The English Language, an Introduction
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18Th Viking Congress Denmark, 6–12 August 2017
18th Viking Congress Denmark, 6–12 August 2017 Abstracts – Papers and Posters 18 TH VIKING CONGRESS, DENMARK 6–12 AUGUST 2017 2 ABSTRACTS – PAPERS AND POSTERS Sponsors KrKrogagerFondenoagerFonden Dronning Margrethe II’s Arkæologiske Fond Farumgaard-Fonden 18TH VIKING CONGRESS, DENMARK 6–12 AUGUST 2017 ABSTRACTS – PAPERS AND POSTERS 3 Welcome to the 18th Viking Congress In 2017, Denmark is host to the 18th Viking Congress. The history of the Viking Congresses goes back to 1946. Since this early beginning, the objective has been to create a common forum for the most current research and theories within Viking-age studies and to enhance communication and collaboration within the field, crossing disciplinary and geographical borders. Thus, it has become a multinational, interdisciplinary meeting for leading scholars of Viking studies in the fields of Archaeology, History, Philology, Place-name studies, Numismatics, Runology and other disciplines, including the natural sciences, relevant to the study of the Viking Age. The 18th Viking Congress opens with a two-day session at the National Museum in Copenhagen and continues, after a cross-country excursion to Roskilde, Trelleborg and Jelling, in the town of Ribe in Jylland. A half-day excursion will take the delegates to Hedeby and the Danevirke. The themes of the 18th Viking Congress are: 1. Catalysts and change in the Viking Age As a historical period, the Viking Age is marked out as a watershed for profound cultural and social changes in northern societies: from the spread of Christianity to urbanisation and political centralisation. Exploring the causes for these changes is a core theme of Viking Studies. -
Who Were the Anglo-Saxons? Part of History Anglo-Saxons the Last Roman Soldiers Left Britain in 410
Who were the Anglo-Saxons? Part of History Anglo-Saxons The last Roman soldiers left Britain in 410. New people came in ships across the North Sea – the Anglo-Saxons. The Anglo-Saxon age in Britain was from around AD410 to 1066. They were a mix of tribes from Germany, Denmark and the Netherlands. The three biggest were the Angles, the Saxons and the Jutes. The land they settled in was 'Angle-land', or England. If we use the modern names for the countries they came from, the Saxons were German-Dutch, the Angles were southern Danish, and the Jutes were northern Danish. Growing up in an Anglo-Saxon village Anglo-Saxon children had to grow up quickly. By the time they were ten, they were seen as an adult. This wasn't always a good thing. They had to work as hard as any adult and would be punished as adults, if they stole or broke the law. Girls worked in the home. They were in charge of housekeeping, weaving cloth, cooking meals, making cheese and brewing ale. Boys learned the skills of their fathers. They learned to chop down trees with an axe, how to plough a field and how to use a spear in battle. They also fished and went hunting with other men from the village. Only a few girls and boys learned to read and write. The sons of kings or wealthy families might be taught at home by a private teacher. The only schools were run by the Christian church, in monasteries. Some children lived there to train as monks and nuns. -
THE INDO-EUROPEAN FAMILY — the LINGUISTIC EVIDENCE by Brian D
THE INDO-EUROPEAN FAMILY — THE LINGUISTIC EVIDENCE by Brian D. Joseph, The Ohio State University 0. Introduction A stunning result of linguistic research in the 19th century was the recognition that some languages show correspondences of form that cannot be due to chance convergences, to borrowing among the languages involved, or to universal characteristics of human language, and that such correspondences therefore can only be the result of the languages in question having sprung from a common source language in the past. Such languages are said to be “related” (more specifically, “genetically related”, though “genetic” here does not have any connection to the term referring to a biological genetic relationship) and to belong to a “language family”. It can therefore be convenient to model such linguistic genetic relationships via a “family tree”, showing the genealogy of the languages claimed to be related. For example, in the model below, all the languages B through I in the tree are related as members of the same family; if they were not related, they would not all descend from the same original language A. In such a schema, A is the “proto-language”, the starting point for the family, and B, C, and D are “offspring” (often referred to as “daughter languages”); B, C, and D are thus “siblings” (often referred to as “sister languages”), and each represents a separate “branch” of the family tree. B and C, in turn, are starting points for other offspring languages, E, F, and G, and H and I, respectively. Thus B stands in the same relationship to E, F, and G as A does to B, C, and D. -
