Historisk og sammenlignende lingvistik

This book provides an accessible overview of the English language and its history. Wyld's engaging writing style and clear explanations make this a valuable resource for anyone interested in the evolution of language.This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This volume collects ten studies that propose modern methodologies of analyzing and explaining language change in the case of various morpho-phonological and morpho-syntactic characteristics. The studies were first presented in the fourth, fifth and sixth workshops at the ¿Language Variation and Change in Ancient and Medieval Europe¿ summer schools, organized on the island of Naxos, Cyclades, Greece and online between 2019 and 2021. The book is divided into two parts that both focus on modern tools and methodologies of analyzing and accounting for language change. The first part focuses on common directions of change in Indo-European languages and beyond, and the second part emphasizes explanations that reveal the role of language contact. The volume promotes a dialogue between approaches to language change having their starting point in structural and typological aspects of the history of languages on the one hand, and approaches concentrating on external factors on the other. Throughthis dialogue, the volume enriches knowledge on the contrast or complementarity of internally- and externally-motivated causes of language change.

Entstehen Redensarten durch Beobachtung von physiologischen Vorgängen? Wie kommt es, dassBezeichnungen wie ¿Hitzkopf¿ in zahlreichen nicht verwandten Sprachen vorkommen? Was die Wissenschafterst seit kurzem entdeckt hat, ist vom Volk schon lange beobachtet worden und hat sich in Redewendungenniedergeschlagen. Könnten durch das Studium von Redewendungen psychische Vorgänge im Körper neuentdeckt werden? Welche körperlichen Vorgänge liegen so manchen Redewendungen zugrunde? Kann mandurch die Beobachtung der Sprache in die Seele der Anderen blicken? Wenn jemand sagt ¿du machst michkrank¿, dann ist das leicht zu interpretieren. Aber was bedeutet es, wenn jemandem ¿etwas am Herzen liegt¿oder ¿etwas Kopfzerbrechen bereitet¿? Diesen und vielen weiteren Fragen geht der Arzt Dr. MaximilianLedochowski auf den Grund und versucht althergebrachte Redewendungen mit modernem medizinischemWissen zu erklären

Written as a tool for students ages 12-14. Derivations for 11,450 commonly used words. A brief history of the English language, common symbols and terms found in dictionary derivations, a glossary of terms.

This volume collects a selection of papers concerning the history of linguistics spanning the centuries from the 17th to the 20th. These contributions were presented and debated at ICHoLS XV (Milan, 23 - 27 August 2021). The essays focus on various contexts across the modern and contemporary ages in Europe, Asia, and the United States. This collection offers an accurate exploration of linguistic topics and metalinguistic traditions across diverse historical and geographical settings.

Shépa: 'explanation' or 'elucidation' in Tibetan.A form of oral poetry sung antiphonally in a question-and-answer style.This book contains a unique collection of Tibetan oral narrations and songs known as Shépa, as these have been performed, recorded and shared between generations of Choné Tibetans from Amdo living in the eastern Tibetan Plateau. Presented in trilingual format - in Tibetan, Chinese and English - the book reflects a sustained collaboration with and between members of the local community, including narrators, monks, and scholars, calling attention to the diversity inherent in all oral traditions, and the mutability of Shépa in particular.From creation myths to Bon and Buddhist cosmologies and even wedding songs, Shépa engages with and draws on elements of religious traditions, historical legacies and deep-seated cultural memories within Choné and Tibet, revealing the multi-layered conceptualization of the Tibetan physical world and the resilience of Tibetan communities within it. This vital and unique collection, part of the World Oral Literature Series, situates Shépa in its ethnographic context, offering insights into the preservation and revitalization of intangible cultural heritage in the context of cultural Tibet, Indigenous studies and beyond.Scholars and students in the fields of anthropology, linguistics, ethnic and minority relations, critical Indigenous studies, Tibetan studies, Himalayan studies, Asian studies and the broader study of China will find much to reward them in this book, as will all readers interested in the documentation and preservation of endangered oral traditions, intangible cultural heritage, performance and textuality, and Tibetan literature and religions.

El presente volumen recoge un total de 16 textos que ofrecen nuevas perspectivas en el campo de Traducción y la Interpretación con aportaciones que giran en torno a la lengua española en contraste con otras lenguas como el inglés, el italiano, el chino, el checo o el polaco. Estas propuestas se enmarcan dentro de los estudios de traducción e interpretación jurídica, traducción comercial, traducción técnica, didáctica de la traducción e interpretación, traducción audiovisual o traducción institucional. Con esta obra pretendemos dar a conocer nuevas líneas de investigaciones que ponen el foco en combinaciones lingüísticas que no han sido ampliamente estudiadas en el ámbito hispánico desde una perspectiva traductológica.

