DOCSLIB.ORG

Otto-Friedrich-Universität Bamberg Zentrum Für Mittelalterstudien

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

OTTO-FRIEDRICH-UNIVERSITÄT BAMBERG ZENTRUM FÜR MITTELALTERSTUDIEN -DIE MITGLIEDER- BAMBERG 2010 Anschrift: Universität Bamberg, Zentrum für Mittelalterstudien, 96045 Bamberg Tel.: 0951/863-2451 – Fax: 0951/863-2306 E-Mail: [email protected] Internet: www.uni-bamberg.de/zemas/ Besucheradresse: Am Kranen 10, Raum 304, 96045 Bamberg Leitungsgremium: Prof. Dr. Ingrid Bennewitz (geschäftsführend), Prof. Dr. Klaus van Eickels, Prof. Dr. Birgitt Hoffmann, Prof. Dr. Achim Hubel, Prof. Dr. Peter Wünsche neues Leitungsgremium (ab 1. April 2010) Prof. Dr. Birgitt Hoffmann (geschäftsführend), Prof. Dr. Stephan Albrecht, Prof. Dr. Klaus van Eickels, Prof. Dr. Andrea Schindler, Prof. Dr. Peter Wünsche Sekretariat: Christiane Schönhammer (vormittags) IMPRESSUM: Zentrum für Mittelalterstudien der Otto-Friedrich-Universität Bamberg Herausgeber: Zentrum für Mittelalterstudien Redaktionelle Bearbeitung: Christiane Schönhammer, Sonja Bümlein, Silke Höfs, Tanja Metzger Auflage: 800 Stand: 01. Februar 2010 Vorwort Das am 1. April 1998 eingerichtete Zentrum für Mittelalterstudien der Universität Bam- berg kann seit seiner Gründung ein beachtliches Wachstum verzeichnen. Das betrifft nicht nur die Zahl der Mitglieder, sondern auch die Aktivitäten. Nach einer Änderung der (ersten) Geschäftsordnung im Juli 2006 konnten auch Kolleginnen und Kollegen aus Wis- senschaft und Praxis außerhalb der Universität Bamberg als korrespondierende Mitglieder aufgenommen werden, ebenso nicht promovierte Nachwuchswissenschaftler der Univer- sität Bamberg. Das Zentrum hat derzeit 55 ordentliche Mitglieder, 24 korrespondierende Mitglieder aus Deutschland, Österreich, der Schweiz, Tschechien, Italien und den USA und 18 Nachwuchsmitglieder. Das Ziel des Zentrums ist neben der Bündelung und Dokumentation aller mediävisti- schen Aktivitäten die Förderung von interdisziplinären Kolloquien, Ringvorlesungen, interdisziplinären (Ober-)Seminaren und anderen Veranstaltungen, die das Lehrangebot ergänzen sowie die Diskussion zwischen den Fächern bereichern sollen. In der in jedem Semester erscheinenden umfangreichen Broschüre werden alle mediävistisch relevanten Lehrveranstaltungen der beteiligten Fächer und die Veröffentlichungen und Projekte der einzelnen Mitglieder präsentiert; darüber hinaus werden die im Rahmen des Zentrums stattfindenden Kolloquien und Kongresse angekündigt und dokumentiert. Die Einrichtung des BA-/MA-Studiengangs „Interdisziplinäre Mittelalterstudien/Medieval Studies“ zum WS 2003/04 hat die Zusammenarbeit nicht nur in der Forschung, sondern vor allem auch in der Lehre noch stärker gefördert und die Synergieeffekte der fächerüber- greifenden Mittelalterforschung noch deutlicher werden lassen. Der Studiengang wurde im Sommersemester 2008 erfolgreich durch die Akkreditierungsagentur ACQUIN akkre- ditiert. Der Gutachterbericht bescheinigt dem Zentrum, dass das „besondere spezifische Profil des Studienganges ... einen echten Mehrwert“ schafft. Darüber hinaus wird betont, dass gerade das Mittelalterzentrum mit seinen „finanziellen und infrastrukturellen Res- sourcen ... die hohe Qualität des Studiengangs“ sichert und „als inhaltlicher