Notes and Comments

Total Page:16

File Type:pdf, Size:1020Kb

Notes and Comments Notes and Comments In these notes, books and articles are mentioned by their titles and the names of authors (or editors). For details of the publisher, year and place of publication, see the list of References, beginning on page 283. Chapter 1: English – The Working Tongue of the Global Village Many of the references in this and the following chapters draw on the following sources: The Cambridge Encyclopedia of the English Language by David Crystal and The Oxford Companion to the English Language edited by Tom McArthur. We have also made use of books for the general reader, such as: The Story of English by Robert McCrum, William Cran and Robert MacNeil; Mother Tongue: The English Language by Bill Bryson; and The Adventure of English: the Biography of a Language by Melvyn Bragg. General works on English language (not particularly historical) are English in Use by Randolph Quirk and Gabriele Stein and A Survey of Modern English by Stephen Gramley and Kurt-Michael Patzold. A lively introduction is provided by David Crystal’s The English Language. p. 1 Marshal McLuhan introduced the expression ‘global village’ in his book Understanding Media: The Extensions of Man. p. 2 Braj Kachru explained his ‘three circles’ diagram in ‘Standards, codification and socio- linguistic realism: the English language in the outer circle’ (p. 12) and it has appeared in print many times since. p. 3 Estimates for the number of speakers in Inner Circle countries are based on David Crystal’s English as a Global Language (pp. 62–5) and have been updated by him for this second edition of our book. Figures for the Caribbean refer to populations of nations and associated states belonging to the Commonwealth of Nations – for example, including Jamaica but excluding Haiti. p. 6 For a description of current editorial procedures, see John Simpson, Edmund Weiner and Philip Durkin, ‘The Oxford English Dictionary Today’. p. 7 The claim about the use of English in Russian business is by the Russian linguist Vladimir Neroznak – quoted in Newsweek (1 July 2002, p. 30). The permeation of EU institutions by English is discussed by Alan Forrest in ‘The Politics of Language in the European Union’. 263 264 English – One Tongue, Many Voices p. 9 Quotations are from David Crystal in English as a Global Language (p. xii) and Melvyn Bragg in The Adventure of English (p. 128). Chapter 2: The First 500 Years Covering the ground of this and the following four chapters are a number of good his- tories of the English language. We often make reference to Albert C. Baugh and Thomas Cable’s A History of the English Language and N. F. Blake’s book of the same title. Other books worth consulting are: Charles Barber, The English Language: A Historical Introduction; Jeremy Smith, An Historical Study of English: Function, Form and Change; David Burnley, The History of the English Language: A Source Book; Dennis Freeborn, From Old English to Standard English; Thomas Pyles and John Algeo, The Origins and Development of the English Language. Other books taking a fresh angle on the history of English are David Crystal, The Stories of English, and Richard Watts and Peter Trudgill, Alternative Histories of English. The multi-volume, multi-author The Cambridge History of the English Language (General Editor: Richard M. Hogg) has set a new standard of detail and scholarly depth in the historical study of English. p. 14 This section draws on Albert C. Baugh and Thomas Cable, A History of the English Language, and Gerry Knowles, A Cultural History of the English Language. F. M. Stenton’s Anglo-Saxon England is a good standard history of the period. p. 15 Regarding the number of present-day speakers of Celtic languages, Tom McArthur in The Oxford Companion to the English Language gives the figure of 1.2 million (p. 202). On the nomenclature of United Kingdom, British, etc., see Sidney Greenbaum and Janet Whitcut’s Longman Guide to English Usage (p. 235). p. 17 For archaeological evidence, see The Oxford History of Britain, edited by Kenneth O. Morgan (p. 62). p. 18 On endangered languages (including Celtic languages), see David Crystal, Language Death. On the mixing of Celtic and Germanic sources of vocabulary, see Loreto Todd, ‘Where have all the Celtic words gone?’