Sunday, 27 February 2011

Affixes: the building blocks of English

In this page you will find a dictionary of affixes, very usefull when you are preparing linguistics practices!!!


This dictionary contains more than 1,250 entries, illustrated by some 10,000 examples, all defined and explained.
It is based on Michael Quinion’s book Ologies and Isms: Word Beginnings and Endings, published by Oxford University Press in 2002. This work is now out of print and has been edited and presented here as a free service. The plan is to add more entries and examples as time permits as well as improving the thematic index.
These pages contain examples of all four of the types of affixes that appear in English: prefixes, suffixes, combining forms and infixes. For more, see the page about Types of affix.

Friday, 25 February 2011

A few Spanish/English False Friends

actually: en realidad                    
actualmente:nowadays, at present
to apologise: disculparse             
apología: defence
carpet: alfombra                          
carpeta: folder
cartoon: dibujos animados           
cartón: cardboard
casualty: víctima o herido            
casualidad: coincidence
contest: certamen,concurso         
contestar: to answer
deception: engaño,fraude             
decepción: disappointment
diversion: desviación                   
diversión: fun,entertainment
exit: salida                                   
éxito: success
large: grande                              
largo: long
lecture: conferencia,discurso       
lectura: reading
library: biblioteca                        
librería: bookshop
luxury: lujo                             
lujuria: lust
misery: sufrimiento, tristeza     
miseria: poverty
to quit: abandonar, dejar de   
quitar: to remove , to take off
relatives: familiares,parientes  
relativo: relative (adjective)
rope: cuerda, soga                  
ropa: clothes
to realize: darse cuenta          
realizar: to make, to accomplish
soap: jabón                            
sopa: soup
sympathetic: comprensivo  
simpático: likeable, nice

Wednesday, 23 February 2011

Portmanteau words

Portmanteau Words are the one that blend the sounds and the meanings of two words. The word Portmanteau is derived from the French word portmanteau, combined from porter (to carry) and manteau(mantle). While these Words originated in 16th century, Lewis Carroll is credited with coining this word (in Through the Looking Glass) based on the fact that portmanteau bag is one that opens into two equal parts.

However, many such Words catch on and latch on to the lexicon. Others do not and simply fade away into silent sunsets, having enjoyed their 15 minutes of glory.

Here is the complete list of Portmanteau words that people could use in their communication.

The meanings of all such words are apparent from the combination. Most of these words will not be found in standard dictionaries.
Portmanteau Words are also called Centaur Words.


  • Adflation = advertising + inflation
  • Beautility = beauty + utility
  • Bit = binary + digit
  • Bitini = bitsy + bikini
  • Blog = web + log
  • Bonk = bang + conk
  • Camcorder = camera + recorder
  • Chortle = chuckle + snort
  • Cremains = cremated + remains
  • Chunnel= channel + tunnel
  • Diplonomics=diplomacy + economics
  • E-commerce = electronic + commerce
  • Email= electronic + mail
  • Faction= fact + fiction
  • Fantabulous= fantastic+ fabulous
  • Fanzine= fanatic + magazine
  • Feminar= feminine + seminar
  • Frarority= fraternity + sorority
  • Gasohol= gasoline + alcohol
  • Ginormous= gigantic + enormous
  • Guestimate= guess + estimate
  • Hi-tech= high + technology
  • Heliport + helicopter + airport
  • Internet = international + network
  • Interpol- international + police
  • Jackpot= jack + pot
  • Jaywalk= jay + walk
  • Jerkwater = jerk + water
  • Joypad= joystick + pad
  • Laundromat = laundry + automat
  • Manimal = man + animal
  • Medevac = medical + evacuation
  • Medicare = medical + care
  • Mobike= motor + bike
  • Moped= motor + pedal
  • Motel= motor + hotel
  • Motorcade= motorcar + cavalcade
  • Newscast = news + broadcast
  • Oxbridge = Oxford + Cambridge
  • Paratroop = parachute + troop
  • Pluot = plum + apricot
  • Podcast = iPod + broadcasting
  • Sci-Fi= science + fiction
  • Sexploitation= sex+ exploitation
  • Shamateur= sham+ amateur
  • Smog = smoke + fog
  • Splurge= splash+ surge
  • Telecast= television + broadcast
  • Telethon = telephone (or television) + marathon
  • Telecom = telephone + conversation
  • Televangelist= television + evangelist
  • Toughicult = tough + difficult
  • Transistor= transfer + resistor
  • Vash= volcanic + ash
  • Workfar= work + welfare

Sunday, 20 February 2011

Curiosities about English language.

