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Conditional If-Clauses in Late Middle English Prose Texts
Kikusawa, Namiko (2011) Conditional if-clauses in Late Middle English prose texts. MPhil(R) thesis. http://theses.gla.ac.uk/2637/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] Conditional if-clauses in Late Middle English prose texts Namiko Kikusawa Submitted in fulfillment of the requirements for the Degree of Master of Philosophy Department of English Language Faculty of Arts University of Glasgow 2011 Abstract In this thesis, I am going to conduct a corpus-based analysis of if-clauses in fifteenth-century texts. The fifteenth century has generally been considered a crucial period for the evolution of this construction: a turning-point where the subjunctive starts to lose ground, being replaced by substitutional expressions such as the indicative and modal auxiliaries. The aim of this thesis is to provide a detailed description of if-clauses in the fifteenth century from both form-based and semantic viewpoints. In the form-based approach, by classifying examples into three categories, subjunctive, indicative and modals, two points will be examined: variation across genres and sociolects. -
1 How Verbs and Clauses Work (Updated 9/1/2020) Felicia Jean Steele in Our Introduction, I Wrote About the Nine Parts of Speech
How Verbs and Clauses Work (updated 9/1/2020) Felicia Jean Steele In our introduction, I wrote about the nine parts of speech. Most of them are probably familiar to you from elementary school or from Grammar Rock or Mad Libs: nouns, adjectives, verbs, adverbs, prepositions, and conjunctions. Part of the humor of Mad Libs comes from the fact that not all nouns, adjectives, verbs, adverbs, prepositions, and conjunctions work entirely the same way in all the same environments. In this reading, we will talk explicitly about verbs and about what happens when we put a noun and a verb together—the clause. When we complete a Mad Libs, we happily fill in the blanks with present and past tense verbs without blinking an eye. When the game asks us to provide a past tense verb, we generally fill it in with a simple -ed form of a verb, such as loved, walked, acted. If we're feeling saucy, we'll use one of the “irregular” verbs: swam, wrote, ran. In both cases, we use past tense forms to signify actions or states we have performed or experienced in a time prior to our present moment. In the simplest possible terms, English only changes the form of verbs to indicate a change from present to past time. As a result, linguists say that English has two grammatical tenses: present and past. Tense, or the time of an action or state, isn't the only quality that verbs reflect. Verbs also reflect their mood, voice, and aspect. In some languages, these properties are represented by adding an affix (prefix or suffix) to the actual word. -
The Use of Shall/Will with Pronouns: Collocations in L1 and L2 Writing
TESL Reporter 47, (1 & 2) pp. 21 –34 21 The Use of Shall/Will with Pronouns: Collocations in L1 and L2 Writing Bui Hiu Yuet Gavin, Hang Seng Management College, Hong Kong Introduction Shall and will are “double-faced” words in that they serve as modal verbs ex - pressing personal will and determination, and at the same time as tense marking auxiliaries in contemporary English. Usage of these two words in contexts varies in the literature. The change of their meanings over time (ancient English to mod - ern English, see Gotti, 2006; Lightfoot, 1974) and space (British English, American English and other varieties, see Szmrecsanyi, 2003) also arouses heated discussion. Most past research (e.g., Hoye, 1997; Salkie, Busuttil, & van der Auwera, 2009) has focused on the diachronic (e.g., Gotti, 2006; Nadjia, 2006) or morpho-syntactic (e.g., Quirk & Greenbaum, 1973) description of shall and will while L2 learners’ acquisition of these words was much less touched upon in the literature, still less is an in-depth discussion on L2 learners’ use of these two words in comparison to native English speakers in past research. This paper attempts to fill the gap by looking into the collocations of shall and will with pronouns among Hong Kong university students. A corpus-based approach was adopted to examine the similar - ities and differences between native and non-native student English writings and to explore potential pedagogical implications for L2 teaching. Literature Review The etymology of shall and will shows that these words can find their origin in Old English where they appeared as content verbs sculan and willan (Larreya, 2009; Lightfoot, 1974). -
Definition of a Sentence a Sentence Is a Group of Words Containing A
