John Morris-Jones and His Welsh Grammar
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Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge
Old and Middle Welsh David Willis ([email protected]) Department of Linguistics, University of Cambridge 1 INTRODUCTION The Welsh language emerged from the increasing dialect differentiation of the ancestral Brythonic language (also known as British or Brittonic) in the wake of the withdrawal of the Roman administration from Britain and the subsequent migration of Germanic speakers to Britain from the fifth century. Conventionally, Welsh is treated as a separate language from the mid sixth century. By this time, Brythonic speakers, who once occupied the whole of Britain apart from the north of Scotland, had been driven out of most of what is now England. Some Brythonic-speakers had migrated to Brittany from the late fifth century. Others had been pushed westwards and northwards into Wales, western and southwestern England, Cumbria and other parts of northern England and southern Scotland. With the defeat of the Romano-British forces at Dyrham in 577, the Britons in Wales were cut off by land from those in the west and southwest of England. Linguistically more important, final unstressed syllables were lost (apocope) in all varieties of Brythonic at about this time, a change intimately connected to the loss of morphological case. These changes are traditionally seen as having had such a drastic effect on the structure of the language as to mark a watershed in the development of Brythonic. From this period on, linguists refer to the Brythonic varieties spoken in Wales as Welsh; those in the west and southwest of England as Cornish; and those in Brittany as Breton. A fourth Brythonic language, Cumbric, emerged in the north of England, but died out, without leaving written records, in perhaps the eleventh century. -
Lenition of the Conjugated Prepositions in Irish and Welsh
Lenition of the Conjugated Prepositions in Irish and Welsh Sanne Jongeleen 3765105 25-07-2016 RMA Ancient, Medieval and Renaissance Studies Supervised by prof. dr. Peter Schrijver Plagiarism Statement I hereby declare that I have committed neither fraud nor plagiarism prior, during or after the process that has resulted in this thesis. 25-07-2016, Sanne Jongeleen 2 Table of Contents Table of Contents .................................................................................................. 3 Abbreviations ....................................................................................................... 4 0. Introduction ...................................................................................................... 6 1. Research Questions ........................................................................................... 8 2. Theoretical background ...................................................................................... 9 3. Methodology ................................................................................................... 14 4. Selected Corpus .............................................................................................. 18 4.1 Irish .......................................................................................................... 18 4.2 Welsh ........................................................................................................ 20 5. Selected Prepositions ...................................................................................... -
Gender Across Languages: the Linguistic Representation of Women and Men
<DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. -
Welshlessons1.Pdf
Welsh Lessons © Antone Minard, 2016 This series of lessons is designed to accompany the Welsh courses I offer through the Vancouver Welsh Society, currently scheduled to meet once a week for two ten-week terms. They are designed to supplement the class meetings, or to substitute if you have missed a meeting, or just to serve as a reference. Because heritage language learners all come with different abilities and progress at different paces, each lesson is divided into three sections: Level A for Beginners, Level B for Intermediate, and Level C for advanced. Each lesson starts with a flowchart to help you assess your level for that particular lesson. This is a work in progress, and over the next year or so I will be adding dialogues, exercises, and example quotes from Welsh songs and folklore, and if I can find someone to contribute, illustrations. If there are errors, or if you find something confusing, please contact me at [email protected]. The Welsh Lessons here are meant to complement