Violence, Christianity, and the Anglo-Saxon Charms Laurajan G
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1-1-2011 Violence, Christianity, And The Anglo-Saxon Charms Laurajan G. Gallardo Eastern Illinois University This research is a product of the graduate program in English at Eastern Illinois University. Find out more about the program. Recommended Citation Gallardo, Laurajan G., "Violence, Christianity, And The Anglo-Saxon Charms" (2011). Masters Theses. 293. http://thekeep.eiu.edu/theses/293 This Thesis is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. *****US Copyright Notice***** No further reproduction or distribution of this copy is permitted by electronic transmission or any other means. The user should review the copyright notice on the following scanned image(s) contained in the original work from which this electronic copy was made. Section 108: United States Copyright Law The copyright law of the United States [Title 17, United States Code] governs the making of photocopies or other reproductions of copyrighted materials. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the reproduction is not to be used for any purpose other than private study, scholarship, or research. If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excess of "fair use," that use may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. -
Historical Background of the Contact Between Celtic Languages and English
Historical background of the contact between Celtic languages and English Dominković, Mario Master's thesis / Diplomski rad 2016 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:149845 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-27 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Osijek Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. Sveučilište J. J. Strossmayera u Osijeku Filozofski fakultet Odsjek za engleski jezik i književnost Diplomski studij engleskog jezika i književnosti – nastavnički smjer i mađarskog jezika i književnosti – nastavnički smjer Mario Dominković Povijesna pozadina kontakta između keltskih jezika i engleskog Diplomski rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: izv. prof. dr. sc. Tanja Gradečak – Erdeljić Osijek, 2016. J.J. Strossmayer University in Osijek Faculty of Humanities and Social Sciences Teaching English as -
Review of "The Romance Languages" by R. Posner
Swarthmore College Works Linguistics Faculty Works Linguistics 1998 Review Of "The Romance Languages" By R. Posner Donna Jo Napoli Swarthmore College, [email protected] Follow this and additional works at: https://works.swarthmore.edu/fac-linguistics Part of the Linguistics Commons Let us know how access to these works benefits ouy Recommended Citation Donna Jo Napoli. (1998). "Review Of "The Romance Languages" By R. Posner". Journal Of Linguistics. Volume 34, Issue 1. 302-303. https://works.swarthmore.edu/fac-linguistics/10 This work is brought to you for free by Swarthmore College Libraries' Works. It has been accepted for inclusion in Linguistics Faculty Works by an authorized administrator of Works. For more information, please contact [email protected]. The Romance Languages by Rebecca Posner Review by: Donna Jo Napoli Journal of Linguistics, Vol. 34, No. 1 (Mar., 1998), pp. 302-303 Published by: Cambridge University Press Stable URL: http://www.jstor.org/stable/4176472 . Accessed: 17/07/2014 15:00 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Journal of Linguistics. http://www.jstor.org This content downloaded from 130.58.65.13 on Thu, 17 Jul 2014 15:00:57 PM All use subject to JSTOR Terms and Conditions JOURNAL OF LINGUISTICS cliticin objectposition when quantification is involvedand the presenceof the resumptiveclitic when thereis no quantification,even if a wh-phraseis involved. -
Gramley 2009
1 The Origins of English. 1. The origins of human language. According to some calculations the capacity for language – which is surely one of the most clearly human features we have – emerged approximately 145,000 years ago (± 70,000) (Bickerton 1990: 175). The emergence of human speech depended on both suitable physiological change in what were to become the organs of speech and on changes in the structure of the brain to allow humans to work with the complexity of language neurologically (ibid.: chap. 8). Furthermore, widespread opinion (e.g. Bickerton 1990: 4; Bloomfield 1933: 3; Chomsky 1968: 100; Diamond 1992: 141; Sapir 1921: 23) sees the acquisition of language as a unique phenomenon. As such it was then passed on to the descendants of the first group of speakers. Just how this mooted first language may have looked in detail is unknown, but the multiplicity and diversity of languages spoken in today’s world indicate one of the unchanging principles of human language – change: out of one many have developed. One of these many languages is English, itself a grouping of often very different varieties spoken all over the world by both native and non-native speakers. (Just how many speakers is a widely debated question, as is the question of what a native and what a non-native speakers is. See the discussion in chapters 7 and 13.) It is the aim of this book to explore how English came into being and developed the enormous amount of diversity which the label English covers. 2. Divergence, change, and the family model. -