Ideengeber und Träger einen ‚mediävistischen think-tank’“ bildet. Die bisherigen Absolventen bestä- tigen mit ihren Leistungen und ihrem weiteren Weg auf erfreuliche Art das Engagement der beteiligten Hochschullehrer. Die vorliegende dritte Auflage des Mitgliederverzeichnisses bietet detaillierte Informati- onen zu Werdegang und Forschung der ordentlichen und – über die Verweise auf die jeweiligen Homepages – der korrespondierenden Mitglieder des Zentrums für Mittelalter- studien und eine Übersicht über die derzeitigen Nachwuchsmitglieder. Die Zusammen- stellung beruht auf den Angaben der Kolleginnen und Kollegen. Eine Vereinheitlichung der Zitiergewohnheiten unterschiedlicher Fächer wurde nicht angestrebt. Allen Kolleginnen und Kollegen, die zum Gelingen dieses Verzeichnisses beigetragen ha- ben, sei herzlich gedankt. Besonderer Dank gebührt darüber hinaus Christiane Schön- hammer und den studentischen Hilfskräften des Zentrums (Tanja Metzger, Sonja Bümlein und Silke Höfs), welche in gewohnter Sorgfalt die redaktionelle Bearbeitung leisteten. Bamberg, im Februar 2010 Ingrid Bennewitz Inhalt Vorwort 3 Bachelor- und Masterstudiengang „Interdisziplinäre Mittelalterstudien/Medieval Studies“ 8 Prof. Dr. Stephan Albrecht 12 Prof. em. Dr. Hans Becker 18 Prof. Dr. Thomas Becker 22 Prof. Dr. Lale Behzadi 27 Prof. Dr. Ingrid Bennewitz 30 Prof. em. Dr. Rolf Bergmann 43 Prof. Dr. Peter Bruns 52 Prof. Dr. Dina De Rentiis 55 Prof. Dr. Günter Dippold 60 Prof. Dr. Andreas Dix 64 Prof. Dr. Rainer Drewello 67 Prof. Dr. Klaus van Eickels 71 Prof. Dr. Horst Enzensberger 78 Prof. Dr. Elisabeth von Erdmann 81 Prof. Dr. Ingolf Ericsson 87 Prof. Dr. Michele C. Ferrari 97 Prof. em. Dr. Barbara Finster 101 Prof. Dr. Sabine Föllinger 105 Dr. Regina Froschauer 111 Prof. Dr. Helmut Glück 114 Dr. Detlef Goller 120 Dr. Andreas Goltz 123 Dr. Andrea Grafetstätter 127 Dr. Anja Grebe 130 PD Dr. Georg Gresser 134 apl. Prof. Dr. G. Ulrich Großmann 138 Prof. em. Dr. Klaus Guth 144 Prof. Dr. Mark Häberlein 150 Prof. Dr. Birgitt Hoffmann 158 Prof. Dr. Christoph Houswitschka 162 Prof. Dr. Achim Hubel 166 Prof. Dr. Christa Jansohn 177 Prof. Dr. Sebastian Kempgen 181 Dr. Hauke Kenzler 187 Prof. Dr. Gabriele Knappe 192 Prof. Dr. Michaela Konrad 197 Prof. Dr. Lorenz Korn 202 Prof. Dr. Manfred Krug 207 Dr. Christian Kuhn 210 Dr. Heinrich Lang 215 Dr. Christian Lange 220 PD Dr. Hans Losert 224 Prof. em. Dr. Franz Machilek 228 Prof. Dr. Patrizia Noel 236 Prof. em. Dr. Walter Sage 240 Prof. Dr. Markus Schauer 244 Prof. Dr. Bernhard Schemmel 247 Prof. Dr. Andrea Schindler 252 PD Dr. Julia Schlüter 255 Dr. Maurice Sprague 261 Prof. Dr. Werner Taegert 271 Prof. Dr. Susanne Talabardon 276 Prof. Dr. Uwe Voigt 281 Prof. Dr. Peter Wünsche 287 Prof. em. Dr. Gerd Zimmermann 290 Liste der Nachwuchsmitglieder 299 Liste der korrespondierenden Mitglieder 300 Bachelor- und Masterstudiengang „Interdisziplinäre Mittelalterstudien/Medieval Studies“ Zum Wintersemester 2003/04 wurde an der Universität Bamberg, Zentrum für Mittelal- terstudien, der 6-semestrige Bachelor-Studiengang „Interdisziplinäre Mittelalterstudien/ Medieval Studies“ als einer der ersten BA-Studiengänge in Deutschland überhaupt und als erster BA-Studiengang an der Universität Bamberg eröffnet. Neueste Entwicklungen in den Rahmenbedingungen