your other learning tools. There are a lot of great resources online, such as the Say Something in Welsh course (https://www.saysomethingin.com/welsh/course1). The awesome duolingo now has Welsh; it’s not perfect, but it’s very effective for progress in the early stages. Finally, of course, if you’re not a member of the Vancouver Welsh Society, why not join via Paypal as a thank you? Only $20 per year for an out-of-area membership. Lesson One: Alphabet & Pronunciation Diagnostic Page, Lesson 1 Question 1: No: Go to Level A Can you more or less pronounce Mae ’nghath i yn llwyd ? Yes: See Question 2 Question 2: No: Go to Level B Do you know whether the vowels in the words yr hen mab bach o Ben-y-Bont are long or short? Yes: See Question 3 Question 3: Can you predict how a Welsh No: Go to Level C speaker would change these dictionary words in the spoken language? cyfodi, dyfod, gorau, prynhawn, Yes: Skip Lesson One ysgubor Lesson One: Alphabet & Pronunciation Lesson One, Level A The English alphabet consists of 26 letters. -
Kent Academic Repository Full Text Document (Pdf)
Kent Academic Repository Full text document (pdf) Citation for published version Bailey, Laura Rudall (2013) The syntax of question particles. Doctor of Philosophy (PhD) thesis, Newcastle University. DOI Link to record in KAR https://kar.kent.ac.uk/80123/ Document Version UNSPECIFIED Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html The Syntax of Question Particles Laura Rudall Bailey Submitted for the degree of Doctor of Philosophy School of English Literature, Language and Linguistics/ Centre for Research in Linguistics and Language Sciences Newcastle University Examined: November 2012 Submitted: April 2013 Abstract Cross-linguistically, languages are largely head-initial or head-final. Most permit some disharmony, but Holmberg (2000) and Biberauer, Holmberg & Roberts (2012), among others, have argued that the structure shown in (1) is ruled out, where YP is X’s complement and ZP is Y’s complement: (1) *[XP [YP Y ZP] X] In structures such as (1), a head-final phrase immediately dominates a head- initial phrase, violating the so-called ‘Final-Over-Final Constraint’ (FOFC). -
La Filología, La Lingüística Y Las Leyes De La Evolución
Ennis, Juan Antonio La filología, la lingüística y las leyes de la evolución. Curtius y Brugmann, lindes y deslindes Revista argentina de historiografía lingüística 2018, vol. 10, nro. 2, p. 93-105 Ennis, J. (2018). La filología, la lingüística y las leyes de la evolución. Curtius y Brugmann, lindes y deslindes. Revista argentina de historiografía lingüística, 10 (2), 93-105. En Memoria Académica. Disponible en: http://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.11606/pr.11606.pdf Información adicional en www.memoria.fahce.unlp.edu.ar Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-CompartirIgual 4.0 Internacional https://creativecommons.org/licenses/by-nc-sa/4.0/ Revista argentina de historiografía lingüística, X, 2, 93-105, 2018 La filología, la lingüística y las leyes de la evolución. Curtius y Brugmann, lindes y deslindes Philology, linguistics and the laws of evolution. Curtius and Brugmann, boundaries and demarcations Juan Antonio Ennis∗ IdIHCS, UNLP-CONICET Abstract In this paper we provide an introduction to the two German texts translated for this issue of RAHL. These are two interventions by Georg Curtius and Karl Brugmann, dated in 1862 and 1885 respectively, both devoted to dealing with the complex relationship between philology and linguistics. To do so, we first sketch a review of different features of the discussion on the relationship between both disciplines throughout the 19th century in the German-speaking academic space. Then, we present some basic issues that should contribute to situate the texts in their own context. Key words: Georg Curtius, Karl Brugmann, Philology, Linguistics, Neogrammarians. Resumen Se ofrece aquí una introducción a los dos textos cuya traducción se ofrece en este mismo número, sendas intervenciones de Georg Curtius y Karl Brugmann sobre la relación entre la filología y la lingüística, de 1862 y 1885 respectivamente. -
The Figure of Taliesin in Charles Williams' Arthuriad
