Chapter 12. The diachronic origin of English I mean and German ich meine

2021 ◽  
pp. 327-349
Author(s):  
Daniela Kolbe-Hanna ◽  
Natalia Filatkina
Keyword(s):  
2009 ◽  
Vol 30 (2) ◽  
pp. 170-195 ◽  
Author(s):  
Devyani Sharma

Recent research has aimed to integrate the investigation of vernacular universals in native English dialects with variation in postcolonial varieties of English and cross-linguistic typology (Chambers 2004; Kortmann 2004). This article assumes that any search for universals in bilingual varieties must include an assessment of the grammatical conditioning of features and a comparison with the relevant substrates. Comparing Indian English and Singapore English, I examine three proposed candidates for English universals (Kortmann and Szmrecsanyi 2004), all of which show some presence in the two varieties — past tense omission, over-extension of the progressive, and copula omission. Past tense omission is found to be genuinely similar in the two varieties and accounted for by typological parallels in the substrates, whereas progressive morphology use and copula omission are found to be divergent in the two varieties and accounted for by typological differences in the substrates. All three variable systems are explicable as substrate-superstrate interactions, tempering claims of universality in both distribution and explanation.


1951 ◽  
Vol 12 (8) ◽  
pp. 448
Author(s):  
John Bushman
Keyword(s):  

2021 ◽  
Vol 2021 (271) ◽  
pp. 139-166
Author(s):  
Luke Lu

Abstract This article seeks to examine whether and how a non-standard variety of English (i.e. Singlish) might contribute to (dis)affiliation amongst a multinational group of academically elite students in Singapore. Using interview data when informants expressed ideologies about Singlish and Standard English, I argue that informants tended to orient to two different social fields in interviews: a field of education where Standard English is consistently valued by them, and an informal field of socialisation where the value of Singlish is contested. Differences in valuation of Singlish suggest disaffiliation between two groups of academically elite students: (a) immigrants from China who arrived more recently and do not value Singlish; (b) localised peer groups (including immigrants and Singaporeans) who claim to value and practise Singlish in their informal interactions. There are implications for our understanding of the role of vernaculars in processes of transnational migration, and Singlish as a local marker of solidarity.


2013 ◽  
Vol 44 (2) ◽  
pp. 271-285 ◽  
Author(s):  
Elly van Gelderen

I review the proposal made by Sigurðsson (2011) that null arguments follow from third-factor principles, as in Chomsky 2005 . A number of issues remain unclear: for instance, the kind of topic that licenses null arguments in Modern Germanic, including Modern English. I argue that Old English is pro drop and add to the discussion Frascarelli (2007) started as to which topic licenses a null subject. I agree with Frascarelli and Hinterhölzl (2007) that the licensing topic in Modern Germanic and Old English is an aboutness-shift topic. I also argue that verb movement to C is necessary to license the empty argument in the modern Germanic languages (including Modern English), but not in Old English, since agreement is still responsible for licensing in that language, as in Italian.


2005 ◽  
Vol 7 (2) ◽  
pp. 205-234
Author(s):  
Martin Neef

Assuming that a writing system is inevitably dependent on a language system, the main function of written representations is to give access to the basic representations of the language system. In this paper, I want to deal with graphematic phenomena, i.e. the relations of written representations to corresponding phonological representations. In particular, I will delve into the relation of written representations to the phonological factor of the number of syllables, based on data from English and German. Though in these languages, there is neither a specific written element relating to the syllable number nor an isomorphic relation between vowel letters and the number of syllables, two questions are worth examining: Can a word have more syllables than vowel letters? Can a word have less syllables than uninterrupted sequences of vowel letters? The first question will be answered positively for both languages although there are some severe differences to be stated; the second question will be answered positively only for English. I will show that these results are side-effects of more basic regularities of the writing systems under consideration.


2000 ◽  
Vol 25 (3) ◽  
pp. 255-265
Author(s):  
Lukas Erne

Britain began making Shakespeare her national poet early in the eighteenth century, and Germany followed suit a few decades later, progressively turning ‘unser Shakespeare’ into one of three national poets, with Goethe and Schiller. As early as 1773, Johann Gottfried Herder included his essay on ‘Shakespear’ in a collection entitled Von Deutscher Art und Kunst. The drama of the ‘Sturm und Drang’, which Herder's collection programmatically inaugurated, appropriated what Goethe (Götz von Berlichingen), Schiller (The Robbers) and their contemporaries (mis)understood to be Shakespeare's dramatic technique. By the end of the century, the assimilation had advanced far enough for August Wilhelm von Schlegel, the famous translator of seventeen of Shakespeare's plays, to indulge in no slight national chauvinism: ‘I am eager’, he writes in a letter to his cotranslator Ludwig Tieck, ‘to have your letters on Shakespeare.… I hope you will prove, among other things, that Shakespeare wasn't English. I wonder how he came to dwell among the frosty, stupid souls on that brutal island? … The English critics understand nothing about Shakespeare.’ Even though Tieck failed to prove that Shakespeare was not of English birth, the conviction that Shakespeare was best understood by German rather than by English critics only grew in the course of the nineteenth century. Appropriately, it was in Germany that the first periodical devoted exclusively to Shakespeare, the Jahrbuch der Deutschen Shakespeare-Gesellschaft, was founded in 1865. Fifty years later, the German novelist Gerhart Hauptmann could still claim that ‘there is no people, not even the English, that has the same right to claim Shakespeare as the German. Shakespeare's characters are a part of our world, his soul has become one with ours: and though he was born and buried in England, Germany is the country where he truly lives.’


Neophilologus ◽  
1948 ◽  
Vol 32 (1) ◽  
pp. 28-39 ◽  
Author(s):  
A. A. Prins
Keyword(s):  

2011 ◽  
Vol 33 (1) ◽  
pp. 27
Author(s):  
Mayumi Kobayakawa

A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析:英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。


2016 ◽  
Vol 40 (5) ◽  
pp. 9
Author(s):  
Hatsuko Itaya

This paper reports on an attempt to increase students’ exposure to communicative English in a senior high school environment. Despite common awareness of the importance of exposure “to develop students’ communication abilities” (MEXT, 2011, p.1), research shows that activity-based all-English classes are not always conducted. Other research has also revealed that even with classes taught entirely in English, the total hours are not enough for the acquisition of basic skills of English. Therefore, in order to increase exposure to communicative English, I conducted morning and afternoon homeroom periods in English for two years [EHR]. In addition, one student per lesson gave a one-minute speech in English during the morning HR every day. Most of the students reported that EHR was instrumental in developing their comprehension and speaking skills, and at the end of each school year, they chose to continue EHR in the following school year. 本稿では、高校の授業外で生徒が英語でコミュニケーションをする時間を設けた実践例を紹介する。コミュニケーション能力を育成するためには、実際に英語でコミュニケーションをする機会が必要である。しかし現場では必ずしも英語で授業が行われているわけではないとの報告がある。また、仮に全授業をオールイングリッシュで行ったとしても、基本的なコミュニケーション能力を養成するのに十分ではないという研究もある。そこで、実際に英語を使う時間を増やす目的で、朝と帰りのホームルームを2年間英語で行った。また朝のホームルームで1日一人の生徒が「英語1分スピーチ」を行った。年度末のアンケートでは、生徒が英語ホームルームの成果を実感し、次年度も継続したいと望んでいることがわかった。


Sign in / Sign up

Export Citation Format

Share Document