. p. 19 This section is partly based on Otto Jespersen’s Growth and Structure of the English Language (pp. 37–44), C. L. Wrenn’s The English Language (pp. 38–41) and John Ayto’s Dictionary of Word Origins, as well as other books mentioned at the beginning of this chapter’s notes. p. 22 The section on the Viking influence is largely based on Julian D. Richards’ Viking Age England, Peter Sawyer’s (ed.) The Oxford Illustrated History of the Vikings and John Ayto’s Dictionary of Word Origins. Notes and Comments 265 p. 23 For Alfred’s ‘crash programme in education’, see N. F. Blake, A History of the English Language (p. 83). p. 24 The map of Viking place-names is based on that in Robert McCrum et al., The Story of English (p. 68). p. 25 The quotation on thrive, ill and die is from Otto Jespersen’s Growth and Structure of the English Language (p. 74). p. 27 For more on Old English, see Albert C. Baugh and Thomas Cable’s A History of the English Language (pp. 48–9), N. F. Blake’s A History of the English Language (pp. 3, 20, 75–104) and Gerry Knowles’ A Cultural History of the English Language (p. 38). p. 29 The runes in Figure 2.5 are from Dennis Freeborn, From Old English to Standard English (p. 22). p. 32 The Old English text is from Fr. Klaeber (ed.), Beowulf and the Fight at Finnsburg; the phonetic transcription is from Randolph Quirk and C. L. Wrenn, An Old English Grammar. p. 33 The first modern English translation is by John Porter, Beowulf. Text and Translation, and the second by Seamus Heaney, Beowulf: A Verse Translation. A reading by Seamus Heany of his translation of Beowulf can be heard at http://www.openculture.com/2013/08/ seamus-heaney-reads-his-exquisite-beowulf-translation.html A reading of Beowulf in Old English from the University of Virginia is available at http://faculty.edu/OldEnglish/ Beowulf.Readings/Prologue.html. The quotation on Scandinavian influence on English syntax is from Joseph Embley Emonds and Jan Terje Faarlund, The Language of the Vikings (p. 154). Chapter 3: 1066 and All That The chapter title comes from a classic of British humour, 1066 and All That: A Memorable History of England by W. C. Sellar and R. J. Yeatman (1930). This chapter, like the last, draws extensively on standard histories of the English language, especially N. F. Blake’s A History of the English Language. p. 34 The contribution from The Oxford History of Britain can be found in John Gillingham’s chapter, ‘The Early Middle Ages’ (p. 124). 266 English – One Tongue, Many Voices p. 36 The figure of ‘no more than 5 per cent’ for native speakers of French is given by N. F. Blake in A History of the English Language (p. 107). The quotation (spelling modernized) from the London Company of Brewers is taken from Simon Schama, A History of Britain (p. 228). p. 37 The list of words from French includes because, although only the second half of the word (cause) is actually from French. The first part is the Old English preposition be, modern English by. Ranulf Higden, a Benedictine monk of St Werburg’s in Chester, wrote his history Polychronicon in 1352; it was translated from Latin into English by John of Trevisa in 1387 and printed by Caxton in 1482. The text is from Norman Davies, The Isles: A History (p. 429). The modern English translation of John of Trevisa is from Charles Barber, The English Language: A Historical Introduction (p. 143). p. 38 The comparison of hearty welcome (from Old English) and cordial reception (from French) can be found in Simeon Potter, Our Language (p. 37). p. 39 The Law French terms are from Tom McArthur (ed.), The Oxford Companion to the English Language (p. 591); see also Albert C. Baugh and Thomas Cable, A History of the English Language (p. 170). p. 40 The quotations come from Sir Walter Scott’s Ivanhoe, 1845 edition (p. 38) and from Robert Burchfield (ed.), The New Fowler’s Modern English Usage (p. 18). p. 41 The details about the pronunciation of harass are from J. C. Wells, Longman Pronunciation Dictionary. p. 42 The quotation ‘because the French tongue … is much unknown’ occurs in the Statute of the Realm I.375. pp. 43–4 The text is from F. N. Robinson (ed.), The Works of Geoffrey Chaucer. The phonetic tran- scription of the ‘Prologue’ is based on Helge Kökeritz, A Guide to Chaucer’s Pronunciation (p. 20). See also Alan Cruttenden (ed.), Gimson’s Pronunciation of English (pp. 73–4). The modern rendering is by Nevill Coghill in Chaucer’s Canterbury Tales, a translation into modern English verse. Professor Jess B. Bessinger Jr., one of the foremost experts on early English poetry, reads the General Prologue from The Canterbury Tales at https://archive. org/details/P_CHA_GEO_01. p. 45 The first two books Caxton printed in English were Recuyell of the Historyes of Troy (1475) and The Game and Playe of Chesse (1476). On Caxton’s publications, see N. F. Blake, Notes and Comments 267 Caxton and His World (especially pp. 224–39) and George H. McKnight, The Evolution of the English Language (p.
