‘To be avoided by every correct Writer’: George Harris’s Observations upon the English Language and the first English usage guide

The present article elucidates endocentric compound words and their types. In recent years there has been an upsurge of interest in the study of different types of compound words in the material of different languages. Consequently, several approaches have been developed. It is noteworthy to say that conceptualization of compound words is understood by English and Uzbek scholars differently. The author reckons that analysis of endocentric compound words in Uzbek and English is essential. However, this theme hasn't been learnt thoroughly so far and doing research on them, comparing with those in English are the tasks that awaiting their fulfilment. Topicality of the research is conditioned by the necessity of defining the criteria of differentiating compound words from free word combinations and comparative study of endocentric compound words in the English and Uzbek languages for the first time and investigating the semantic, syntactic relations between the constituents of endocentric compound words, and linguocultural properties of the endocentric words in both languages as well. To study and compare endocentric compound words in the English and Uzbek languages taking into consideration their semantic, syntactic and linguocultural properties in order to reveal their isomorphic an allomorphic features in both languages could be the main purpose of this research. While doing the research there are used different methods, such as: comparative method, immediate constituents analysis of the word structure, distributional analysis and componential analysis of the word meaning as well. The results obtained: new date concerning semantic, syntactic properties of endocentric compound words in the English and Uzbek languages, and linguocultural peculiarities of endocentric compound words are distinguished. General summary and recommendations: the research on the various properties of endocentric compound words on the material of related and non-related languages should be appropriate to continue including their cognitive and linguocultural properties.

This article presents adaptation and semantic development of English loan words registred in job advertisments in Süddeutsche Zeitung. The semantic adaptation depends not only on transfer of English meanings into German. In the process of borrowing there are different changes depending on elimination of multiple meanings of polysemous words, expansion and narrowing of meanings, change of emotional tinge and introduction of metaphorical meaning. Sometimes in German originates additional sense, not present in English. It may happen, that from one meaning of a word are chosen only some elements, consequently borrowed meanings have only a loose connection with the original sense. Thanks to good documentation of history of English loan words it can be stated, that many contemporarily used English words have been a part of German lexicon for a long time .

Frequency effect on vocabulary acquisition has been widely investigated in second language acquisition (SLA) research, whereas comparative studies of vocabulary acquisition of learners from different language types, such as hieroglyphic writing and alphabetic writing, are still rarely found. This type of studies could be of great significance in exploring some unique characteristics of how second language learners of native languages of different writing perceive and acquire second language. Using artificial words of alphabetic writing and low-frequency English words as experimental materials, this study aims to compare the effect of frequency on the acquisition of grammar and meaning of alphabetic words between Chinese learners of the hieroglyphic native language and foreign learners of alphabetic native languages. Specifically, the study intends to find out whether frequency effect plays the key role in language acquisition; to what extent frequency effect affects language acquisition; and whether there are any differences between learners of different language types for vocabulary acquisition in terms of frequency effect. The results show that Chinese and foreign learners of English language have no significant differences as a whole in terms of type of languages affecting the acquisition of grammar and meaning of artificial words and English words, indicating the difference in the type of mother tongue might not be the factor causing differences on grammar and meaning acquisition of vocabulary. Learner types, language types, frequency and part of speech of a word have interaction effect toward the acquisition of grammar and meaning of a word. However, exposure frequency of vocabulary plays the determining role in the acquisition of grammar and meaning of words.

This article investigates how Chinese Internet users integrate English words syntactically and semantically into their Chinese online communication. ‘English words’ – English lexicons that are fully spelled out in Latin alphabets – appear more often in Chinese speakers’ online interactions than before. However, there are not many studies revealing this ongoing situation. By examining netizens’ asynchronous communication, the article reveals a holistic picture of the integration of ‘English words’ and draws on previous literature to infer the possible reasons behind it. These findings show that the most common English words that are borrowed are content words. Meanwhile, these words are semantically and syntactically integrated into Chinese, demonstrating that English words are creatively localized. Moreover, this study inspires future studies to examine the concluded findings in a broader context and within a longer period.

