scholarly journals Why are there so few French place-names in England?

English Today ◽  
2014 ◽  
Vol 30 (2) ◽  
pp. 39-42
Author(s):  
David Trotter

The Norman Conquest of 1066 has left a considerable mark on the English landscape (in the form of cathedrals, churches, and castles) and had a massive impact on the English language. Both of these are visible (and audible) today. It is well known that a very sizeable percentage of the vocabulary of Modern English is of French origin. What is generally realised less is the extent to which these are not loanwords in the conventional sense (that is, words incorporated from a foreign language) but terms taken over into English at a time of sustained language contact between English and French, when the two languages coexisted on English soil. Recent advances in lexicography, in the Oxford English Dictionary in particular, now make it possible to track much more precisely the processes which have led to this massive incursion of French terminology into English. Generally speaking, it is normally assumed that Anglo-Norman was a predominantly urban vernacular (Short, 2009), a view which some recent work has challenged (Rothwell 2008, 2009, 2012; Trotter 2012a, 2012b, 2013).

2010 ◽  
Vol 3 ◽  
pp. 195-206
Author(s):  
Olga Karkishchenko ◽  

In the present paper an attempt is made to analyze and classify French lexis borrowed into Irish during the Middle Ages. The French language flourished in Ireland in the XII c., giving way to English in everyday communication in the XIII c., but still used on a formal level till the XV c. The strong influence of Anglo-Norman dialect of French in this period caused an active borrowing of French vocabulary into Irish. Most of the borrowings, however, have analogous correspondences in Middle English, this fact obscuring their origin: it is not clear whether they have been borrowed directly from Anglo-Norman or brought into Irish by means of English. Here phonetic form of the word can be of help in defining the source language, as a number of distinctive features can be found in both types of borrowed words. Such cases are illustrated in the paper and the importance of phonetic analysis for their chronological classification and dating is also emphasized. Semantics of the borrowed vocabulary is also discussed here showing what spheres of life in society underwent the most considerable influence of the invaders. Words mostly belong to specialized language and serve to name the ideas and objects not typical or new to Irish society before the Norman Conquest. A number of significant and relatively homogeneous semantic groups of borrowings are singled out and illustrated; distinct parallels with English are also traced here. It is shown that unlike the English language, Irish did not allow the borrowed words to become a center of already existing semantic groups, they always remained at the periphery and are now perceived as stylistically marked. Nevertheless, the borrowed French vocabulary was assimilated by the Irish language and the instances of still existing borrowings have become a natural part of the modern lexis. The question of a trustworthy dating is also raised here. The required information is drawn from documents created during two centuries after the Conquest, but it is phonetic analysis, which often proves most reliable, especially if the date of the earliest written fixation of the word can hardly be ascertained. The first written instances of borrowings can be found in the late XIII c., but documents of the conquest period are rare as a whole. However, in certain cases the dating is possible, and here a rough two-period classification of these instances is introduced and grounded.


Author(s):  
Patricia Ronan

This study investigates in how far Schneider’s Dynamic Model and the Extra- and Intra-territorial Forces Model can explain the rise of the English language in Ireland. The study uses a largely qualitative approach with data drawn from historical texts and corpora. It is argued that the English language, in spite of the strong position of the Anglo-Saxon and Anglo-Norman settlers, was a minority language potentially under threat of extinction at the beginning of the early Modern Period and developed into the de facto first language in Ireland due to continued extra- and intra-territorial pressure. Irish language speaking population groups nevertheless retained sufficient linguistic influence to allow for some language contact features to observable in the resulting contact variety of English.


2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Viola Miglio

The Scandinavian occupation of wide territories in the British Islands from about 900 CE onwards has left a number of vestiges both in place-names, in the pronunciation and lexicon of northern dialects, especially Scottish, as well as loanwords in standard English, some of which are remarkably common, ugly, to take and window to name but three.


2011 ◽  
Vol 4 (1) ◽  
pp. 92-105
Author(s):  
Melanie Borchers

AbstractAs far as the lexical influence of French is concerned Middle English has already been investigated. The present paper claims that the influence that French exerted due to the language contact situation after the Norman Conquest exceeds the impact on the English lexicon and provides evidence for the fact that phraseologisms, i.e. multi-word units, have found their way into the Middle English language, too. According to former research (cf. Nagucka, 2003: 264) prepositional constructions do “not tolerate influence or borrowing”. The present article presents two case studies of prepositional constructions that provide evidence for the contrary; i.e. an influence of Old French prepositional constructions on the Middle English phrasicon.


2021 ◽  
Vol 16 (4) ◽  
pp. 1207-1227
Author(s):  
Jelena V. Grubor

Attitudes towards target language (TL) speakers present an aspect pertaining to the cultural dimension of learning a foreign language. Consequently, the main goals of the study were to determine the participants’ attitudes towards the British and Americans, and the degree of social distance the participants felt towards these groups by comparing evaluations of their willingness to identify with TL and L1 speakers. The participants included in the study (N=239) represented two age groups (secondary and tertiary students), and two educational profiles: philological (Phil) and non-philological (Non-Phil) groups. The main research instruments were an adapted Bogardus Social Distance Scale, which showed good internal consistency on all the subscales, and an English language contact scale, whose aim was to test the participants’ actual interaction with the target language speakers (the length of stay in a TL community, potential mobility via school/university exchange programmes). The main finding suggests that Phil groups, being more familiar with the TL culture, evaluated its speakers much more positively and were generally more willing to identify with TL members, even at the most intimate level (spouse). Accordingly, the practical implications would be to encourage foreign language teachers to keep acquainting learners with different cultural elements and work towards fostering positive attitudes to the TL and its culture. What our study has failed to determine, though, is whether the actual contact with real, flesh-and-blood people in contrast to indirect contact with ‘imaginary TL speakers’ that are the product of one’s perception makes a difference in attitudes.


Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.


2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.


Author(s):  
Erda Wati Bakar

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.


2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.


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