Recommended publications
  • Words of the World: a Global History of the Oxford English Dictionary
    DOWNLOAD CSS Notes, Books, MCQs, Magazines www.thecsspoint.com Download CSS Notes Download CSS Books Download CSS Magazines Download CSS MCQs Download CSS Past Papers The CSS Point, Pakistan’s The Best Online FREE Web source for All CSS Aspirants. Email: [email protected] BUY CSS / PMS / NTS & GENERAL KNOWLEDGE BOOKS ONLINE CASH ON DELIVERY ALL OVER PAKISTAN Visit Now: WWW.CSSBOOKS.NET For Oder & Inquiry Call/SMS/WhatsApp 0333 6042057 – 0726 540316 Words of the World Most people think of the Oxford English Dictionary (OED) as a distinctly British product. Begun in England 150 years ago, it took more than 60 years to complete, and when it was finally finished in 1928, the British prime minister heralded it as a ‘national treasure’. It maintained this image throughout the twentieth century, and in 2006 the English public voted it an ‘Icon of England’, alongside Marmite, Buckingham Palace, and the bowler hat. But this book shows that the dictionary is not as ‘British’ as we all thought. The linguist and lexicographer, Sarah Ogilvie, combines her insider knowledge and experience with impeccable research to show that the OED is in fact an international product in both its content and its making. She examines the policies and practices of the various editors, applies qualitative and quantitative analysis, and finds new OED archival materials in the form of letters, reports, and proofs. She demonstrates that the OED,in its use of readers from all over the world and its coverage of World English, is in fact a global text. sarah ogilvie is Director of the Australian National Dictionary Centre, Reader in Linguistics at the Australian National University, and Chief Editor of Oxford Dictionaries, Australia.
    [Show full text]
  • C a L L a L O O
    C A L L A L O O WHAT WE MEAN WHEN WE SAY ‘CREOLE’ An Interview with Salikoko S. Mufwene by Michael Collins Salikoko S. Mufwene is an internationally renowned theorist of language evolution, language contact, and sociolinguistics, among other subjects. He sat for the following interview on April 7 and April 8, 2003, during a visit he paid to Texas A & M University in College Station to lecture on controversies surrounding Ebonics. Mufwene’s ability to dazzle audiences was just as evident in Texas as it had been in the city-state of Singapore, where I first heard him lecture. His ability was indeed already apparent early in his life in Congo: Robert Chaudenson of the Université d’Aix-en-Provence reports that in 1973 “Mufwene received a License en Philosophie et Lettres (with a major in English Philology) from the National University of Zaire at Lubumbashi (with Highest Honors). The same year he also obtained his Agrégation d’enseignement moyen du degré supérieur (with Honors). Let me comment a bit on the significance of these diplomas, especially for readers who are not familiar with (post)colonial Africa. That the young Salikoko, born in Mbaya-Lareme, would find himself twenty years later in Lubumbashi at the University, with not one but two diplomas, should in itself count as an obvious sign of intellectual excellence for anyone who is in any way familiar with the Congo of that era. Salikoko must have seriously distinguished himself among his peers: at that time, overly limited opportunities and a brutally elitist educational system did entail fierce competition.” For the rest of Chaudenson’s remarks, and for further information on Mufwene, see http://humanities.uchicago.edu/faculty/mufwene/index.html.