  • Torpenhow Hill near Plymouth, England means "Hillhillhill Hill." - from Saxon tor, Celtic pen, Scandinavian how, Middle English hill.
  • The sentence "The quick brown fox jumps over the lazy dog" uses every letter of the alphabet!
  • The most used letter in the English alphabet is "E", and "Q" is the least used!
  • Of all the words in the English language, the word "set" has the most definitions.
  • The shortest complete sentence in the English language is "I am".
  • "Rhythm" is the longest English word without a vowel.
  • The only word in the English language that has four sets of double letters in row is balloonneer.
  • The word "Queue" is the only word in the English language that is still pronounced the same way when the last four letters are removed.

Saturday, 19 February 2011

What are Synonyms?

Synonyms are different words with identical or at least similar meanings. Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy. An example of synonyms are the words car and automobile.

To use Synonyms.net, simply type a word in the search box and click the Search button. A list of synonyms and antonyms for the different word senses will be returned followed with images and transltranslation options.


http://www.synonyms.net/

Nym Words

Words ending in –nym are often used to describe different classes of words, and the relationships between words. The –nym literally means name, from the Greek onoma meaning name or word. The Nym Dictionary below defines all the common –nym words, and many of the more unusual ones too.
AcronymAn abbreviation formed from the initial letters of a series of words; e.g. NATO (North Atlantic Treaty Organisation), NASA (National Aeronautics and Space Administration).
• From Greek akros (=point, tip).
• Also called protogram, initialism.
Antonym
Antonym page
Either of a pair of words that have opposite (or near-opposite) meanings; e.g. slow and fast are antonyms of one another, also dead and alive, wife and husband. More examples here.
• From Greek anti (=against).
AptronymA person's name that matches it's owner's occupation or character very well (either in fiction or reality); e.g. arctic explorer Will Snow, hairdresser Dan Druff.
• From apt (=suitable); coined by Franklin P. Adams.
Autoantonym
Autoantonym page
A word that can take two (or more) opposite meanings; e.g. fast means "moving quickly" or "fixed firmly in place", overlook means "to watch over carefully" or "to fail to notice". More examples here.
• From Greek auto (=self) + anti (=against).
• Often hyphenated as auto-antonym.
• Also called contranym, contronym, antilogy, enantiodrome, Janus word.
Autonym1. A word that describes itself; e.g. noun is a noun, polysyllabic is polysyllabic, abbrv. is an abbreviation, word is a word.
2. A person's real name; the opposite of pseudonym.
3. A name by which a social group or race refers to itself.
• From Greek auto (=self).
• Also called self-referential word.
• Take care not to confuse with antonym, autoantonym.
BacronymThe reverse of producing an acronym; taking a word which already exists and creating a phrase (usually humorous) using the letters of the word as initials: e.g. Build Absolutely Nothing Anywhere Near Anybody (BANANA), Guaranteed Overnight Delivery (GOD).
• From back(wards) + acronym.
CapitonymA word which changes its meaning and pronunciation when capitalised; e.g. polish and Polish, august and August, concord and Concord.
• From capital letter.
ContranymAnother word for autoantonym.
ContronymAnother word for autoantonym.
EponymA name from which another name or word is derived; e.g. Romulus giving rise to Rome, the word sandwich coming from the Earl of Sandwich.
• From Greek epo (=on).
• Take care not to confuse with exonym.
ExonymA place name used by foreigners that differs from the name used by natives; e.g. Londres is the French exonym for London, Germany is an exonym because Germans call it Deutschland.
• From Greek exo (=outside).
• Take care not to confuse with eponym.
Heteronym
Heteronym page
One of two (or more) words that have the same spelling, but different meaning, and sometimes different pronunciation too. (Heteronyms that are pronounced differently are also heterophones.) E.g. sewer, row, entrance, wind. A heteronym is a kind of homonym. More examples here.