für BA/MA-Studiengänge sowie die Erfahrungen mit dem bisherigen Studiengang berücksichtigt eine zum Sommersemester 2007 durchgeführte grundlegende Reform und Weiterentwicklung des Studiengangs. Ebenfalls zum Sommer- semester 2007 wurde nun ein eigenständiger, konsekutiv und nicht-konsekutiv studier- barer Masterstudiengang „Interdisziplinäre Mittelalterstudien/Medieval Studies“ einge- richtet, der in vier Semestern zu absolvieren ist. Ziele des Studiums Der BA-Studiengang „Interdisziplinäre Mittelalterstudien/Medieval Studies“ bietet einen multiperspektivischen Zugang zur Erforschung des Mittelalters. Ausbildungsziel ist die Fähigkeit, • mittelalterliche Texte, Objekte und Befunde methodisch und inhaltlich kompetent aus zuwerten und einzuordnen; • wissenschaftliche Methoden im Bereich der Mittelalterstudien in einer die Fachgrenzen übergreifenden Weise anzuwenden; • Ergebnisse der Mittelalterforschung für eine breitere Öffentlichkeit darzustellen und zu vermitteln. Der BA-Studiengang vermittelt am Beispiel mediävistischer Fragestellungen umfassende kulturwissenschaftliche Kompetenzen, die auf andere Epochen übertragbar sind. Er macht vertraut mit der Vielfalt kulturwissenschaftlicher Zugriffe und Ansätze, befähigt zu in- ternationaler Vernetzung und qualifiziert zur Präsentation und Vermittlung komplexer kultureller Zusammenhänge in Berufsfeldern wie Archiven, Bibliotheken und Museen, im Ausstellungswesen und in der Weiterbildung, in Kulturtouristik und Kulturvermittlung in allen medialen Formen usw. Der MA-Studiengang „Interdisziplinäre Mittelalterstudien/Medieval Studies“ vertieft die im BA-Studiengang erworbenen Kenntnisse und Fertigkeiten. Darüber hinaus führt er systematisch an die eigenständige wissenschaftliche Arbeit heran und verleiht damit einen in besonderer Art und Weise wissenschaftlich qualifizierenden Abschluss. Bachelor- und Masterstudiengang Inhalte des Studiums Die Studierenden des BA- und des MA-Studiengangs „Interdisziplinäre Mittelalterstu- dien/Medieval Studies“ wählen ihre Lehrveranstaltungen in Basis- und Aufbaumodulen aus drei Erkenntnisfeldern, die in unterschiedlicher Weise den Zugang zu den kulturellen, sozialen, wirtschaftlichen, politischen, philosophischen und theologischen Strukturen und Prozessen des europäischen Mittelalters vermitteln: • Erkenntnisfeld 1: Sprachliche Strukturen und literarische Repräsentationen; • Erkenntnisfeld 2: Historische Quellen und theoretische Texte; • Erkenntnisfeld 3: Materielle Kultur und visuelle Repräsentationen. Zusätzlich weisen sie Leistungen in Wahlpflichtmodulen nach, die dem Erwerb und Aus- bau kulturwissenschaftlicher Grundkompetenzen (z. B. spezielle Fremdsprachenkennt- nisse, angewandte Informatik usw.) dienen. Die am Studiengang beteiligten Dozenten mediävistischer Fächer kennzeichnen in ihrem Lehrangebot die für den Studiengang geeigneten Lehrveranstaltungen und bestimmen ihre Zuordnung zu einem (oder mehreren) Erkenntnisfeldern. In der Regel werden die Fächer folgenden Erkenntnisfeldern zugerechnet: • Erkenntnisfeld 1: Veranstaltungen der Fächer Anglistik, Germanistik, Orientalistik, Romanistik und Slavistik;
Recommended publications
  • Some English Words Illustrating the Great Vowel Shift. Ca. 1400 Ca. 1500 Ca. 1600 Present 'Bite' Bi:Tə Bəit Bəit