The COVID-19 pandemic has adversely affected every aspect of human life. Our health, social relationships, education, and all others spheres of life have been hit hard by this pandemic. One of the less talked about but an important area affected by the pandemic is human language. New words are invented during COVID-19 and shift in meanings (Semantic Change) could also be traced in languages, especially English language because of its international status. The main aim of this article is to investigate new vocabulary invented, technically called Coinage and semantic Changes i.e. changes in meanings of words taking place due to COVID-19 dominating the social discourses. To highlight these changes, authentic Pakistani English is analyzed to seek such linguistic instances caused by COVID-19. Qualitative analysis is employed for this purpose. Implications of the findings for English language users/practitioners are the creation of COVID-19 discourse, special jargons, invention of totally new words, changes in meanings of English words among others. The study also revealed the ways and processes by means of which English language adopted and changed lexicon and its meaning during COVID-19. Keywords: COVID-19 impact, English Language Use.

This paper deals with usage of English borrowing words in Iraqi Arabic dialect as one of the linguistic phenomena that we are currently experiencing due to globalization and the use of English language as a global Language. This study focused on limited borrowing words that are used while conversation used by indirect interview. The study aims to clarify the relationship between the use of words in English and Arabic Language and how there is an impact between these two Languages. The study also aims to use most common words in Iraqi accent Arabic borrowed from English Language. The study further concluded that borrowing allows the recipient language to expend its vocabulary. However, the borrowing from any donor language have to undergo certain processes to make them fit appropriately into the recipient language. This study also deals with the borrowing English words that has penetrated the Iraqi Arabic Language during the past few decades. The process of borrowing from English language took place indirectly due to trade, education, etc., and this brings new words to Arabic Language. The study is based on an analysis through conversation in English activity. The researcher found that there are words taken from English language, but not exactly like English in pronunciation or spelling because of alphabet between two languages and also the influence of mother tongue on language, and this led to a change in pronunciation.

English language is a foreign language for Macedonians as well as Albanians living in North Macedonia. It is a mandatory subject at school that students have to attend. In this way, English language cannot be compared to other foreign languages that people in North Macedonia may encounter. It is common to hear two or more young Albanian or Macedonian people speaking in English among themselves. They may use it as a secret code of speaking in spoken and written discourse, especially when using online platforms. Young people living in North Macedonia do not find it difficult to understand English words all around them; they even consider it a modern form of living. On the other hand, most of the older generations living in North Macedonia do not understand English. But nowadays, most people living in North Macedonia, regardless of their age, use technology and Internet and in this way they are already familiar with many English words, and they have also learnt their semantic function even without understanding the specific meaning of the words. The problem that is very often faced by most people is when buying specific products. After a short study, it was proved that almost in all products sold in different shops, even though they might be produced in North Macedonia, or in other countries in the Balkans, everything written on them is in English. Keywords: English language, Albanian language, North Macedonia, globalization, food products, music, cosmetic products

This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.

Previous articleNext article No AccessRobert Frost's New Testament: Language and the PoemMarie BorroffMarie Borroff Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Modern Philology Volume 69, Number 1Aug., 1971 Article DOIhttps://doi.org/10.1086/390291 Views: 15Total views on this site Copyright 1971 The University of ChicagoPDF download Crossref reports no articles citing this article.