    [Show full text]
  • Language Variation and Ethnicity in a Multicultural East London Secondary School
    Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system.
    [Show full text]
  • Reference Guide for the History of English
    Reference Guide for the History of English Raymond Hickey English Linguistics Institute for Anglophone Studies University of Duisburg and Essen January 2012 Some tips when using the Reference Guide: 1) To go to a certain section of the guide, press Ctrl-F and enter the name of the section. Alternatively, you can search for an author or the title of a book. 2) Remember that, for reasons of size, the reference guide only includes books. However, there are some subjects for which whole books are not readily available but only articles. In this case, you can come to me for a consultation or of course, you can search yourself. If you are looking for articles on a subject then one way to find some would be to look at a standard book on the (larger) subject area and then consult the bibliography at the back of the book., To find specific contents in a book use the table of contents and also the index at the back which always offers more detailed information. If you are looking for chapters on a subject then an edited volume is the most likely place to find what you need. This is particularly true for the history of English. 3) When you are starting a topic in linguistics the best thing to do is to consult a general introduction (usually obvious from the title) or a collection of essays on the subject, often called a ‘handbook’. There you will find articles on the subareas of the topic in question, e.g. a handbook on varieties of English will contain articles on individual varieties, a handbook on language acquisition will contain information on various aspects of this topic.
    [Show full text]
  • Indoeuropean? Britain (55-43 B.C
    27/09/2012 Celtic tribes reach Britain 500B.C. The History of the (Iron Age) Indoeuropean language English Language Celts were so fragmented Dr. Gloria Cappelli and given to fighting among themselves Romans invaded Indoeuropean? Britain (55-43 B.C. – Many languages spoken in the world 410A.D.) (Europe,India, Asia…) are genetically related : They brought Latin to the British they belong to different language islands (also an families derived from a hypothetical Indoeuropean common source language) Indoeuropean? The Indo-European languages comprise a family of several hundred related languages including most of the major languages of Europe, the northern Indian subcontinent (South Asia), the Iranian plateau (Southwest Asia), and much of Central Asia Indo-European (Indo refers to the Indian subcontinent) has the largest numbers of speakers of the recognised families of languages in the world today 1 27/09/2012 Germanic Languages? East Germanic was spoken by peoples who migrated back to south-eastern Europe . No East Germanic language is spoken today, and the only written East Germanic language that survives is Gothic North Germanic evolved into the modern Scandinavian languages of Swedish, Danish, Norwegian, and Icelandic (but not Finnish, which is related to Estonian and is not an Indo-European language) West Germanic is the ancestor of modern German, Dutch, Flemish, Frisian, and English Celtic influences on English Bannock (cake) Clout (hit) Crock (container) Darn (mend) Mug Knob Pool Binn (bin) Luh (lake) Thames Avon (water) Ex (as in
    [Show full text]
  • TOPICALIZATION in JAMAICAN and MARTINICAN Nicole Arsenec
    TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole Arsenec To cite this version: Nicole Arsenec. TOPICALIZATION IN JAMAICAN AND MARTINICAN. 2020. hal-02910348 HAL Id: hal-02910348 https://hal.archives-ouvertes.fr/hal-02910348 Preprint submitted on 1 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole ARSENEC “One of the most typical transformation rules in Afro-American dialects is the topicalization which allows constituents of kernel sentences to be singled out for focus.” according to Mervyn ALLEYNE (1980 : 103). The topic of this chapter is topicalization in Jamaican Creole (JC) and Martinican Creole (CM) in a contrastive approach and a synchronic perspective. The choice of these two languages, an English Lexical Based Creole (ELBC), and a French Lexical Based Creole (FLBC), was made in order to point out the specificity of this construction in Afro-American languages opposed to English and French in terms of Indo- European languages. The objective of this approach is to establish distinctive features of topicalization in Creole languages from Jamaica and Martinique. 1 Topicalization « Described as a predicate cleft in Atlantic Creoles this (topicalization) typically consists in fronting the Verb Phrase (VP) head while leaving a copy at the extraction site, and using a copula to introduce the verb copy” J.