Internal Classification of Indo-European Languages: Survey
Václav Blažek (Masaryk University of Brno, Czech Republic) On the internal classification of Indo-European languages: Survey The purpose of the present study is to confront most representative models of the internal classification of Indo-European languages and their daughter branches. 0. Indo-European 0.1. In the 19th century the tree-diagram of A. Schleicher (1860) was very popular: Germanic Lithuanian Slavo-Lithuaian Slavic Celtic Indo-European Italo-Celtic Italic Graeco-Italo- -Celtic Albanian Aryo-Graeco- Greek Italo-Celtic Iranian Aryan Indo-Aryan After the discovery of the Indo-European affiliation of the Tocharian A & B languages and the languages of ancient Asia Minor, it is necessary to take them in account. The models of the recent time accept the Anatolian vs. non-Anatolian (‘Indo-European’ in the narrower sense) dichotomy, which was first formulated by E. Sturtevant (1942). Naturally, it is difficult to include the relic languages into the model of any classification, if they are known only from several inscriptions, glosses or even only from proper names. That is why there are so big differences in classification between these scantily recorded languages. For this reason some scholars omit them at all. 0.2. Gamkrelidze & Ivanov (1984, 415) developed the traditional ideas: Greek Armenian Indo- Iranian Balto- -Slavic Germanic Italic Celtic Tocharian Anatolian 0.3. Vladimir Georgiev (1981, 363) included in his Indo-European classification some of the relic languages, plus the languages with a doubtful IE affiliation at all: Tocharian Northern Balto-Slavic Germanic Celtic Ligurian Italic & Venetic Western Illyrian Messapic Siculian Greek & Macedonian Indo-European Central Phrygian Armenian Daco-Mysian & Albanian Eastern Indo-Iranian Thracian Southern = Aegean Pelasgian Palaic Southeast = Hittite; Lydian; Etruscan-Rhaetic; Elymian = Anatolian Luwian; Lycian; Carian; Eteocretan 0.4. -
When Did the Anglo-Saxons Invade Britain?
History When did the Anglo-Saxons invade Britain? Grammarsaurus www.grammarsaurus.co.uk 11 Anglo-Saxon Invasion In the year 350, the Anglo-Saxons tried to invade Britain. At this time, the Romans ruled Britain. The Anglo-Saxons raided the south and east shores of England. The Romans were not happy and fought back. The Anglo Saxons retreated and left. www.grammarsaurus.co.uk 21 Anglo-Saxon Invasion Around the year 410, the last Roman soldiers left Britain. They had not trained the British to defend themselves therefore Britain no longer had a strong army to defend it from the invaders. There were many battles between Anglo-Saxons and Britons and the Anglo-Saxons succeeded. More and more Anglo-Saxons arrived to take land for themselves. It is for this reason that the time of the Anglo-Saxons is usually thought of as beginning about AD 450. Georgians Pre-History Iron Age Romans Vikings Tudors Modern 43 410 790 1603 1837 1901 1714 1066 1485 AD c.700 BC c.AD c.AD AD AD AD AD AD AD AD AD Anglo-Saxons Medieval Stuarts Victorians www.grammarsaurus.co.uk 31 Who were the Anglo-Saxons? The Anglo-Saxons were made up of three groups of people from Germany, Denmark and The Netherlands. The groups were named the Angles, the Saxons, and the Jutes. The Angles and the Saxon tribes were the largest of the three attacking tribes and so we often know them as Anglo-Saxons. They all shared the same language but were each ruled by different strong warriors. -
Germanic and Romance. Probing the Similarities and Differences