The period between 1485 and 1660 – from the end of the War of the Roses to the Restoration of the monarchy – may be termed the English Renaissance. Though the European Renaissance dates from a much earlier period (roughly the late 14 th to the 16 th centuries), its full effect on England becomes visible only in the 16 th century, reaching a peak with the Elizabethan and Jacobean periods. John Milton (1608–1674) is often described as the last Renaissance poet of England. The English language grew during the 16 th century. While Latin and Greek words had always influenced words in English (especially in terms of etymology), the French, Spanish, Portuguese and Italian languages had contributed to it too. But, with the geographical expansion of the world, words from the languages of Africa, Asia and North America also entered the lexicon (language historians have suggested that 12,000 new words entered the English language between 1500 and 1650). The period also invented new ways of using words. Prefixes such as ‘ non sense’, ‘ un comfortable’ and ‘ dis robe’, suffixes such as ‘laugh able ’ and ‘immatur ity ’, and compound words such as ‘Frenchwoman’ and ‘heaven-sent’ began to appear during this period. Shakespeare's contribution to this re-invention and expansion of the English language was, as can be imagined (and as Frank Kermode has demonstrated in his Shakespeare's Language , 2000), spectacular. Early Tudor Period (1485–1550) The most important writings of the early Tudor period were prose histories (commonly called Chronicles), biographies, religious and polemical (i.e., argumentative) tracts, and poetry.

The article gives information on English language teaching schemes in Indian classrooms for foreign students. The teacher monitors as facilitator and instructor. The trainees were trained in the four macro skills, LSRW. I taught some topics in three skills, namely, writing, listening and reading (just three, not speaking skills) to Chinese students in VIT University. The other skill speaking was trained by other teachers among the four. Students were trained to listen to English words and passages, to read the comprehension passages and answer the questions, and to coach basic grammar and revising it. More over, beginners were also guided to learn technical words related to their respective disciplines (major subjects) other than English words. For example, Chinese students posed a query to the faculty to explain on technical words and terms of their main subjects in English, for instance, B.Sc Computer Science (under graduate programme) students wished to learn about the word data. Since, the English Oxford Dictionary meaning is ‘facts or statistics used for reference or analysis’, but in the field of Computer Science, the word means “information processed by a computer”. So, there arouse a need to help them in distinguishing the different meanings of the word. In addition to, many students were not familiar with English. Thus through the above said way of facilitating, they acquired a good knowledge by varied types of expressions to master their particular subjects. It was a moment to state that they had come from China to India to obtain the nuances of English language. They undertook and were gradually expertised at specific courses in English medium of instruction, perhaps to get degree. Teacher’s a few lesson plans (how the practices are conducted in listening, reading and writing skills) as well as some parts in allotted syllabus (listening to songs, passages, writing a paragraph and essay, picture-story writing and write about yourself, reading the passage and writing) were discussed in the current paper. Role of the teacher and student were explained in detail. Therefore, the abstract would portray how the beginners were trained, taught, convinced, persuaded and managed by a tutor to reach the goal of English language teaching to Chinese students.

Learning a foreign language involves, as our students painfully discover, learning to cope with the elusiveness of meaning. The student beginning German is often not aware of the broad range of meaning inherent in an English word. That meet, for example, can be rendered with treffen, kennenlernen, or begegnen comes as a surprise-indeed, as a revelation. The challenge for the instructor is to organize the presentation of word groups of this kind in a way that highlights the relationships between the meanings of the words in question. Elementary and intermediate texts offer such groups in abundance, but there is considerable variation from text to text as to what groups are treated and where a given group is introduced.1 Hence it is helpful to have a general mode of presentation that can be used wherever the textbook introduces such a group, one that reinforces the text and yet can also be used independently of it. To this end I have devised a strategy for using Venn diagrams to portray meaning relationships. These diagrams, which are discussed in some detail in virtually any introductory logic text, take their name from the English logician John Venn (1834-1923).2 They represent logical or other relationships as areas in a plane. They can be used with great effect to make graphic the kind of inclusion, exclusion, and overlapping that characterizes the relationships between the meanings of German and English words. I begin by telling students that we can think of German words and English words as points in a plane. When they come across a new word in German, they unconsciously and erroneously assume that there will be a single English point corresponding to that German point But, I explain, they should think of the two words not as single points but rather as sets of points, or domains, in the plane. When they have encountered both treffen and kennenlernen and are perhaps surprised to see that the English verb meet corresponds to more than one verb in German, I offer e following diagram.

