scholarly journals Annotated Copies of Early Editions of Johnson's Dictionary: A Preliminary Account

The Library ◽  
2021 ◽  
Vol 22 (2) ◽  
pp. 135-154
Author(s):  
John Considine

Abstract Early responses to Johnson’s Dictionary of the English Language included manuscript annotations, sometimes very extensive, in copies of the dictionary. This article surveys twenty-one copies of eighteenth-century editions of the dictionary with critical or informative annotations, bearing on etymology or usage, adding new words or senses, or improving the supply and referencing of quotations. Some of these copies are extant in institutional or private collections, and others are unlocated. The annotators include Johnson himself; members of his circle including Edmund Burke, Samuel Dyer, Edmond Malone, Hester Piozzi, and George Steevens; and other readers including Leigh Hunt, Horne Tooke, Noah Webster, and John Wilkes.

Author(s):  
Ralph Keyes

Pitched battles have long been fought between neology advocates and those who think we have enough words already. Centuries ago language purists such as Daniel Defoe and Jonathan Swift railed against the many new words they thought were defiling the English language. Britons and Americans subsequently squabbled fiercely over Americanisms, the neologisms that settlers began to create soon after they arrived in the New World (e.g., foothill, skunk, eel grass). Jefferson’s coinage belittle raised particular hackles in the mother country. Jefferson – a self- proclaimed “friend to neology” – joined John Adams, Noah Webster and others in defending the coinage-rich American version of English that they thought was integral to establishing a sense of independence from the mother country. Guardians of the King’s English in Great Britain considered this attitude impudent. Protecting their national franchise and sense of ethnic privilege proved to be integral to that guardianship.


Author(s):  
Alison Games

This book explains how a conspiracy trial featuring English, Japanese, and Indo-Portuguese co-conspirators who allegedly plotted against the Dutch East India Company in the Indian Ocean in 1623 produced a diplomatic crisis in Europe and became known for four centuries in British culture as the Amboyna Massacre. The story of the transformation of this conspiracy into a massacre is a story of Anglo-Dutch relations in the seventeenth century and of a new word in the English language, massacre. The English East India Company drew on this new word to craft an enduring story of cruelty, violence, and ingratitude. Printed works—both pamphlets and images—were central to the East India Company’s creation of the massacre and to the story’s tenacity over four centuries as the texts and images were reproduced during conflicts with the Dutch and internal political disputes in England. By the eighteenth century, the story emerged as a familiar and shared cultural touchstone. By the nineteenth century, the Amboyna Massacre became the linchpin of the British Empire, an event that historians argued well into the twentieth century had changed the course of history and explained why the British had a stronghold in India. The broad familiarity with the incident and the Amboyna Massacre’s position as an early and formative violent event turned the episode into the first English massacre. It shaped the meaning of subsequent acts of violence, and placed intimacy, treachery, and cruelty at the center of massacres in ways that endure to the present day.


Author(s):  
Erik Simpson

This chapter describes the emergence of the terminology of improvisation in the English language. Terms relating to improvisation began to appear in the eighteenth century and came to be used frequently in the nineteenth. Germaine de Staël’s 1807 novel Corinne ou L’Italie (published in French and translated into English the same year) was an important part of this emergence of improvisation. By attending to the content and language of Corinne, including the novel’s earliest translations, the chapter argues that the novel helped create a sense of improvisation as an Italianate artistic practice with political overtones specific to the context of the Napoleonic Wars. For the Staëlian improviser, art and history alike progress not toward pre-ordained goals but by taking new information into account and improvising new ends.


Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.


Author(s):  
Kate Fullagar

Chapter 2, much like Chapter 1, traces the first several decades of an eighteenth-century life, dwelling on what childhood can reveal about a whole society; when lives might be said to begin in a given culture; and how the protagonist moved within his world to reach mid-life. Its focus is the artist--philosopher Joshua Reynolds. Reynolds’s life embodies a deep conflict in British society of the time—the conflict over empire. We see Reynolds’s character develop gradually as both conservatively sceptical about Britain’s recent expansionist thrust into the world and keenly eager to make the most of all that imperial commerce was now bringing into his native country. Reynolds’s ambivalence is also reflected in his art theories, local politics, and even domestic life. While narrating his rise to artistic pre-eminence (and a philosophical devotion to neoclassical aesthetics), the chapter also shows how Reynolds built increasingly close friendships to key male literary figures of the time—especially Samuel Johnson and Edmund Burke. Through his connection to the Tory Johnson and the Whiggish Burke, we get a glimpse into Reynolds’s otherwise elusive, hard-to-read political views—especially during Britain’s greatest imperial push to date, the Seven Years War.


2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).


Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.


2019 ◽  
Author(s):  
Naeem Afzal

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.


2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Egi Putriana ◽  
Jufrizal Jufrizal ◽  
Fitrawati Fitrawati

The history of English language has three periods of time; Old English, Middle English, and Modern English. The linguistic forms in English development are different each period. This research aims to find out one of the changes, that is, the affix changes from Middle English to Modern English form that found in both of The Miller’s Tale Story Middle English and Modern English versions. This research also aims to find out the spelling changes in affixes. This research used descriptive qualitative method. The data, which are the collection of words that have affixes found in The Miller’s Tale, were identified based on the base of the words and its affixes and its were classified based on the type of its functions. Based on data analysis, there are seven affixes in Middle English which have been changed in Modern English form. These changes occur in the deletion of vowel, change of vowel, substitution of the affix, and elimination of the affix. The spelling change also influenced the change in suffixes. Some of the vocabularies change into the new words and some of the words change only in its vowel.


Author(s):  
Amparo García Cuadrado

This article approaches the study of the private library of the Murcian land surveyor Francisco Falcón de los Reyes, from the first half of the eighteenth century, which constitutes a clear example of the relationship between education and written culture. From the data extracted from a postmortem inventory and the subsequent appraisal and partition of goods among the heirs, we carried out a quantitative and qualitative analysis of said library. First, the text provides a biographical profile of this geometer, a descendant of slaves (new Christians), and describes the formative precariousness of these professionals in their time. The quantitative analysis of the bibliographic collection and its comparison with other private collections from similar socioeconomic fields indicate the importance of this particular collection. The qualitative study of authors and titles shows, on one hand, the high degree of mathematical training of the subject, who is shown to be a recipient of the fundamentally Valencian pre-illustrated reformist scientific mainstream, and, on the other hand, the purpose with which those books were incorporated into the funds of the collection. Together with the library, which we could call professional, due to its scientific nature, the inventoried religious matter in the form of printed documents makes up another interesting part of the collection, one of a catechetical nature in its various formative levels


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