Definition of a Sentence A sentence is a group of words containing a subject and predicate. Sometimes, the subject is "understood," as in a command: "[You] go next door and get a cup of sugar." That probably means that the shortest possible complete sentence is something like "Go!" Experienced writers use a variety of sentences to make their writing interesting and lively. Too many simple sentences, for example, will sound choppy and immature while too many long sentences will be difficult to read and hard to understand. This page contains definitions of simple, compound, and complex sentences with many simple examples. The purpose of these examples is to help the ESL/EFL learner to identify sentence basics including identification of sentences in the short quizzes that follow. After that, it will be possible to analyze more complex sentences varieties. SIMPLE SENTENCE A simple sentence, also called an independent clause, contains a subject and a verb, and it expresses a complete thought. In the following simple sentences, subjects are in yellow, and verbs are in green. A. Some students like to study in the mornings. B. Juan and Arturo play football every afternoon. C. Alicia goes to the library and studies every day. The three examples above are all simple sentences. Note that sentence B contains a compound subject, and sentence C contains a compound verb. Simple sentences, therefore, contain a subject and verb and express a complete thought, but they can also contain a compound subjects or verbs. COMPOUND SENTENCE A compound sentence contains two independent clauses joined by a coordinator. -
The Past and Perfect Tenses. a Diachronic and Synchronic Overview
UNIVERSIDAD DE JAÉN Facultad de Humanidades y Ciencias de la Educación Trabajo Fin de Grado The past and perfect tenses. A diachronic and synchronic overview Alumno: Irene Cazalilla Ramos Tutor: Prof. D. Alejandro Alcaraz Sintes Dpto: Filología Inglesa Junio, 2014 FACULTAD DE HUMANIDADES Y CIENCIAS DE LAS EDUCACIÓN LAS DE CIENCIAS Y HUMANIDADES DE FACULTAD TABLE OF CONTENTS 1. Introduction ............................................................................................................... 1 2. Important Concepts .................................................................................................. 3 2.1. Tense and Time .................................................................................................... 3 2.2. Phase and Aspect ................................................................................................. 4 2.2.1. Perfect and Imperfect/Non-perfect ............................................................ 5 2.2.2. Progressive and Non-progressive .............................................................. 5 2.3. Periphrastic and Synthetic Tenses ....................................................................... 5 3. Diachronic description of the Present Perfect and Preterite ................................. 7 3.1. Old English Period (450-1100) ............................................................................ 7 3.2. Middle English Period (1100-1500) .................................................................... 9 3.3. Early Modern English Period (1500-1750) -
"Shall," and "Will" ; Or, Two Chapters on Future Auxiliary Verbs
'E 1315 A8 H4 -opy 1 LIBRARY OF CONGRESS 003 134 323 9 '•J& ££** . « I LIBRARY OF CONGRESS. I m .— & 1 No. i JslW jgUKITED STATES OF AMERICA. "SHALL" AND "WILL;" OR, TWO CHAPTERS FUTURE AUXILIARY VERBS. Br SIR EDMUND W. HEAD, Bart. >?3 LONDON: JOHN MUERAT, ALBEMARLE STBEET. 1856. The right of Translation is reserved. LONDON : PRINTED BY W. CLOWES AND SONS, STAMFORD STREET, AND CHARING CROSS. PREFACE. Some years ago I found myself discussing with an accomplished French lady the various intricacies of " shall" and " will" The result of that conversa- tion was, that I amused myself by putting together the remarks which I had met with, or which sug- gested themselves, on the subject of these puzzling auxiliaries. The two chapters now laid before the reader make no pretension to originality or profound research; they owe their origin to the discussion mentioned above, and they might have been better worth reading if I had, whilst writing them, had constant access to a large philological library. For the speculations in some of the notes I must ask indulgence. E. W. H. a 2 . CONTENTS. CHAPTER I. Want of a future tense in languages of the Teutonic stock — Shall and Will — English future in actual use — Ame- rican, Scotch, and Irish idiom — Apparent anomalies in English — Rules of English idiom in categorical sen- tences — Principle on which these rules are founded — Hypothetical, contingent, and interrogative sentences — Growth of the English idiom . Page 5 CHAPTER II. Future auxiliaries in other languages — Celtic and German futures — Verbs used as future auxiliaries — Haban — Munan — " Shall" and its forms — " Will" and its forms — Analogies to the Greek — " Werden " — Fu- tures of the Romance languages and principles of their formation by an auxiliary verb 54 APPENDIXES. -
Being a Subjunctive – Lingua Franca Blogs the Chronicle of Higher Education