    [Show full text]
  • Download Date / Datum Preuzimanja: 2020-09-28
    Fiat Lingua Title: Trigedasleng: A Study of the Verb System of a Possible Future Creole English Author: Tvrtko Samardžija MS Date: 09-24-2020 FL Date: 02-01-2021 FL Number: FL-000071-00 Citation: Samardžija, Tvrtko. 2020. "Trigedasleng: A Study of the Verb System of a Possible Future Creole English." FL-000071-00, Fiat Lingua, <http://fiatlingua.org>. Web. 01 February 2021. Copyright: © 2020 Tvrtko Samardžija. This work is licensed under a Creative Commons Attribution- NonCommercial-NoDerivs 3.0 Unported License. http://creativecommons.org/licenses/by-nc-nd/3.0/ Fiat Lingua is produced and maintained by the Language Creation Society (LCS). For more information about the LCS, visit http://www.conlang.org/ Trigedasleng: A Study of the Verb System of a Possible Future Creole English Samardžija, Tvrtko Master's thesis / Diplomski rad 2020 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: University of Zagreb, University of Zagreb, Faculty of Humanities and Social Sciences / Sveučilište u Zagrebu, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:131:618880 Rights / Prava: In copyright Download date / Datum preuzimanja: 2020-09-28 Repository / Repozitorij: ODRAZ - open repository of the University of Zagreb Faculty of Humanities and Social Sciences University of Zagreb Faculty for Humanities and Social Sciences Department of English, Linguistics Section Academic year 2019/2020. Trigedasleng: A Study of the Verb System of a Possible Future Creole English Master's Thesis Author: Tvrtko Samardzija Thesis Advisor: Mateusz-Milan Stanojević, PhD Thesis Defended: 24th September, 2020. Sveučilište u Zagrebu Filozofski fakultet Odsjek Anglistike, katedra za lingvistiku Akademska godina 2019./2020.
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • Grammatical Transition 1E Means Who >Erhaps
    :lish or translate ind I think there Interlude 4 Grammatical transition 1e means who >erhaps. But I :ory for those ny people, the , of this book, od. It is surely The transition from Old English to Middle English is primarily defined by the linguistic changes that were taking place in grammar. Old English, as we have seen (p. 4 3 ), was a language which contained a great deal of inflectional variation; Modern English has hardly any. And it is during Middle English that we see the eventual disappearance of most of the earlier inflections and the increasing reliance on alternative means of expression, using word order and prepositional constructions rather than word endings to express meaning relationships. But we must be careful not to overstate the nature of the change. The phrase 'increasing reliance' is meant to suggest that there is a great deal of continuity between the grammatical systems of Old and Middle English. Word order was by no means random in Old English, nor was it totally fixed in Middle English. To develop a feel for this change, it is important to look briefly at all the word-order possibilities in the basic construction of a sentence. In Modern English, word order controls virtually everything. In the sentence the man saw the woman, it is the order of the three main elements which is the key to understanding what the sentence is saying. These three elements are traditionally called subject (S), verb (V), and object (0), and it is the order SVO which tells us this sentence means that it is the man who was doing the seeing and not the other way round.