Volume 10 Number 1 Article 4 4-15-1983 The Figure of Taliesin in Charles Williams' Arthuriad Richard Woods Stritch School of Medicine, IL Follow this and additional works at: https://dc.swosu.edu/mythlore Part of the Children's and Young Adult Literature Commons Recommended Citation Woods, Richard (1983) "The Figure of Taliesin in Charles Williams' Arthuriad," Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature: Vol. 10 : No. 1 , Article 4. Available at: https://dc.swosu.edu/mythlore/vol10/iss1/4 This Article is brought to you for free and open access by the Mythopoeic Society at SWOSU Digital Commons. It has been accepted for inclusion in Mythlore: A Journal of J.R.R. Tolkien, C.S. Lewis, Charles Williams, and Mythopoeic Literature by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. To join the Mythopoeic Society go to: http://www.mythsoc.org/join.htm Mythcon 51: A VIRTUAL “HALFLING” MYTHCON July 31 - August 1, 2021 (Saturday and Sunday) http://www.mythsoc.org/mythcon/mythcon-51.htm Mythcon 52: The Mythic, the Fantastic, and the Alien Albuquerque, New Mexico; July 29 - August 1, 2022 http://www.mythsoc.org/mythcon/mythcon-52.htm Abstract Discusses Taliesin as a historical personage and as a legendary and mythological figure, and specifically the sources for Williams’s portrayal of Taliesin in his Arthurian poetry. Speculates on why Williams chose Taliesin as the “romantic focus” of his poems, how he conceived his role, and why he departed from traditional sources. -
Breton Patronyms and the British Heroic Age
Breton Patronyms and the British Heroic Age Gary D. German Centre de Recherche Bretonne et Celtique Introduction Of the three Brythonic-speaking nations, Brittany, Cornwall and Wales, it is the Bretons who have preserved the largest number of Celtic family names, many of which have their origins during the colonization of Armorica, a period which lasted roughly from the fourth to the eighth centuries. The purpose of this paper is to present an overview of the Breton naming system and to identify the ways in which it is tied to the earliest Welsh poetic traditions. The first point I would like to make is that there are two naming traditions in Brittany today, not just one. The first was codified in writing during the sixteenth and seventeenth centuries and it is this system that has given us the official hereditary family names as they are recorded in the town halls and telephone directories of Brittany. Although these names have been subjected to marked French orthographic practices, they reflect, in a fossilized form, the Breton oral tradition as it existed when the names were first set in writing over 400 years ago. For this reason, these names often contain lexical items that are no longer understood in the modern spoken language. We shall return to this point below. The second naming system stems directly from the oral tradition as it has come down to us today. Unlike the permanent hereditary names, it is characterized by its ephemeral, personal and extremely flexible nature. Such names disappear with the death of those who bear them. -
Chapter V Educational Provision in Wales Part
CHAPTER V EDUCATIONAL PROVISION IN WALES PART (i) : SCHOOLS In medieval Wales it was the Church which assumed the greatest responsibility for schooling, bardic schools and possibly the households of the Welsh lords being also centres of learning. The English universities, and to a lesser extent, the continental universities and the inns of court, provided further or higher 1 education for the ablest talents of Wales. In England, by the late fifteenth and early sixteenth centuries, lay involvement in educati4n increased, as the needs of the Crown, the aristocracy and the towns expanded, and this was also faintly apparent in as scattered and 2 rural a society as Wales. The revival of classical learning emphasised anew the educational qualities required of administrators and all useful members of the state and which were also to be expected of gentlemen. At a time of social change, in Wales as in England, education became a 3 means of asserting and of reinforcing social distinctions. Neither the schools nor the universities were particularly suited 4 to the task of preparing young gentlemen. The newer grammar schools tried tEadapt, and there were a few signs that the universities and the inns of court, though still largely institutions of professional instruction, made some concessions towards providing a more general and 5 popular education. The essential conservatism of these places meant 6 that they were not in the van of intellectual progress. Rather, they were places for disseminating received and accepted truths intermixed with north European humanism and religious ideology, giving force to 333. 7 the ideal of wise and moral service and leadership. -
GOO-80-02119 392P