    Some English Words Illustrating the Great Vowel Shift. Ca. 1400 Ca. 1500 Ca. 1600 Present 'Bite' Bi:Tə Bəit Bəit

    Some English words illustrating the Great Vowel Shift. ca. 1400 ca. 1500 ca. 1600 present ‘bite’ bi:tә bәit bәit baIt ‘beet’ be:t bi:t bi:t bi:t ‘beat’ bɛ:tә be:t be:t ~ bi:t bi:t ‘abate’ aba:tә aba:t > abɛ:t әbe:t әbeIt ‘boat’ bɔ:t bo:t bo:t boUt ‘boot’ bo:t bu:t bu:t bu:t ‘about’ abu:tә abәut әbәut әbaUt Note that, while Chaucer’s pronunciation of the long vowels was quite different from ours, Shakespeare’s pronunciation was similar enough to ours that with a little practice we would probably understand his plays even in the original pronuncia- tion—at least no worse than we do in our own pronunciation! This was mostly an unconditioned change; almost all the words that appear to have es- caped it either no longer had long vowels at the time the change occurred or else entered the language later. However, there was one restriction: /u:/ was not diphthongized when followed immedi- ately by a labial consonant. The original pronunciation of the vowel survives without change in coop, cooper, droop, loop, stoop, troop, and tomb; in room it survives in the speech of some, while others have shortened the vowel to /U/; the vowel has been shortened and unrounded in sup, dove (the bird), shove, crumb, plum, scum, and thumb. This multiple split of long u-vowels is the most signifi- cant IRregularity in the phonological development of English; see the handout on Modern English sound changes for further discussion.
  • The English Language

    The English Language

    The English Language Version 5.0 Eala ðu lareow, tæce me sum ðing. [Aelfric, Grammar] Prof. Dr. Russell Block University of Applied Sciences - München Department 13 – General Studies Winter Semester 2008 © 2008 by Russell Block Um eine gute Note in der Klausur zu erzielen genügt es nicht, dieses Skript zu lesen. Sie müssen auch die “Show” sehen! Dieses Skript ist der Entwurf eines Buches: The English Language – A Guide for Inquisitive Students. Nur der Stoff, der in der Vorlesung behandelt wird, ist prüfungsrelevant. Unit 1: Language as a system ................................................8 1 Introduction ...................................... ...................8 2 A simple example of structure ..................... ......................8 Unit 2: The English sound system ...........................................10 3 Introduction..................................... ...................10 4 Standard dialects ................................ ....................10 5 The major differences between German and English . ......................10 5.1 The consonants ................................. ..............10 5.2 Overview of the English consonants . ..................10 5.3 Tense vs. lax .................................. ...............11 5.4 The final devoicing rule ....................... .................12 5.5 The “th”-sounds ................................ ..............12 5.6 The “sh”-sound .................................. ............. 12 5.7 The voiced sounds / Z/ and / dZ / ...................................12 5.8 The
  • Germanic Standardizations: Past to Present (Impact: Studies in Language and Society)

    Germanic Standardizations: Past to Present (Impact: Studies in Language and Society)