• From Greek hetero (=other).
• Also called heterograph.
Homonym
Homonym page
One of two (or more) words that have the same pronunciation or spelling, but are different in meaning. (Homonyms which have the same spelling are also heteronyms; homonyms that have the same pronunciation, but different spelling and meaning, are also homophones; and homonyms that have the same spelling but are different in origin, meaning, and pronunciation are also homographs); e.g. sewer, row, write and right, way and weigh. More examples here.
• From Greek homo (=same).
• Take care when using the following terms as their meanings are easily confusable: homonym, homophone, heteronym, heterophone, homograph, heterograph.
HypernymA word that has a more general meaning than another; e.g. in the relationship between chair and furniture, furniture is a hypernym; in the relationship between horse and animal, animal is a hypernym.
• From Greek hyper (=over).
• Also called superordinate term, generic term.
• Take care not to confuse with hyponym.
HyperonymAnother word for hypernym.
HyponymA word that has a more specific meaning than another; e.g. in the relationship between chair and furniture, chair is a hyponym; in the relationship between horse and animal, horse is a hyponym.
• From Greek hypo (=under).
• Also called subordinate term.
• Take care not to confuse with hypernym.
Meronym1. A word that refers to a part of what another word refers to; e.g. in the relationship between leg and ankle, ankle is a meronym; in the relationship between brim and hat, brim is a meronym.
2. A term midway between two opposites; e.g. flat between convex and concave, present between past and future.
• From Greek meros (=part).
• Take care not to confuse with metonym, metronym.
MetonymA word designates something by the name of something associated with it; e.g. the Crown referring to the monarchy, the bottle referring to alcohol, the White House for the US executive branch.
• From Greek meta (=change).
• Take care not to confuse with meronym, metronym.
MetronymA name derived from the name of one's mother, or another female ancestor.
• From Greek metros (=mother).
• Take care not to confuse with meronym, metonym.
Oronym
Oronym page
A string of words which is homophonic with another string of words; e.g. ice cream and I scream, mint spy and mince pie. More examples here.
• From oral (=spoken).
ParonymA word from the same root, and usually a similar pronunciation, as another; e.g. beautiful and beauteous.
• From Greek para (=beside).
• Take care not to confuse with patronym.
PatronymA name derived from the name of one's father, or another male ancestor.
• From Greek pater (=father).
• Take care not to confuse with paronym.
PseudonymAn assumed name, especially by an author; e.g. Eric Arthur Blair wrote the novel Nineteen Eighty-Four under the pseudonym George Orwell.
• From Greek pseudo (=false).
• Also called pen name.
RetronymAn adjective-noun pairing generated by a change in the meaning of the base noun, usually as a result of technological advance; e.g. watch became pocket watch due to introduction of wrist watch, pen became fountain pen due to introduction of ball-point pen.
• From Greek retro (=backward); coined by Frank Mankiewicz.
SynonymOne of two (or more) words that have the same (or very similar) meaning; e.g. big and large, error and mistake, run and sprint.
• From Greek sun (=together).
Tautonym1. A word composed of two identical parts; e.g. pawpaw, yo-yo, tutu, bye-bye.
2. In biological nomenclature, a taxonomic name in which the genus and species names are identical; e.g. puffinus puffinus (manx shearwater), apus apus (common swift).
• From Greek taut (=same).
Toponym1. A place name; e.g. London, Mount Everest.
2. A word derived from a place name; e.g. champagne from Champagne in France, cashmere from Kashmir in India.
• From Greek topos (=place).

The history of English. Five Events that Shaped the History of English


Philip Durkin, Principal Etymologist at the Oxford English Dictionary, chooses five events that shaped the English Language.