DOCUMENT RESUME ED 228 863 FL 013 634 AUTHOR Hatfield, Deborah H.; And Others TITLE A Survey of Materials for the Study of theUncommonly Taught Languages: Supplement, 1976-1981. INSTITUTION Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, D.C.Div. of International Education. PUB DATE Jul 82 CONTRACT GOO-79-03415; GOO-80-02119 NOTE 392p.; For related documents, see ED 130 537-538, ED 132 833-835, ED 132 860, and ED 166 949-950. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Annotated Bibliographies; Dictionaries; *InStructional Materials; Postsecondary Edtmation; *Second Language Instruction; Textbooks; *Uncommonly Taught Languages ABSTRACT This annotated bibliography is a supplement tothe previous survey published in 1976. It coverslanguages and language groups in the following divisions:(1) Western Europe/Pidgins and Creoles (European-based); (2) Eastern Europeand the Soviet Union; (3) the Middle East and North Africa; (4) SouthAsia;(5) Eastern Asia; (6) Sub-Saharan Africa; (7) SoutheastAsia and the Pacific; and (8) North, Central, and South Anerica. The primaryemphasis of the bibliography is on materials for the use of theadult learner whose native language is English. Under each languageheading, the items are arranged as follows:teaching materials, readers, grammars, and dictionaries. The annotations are descriptive.Whenever possible, each entry contains standardbibliographical information, including notations about reprints and accompanyingtapes/records -
Broken Order
Broken Order Shapeshifting as Social Metaphor in Early Medieval England and Ireland Gwendolyne Knight Academic dissertation for the Degree of Doctor of Philosophy in History at Stockholm University to be publicly defended on Friday 18 January 2019 at 10.00 in hörsal 7, hus D, Universitetsvägen 10 D. Abstract Shapeshifting narratives appear in cultures all over the world, throughout human history. At each point, these narratives give expression to culturally contingent anxieties and preoccupations. This study examines shapeshifting narratives in early medieval England and Ireland in order to uncover what preoccupations informed the meaning of 'shapeshifting', and also what social functions these shapeshifting narratives could serve. It begins with a lexical analysis of the verbs and nouns most associated with shapeshifting narratives; then, it examines shapeshifting narratives on the one hand, and comparisons between humans and animals on the other; finally, the study turns to the sociocultural role of shapeshifting narratives. It demonstrates that, although shapeshifting manifests differently in English and Irish contexts, the importance of performance, in particular the proper performance of in-group behaviour, is a consistent theme between them. Often, shapeshifting narratives visually confirm or demonstrate changes that have already taken place. Although the transformation of a human into something else would appear to break the natural order, such a wondrous disruption ultimately reveals divine power, and reinforces the divine order. -
Graduate School of Arts and Sciences of Georgetown University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History
German Romantic Nationalism and Indian Cultural Tradition A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History By Alexei Vladimirovich Pimenov, M.A. Washington, DC November 18, 2015 Copyright 2015 by Alexei Vladimirovich Pimenov All Rights Reserved ii Alexei Vladimirovich Pimenov, M.A. Thesis Advisor: Catherine Evtuhov, Ph.D. Abstract This Dissertation examines the German Romantic fascination with India, the country thought by many German Romantics to be the original home of the Urvolk, considered by these thinkers to be the direct ancestors of the German people themselves. In analyzing this German Romantic self-representation through India within the context of the Romantic critique of European modernity, the Dissertation considers this phenomenon as a case of the Romantic re-integration project. The Dissertation juxtaposes four figures – Friedrich Schlegel, Otmar Frank, Joseph Goerres, and Arthur Schopenhauer – who are particularly representative of those German Romantic thinkers who were influenced by Indian culture and who applied the Indian models to their interpretations of world history. These interpretations were rooted in the models developed by the missionaries and the Enlightenment thinkers who looked for the original monotheism outside the biblical tradition. The Romantics, however, highlighted not only the religious but also the national dimension of the connection between the original home of the Urvolk and its descendants in the modern German-speaking realm. In tracing the Urvolk ’s migration from India to the West, Friedrich Schlegel used as his explanatory model the Brahmanic narrative of the degenerated warriors becoming barbarians due to their failure to observe the dharma.