History Of The English Language Research Articles

Engaging students in research and self-discovery: An integrative and student-centered approach to History of the English Language

Abstract: This article illustrates how a student-centered, culturally responsive pedagogical approach to teaching History of the English Language (HEL) to community college students from diverse ethnic, linguistic, and socioeconomic backgrounds promotes self-knowledge and academic confidence. I outline how several areas—including language theory, etymology of names, language policy, varieties of English, and language identity—can be effectively taught at an introductory HEL level through ethnographic research and multiple-draft writing assignments. Throughout the article, excerpts of student writing demonstrate their engagement in ethnographic research with a focus on their own communities, revealing their experience-based knowledge and their viewpoints on language-equality issues.

Semantic changes in the diachronic perspective from the viewpoint of ethnic experience categorization in the English language

The article considers semantic changes in English words as certain movements in accordance with figurative schemes within the framework of the conceptual structure of the word and lexical categories. We believe this aspect to be relevant as the traditional approach to semantic changes of words in the diachronic perspective does not reveal the mechanism of transition from one meaning to another. In terms of cognitive linguistics, it is possible to more profoundly describe the phenomenon of recategorization in the English word semantics in the diachronic perspective and understand the essence of these changes. The scientific novelty of this study is the evaluation of semantic changes in the vocabulary of the English language from the standpoint of categorization, which is considered within the framework of diachronic changes influenced by a variety of external, extralinguistic factors, including the level of the development of civilization, culture and thinking of the English-speaking nation. We have provided rationale for the hypothesis that every shift of the meaning towards “improvement” or “deterioration” in the diachronic perspective will depend on the direction of the movement (to the core or periphery) of the word conceptual base: deterioration of the meaning is often associated with its movement towards the periphery, and improvement - with its movement to the core. The expansion and narrowing of the meanings of words is associated, respectively, with the movement from its part to its whole and from its whole to its part in the conceptual structure of words. In each specific case, the language selects the optimal way to change the value. This is the theoretical significance of our research. The possibility of using research materials in courses in the history of the English language, linguistic and cultural aspects of the English language, lexicology and stylistics of the English language determines the practical significance of the study.

The Penetration of French Terms into the English-Speaking Diplomatic Discourse

Key words: interrelation, penetration, diplomatic terms and phrases, borrowings, interaction, French influence, international relations, vocabulary, political discourse, negotiations, loan words In the history of the English language, French has long been considered to be the ideal “donor” language. Since the Norman Conquest, French has brought new words to the English vocabulary. Many studies of the language and its evolution have focused their linguistic attention on the French effect on the lexicon of English. Vocabulary has always been the most dynamic aspect of a language. France was a major military, economic, and cultural power for hundreds of years, and as a result, French became the universal language of politics. Diplomatic correspondence between various nations was conducted in French. The French language is still well-represented in the terminology of diplomacy. At one time the famous British diplomat Harold Nicholson called French the language of “geometric precision”. French, with its accuracy, lexical composition and syntax, have contributed, like other languages, to the improvement of diplomatic negotiations conducted in English. And what does diplomacy mean if not the art of negotiation, in which language plays a key role. English, having proven itself in the field of science, in the field of diplomacy, shows the huge impact of French especially through its vocabulary. The French language, thanks to its precision and clarity, clearly indicates the great influence on English. French influence on English has proven many times its legal precision that suits international negotiations. After so many years of dominating international relations French has had directly a great impact on the English diplomatic practice.

MULTILINGUAL APPROACH TO TEACHING THE HISTORY OF ENGLISH: PROS AND CONS

The history of the English language is a compulsory subject included into the curriculum of students majoring in English. As a theoretical course, it focuses students’ attention on the English language development from both diachronic, and synchronic perspective, spots the differences between Old, Middle and Modern English, guides them through the changes English has experienced over history. Obviously, English is not the only language whose structure has changed over time, and our idea was to highlight the similarities and differences between English as the major language and French, German and Spanish as minor languages our students learn as part of their compulsory curriculum. Despite belonging to different language groups, the four languages can be compared in terms of various grammar structures, thus giving students an opportunity to practice not only English, but also other languages they learn at university.The aim of this article is to show the ways to incorporate the multilingual approach to teaching the history of English and to emphasize its advantages and disadvantages from both teacher, and student perspective.

