Comment on the following quotation from the work of a prominent modern linguist and write a short essay on the problems of linguistic change.
ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ
ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ОБРАЗОВАНИЯ
«ДОНСКОЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ»
(ДГТУ)
Кафедра
«Лингвистика и иностранные языки»
Меликян А.А.
Методические указания и контрольные задания
По дисциплине
«История языка»
Для студентов заочной формы обучения
по направлению: 45.03.02 Лингвистика
I курс
Ростов-на-Дону
2017
УДК
Методические указания и контрольные задания по английскому языку для студентов - заочников по дисциплине «История языка» - Ростов н/Д: Издательский центр ДГТУ, 2017.- 41 с.
Печатается по решению методической комиссии факультета
“Социально - гуманитарный факультет”
Составитель: к.филол.н., доц. А.А.Меликян
Рецензент: к.филол.н., доц. Л.В.Косоножкина
© Издательский центр ДГТУ, 2017
Общие требования к выполнению контрольной работы
Памятка студенту
Контрольная работа предназначена для студентов заочной формы обучения направления 45.03.02 Лингвистика, а также может быть использована для студентов сокращенной формы обучения.
Контрольное задание предлагается в двух вариантах. Номер варианта определяется по последней цифре номера зачетной книжки студента:
1, 3 , 5, 7, 9 – 1-й вариант;
2, 4, 6, 8, 0 – 2-й вариант.
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Контрольная работа должна быть выполнена в отдельной тетради. На обложке тетради необходимо указать следующие данные: факультет, курс, номер группы, фамилию, имя и отчество, дату, номер контрольного задания и вариант.
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Первую страницу необходимо оставить чистой для замечаний и рецензии преподавателя.
Все предлагаемые к выполнению задания (включая текст заданий на английском языке) переписываются на левой стороне разворота тетради, а выполняются на правой.
Контрольная работа должна быть написана четким подчерком, для замечаний преподавателя следует оставить поля.
Контрольная работа, выполненная не полностью или не отвечающая вышеприведенным требованиям, не проверяется и не засчитывается.
Проверенная контрольная работа должна быть переработана студентом (та часть ее, где содержатся ошибки и неточности перевода или неправильное выполнение заданий) в соответствии с замечаниями и методическими указаниями преподавателя. В той же тетради следует выполнить «Работу над ошибками», представив ее на защите контрольной работы.
Оба варианта контрольной работы имеют одинаковую структуру. Все задания должны быть выполнены в письменной форме.
Для выполнения заданий контрольной работы следует изучить всю программу курса истории английского языка.
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Subject and aims of the history of English
During this course you are going to study the main events in the historical development of the English language: the history of its phonetic structure and spelling, the evolution of its grammatical system, the growth of its vocabulary, and also the changing historical conditions of English-speaking communities relevant to language history.
A language can be considered from different angles. In studying Modern English we regard the language as fixed in time and describe each linguistic level — phonetics, grammar or lexis — synchronically, taking no account of the origin of present-day features or their tendencies to change. The synchronic approach can be contrasted to the diachronic. When considered diachronically, every linguistic fact is interpreted as a stage or step in the never-ending evolution of language. In practice, however, the contrast between diachronic and synchronic study is not so marked as in theory: we commonly resort to history to explain current phenomena in Modern English. Likewise in describing the evolution of language we can present it as a series of synchronic cross-sections, e.g. the English language of the age of Shakespeare (16th-17th c.) or the age of Chaucer (14th c).
Through learning the history of the English language the student achieves a variety of aims, both theoretical and practical.
The history of the language is of considerable interest to all students of English, since the English language of today reflects many centuries of development.
One of the aims of this course is to provide the student with a knowledge of linguistic history sufficient to account for the principal features of present-day English. A few illustrations given below show how modern linguistic features can be explained by resorting to history.
Any student of English is well aware of the difficulties of reading and spelling English. The written form of the English word is conventional rather than phonetic. The values of Latin letters as used in English differ greatly from their respective values in other languages, e.g. French, German or Latin.
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The history of English sounds and spelling accounts for these and similar peculiarities. Without going into details it will be sufficient to say that at the time when Latin characters were first used in Britain (7th c.) writing was phonetic: the letters stood, roughly, for the same sounds as in Latin. Later, especially after the introduction of printing in the 15th c, the written form of the word became fixed, while the sounds continued to change. This resulted in a growing discrepancy (различие) between letter and sound and in the modern peculiar use of Latin letters in English. Many modern spellings show how the words were pronounced some four or five hundred years ago, e.g. in the 14th c. knight sounded as [knix't], root as [ro:t]. tale as [‘tаl ə].
Another illustration may be drawn from the vocabulary. Since English belongs to the Germanic group of languages, it would be natural to expect that it has many words or roots in common with cognate Germanic languages: German, Swedish, Danish and others. Instead, we find many more words in Modern English having exact parallels in the Romanic languages: French, Latin, Spanish.
In present-day English the proportion of Romanic roots is higher than that of native roots. The history of English will say when and how these borrowings were made andwill thus account for the composition of the modern vocabulary.
As far as grammar is concerned, it can only be noted at this stage that the history of the language will supply explanations both for the general, regular features of the grammatical structure and for its specific peculiarities and exceptions. It will explain why English has so few inflections; how its "analytical" structure arose — with an abundance of compound forms and a fixed word order; why modal verbs, unlike other verbs, take no ending -s in the 3rd p.sg.; why some nouns add -en or change the root-vowel in the plural instead of adding -s (e.g. oxen, feet) and so on and so forth.
Another important aim of this course is of a more theoretical nature. While tracing the evolution of the English language through time, the student will be confronted with a number of theoretical questions such as the relationship between statics and dynamics in language, the role of linguistic and extrainguistic factors, the interdependence of different processes in language history. One more aim of this course is to provide the student of English with a wider philological outlook. The history of the English language shows the place of English in the linguistic world; it reveals its ties and contacts with other related and unrelated tongues.
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Вариант 1.
1. Give short answers to the questions:
a) What languages were spoken in the British Isles prior to the Germanic invasion?
b) Which of their descendants have survived today?
Comment on the following quotation from the work of a prominent modern linguist and write a short essay on the problems of linguistic change.
| One may say with R.Jakobson, a little paradoxically, that a linguistic change is a synchronic fact. A.Sommerfelt |
Analyse the shifting of word stress in word-building and form-building and point out the words which can illustrate the original Germanic way of word accentuation. Explain your ideas.
Read, reading, re-read, readable.
Satisfy, satisfaction, unsatisfactory.
In the 14th century the following words were pronounced exactly as they are spelt, the Latin letters retaining their original sound values. Show the phonetic changes since the 14th century.
e.g. nut à [nut] > [nʌt]
Moon, fat, meet, rider, want, knee.
5. Explain the origin of the following place-names:
Britain, Bretagne, England, Essex, Middlesex, Northumberland.
6. Do the task and give a short answer to the question:
Explain the term “mutation” and innumerate the changes referred to mutations in Late Proto-Germanic and in Early Old English. What do they all have in common?
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