The Anglo-Saxon Settlement

Anglo-Saxon cartoon
It's never easy to pinpoint exactly when a specific language began, but in the case of English we can at least say that there is little sense in speaking of the English language as a separate entity before the Anglo-Saxons came to Britain. Little is known of this period with any certainty, but we do know that Germanic invaders came and settled in Britain from the north-western coastline of continental Europe in the fifth and sixth centuries. The invaders all spoke a language that was Germanic (related to what emerged as Dutch, Frisian, German and the Scandinavian languages, and to Gothic), but we'll probably never know how different their speech was from that of their continental neighbours. However it is fairly certain that many of the settlers would have spoken in exactly the same way as some of their north European neighbours, and that not all of the settlers would have spoken in the same way.
The reason that we know so little about the linguistic situation in this period is because we do not have much in the way of written records from any of the Germanic languages of north-western Europe until several centuries later. When Old English writings begin to appear in the seventh, eighth, and ninth centuries there is a good deal of regional variation, but not substantially more than that found in later periods. This was the language that Alfred the Great referred to as ‘English’ in the ninth century.
The Celts were already resident in Britain when the Anglo-Saxons arrived, but there are few obvious traces of their language in English today. Some scholars have suggested that the Celtic tongue might have had an underlying influence on the grammatical development of English, particularly in some parts of the country, but this is highly speculative. The number of loanwords known for certain to have entered Old English from this source is very small. Those that survive in modern English include brock (badger), and coomb a type of valley, alongside many place names.

The Scandinavian Settlements

Ship cartoon
The next invaders were the Norsemen. From the middle of the ninth century large numbers of Norse invaders settled in Britain, particularly in northern and eastern areas, and in the eleventh century the whole of England had a Danish king, Canute. The distinct North Germanic speech of the Norsemen had great influence on English, most obviously seen in the words that English has borrowed from this source. These include some very basic words such as take and even grammatical words such as they. The common Germanic base of the two languages meant that there were still many similarities between Old English and the language of the invaders. Some words, for example give, perhaps show a kind of hybridization with some spellings going back to Old English and others being Norse in origin. However, the resemblances between the two languages are so great that in many cases it is impossible to be sure of the exact ancestry of a particular word or spelling. However, much of the influence of Norse, including the vast majority of the loanwords, does not appear in written English until after the next great historical and cultural upheaval, the Norman Conquest.

1066 and after 1066 cartoon

The centuries after the Norman Conquest witnessed enormous changes in the English language. In the course of what is called the Middle English period, the fairly rich inflectional system of Old English broke down. It was replaced by what is broadly speaking, the same system English has today, which unlike Old English makes very little use of distinctive word endings in the grammar of the language. The vocabulary of English also changed enormously, with tremendous numbers of borrowings from French and Latin, in addition to the Scandinavian loanwords already mentioned, which were slowly starting to appear in the written language. Old English, like German today, showed a tendency to find native equivalents for foreign words and phrases (although both Old English and modern German show plenty of loanwords), whereas Middle English acquired the habit that modern English retains today of readily accommodating foreign words. Trilingualism in English, French, and Latin was common in the worlds of business and the professions, with words crossing over from one language to another with ease. You only have to flick through the etymologies of any English dictionary to get an impression of the huge number of words entering English from French and Latin during the later medieval period. This trend was set to continue into the early modern period with the explosion of interest in the writings of the ancient world.

Standardization

Vowel cartoon
The late medieval and early modern periods saw a fairly steady process of standardization in English south of the Scottish border. The written and spoken language of London continued to evolve and gradually began to have a greater influence in the country at large. For most of the Middle English period a dialect was simply what was spoken in a particular area, which would normally be more or less represented in writing - although where and from whom the writer had learnt how to write were also important. It was only when the broadly London standard began to dominate, especially through the new technology of printing, that the other regional varieties of the language began to be seen as different in kind. As the London standard became used more widely, especially in more formal contexts and particularly amongst the more elevated members of society, the other regional varieties came to be stigmatized, as lacking social prestige and indicating a lack of education.
In the same period a series of changes also occurred in English pronunciation (though not uniformly in all dialects), which go under the collective name of the Great Vowel Shift. These were purely linguistic ‘sound changes’ which occur in every language in every period of history. The changes in pronunciation weren’t the result of specific social or historical factors, but social and historical factors would have helped to spread the results of the changes. As a result the so-called ‘pure’ vowel sounds which still characterize many continental languages were lost to English. The phonetic pairings of most long and short vowel sounds were also lost, which gave rise to many of the oddities of English pronunciation, and which now obscure the relationships between many English words and their foreign counterparts.