A historical-pragmatic study of 17th century English accounts of events

This study aims at tracing the sender’s linguistic imprint in six accounts of events written in English in the 17th century. These documents have barely been examined from a linguistic perspective, which justifies the need of the current research in order to shed more light on the study of the History of the English language, in accordance with the principles of Sociopragmatics. The sender of these documents will be seen in the text through the use of evaluative nouns and adjectives, which can sometimes be an evidence of a certain orality, intended or not, which could represent a defining feature of the accounts of events. The present analysis does not only look forward to contributing to a better knowledge of these documents that have fallen into oblivion, but it also seeks to achieve a better sociohistorical understanding of England in the 17th century.

OLD ENGLISH LEXEME ÆÐELING IN THE GLOSSARIES AND IN THE TEXT OF THE POEM BEOWULF

Background. The Old English poem Beowulf is one of the samples of the Anglo-Saxon poetic tradition and the culture. This work keeps secrets that attract attention of culture experts, historians, linguists, including lexicographers. The 19th century became a starting point for making dictionaries to this poem. Both dictionaries as the text can be a valuable source of information about semantic scope of lexical items.
 Purpose. The article considers the semantic scope and the shades of the meaning of the Old English æðeling.
 Materials and methods. The research material comprises the text of the Old English poem Beowulf, unindependent glossaries by J. Kemble 1837, B. Thorpe 1855, W.J. Sedgefield 1913, F. Klaeber 1950, A. Wyatt 1898, the glossaries to online projects Beowulf on Steorarume, Gutenberg. The continuous sampling, contextual analysis, dictionary criticism methods were used.
 Results. The article considers the etymology of the Old English lexeme æðeling, and its etymological parallel lines. On the basis of the text examples the meaning of the noun and the shades of the meaning were determined. They are “king”, “noble man”, “warrior”, “descendants of noble and glorious”, “weak man”, “bold man”, “noble kinsman”. The analysis of the dictionary entries proves the wide semantic meaning and the shades of the meaning of the noun. The dynamics of the development of the definition in the dictionaries of the 19-21th centuries is also fixed.
 Practical implications. The results of the research can be used in teaching students History of the English Language. Also, they can be used for replenishing the dictionaries to the Old English poem Beowulf.

The world in one country: English in South Africa

As the allusion in the title to the unintentionally humorous phrasebook published in the nineteenth century suggests, broken English and mistranslation have long been a source of humour and condemnation. Both of them abound due to the increasing prevalence of English in the world and the challenges posed by learning and using a foreign language, and by using translation to bridge the gap between English and other languages. If we add to this the appropriation of English by its speakers beyond the lands of the English, we appreciate some of the issues the spread of the English language in the world brings to the fore. The Englishes spoken in the 21st century are an outcome of the history of the English language, which is in turn bound up with the history of the speakers of the language. In what follows, we will start at the beginning and consider in broad strokes how English came to be, where it went, and how and why it spread. For this I will use as a framework the four diasporas, of spread. Thereafter, suggestions will be shared on how best to approach the study of world Englishes and global Englishes. First of all, how do Englishes vary? Secondly, how are the varieties of World Englishes distributed across the globe, and how can they be grouped into categories? Thirdly, theoretical models that researchers have suggested to help us understand the processes underlying the phenomenon will be presented. Kachru’s Three Circle Model (1992), Schneider’s Dynamic Model (2007) and De Swaan’s Global Language System (2004) have all had a major influence on this field of study and each of them can help us to make sense of the complexly interconnected, diverse aspects of World Englishes. In the final part of this paper, these themes are pulled together by looking at a concrete example. The focus will be on South Africa and how English is spoken there. Once again, we will look at how English came to be spoken there, where the language went and who its speakers were and are. To this end, the specific history of South Africa will be sketched, making the links with the spread of the English language, and relating its use to the use of other languages in the area. The paper will end with a description of the current language situation, the popular and academic debates about English in education, and a discussion of the ambiguous place South African English holds in the general scheme of World Englishes.

