-Ghaeilge: An tOll. Ruairí Ó hUiginn Aibreán 2014 Imleabhar 2/2 Clár an Ábhair Liosta na dTáblaí i Liosta na Léaráidí ii !! "#$%$&$'(#()*#+,-.(/0123$-,*($(45$167(869$&*(:#(;*#:<#(========================(>! 7.1! Réamhrá(========================================================================================================================(>! 7.2! Creatlach UNESCO(====================================================================================================(?! 7.3! Tabhairt Isteach na Gaeilge i Réimsí Nua Úsáide(=============================================(>@! 7.4! Tátal(=============================================================================================================================(A?! @! "#$%$&$'(#(,B+,-.(CD*#<#$D-(&0(45$167(#<36(&0(E,*9$:(F3#(================(AG! 8.1! Réamhrá(======================================================================================================================(AG! 8.2! Creatlach UNESCO(==================================================================================================(AG! 8.3! Réimse na hOibre(======================================================================================================(?>! -
Gaelic Scotland and Gaelic Ireland in the Later Middle Ages
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Enlighten: Publications MacGregor, Martin (2000) Làn-mara 's mìle seòl ("Floodtide and a thousand sails"): Gaelic Scotland and Gaelic Ireland in the Later Middle Ages. In: A' Chòmhdhail Cheilteach Eadarnìseanta Congress 99: Cultural Contacts Within the Celtic Community: Glaschu, 26-31 July. Celtic Congress, Inverness, pp. 77-97. Copyright © 2000 The Author http://eprints.gla.ac.uk/91505/ Deposited on: 24 February 2014 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk ‘Làn-mara ’s mìle seòl’ (Floodtide and a Thousand Sails): Gaelic Scotland and Gaelic Ireland in the Later Middle Ages Martin MacGregor I Bha thu aig Gaidheil Eirinn Mar fhear dhiubh fhéin ’s de’n dream. Dh’ aithnich iad annad-sa an fhéile Nach do reub an cuan, Nach do mhill mìle bliadhna: Buaidh a’ Ghàidheil buan. [You were to the Gaels of Ireland as one of themselves and their people. They knew in you the humanity that the sea did not tear, that a thousand years did not spoil: the quality of the Gael permanent.]1 The words of Sorley MacLean have become something of a Q-Celtic clarion call in recent years. They commemorate his brother Calum, whose work on each side of the North Channel on behalf of the Irish Folklore Commission and of the School of Scottish Studies, recording the oral tradition of those whom Calum, quoting the Irish poet F. R. Higgins, described as ‘the lowly, the humble, the passionate and knowledgeable stock of the Gael’,2 is as potent a symbol as there could be of the continuing reality of a greater Gaeldom, however attenuated, into our own times.