Colonization and Globalization

Man with mobile phone cartoon
During the medieval and early modern periods the influence of English spread throughout the British Isles, and from the early seventeenth century onwards its influence began to be felt throughout the world. The complex processes of exploration, colonization and overseas trade that characterized Britain’s external relations for several centuries led to significant change in English. Words were absorbed from all over the world, often via the languages of other trading and imperial nations such as Spain, Portugal and the Netherlands. At the same time, new varieties of English emerged, each with their own nuances of vocabulary and grammar and their own distinct pronunciations. More recently still, English has become a lingua franca, a global language, regularly used and understood by many nations for whom English is not their first language. The eventual effects on the English language of both of these developments can only be guessed at today, but there can be little doubt that they will be as important as anything that has happened to English in the past sixteen hundred years.

Thursday, 17 February 2011

Lexical semantics

The nature of lexical semantics has changed markedly in the twenty-to-thirty years since classic texts like Lyons (1977) and Cruse (1986) were published. Such texts were written at a time when Structuralist lexical semantics essentially carried on separately from major [Generative] theories of grammar. During and since the 1980s, however, theories of grammar have become much more lexically-driven, necessitating much deeper attention to issues of lexical meaning. Unfortunately, there is a tendency in lexical semantics courses and in semantics textbooks to present lexical semantics essentially as it was 30 years ago, with the focus limited to polysemy/homonymy and the ‘nym’ relations (synonym, antonym, etc.). This guide examines ways to construct a modern classroom approach to lexical semantics, with a broader definition of the field.

Teaching lexical semantics

Lexical semantics could be defined as the ‘study of word meaning’, but in practice it is often more specifically concerned with the study of lexical (i.e. content) word meaning, as opposed to the meanings of grammatical (or function) words. This means that lexical semanticists are most interested in the open classes of noun, verb and adjective and with more ‘contentful’ members of the adverb and preposition classes (for instance over but not of). Lexical semantics is thus mostly exempt from considering issues that arise from the use of grammatical words, such as definiteness and modality.
But while lexical semantics focuses on content words, such words cannot be studied in an agrammatical vacuum. Some lexical properties, like Aktionsart (lexical aspect) have effects throughout the sentence. So, for instance, a difference between the verbs spot and see can be described in terms of aspectual properties of the verbs: spot describes a punctual event, while see does not. This in turn affects which tense and aspect markers can be present in the same clause and how such markers are interpreted. So, I saw the bird all day long can describe a continuous seeing event, while I spotted the bird all day long must be interpreted as repeated instances of spotting events. Because of the effects of the verbs’ semantics on other elements in the sentence, Aktionsart (and other topics, like thematic role assignment) is often presented as ‘semantics’ in textbooks, rather than as ‘lexical semantics’. This can create problems both for students’ understanding of lexical semantics and for instructors’ planning of a lexical semantics course that complements a general semantics course. The approach taken below is to offer a broad range of lexical semantic topics.