    [Show full text]
  • History of the English Language
    History of the English Language John Gavin Marist CLS Spring 2019 4/4/2019 1 Assumptions About The Course • This is a survey of a very large topic – Course will be a mixture of history and language • Concentrate on what is most relevant – We live in USA – We were colonies of Great Britain until 1776 • English is the dominant language in – United Kingdom of England, Wales, Scotland and Northern Ireland – Former Colonies: USA, Canada, Republic of Ireland, Australia, New Zealand and several smaller scattered colonies 4/4/2019 2 Arbitrary English Language Periods - Course Outline - Period Dates Old English 450 CE to 1066 CE Middle English 1066 CE to 1450 CE Early Modern English 1450 CE to 1700 CE Modern English 1700 CE to present Note: • These periods overlap. • There is not a distinct break. • It’s an evolution. 4/4/2019 3 Geography 4/4/2019 4 Poughkeepsie England X 4/4/2019 5 “England”: not to be confused with British Isles, Great Britain or the United Kingdom Kingdom of England • England (927) • add Wales (1342) Kingdom of Great Britain • Kingdom of England plus Kingdom of Scotland (1707) United Kingdom of Great Britain and Ireland (1801) • All of the British Isles United Kingdom of GrB and Northern Ireland (1922) • less4/4/2019 the Republic of Ireland 6 Language in General 4/4/2019 7 What is a Language? A language is an oral system of communication: • Used by the people of a particular region • Consisting of a set of sounds (pronunciation) – Vocabulary, Grammar • Used for speaking and listening Until 1877 there was no method for recording speech and listening to it later.
    [Show full text]
  • Two Internationally Distinguished English Language Scholars Tell the Fascinating, Improbable Saga of English in Time and Space
    Two internationally distinguished English language scholars tell the fascinating, improbable saga of English in time and space. They trace the history of the lan- guage from its obscure beginnings over 1500 years ago as a collection of dialects spoken by marauding, illiterate tribes. They show how the geographical spread of the language in its increasing diversity has made English into an international language of unprecedented range and variety. They look at the present state of English as a global language and the problems, pressures and uncertainties of its future. They argue that, in spite of the amazing variety and plurality of English, it remains a single language. English – One Tongue, Many Voices tells its story with the help of maps, diagrams and pictures. The text is interspersed with panels focusing on particular topics of interest, and is followed by notes that give the sources of information, as well as detailed references and indexes. A book for students and their teachers, and for anyone who wants a broad and authoritative introduction to the phenomenon of English worldwide. Jan Svartvik, the distinguished Scandinavian scholar of English language, is now Emeritus Professor at the University of Lund, Sweden. He is co-author of Engelsk universitetsgrammatik (with Olof Sager, 1977) and Handbok i engelska (with Rikard Svartvik, 2001), and author, co-author or editor of some 35 books and 75 papers or articles on varied aspects of English linguistics, contrastive grammar and nautical terminology. He is a Member of the Royal Swedish Academy of Sciences, The Royal Academy of Letters, History and Antiquities and Academia Europaea.
    [Show full text]
  • A University Grammar of English
    rainmar of Randolph Quirk Sidney Greenbaum > Yv‘ ‘ / , ■ I - ■> A UNIVERSITY GRAMMAR OF ENGLISH RANDOLPH QUIRK University of L ondon SIDNEY GREENBAUM University of London Based on A Grammar of Contemporary English by Randolph Quirk, Sidney.Greenbaum, Geoffrey Leech, Jan Svartvik oPt> PPP □ PP 1 V LONGMAN LONGMAN GROUP UK LIMITED Longman House, Burnt Mill, Harlow, Essex CM20 2JE, England and Associated Companies throughout the world. © R. Quirk, S. Greenbaum, G. Leech and J. Svartvik 1973 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers. First published 1973 Twenty-fifth impression 1990 ISBN 0 582 55207 9 Produced by Longman Group (FE) Ltd Printed in Hong Kong PREFACE In preparing this shorter version of A Grammar of Contemporary English, our aim has been to satisfy the needs of university students who require the comprehensiveness of the original work but not its detail or extensive theoretical discussion or wealth of exemplification. But, inso¬ far as it has been compatible with so curtailed a treatment, we have been careful to preserve the structure of the parent book so that reference to the fuller study can be easy and direct, chapter by chapter, as required. In order to accommodate actual student needs in our treatment, we consulted a number of friends and colleagues all over the world: scholars with rich and varied experience of teaching English at institutions with widely different traditions; scholars whose opinion we valued on the kind of abridged Grammar that would best suit their students’ needs.
    [Show full text]