3/30/2016 Being a Subjunctive – Lingua Franca Blogs The Chronicle of Higher Education Lingua Franca Language and writing in academe. March 29, 2016 by Georey Pullum Comments (7) Being a Subjunctive For grammar bullies “the subjunctive” is sacred ground. Reforms proposed for the British national curriculum in 2012 required teaching use of the subjunctive not later than sixth grade. People seem to think the subjunctive is a fragile flower on which civilization depends; without our intervention it will fade and die, and something beautiful, fragile, and important will be lost. As usual, virtually none of the things people believe about the subjunctive or its status in English are true. Most purists who witter on about it couldn’t actually Teaching them who Buddy pass a test on distinguishing subjunctive from nonsubjunctive clauses to save Holly was would be more their sorry asterisks. valuable than trying to make But then they don’t have to: Merely mentioning the subjunctive approvingly and them shun covertly inflected urging that it be taught is enough to establish one’s credentials as a better class of mandative clauses. person — one who knows about subjunctives. http://chronicle.com/blogs/linguafranca/2016/03/29/beingasubjunctive/ 1/12 3/30/2016 Being a Subjunctive – Lingua Franca Blogs The Chronicle of Higher Education This post is simply an attempt at surveying the facts (imperfectly; but see Rodney Huddleston’s beautiful treatment in The Cambridge Grammar of the English Language, henceforth CGEL, pages 993–1,000). It’s not about verbs. English has an odd fondness for homophony or homography in verb forms: Grammatically distinct forms of verbs often share spellings or pronunciations, so you get fewer distinct shapes than you might have expected in the inflection table; but it’s crystal clear there is no point in having a “subjunctive” box anywhere in that table. -
The English Subjunctive
Jemmin Chang 05/09/15 80-385 Linguistics of Germanic Languages Prof. Werner Come What May: The History and Future of the English Subjunctive Introduction Many native English speakers (myself included), when first studying a Romance language, are quite surprised and confused by the sheer diversity of inflectional endings that Romance verbs display. While the richer morphological distinctions between different gender and number combinations is not entirely unfathomable due to the somewhat similar distinctions in forms of “be”, particularly fascinating or frustrating – the choice of adjective highly variable depending on who you ask – is the additional inflection multiplying factor of grammatical mood. The subjunctive mood, which is of interest for this paper, tends to be particularly difficult for learners to grasp due to its seeming absence from English (as opposed to the imperative mood, which is used, albeit in morphologically less rich forms, similarly in English as to the Romance languages). In fact, in secondary school-type introductory courses, it is often claimed that English simply has no analog to e.g. the Spanish subjuntivo or Italian congiuntivo. While these claims are not true, they reflect the intuition many English speakers have that the subjunctive mood exists in only an impoverished form in present-day English. In this paper, I investigate the historical developments leading to this conception of the English subjunctive mood, examine the modern usage of explicitly marked subjunctive constructions, and make some cautious predictions regarding the future development of the English subjunctive, or lack thereof. I conclude that English has, since its earliest days, been losing the tendency towards and the observable artifacts of subjunctive expression and will likely continue to do so. -
Diplomarbeit
DIPLOMARBEIT Titel der Diplomarbeit Weoran Lost! The development and disappearance of the Old English copula weoran. Verfasserin Kornelia Johanna Schönbacher angestrebter akademischer Grad Magistra der Philosophie (Mag. phil.) Wien, 2012 Studienkennzahl lt. Studienblatt: T 190 593 344 A Studienrichtung lt. Studienblatt: Lehramtsstudium UF Musikerziehung UF Englisch Betreuer: Univ.-Prof. Dr. Mag. Nikolaus Ritt Dedicated to my parents Karl and Johanna, my brother Konrad and my husband Paul. In love and gratitude. Acknowledgements First of all I would like to thank Univ.- Prof. Dr. Nikolaus Ritt, who raised my interest in Old English and historical linguistics. In his “History of English” lecture and his “Linguistics Seminar” I had my first experiences with Old English and through my work as a tutor for the “History of English” lecture I got more and more into the fascinating world of historical linguistics and especially Old English. I would like to thank Prof. Ritt for the inspiring talks, which always provided me with answers, but also with a variety of new questions to think about. His patience, as the work with the Old English data took its time, and the support and regular feedback on my drafts. I am especially thankful for the help with the Old and Middle English translations and analyses, as I am still a learner of these old stages of the English language. Furthermore, I would like to thank my parents, my husband and my brother, the most important people in my life, who were always there for me, in happy as well as in hard times. Who shared my happiness, but also encouraged me when I was desperate, and who supported me throughout my studies, emotionally as well as financially. -