    <DOCINFO AUTHOR ""TITLE "Germanic Standardizations: Past to Present"SUBJECT "Impact 18"KEYWORDS ""SIZE HEIGHT "220"WIDTH "150"VOFFSET "4"> Germanic Standardizations 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 Associate Editor Annick De Houwer Elizabeth Lanza University of Antwerp University of Oslo Advisory Board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania 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 18 Germanic Standardizations: Past to Present Edited by Ana Deumert and Wim Vandenbussche Germanic Standardizations Past to Present Edited by Ana Deumert Monash University Wim Vandenbussche Vrije Universiteit Brussel/FWO-Vlaanderen John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements 8 of American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data Germanic standardizations : past to present / edited by Ana Deumert, Wim Vandenbussche.
  • Concepts and Methods of Historical Linguistics-The Germanic Family Of

    Concepts and Methods of Historical Linguistics-The Germanic Family Of

    CURSO 2016 - 2017 CONCEPTS AND METHODS OF HISTORICAL LINGUISTICS Tutor: Carlos Hernández Simón Sir William Jones, Jacob Grimm and Karl Verner from Lisa Minnick 2011: “Let them eat metaphors, Part 1: Order from Chaos and the Indo-European Hypothesis” Functional Shift https://functionalshift.wordpress.com/2011/10/09/metaphors1/ [retrieved February 17, 2017] CONCEPTS AND METHODS OF HISTORICAL LINGUISTICS HISTORICAL AND COMPARATIVE LINGUISTICS AIMS OF STUDY 1) Language change and stability 2) Reconstruction of earlier stages of languages 3) Discovery and implementation of research methodologies Theodora Bynon (1981) 1) Grammars that result from the study of different time spans in the evolution of a language 2) Contrast them with the description of other related languages 3) Linguistic variation cannot be separated from sociological and geographical factors 3 CONCEPTS AND METHODS OF HISTORICAL LINGUISTICS ORIGINS • Renaissance: Contrastive studies of Greek and Latin • Nineteenth Century: Sanskrit 1) Acknowledgement of linguistic change 2) Development of the Comparative Method • Robert Beekes (1995) 1) The Greeks 2) Languages Change • R. Lawrence Trask (1996) 1) 6000-8000 years 2) Historical linguist as a kind of archaeologist 4 CONCEPTS AND METHODS OF HISTORICAL LINGUISTICS THE COMPARATIVE METHOD • Sir William Jones (1786): Greek, Sanskrit and Latin • Reconstruction of Proto-Indo-European • Regular principle of phonological change 1) The Neogrammarians 2) Grimm´s Law (1822) and Verner’s Law (1875) 3) Laryngeal Theory : Ferdinand de Saussure (1879) • Two steps: 1) Isolation of a set of cognates: Latin: decem; Greek: deca; Sanskrit: daśa; Gothic: taihun 2) Phonological correspondences extracted: 1. Latin d; Greek d; Sanskrit d; Gothic t 2. Latin e; Greek e; Sanskrit a; Gothic ai 3.
  • To Sing a New Song: New Perspectives for Doing Old Testament Theology Professor Robert K

    To Sing a New Song: New Perspectives for Doing Old Testament Theology Professor Robert K

    To Sing a New Song: New Perspectives for Doing Old Testament Theology Professor Robert K. Gnuse In the past fifteen years Old Testament scholars have critically assessed existing paradigms used not only in scholarly research but also in our textbooks and found them to be wanting. In this period of scholarly ferment one cannot be too sure where the new scholarly paradigms will take us, but a new consensus seems to be emerging on a number of issues, some of which may have significant implications for how Christians and Jews draw forth theological and religious meanings from the biblical texts. Two areas of study in Old Testament research have drawn the attention of this author for the past ten years: first, how archaeologists have begun to interpret the process by which the Israelites "conquered" Palestine; and second, how historians of Israelite religion have begun to portray the emergence of monotheism among the Israelites. Many biblical theologians have taken their cue for the creation of biblical or Old Testament theologies from an understanding of these two aspects of Israelite existence. The emergence of new scholarly understandings will cause biblical theologians perhaps to fine tune their explications and stress different nuances in the future. This paper is designed to be a tentative probe in articulating what might be the themes that biblical theologians will stress in the future as they reflect upon the biblical literature of the Old Testament or Hebrew canon. I shall first make some general observations about the nature of biblical theology in the Old Testament. Then a brief summary will be made of some of the significant new directions taken by scholarship in the discussions about the nature of the Israelite conquest and emerging monotheism.
  • Vowel Shifts in English John Goldsmith January 19, 2010