Germanic and Romance. Probing the similarities and differences There is a large literature in the field of comparative and historical syntax of drawing comparison between Germanic and Romance varieties. This includes a particular tradition which argues that the earlier languages were more alike than their present day counterparts (see in particular Adams 1989; Fontana 1993; Mathieu 2007 and Franco 2009). The most prominent example of this similarity is the Verb Second constraint, which is characteristic of many early and contemporary Germanic languages (see Vikner 1995 and Walkden 2014) and argued to be operative in Medieval Romance (Thurneysen 1892 et seq.). The workshop will aim to develop a more nuanced understanding of both the parallels and points of contrast between these two families, through synchronic comparison of phenomena in previous historical stages and diachronic consideration of the relevant pathways of change. The time is right for such an exercise on several grounds. First, research in recent decades has equipped the historical linguist with a range of large-scale corpora for both Germanic and Romance (see, for example, in the case of Romance the Tycho Brahe Parsed Corpus of Historical Portuguese, the Base de Français Médiéval and the Opera del Vocabolario Italiano alongside the Penn Parsed Corpus of Historical English, the Icelandic Parsed Historical Corpus and the Corpus of Historical Low German for Germanic). This affords a methodologically more robust basis for comparison than has previously been possible empirically. Second, a more nuanced understanding has been reached in recent years of previously little-reported variation amongst the early Germanic and Romance varieties (see Walkden 2014 and Wolfe 2015), which has so far not been extensively exploited for comparison between Germanic and Romance. -
CHAPTER SEVENTEEN History of the German Language 1 Indo
CHAPTER SEVENTEEN History of the German Language 1 Indo-European and Germanic Background Indo-European Background It has already been mentioned in this course that German and English are related languages. Two languages can be related to each other in much the same way that two people can be related to each other. If two people share a common ancestor, say their mother or their great-grandfather, then they are genetically related. Similarly, German and English are genetically related because they share a common ancestor, a language which was spoken in what is now northern Germany sometime before the Angles and the Saxons migrated to England. We do not have written records of this language, unfortunately, but we have a good idea of what it must have looked and sounded like. We have arrived at our conclusions as to what it looked and sounded like by comparing the sounds of words and morphemes in earlier written stages of English and German (and Dutch) and in modern-day English and German dialects. As a result of the comparisons we are able to reconstruct what the original language, called a proto-language, must have been like. This particular proto-language is usually referred to as Proto-West Germanic. The method of reconstruction based on comparison is called the comparative method. If faced with two languages the comparative method can tell us one of three things: 1) the two languages are related in that both are descended from a common ancestor, e.g. German and English, 2) the two are related in that one is the ancestor of the other, e.g. -
Norman Identity and Historiography in the 11Th-12Th Centuries
Butler Journal of Undergraduate Research Volume 5 2019 The Comedia Normannorum: Norman Identity and Historiography in the 11th-12th Centuries Patrick Stroud Wabash College Follow this and additional works at: https://digitalcommons.butler.edu/bjur Recommended Citation Stroud, Patrick (2019) "The Comedia Normannorum: Norman Identity and Historiography in the 11th-12th Centuries," Butler Journal of Undergraduate Research: Vol. 5 , Article 10. Retrieved from: https://digitalcommons.butler.edu/bjur/vol5/iss1/10 This Article is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Butler Journal of Undergraduate Research by an authorized editor of Digital Commons @ Butler University. For more information, please contact [email protected]. BUTLER JOURNAL OF UNDERGRADUATE RESEARCH, VOLUME 5 THE COMEDIA NORMANNORUM: NORMAN IDENTITY AND HISTORIOGRAPHY IN THE 11TH-12TH CENTURIES PATRICK STROUD, WABASH COLLEGE MENTOR: STEPHEN MORILLO Introduction—How Symbols and Ethnography Tie to Historical Myth Since the 1970s, historians have tried many different methodologies for exploring texts. Because multiple paradigms tempt the historian’s gaze, medieval texts can often befuddle readers in their hagiographies and chronologies. At the same time, these texts also give the historian a unique opportunity in the form of cultural insight. In his 1995 work Making History: The Normans and their Historians in Eleventh-Century Italy, Kenneth Baxter Wolf discusses a text’s role in medieval historiography. A professor of History at Pomona College, Wolf divides historical commentary on medieval primary sources into two ends of a spectrum. While one end worries itself on the accuracy and classical “truth” of a source, the other end, postmodern historiography, uses historical records “to tell us how the people who wrote them conceived of the events occurring in the world around them.”1 The historian treats a medieval text as a launching pad for cultural analysis.