English is used as a foreign language in some countries since it is one of international languages. In Indonesia, English is not the mother tongue of the majority of occupants, so the translation is needed to solve the communication problem between two different languages. This research entitled “The Translatability of Compound Words in The Hunger Games in English and Indonesian Versions” is intended to find out the English compound words equivalently translatable into Indonesian found in the novel and to describe the causes of the non-equivalent translation.This research belongs to descriptive qualitative research as the research design. The research object of this research is compound and the data of this research is the compound words of English language and Indonesian language. As for the data source, The Hunger Games novel is used as the data source of the research. In collecting the data, the researcher uses observing method. In observing method, the researcher reads, underlines, and transcribes the compound words of English and Indonesian language found in the novel. In data analysis, the researcher identifies the data based on English language and Indonesian language compound words.The analysis of the research shows that there are English compound words that can be equivalently translatable into Indonesian and some cannot. The non-equivalent translation of the compounds has the highest frequency that is 29 cases. It happens because the translator translated the English compound words into words and phrases. The frequency of equivalent translation is 21 cases in which the translator translated the English compound words into Indonesian compound. As for the causes, there are some factors triggering the inability to translate equivalently and one of the most influencing ones is cultural aspect.

An English word is a sound or a combination of sounds that we make with the vocal organs; words are representative, they represent some meaning, and they help humans communicate; words are part of the human language communication system. In short, words are the smallest and meaningful language units that humans can use independently. This paper aims to study the English neologism corpus based on decision tree algorithm. Aiming at the problems of low internal cohesion of words in the new word recognition algorithm of point mutual information and adjacency entropy, many high threshold invalid phrases and low threshold new phrases that exist in the single threshold setting of point mutual information, an improved multi-word point is proposed. A new word extraction algorithm for English of the year based on mutual information and adjacency entropy. In the preprocessing stage, according to the characteristics of English new words, it is further filtered, and the point mutual information is expanded into multi-word point mutual information, and the new words are extracted by setting double thresholds and adjacency entropy. In the recognition algorithm, this paper regards it as a classification problem to solve, analyzes English new words, and uses cosine similarity and path distance similarity to quantify word form and word meaning features. For phrase pairs containing acronyms, this paper An algorithm for identifying acronyms by rules is proposed, and a decision tree suitable for English new word recognition is constructed based on the features of word form and word meaning. Experiments show that the data of the algorithm in this paper is better than the traditional algorithm, the P value reaches 33.8%, and the accuracy rate is greatly improved. Compared with the word sense feature recognition algorithm, the method in this paper has a 4% improvement in accuracy.KeywordsDecision Tree AlgorithmSynonym IdentificationNew WordsNew Word Corpus

The article investigates the issue of whether emphatic particles exist in the English language as well as looks into the ways of distinguishing these particles from similar phenomena including discourse markers and function words. Though particles cannot always be easily identified among other parts of speech, emphatic particles are quite distinct from other types of particles presented in grammar studies - structural, negative or adverbial ones - as well as discourse markers. To clarify the point, the authors dwell on the emphatic particles of the Russian language in order to highlight their main purpose - they help the speaker convey the full message to the addressee without adding any semantic connotations to an utterance. Thus, emphatic particles, along with other discursive elements, are used by the speaker to carry out a complex and multidimensional operation of controlling the understanding of the text on the part of the addressee. As emphatic particles fall into three functional classes - attention markers, background information markers, topic and focus markers - the paper provides a frame for presenting their semantic composition in lexicographic sources. Another objective is to distinguish between discourse markers, discourse particles and emphatic particles in the English language. As various languages prefer different parts of speech as the source of producing particles (prepositions, adverbs, interjections, etc.), there is great terminological variability in the number and purpose of particles used in communication. The findings reveal that in the English language words that are not essentially emphatic particles, such as adverbials or compound discourse particles derived from idiomatic word combinations, often perform the emphatic function. The outcome of the research proves the hypothesis that the English words ‘just’, ‘simply’ and some others are equal to Russian emphatic particles.