ED311449.Pdf
DOCUMENT RESUME ED 311 449 CS 212 093 AUTHOR Baron, Dennis TITLE Declining Grammar--and Other Essays on the English Vocabulary. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-1073-8 PUB DATE 89 NOTE :)31p. AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 10738-3020; $9.95 member, $12.95 nonmember). PUB TYPE Books (010) -- Viewpoints (120) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *English; Gr&mmar; Higher Education; *Language Attitudes; *Language Usage; *Lexicology; Linguistics; *Semantics; *Vocabulary IDENTIFIERS Words ABSTRACT This book contains 25 essays about English words, and how they are defined, valued, and discussed. The book is divided into four sections. The first section, "Language Lore," examines some of the myths and misconceptions that affect attitudes toward language--and towards English in particular. The second section, "Language Usage," examines some specific questions of meaning and usage. Section 3, "Language Trends," examines some controversial r trends in English vocabulary, and some developments too new to have received comment before. The fourth section, "Language Politics," treats several aspects of linguistic politics, from special attempts to deal with the ethnic, religious, or sex-specific elements of vocabulary to the broader issues of language both as a reflection of the public consciousness and the U.S. Constitution and as a refuge for the most private forms of expression. (MS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY J. Maxwell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U S. -
UNIT –III Auxiliary and Main Verbs Definition
UNIT –III Auxiliary and Main Verbs Definition: A verb is a word that describes the state of a person or what he does. Verbs are classified into two categories; Main verbs and Auxiliary Verbs. Main verbs occur independently in a sentence and convey the complete meaning of the action. But there are some verbs which occur along with the main verbs and indicate tense, aspect voice, mood / intention of the speaker. They are called auxiliary verbs. I wrote a letter. (main verb) I was writing a letter. (auxiliary+ main verb) When a verb phrase contains more than one verb, the last verb in the phrase is the main verb. All other verbs are auxiliaries. I have been writing a letter. Here, last verb "writing " is the main verb and the other two ‘have’ and ‘been’ are auxiliaries. Type of Auxiliary verbs (a) Primary Auxiliaries and (b) Modal Auxiliaries (c) Semi-Modals ‘Be’ ‘Do’ and ‘Have’ are the primary auxiliaries. They can be used both as Main Verbs and Auxiliary verbs. They change their forms according to the Number and person of the subject. Present tense Past tense Be = is, am, are was, were Do= do, does did Lave = have ,has had Sita is very beautiful Ramesh dose his work I have a large house. Be, do and have are used as main verbs. Uses of Be The verb ‘be’ is used: (i) As an aspect of auxiliary and varies according to the tense of the verb, number and person of the subject. The children are sleeping. (ii) In the formation of passive. -
(University College London) the Subjunctive Conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Huddersfield Repository ABSTRACTS OF TALKS AND WORKSHOP PAPERS Bas Aarts (University College London) The subjunctive conundrum Plenary II, Thursday, 9:00 – 10:00, Room 1010 The view espoused in Palmer (1987: 46) that “the notion of a subjunctive mood is a simple transfer from Latin and has no place in English grammar” is generally accepted in most modern descriptive frameworks. But the consequences of accepting such a view have not been sufficiently appreciated in the literature. In this paper I will discuss a number of approaches to the English subjunctive, and I will argue that none of them deals adequately with the fallout of denying the existence of an inflectional subjunctive in English. I will propose that English subjunctive clauses can be described by making reference to the notion of Subsective Gradience (Aarts 2007), and that the grammar of English should recognise a ‘subjunctive clause type’, along with declaratives, interrogatives, imperatives and exclamatives. Palmer, Frank (1987) The English verb. London: Longman. Elsbieta Adamczyk (University of Poznan) On morphological restructuring in the early English nominal system: the fate of Old English consonantal inflection Wednesday, 12:00 – 12:30, Room 1016 The paper investigates the morphological shape of the early English nominal inflection, focusing on the developments which contributed to its later restructuring. A prominent feature of the early English inflection was an evident tendency, revealed by nouns considered minor (unproductive) to adopt the inflectional endings of the productive types. This marked inclination of some nouns can be particularly well seen in consonantal stems, such as r-stems (deriving from PIE *-es/-os stems).