ЛИТЕРАТУРНАЯ ПОЛЕМИКА Т. УОРТОНА И ДЖ. РИТСОНА В КОНТЕКСТЕ ПОИСКА ИСТОРИЧЕСКОЙ ПРАВДЫ В ЭПОХУ ПРОСВЕЩЕНИЯ

The appeal to early and medieval poetry became one of the keys to rethinking the origins of national culture for British historians, antiquarians, textologists and writers of the XVIII century. This article examines the literary debate of English writer and textual critic Joseph Ritson with his colleague Thomas Wharton, author of “The History of English Poetry”, three volumes of which were published in 1774–1781. Since by the middle of the XVIII century, the history of the English language and literature has not yet received the status of a research discipline; in the process of studying ancient manuscripts, antiquarians put forward a variety of hypotheses that could explain the emergence of national art. Being an experienced researcher of antiquity, Ritson was well acquainted with the literary texts, that Wharton wrote about in his “History”, and could not approve his critical revision of AngloSaxon art for the formation of British culture. The debate between Ritson and Wharton can be seen as a dispute between two literary critics, in which each defends his own view on the development of the English language and poetry. On the other hand, in his “Observations” Ritson appears as a textual scholar and a rival of Wharton. In his works, he is intolerant of factual inaccuracies, loose assumptions and incorrect interpretations: Wharton’s irresponsible work is considered misleading and posing a great intellectual danger to the reader.

English for Medical Purposes: A Review

Medical Linguistics is relatively a quite new field to work with. Working on the language of medicine has stimulating challenges to medical practitioners/historians and to linguistics. Though a lot of efforts have been made by classical scholars to do linguistic analysis of the ancient medical literature very minutely, but then from the middle ages until quite recently the field was quite ignored by scholars, consequently a little has been done to identify and work towards English Language Competencies in Pharmaceutical Manufacturing and for medical practitioners. This paper draws a brief review on the history and salient features of the English language used in medical industry, and discusses why English has become lingua franca for global transactions in medicine. It also draws an outline of the issues which generally may arise when medical practitioners differ in terms of language competencies at a workplace. And then the paper suggests some steps that can be followed by the manufacturers and the practitioners to ensure common minimum standards for communication for the staff members.

SOCIO-CULTURAL COMPETENCE DEVELOPMENT BASED ON THE USE OF VIRTUAL REALITY TOOLS FOR STUDENTS IN THE FIELD OF TRAINING ‘PEDAGOGICAL EDUCATION (WITH TWO TRAINING PROFILES)’

Purpose. The article is devoted to the ways to develop the university students’ socio-cultural competences. The article deals with the students in the direction of training 44.03.05 Pedagogical education (with two training profiles), profiles “The first foreign language and the Second foreign language”. The purpose of the article is to describe the peculiarities of using virtual reality tools for the socio-cultural competence development of the Pedagogical University 3rd year students. The objectives of the study include the selection of virtual reality tools for the formation of socio-cultural competence, the description of the features of their application and the results of experimental work in English language classes.
 Methodology. The basis of the research is the methods of analysis, synthesis and generalization, experiential training.
 Results. The novelty of the article lies in the fact that the possibilities of individual virtual reality tools for the development of socio-cultural competence of students are considered for the first time. The practical result of the study is the creation of methodological recommendations for a foreign language teacher of a higher school on the use of virtual reality tools in the practice of teaching English at a university.
 Practical implications. The results of the study can be of use for the university English language teachers when getting ready for the classes on “Area and Cultural Studies”, “History of the English language”, “Practical course in the English language”.

English in Africa: A Diachronic Linguistic Perspective

A motif for this paper is drawn from Baugh and Cable’s (1951) A history of the English language, which renders a classical and academic historical account of the origin of the English language. The book traces the origin of the language and connects it with the present users in a way to tell them the chronologies of life, ways, and speech of their progenitors. This gives the various reading generations the idea and sense of where the language has come from, its various metamorphosis, structures, cultures and its place in the embracing universe. Such historicity, one dares to say, is as handy for a second user of English as it is to the people to which English is native. Such simulation is far and in between in the literature; the students and researchers of English often wander for extractions of this in history books. This paper, as a way of bridging this gap, thus, becomes very useful as well as significant to the people whose interest lies in the history of English language in Africa. The motifs of multilingualism, bilingualism, and diglossia call attention to the African region and the behaviours of English language, in the precipitation of multiple language-use outside the indigenous ones. The reasons for the origin of these multiple language events, and the vehicles of their transportation and propagation, often elude many people. A sociolinguistic motif, which witnesses several varieties of the spoken and written English language across the African continent, finds an expression in the substratum of a convergence English for the thoroughly multilingual communities that make up the different nations in Africa. A diachronic linguistic account of the origin of all this is imperative, to say the least; and this is the concentration of this chapter.