    Vowel Shifts in English John Goldsmith January 19, 2010

    Vowel shifts in English John Goldsmith January 19, 2010 English vowels English vowels may be divided into those that are found in stressed syllables, and those found in unstressed syllables. We will focus here on the vowels in stressed syllables, and the rest of this section is about stressed vowels when we do not explicitly mention stress. We may focus on monosyllabic words that are produced as a full utterance to guarantee that we are looking at a stressed syllable. Unstressed syllables allow two vowels, [@] and [i] (e.g., the second vowels of sofa and silly) (and probably one more: the final vowel in 1 motto). 1 That is perhaps controversial; one English vowels are divided into short and long vowels. reason to believe it is that flapping is possible in words such as motto and Among the short vowels, there are 3 front unround vowels, 2 tomato. back round vowels, and 2 back unround vowels. For the three front Short vowels Long vowels unround vowels, see Figure 1, where you see an example in stan- pit ˘i [I] by ¯i [aj] pet e˘ [E] Pete e¯ [ij] dard orthography, in typical dictionary form, and in the IPA sym- pat ˘a [æ] pate a¯ [ej] bols that we shall use (that linguists normally use). For the 4 back Figure 1: Front vowels short vowels, see Figure 2, left column. The vowels of putt and pot (in most dialects of the US) are unround. Short vowels Long vowels put oo˘ [U] boot oo¯ [uw] Please note: many of you (at least half of you) do not distinguish putt u˘ [2] bound ou [æw] between [a] and [O]: you pronounce cot and caught the same way.
  • Vowel Change in English and German: a Comparative Analysis

    Vowel Change in English and German: a Comparative Analysis

    Vowel change in English and German: a comparative analysis Miriam Calvo Fernández Degree in English Studies Academic Year: 2017/2018 Supervisor: Reinhard Bruno Stempel Department of English and German Philology and Translation Abstract English and German descend from the same parent language: West-Germanic, from which other languages, such as Dutch, Afrikaans, Flemish, or Frisian come as well. These would, therefore, be called “sister” languages, since they share a number of features in syntax, morphology or phonology, among others. The history of English and German as sister languages dates back to the Late antiquity, when they were dialects of a Proto-West-Germanic language. After their split, more than 1,400 years ago, they developed their own language systems, which were almost identical at their earlier stages. However, this is not the case anymore, as can be seen in their current vowel systems: the German vowel system is composed of 23 monophthongs and 8 diphthongs, while that of English has only 12 monophthongs and 8 diphthongs. The present paper analyses how the English and German vowels have gradually changed over time in an attempt to understand the differences and similarities found in their current vowel systems. In order to do so, I explain in detail the previous stages through which both English and German went, giving special attention to the vowel changes from a phonological perspective. Not only do I describe such processes, but I also contrast the paths both languages took, which is key to understand all the differences and similarities present in modern English and German. The analysis shows that one of the main reasons for the differences between modern German and English is to be found in all the languages English has come into contact with in the course of its history, which have exerted a significant influence on its vowel system, making it simpler than that of German.
  • VINCENT TAYLOR Has Written: "By General Consent 'The Logos', Or