Teachable issues in lexical semantics
General Topic   Basic issues to discuss and useful resources Taking it further
What is a lexicon?
  • key terms: lexicon, mental lexicon, lexis, lexeme/lexical item, lexical entry
  • lexicon/grammar (idiosyncrasy of lexical information)
  • Does the lexicon include only arbitrary information? (Bybee 1998)
What is a word?
  • definitions of word/lexeme (Trask 2003b)
  • word classes (Internet Grammar of English; Trask 2003a)
What is meaning?
  • aspects of meaning: denotation, connotation, social meaning (Leech 1981, Allan 2002)
  • semantics/pragmatics
  • sense/reference
  • ambiguity/vagueness, polysemy/homonymy
Meaning components: basics
  • ‘Classical’ theory of meaning (covered well in most semantics texts)
  • Problems with classical theory (e.g. prototype effects) (Taylor 2003)
Alternatives to ‘Classical Theory’ Some selection of the following (covered briefly in Löbner 2002, Saeed 2003—more specific textbooks listed below):
  • modern componential approaches, e.g.: Conceptual Semantics (Jackendoff 2002), Natural Semantic Metalanguage (Goddard 1998)
  • ‘schematic’ approaches from Cognitive Linguistics (Croft and Cruse 2004; Evans and Green 2006)
Primary theory sources:
Semantic relations
  • synonymy, antonymy, hyponymy, (meronymy, others) (Cruse 2000b)
  • semantic fields (Lehrer 1974)
  • Classical theory approach
  • relation to propositional relations (entailment, contradiction)
  • How are these relations represented in the lexicon? (Murphy 2003, forthcoming.)
  • Are the relations semantic or also lexical? (Murphy 2003, forthcoming.)
Topics in verb meaning
  • Ontological categories: event, state (Frawley 1992)
  • Aspectual classes/Aktionsarten (Hofmann 1993; some basic coverage in Saeed 2003)
Topics in noun meaning [basic issues generally raised under topics 4/5]
Topics in adjective meaning  

Wednesday, 16 February 2011

Grammar Quizzes

Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
(David Crystal, "In Word and Deed," TES Teacher, April 30, 2004)


 http://www.englishclub.com/grammar/

What's an Acronym?

An acronym is a kind of abbreviation. The word comes from Greek, meaning heads of names. Acronyms are usually made from the capitalised initials of the words it represents, for example FBI is an acronym for the Federal Bureau of Investigation.
Occasionally, for special reasons, the second letter of a word is used, as in XML (eXtensible Markup Language), but this is deprecated. Sometimes more than one letter is included for a word, to avoid ambiguity or because they form an existing abbreviation, as in SACEUR (Supreme Allied Commander, Europe)
Contrary to what some sources say, acronyms do not have to be pronounceable words (for example FBI is spelled out when spoken, whereas NASA is not). Some sources use the word initialism to refer to the spelled acronyms.

What is phonology?

Definition
  Phonology is the study of how sounds are organized and used in natural languages.
Discussion
  The phonological system of a language includes
 
  • an inventory of sounds and their features, and
  • rules which specify how sounds interact with each other.
  Phonology is just one of several aspects of language. It is related to other aspects such as phonetics, morphology, syntax, and pragmatics.
  Here is an illustration that shows the place of phonology in an interacting hierarchy of levels in linguistics:
 
Comparison: Phonology and phonetics
 
Phonetics …
Phonology …
Is the basis for phonological analysis.
Is the basis for further work in morphology, syntax, discourse, and orthography design.
Analyzes the production of all human speech sounds, regardless of language.
Analyzes the sound patterns of a particular language by
  • determining which phonetic sounds are significant, and
  • explaining how these sounds are interpreted by the native speaker.
Models of phonology
  Different models of phonology contribute to our knowledge of phonological representations and processes:
 
  • In classical phonemics, phonemes and their possible combinations are central.
  • In standard generative phonology, distinctive features are central. A stream of speech is portrayed as linear sequence of discrete sound-segments. Each segment is composed of simultaneously occurring features.
  • In non-linear models of phonology, a stream of speech is represented as multidimensional, not simply as a linear sequence of sound segments. These non-linear models grew out of generative phonology:

The Phonetic Chart

This web page is for people interested in learning the International Phonetic Alphabet (IPA) symbols. This is a useful skill for learners and teachers of English who may want to check the pronunciation of a word in a dictionary. Use the phonetic chart to learn the sounds of English. Then do a quiz to see how well you have learnt them.

What is pragmatics?

Definition
Pragmatics is the study of the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance, such as the following:

Tuesday, 15 February 2011

Acronyms illustrate evolution of usage

Acronyms illustrate evolution of usage

A great tool for learning English


Englishspeak.com is a free and award winning new system for learning to speak English. The program contains lessons that give special attention to English pronunciation and everyday language. With over 100 lessons, Englishspeak.com provides a large amount of audio content. Users have access to two different speeds of playback for each item.