Post-Conquest Forged Charters Containing English: A List

The paper presents a list of sixty-nine forged charters containing English pro- duced following the Norman Conquest of 1066. The list can be considered a supplement to The Production and Use of English Manuscripts 1066–1220 (Da Rold et al. 2010) – a project conducted jointly at the University of Leeds and University of Leicester collecting all known texts containing English, in order to provide an insight and allow research into “transitional”, post-Conquest English. The paper outlines the significance of charters in the Medieval world, and discusses some key issues and misconceptions related to study- ing this period in the history of the English language.

Experiencing the poetry inherent in language as a tool in teacher education

The opening module of the 2nd year of the 4-year Bachelor’s degree in Waldorf Education at Freie Hochschule Stuttgart is described. The year is devoted exclusively to the additional subject chosen by the students and the article focusses on the group who have chosen L2 English. The intention in the module is to give the students an introduction to the history of the English language and its literature while at the same time beginning the development of their performative skills. This entails, on the one hand, setting the history of language in as wide a context as possible, in the process drawing upon the work of Wilhelm von Humboldt and Owen Barfield among others, and on the other, preparing a programme of poetry for performance. Within this broad context the process of preparation is described, and the mutual influences of the one upon the other highlighted.

Prospective interpreters and translators' training: theoretical and practical disciplines online

The system of higher education in Ukraine has been changing offering new distance learning solutions to all the participants of the educational process, lecturers and students. In higher educational establishments worldwide (Australia, Asia, North and South America, Europe), professors have been using different online platforms to teach students theoretical and practical disciplines according to the syllabus. Special attention is paid to the prospective translators and interpreters' preparation as their high quality education requires powerful theoretical and practical input. Online platforms Google Classroom and MyEnglishLab can be adjusted to the interpreters and translators' needs providing a wide range of functional learning tools for the professional preparation of pre-service specialists. According to the criteria of selection of educational online platforms for prospective interpreters and translators' preparation are the following: easy access to the online platform and user-friendly navigation, a possibility to create content, a possibility of bilateral communication, a possibility of computer-aided assessment and observance of academic integrity rules, both online platforms are suitable for theoretical input and practical skills that the students should acquire during their university studies. However, as for prospective translators and interpreters, it is recommended to use Google Classroom for teaching theoretical disciplines such as "Comparative Linguistics", "The History of the English Language", "Introduction to Translation Studies". While MyEnglishLab platform is suitable for covering practical courses developed by Pearson company. Meanwhile English practice for pre-service interpreters and translators' preparation is possible at the abovementioned platform as well.

The Great East Anglian Merger Mystery

It is not at all unusual for linguists to work on their own dialects, and indeed there are obvious benefits to be gained from so doing. On the other hand, it is probably less usual for linguists to focus on their own speech in the context of work in historical linguistics. I should probably explain, therefore, that the focus in this paper is particularly narrowly on my own speech, since it seems probable that the phenomenon with which it deals is both historically and geographically very restricted. The suggestion is that, looking at the history of the English language as a whole, my own dialect is in one respect very much in a minority and rather peculiar.

Using Timeline in teaching the History of the English language to EFL students

The study offers a Timeline tool to solve problems of language competence and teaching history, in particular, the History of the English language to EFL students. Teaching and learning the course “History of the English language” is a tedious experience directed mainly toward memorizing dates and names. However, knowledge of the language’s history is paramount as it explains the influence of culture and other circumstances on all aspects of the language. There are plenty of free tools with excellent features for creating timelines on the Internet. Timelines have a wide range on implementation of possibilities; they can be used for studying time periods or time-bound topics spanning centuries and eras. The research was conducted to evaluate if creation of a Timeline can promote cooperative learning and develop the historical and linguistic knowledge of students. The experiment was carried out among the second-grade students of the specialty “Foreign languages: Two foreign languages” in two Kazakhstan Universities. Each group had to create a Timeline on the grounds of various events, pictures, videos, diagrams, and photos according to the definite period in the English language history. Group learning was a dynamic process considering the students’ different learning styles and different digital skills. Results of the experiment showed that working with timeline is handy and economizes time in highlighting the most important events from the English language history. Timeline technology in the educational process increases understanding of the cultural and historical events by establishing connection and sequences between cultural phenomena and significant events.

The Life of Words: Etymology and Modern Poetry. By David-Antoine Williams. Oxford: Oxford University Press, 2020. Pp. viii+390.

<i>The Life of Words: Etymology and Modern Poetry</i>. By David-Antoine Williams. Oxford: Oxford University Press, 2020. Pp. viii+390.