    VINCENT TAYLOR Has Written: "By General Consent 'The Logos', Or

    THE WORD OF GOD IN THE OLD TESTAMENT JOHN L. MCKENZIE, SJ. West Baden College INCENT TAYLOR has written: "By general consent 'the Logos', or V'the Word', is one of the greatest titles applied to Christ in the New Testament. Many would say that it is the sublimest title of all. The name is used only by St. John, in the Prologue to the Gospel, i. 1-18 and in the opening words of the First Epistle, i. 1-4; but its ideas colour the teaching of St. Paul in Col. i. 15-20 and of the writer of Hebrews in Heb. i. 1-3."1 The purpose of this article is to synthesize the OT usage of the divine word which is the background of the appli­ cation of the term to Jesus; it is hoped that theologians will find such a synthesis useful. I believe that the background, while complex, is extraordinarily rich and fruitful.2 THE DIVINE WORD IN THE ANCIENT NEAR EAST In tracing the pattern and growth of any OT idea, it is necessary to see whether the idea has roots in the older cultures of the Near East; from such a comparison alone is it possible to determine the degree to which the Hebrew idea is original. Oskar Grether and L. Dürr called attention to Mesopotamian uses of the phrase which are similar in conception and form to some OT passages.3 The following passages will illustrate this usage. From a hymn to the moon-god Sin: Thou! When thy word is pronounced in heaven the Igigi prostrate themselves.
  • From Cape Dutch to Afrikaans a Comparison of Phonemic Inventories

    From Cape Dutch to Afrikaans a Comparison of Phonemic Inventories

    From Cape Dutch to Afrikaans A Comparison of Phonemic Inventories Kirsten Bos 3963586 De Reit 1 BA Thesis English 3451 KM Vleuten Language and Culture Koen Sebregts January, 2016 Historical Linguistics & Phonetics Content Abstract 3 1. Introduction 3 2. Theoretical Background 4 2.1 Origin of Afrikaans 4 2.2 Language Change 5 2.3 Sound Changes 6 2.4 External Language Change 7 2.5 Internal Language Change 8 3. Research Questions 9 4. Method 11 5. Results 12 5.1 Phonemic Inventory of Dutch 12 5.2 Cape Dutch Compared to Afrikaans 13 5.3 External Language Change 14 5.4 Internal Language Change 17 6. Conclusion 18 6.1 Affricates 18 6.2 Fricatives 18 6.3 Vowels 19 6.4 Summary 19 7. Discuission 20 References 21 3 Abstract This study focuses on the changes Afrikaans has undergone since Dutch colonisers introduced Cape Dutch to the indigenous population. Afrikaans has been influenced through both internal and external language forces. The internal forces were driven by koineisation, while the external language forces are the results of language contact. The phonemic inventories of Afrikaans, Cape Dutch, Modern Standard Dutch, South African English, Xhosa and Zulu have been compared based on current and historical comparison studies. Internal language change has caused the voiced fricatives to fortify, while external forces have reintroduced voiced fricatives after fortition occurred. Xhosa and Zulu have influenced some vowels to become more nasalised, while internal forces have risen and centralised vowels and diphthongs. Contact with South African English has enriched the phonemic inventory with affricates.
  • When Is a Change Not a Change

    When Is a Change Not a Change

    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Essex Research Repository If A changes to B, make sure A exists: a case study on the dialect origins of New Zealand English1 David Britain Department of Language and Linguistics Essex University Wivenhoe Park Colchester Essex CO4 3SQ Great Britain [email protected] Introduction: One of the principal advances sociolinguistics has brought to the study of language change has been in trying to answer what Uriel Weinreich, William Labov and Marvin Herzog in their groundbreaking paper Empirical foundations for a theory of language change (1968) termed the embedding problem, namely the route linguistic changes take both through the language as well as through the speech community that uses that language. They convincingly argued that ‘the problem of providing sound empirical foundations for the theory of change revolves about…this embedding’ (1968:185). Once changes are underway, some of the most 1 This research would not have been possible without the financial support given by the British Academy in 1996 (Small Personal Grant Number: BA-AN1594/APN3350) and The Link, a year long programme of events to celebrate and explore the relationship between New Zealand and Britain, devised by the British High Commission in Wellington and The British Council, in 1998. I would like to thank the Wellington Social Dialect Project team for allowing me access to the Porirua recordings. I’d also like to thank the following people for their patience, help
  • Glossary HEL Valentyna Marchenko.Pages