Many people who have had trouble learning to speak in the past believe incorrectly that they "just are not good at learning English." In reality it is because most English class environments are not ideal for learning to speak.

The problem with most English course material is that it is not strictly focused on teaching spoken language. Students who learn from these materials often end up sounding strange and like they are reading from a textbook. In addition, most students practice with each other and not with native speakers which results in mispronunciations and bad habits that leave little room for progress. 

http://www.englishspeak.com/

English Language Test


Here you can evaluate your English level. Complete page to review aspects of the language.

Monday, 14 February 2011

What is English? A short history of the origins and development of English

The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders - mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called Englisc - from which the words England and English are derived.
Map of Germanic invasions
Germanic invaders entered Britain on the east and south coasts in the 5th century.

Old English (450-1100 AD)

Example of Old English
Part of Beowulf, a poem written in Old English.
The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words be, strong and water, for example, derive from Old English. Old English was spoken until around 1100.

Middle English (1100-1500)

Example of Middle English
An example of Middle English by Chaucer.
In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England. The new conquerors (called the Normans) brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added. This language is called Middle English. It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today.

Modern English

Early Modern English (1500-1800)

Example of Early Modern English
Hamlet's famous "To be, or not to be" lines, written in Early Modern English by Shakespeare.
Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and shorter. From the 16th century the British had contact with many peoples from around the world. This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language. The invention of printing also meant that there was now a common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published.

Late Modern English (1800-Present)

The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries.

Varieties of English

From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words "froze" when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call "Americanisms" are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English).
Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.
The Germanic Family of Languages
Chart of the Germanic family of languages
English is a member of the Germanic family of languages.
Germanic is a branch of the Indo-European language family.

Sunday, 13 February 2011

Phonetics: The sound of English.

One of the greatest difficulties in learning English is the correct pronunciation of words. Today I'd like to show a link very interesting. You will be able to practice any sound and it would be usefull in searching for a word in the dictionary. You will know how to pronounce it correctly.
 
http://www.uiowa.edu/~acadtech/phonetics/#

Saturday, 12 February 2011

Starting...

I hope this blog will help all those who have been like me, that is,  in difficulties with the language.
How many times have you started to learn English? I've lost count, and the worst is now I found myself studying for an English teacher! Crazy, right?


I will start with some tips to improving English both in how your learn and via the internet.
  • Remember that learning a language is a gradual process - it does not happen overnight.
  • Define your learning objectives early: What do you want to learn and why? - Take this quiz to find out what kind of English learner you are.
  • Make learning a habit. Try to learn something every day. It is much better to study (or read, or listen to English news, etc.) 10 minutes each day than to study for 2 hours once a week. - Take the English tip of the day newlsetter to help you.
  • Choose your materials well. You will need reading, grammar, writing, speaking and listening materials - Beginners can use this starting English guide, intermediate to advanced learners can use this continue learning English guide.
  • Vary your learning routine. It is best to do different things each day to help keep the various relationships between each area active. In other words, don't just study grammar.
  • Find friends to study and speak with. Learning English together can be very encouraging. - Soziety can help you find friends to speak English over the inernet.
  • Choose listening and reading materials that relate to what you are interested in. Being interested in the subject will make learning more enjoyable - thus more effective.
  • Relate grammar to practical usage. Grammar by itself does not help you USE the language. You should practice what you are learning by employing it actively.
  • Move your mouth! Understanding something doesn't mean the muscles of your mouth can produce the sounds. Practice speaking what you are learning aloud. It may seem strange, but it is very effective.
  • Be patient with yourself. Remember learning is a process - speaking a language well takes time. It is not a computer that is either on or off!
  • Communicate! There is nothing like communicating in English and being successful. Grammar exercises are good - having your friend on the other side of the world understand your email is fantastic!
  • Use the Internet. The Internet is the most exciting, unlimited English resource that anyone could imagine and it is right at your finger tips.
  • Be patient with yourself.
  • Practice, practice, practice