Functions of the precedent artifacts and precedent names in the nowels “For whom the bell tolls” and “Spanish diary”

Progressed globalization in the world provokes increased interest of some nations to others, which, in turn, leads to inevitable dialogue of cultures. Language, as a mirror of the soul of a nation, is able to reflect national and cultural features and demonstrate the specifics of the national picture of the world of a particular ethnic group. Language is also a key means of forming images of some nations in the linguistic consciousness of others, which cannot be avoided during intercultural conflict. Science is successfully adapting to global challenges and development trends, creating the latest scientific directions, such as: linguoculturology, theory of communication, intercultural communication, linguoimagology, which relevance in modern linguistics is undeniable. The creation of the image of one country in the minds of a representative of another linguistic and cultural community is done through the perception and understanding of nationally marked elements of a language, which are able to capture, preserve and reflect the ethno-national features and markers of a country which make it unique in the dialogue of cultures. Such elements include precedent phenomena. Having a plan of content and a plan of expression, precedent phenomena are quite bright signs of any culture. The purpose of the article is to analyse the peculiarities of the usage of precedents of Spain in the novel by a notorious American writer Ernest Miller Hemingway and autobiographical novel by a famous Soviet Writer Myhailo Koltsov. The object of the research – fragments of the texts where the authors express their assessment and perception of Spanish precedent phenomena. The subject of the research is methods of expression of precedent phenomena in language consciousness of E. Hemingway and M. Koltsov during their stay in revolutionary Spain. The novels “For whom the bell tolls” by E. Hemingway and “Spanish diary” by M. Koltsov were chosen as the material of the research. The results of the research can be used in teaching intercultural communication, stylistics, lexicology, the history of the English language, linguoimagology in professional specialties.

Role of Translators and Interpreters in Global Business

This paper explores the effect of globalization on the translation industry and the demands it places on translators. The paper argues that translators are not only individuals with some knowledge of the source or target language, but they also often act as mediators between the discourse of the source culture and the discourse of the target audience. To be a successful translator, one has to possess the knowledge of both the general culture of the target audience, specialized knowledge within the domain of that particular text, and perfect knowledge of the target language, not to mention the ability to detect any particularities in the source text and language. The article argues for the imperative of equipping modern interpreters and translators with a set of extra-linguistic assets imposed by the modern economic structure of the world. The paper traces back the history of the English language as an example of the domineering linguistic power that has been solidified by socio-political and economic status leading up to considering it a globalized code. The outcome of this universal metamorphosis has reached such a point that it requires from people worldwide and namely in specific areas of trade to adapt to these exigencies. In this sense, global and business exchanges cannot be successfully realized without a strong probability of understanding the message issuing from the other. Hence the need to create interlinguistic agents that are able to minimize the existing nuances between people of the world primarily for universal economic reasons. Those people are supposed to reach beyond the linguistic requirements for the act of translation and to embrace the demands of the specific business field or area which in is in itself a part of competency within the boundaries of modern training impositions. The article contends as well for the need on the part of modern translators to embrace modern technological innovations that are supposed to be shielded to support the human trials to bring in concrete shape poles-apart nations. In a globalized world, technology invades all life domains where translation studies are no exception. The paper concludes by suggesting strategies for translators to position themselves as assets to their organization and to counteract the belief that anyone with language experience can translate.

Timeline as a Means of Digital Representation of Theoretical Material*

The article depicts the use of Timeline innovative online technology basedon the theoretical course "The History of the English language" or "Lingua countrystudy" for students of linguistic specialties. Often in studying theoretical coursesmodern students have difficulties with tasks related to understanding the culturaland historical context, establishing causal links between historical and linguisticphenomena, remembering social and cultural events. Timeline technology is adescription of the sequence of events that occurred in chronological order. This articledescribes how to use Timeline technology in classrooms, from creating a particularTimeline to testing it in the learning process. In the research given examples andtasks have been analyzed besides the effectiveness of improving theoretical knowledgeof the 2nd year students using the platform moodle.enu.kz was detailed. At the end ofthe course, a survey was conducted in this platform and determined that the Timelinetechnology contributes to the effective solution of problems, such as the boringpresentation of theoretical material, the difficulty in perceiving the authentic text ofthe old-English period, meets the requirements ofdistance learning, and moreover is aimed at creative-cognitive and communicativelearning of foreign languages.