    Glossary HEL Valentyna Marchenko.Pages

    Ministry of Education and Science of Ukraine National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” HISTORY OF THE ENGLISH LANGUAGE: GLOSSARY OF TERMS Kyiv Igor Sikorsky KPI 2020 History of the English Language: Glossary of Terms Міністерство освіти і науки України Національний технічний університет України «Київський політехнічний інститут імені Ігоря Сікорського» Історія англійської мови: Глосарій термінів і понять Рекомендовано Методичною радою КПІ ім. Ігоря Сікорського як навчальний посібник для здобувачів ступеня бакалавра за освітньою програмою «Германські мови та літератури (переклад включно), перша – англійська» спеціальності 035 Філологія Київ КПІ ім. Ігоря Сікорського 2020 2 History of the English Language: Glossary of Terms Марченко В.В. Історія англійської мови: глосарій термінів і понять [Електронний ресурс] : навч. посіб. для здобув. ступеня бакалавра за спеціальністю 035 «Філологія» / В.В. Марченко. – Електронні текстові дані (1 файл: 16384 Кбайт). – Київ: КПІ ім. Ігоря Сікорського, 2020. – 63 с. Гриф надано Методичною радою КПІ ім. Ігоря Сікорського (протокол №2 від 01.10.2020 р.) за поданням Вченої ради Факультету лінгвістики (протокол № 3 від 30.09.2020 р.) Електронне мережне навчальне видання Історія англійської мови: Глосарій термінів і понять Укладач: Марченко Валентина Володимирівна, канд. філол. наук., доц. Відповідальний Матковська Г.О., канд. філол. наук, доц., редактор: Рецензенти: Тараненко Л.І., доктор філол. наук, проф., КПІ ім. Ігоря Сікорського; Мусієнко Ю.А., канд. філол. наук, доц., Київський національний лінгвістичний університет Лазебна О.А., канд. філол. наук, доц., КПІ ім. Ігоря Сікорського Кушлаба М.П., к. філол. наук, доц., КПІ ім. Ігоря Сікорського Метою глосарія є формування у студентів знань, умінь і навичок, спрямованих на успішне оволодіння термінологією з освітнього компонента «Вступ до романо- германського мовознавства.
  • Vocalisations: Evidence from Germanic Gary Taylor-Raebel A

    Vocalisations: Evidence from Germanic Gary Taylor-Raebel A

    Vocalisations: Evidence from Germanic Gary Taylor-Raebel A thesis submitted for the degree of doctor of philosophy Department of Language and Linguistics University of Essex October 2016 Abstract A vocalisation may be described as a historical linguistic change where a sound which is formerly consonantal within a language becomes pronounced as a vowel. Although vocalisations have occurred sporadically in many languages they are particularly prevalent in the history of Germanic languages and have affected sounds from all places of articulation. This study will address two main questions. The first is why vocalisations happen so regularly in Germanic languages in comparison with other language families. The second is what exactly happens in the vocalisation process. For the first question there will be a discussion of the concept of ‘drift’ where related languages undergo similar changes independently and this will therefore describe the features of the earliest Germanic languages which have been the basis for later changes. The second question will include a comprehensive presentation of vocalisations which have occurred in Germanic languages with a description of underlying features in each of the sounds which have vocalised. When considering phonological changes a degree of phonetic information must necessarily be included which may be irrelevant synchronically, but forms the basis of the change diachronically. A phonological representation of vocalisations must therefore address how best to display the phonological information whilst allowing for the inclusion of relevant diachronic phonetic information. Vocalisations involve a small articulatory change, but using a model which describes vowels and consonants with separate terminology would conceal the subtleness of change in a vocalisation.