This volume contains in-depths analyses of language contact situations involving one of the ecclesiatical languages of the Slavic speaking area, namely Greek, Latin and Church Slavonic. It thereby offers important insights into the mechanisms and idiosyncrasies of literacy contact in contrast to face-to-face-contact.

Talking about Writing is for high school teachersand students who 1. need a common vocabulary with which to discuss written language; 2. desire a working knowledge of the chief elements of sentence structure, grammar, usage and punctuation as they apply to the writing process; 3. demand an integrated approach, and a sequenced format adaptable to individual lessons; and 4. appreciate the help of an Answer key. A mechanic immersed in the intricacies of engine repair doesnot ask for a "thingummy" or a "whatsit."He or she names the tool and holds out a hand to receive it.In the same way, teachers and students poring over the productsof the writing process need a basic common vocabulary withwhich to discuss the work. They need to make mutually understandablestatements which will clarify and improve the material under review.For example, "This sentence contains a misplaced modifier"is more helpful and precise than 'Don't you think puttingthis bit in a different place will make the sentence sound better?'Talking about Writing supplies this basic vocabulary.The text has a simple format. It teaches the recognition ofthe nine sentence errors which writers commonly make. Itintegrates the grammar necessary to understand each sentenceerror. Sentence combining, usage, and punctuation exercisesstrengthen writing technique.Talking about Writing fills a need for both aconcrete objective in English language study and a teachingplan. It provides a method of entry - the nine sentence errors- which is useful to many: beginning teachers, for example; teachersof other subjects who have been asked to pick up one or two blocksof English in the timetable; teachers who wish a clear explanationof the language in the writing process; or parents who run homeschool.A further advantage is to make a connection between theteaching of English language and other languages; such as,French or Spanish. Students studying a second language are expectedto recognize, for example, a direct object or a past participlein order to make the necessary agreement. The grammar componentaccompanying each sentence error encourages the transfer of thisknowledge from one language to another.Talking about Writing is sequenced and self-explanatory.In each chapter the material progresses in simple and logicalincrements to the desired end; namely, to recognize a sentenceerror in order to discuss written work, practise effective writingtechniques, and empower communication. The sentence errors progressin difficulty from grades 8 to 12. The format is adapted forindividual lessons.Curriculum guides tend to be written in generalities. Talkingabout Writing provides the teacher with a pattern.Having experienced the focus of this programme and the integrationof the topics, he or she then knows how to access additional materialto suit a student's individual needs.How Talking about Writing is organizedStudents are taught to recognize the nine major sentence errors:two in each of grades 8 to 11, and one in grade 12, as follows: Grade 8- Run-on Sentence, Sentence Fragment Grade 9- Lack of Parallel Structure, Misplaced Modifier Grade 10- Dangling Participle, Lack of Agreement Grade 11- Indefinite Antecedent, Incorrect Tense Grade 12- Wordiness The grammar necessary to understand the sentence error is integratedwith appropriate punctuation and sentence combing techniques.A pre-test and a post-test accomp...

Talking about Writing is for high school teachersand students who 1. need a common vocabulary with which to discuss written language; 2. desire a working knowledge of the chief elements of sentence structure, grammar, usage and punctuation as they apply to the writing process; 3. demand an integrated approach, and a sequenced format adaptable to individual lessons; and 4. appreciate the help of an Answer key. A mechanic immersed in the intricacies of engine repair doesnot ask for a "thingummy" or a "whatsit."He or she names the tool and holds out a hand to receive it.In the same way, teachers and students poring over the productsof the writing process need a basic common vocabulary withwhich to discuss the work. They need to make mutually understandablestatements which will clarify and improve the material under review.For example, "This sentence contains a misplaced modifier"is more helpful and precise than 'Don't you think puttingthis bit in a different place will make the sentence sound better?'Talking about Writing supplies this basic vocabulary.The text has a simple format. It teaches the recognition ofthe nine sentence errors which writers commonly make. Itintegrates the grammar necessary to understand each sentenceerror. Sentence combining, usage, and punctuation exercisesstrengthen writing technique.Talking about Writing fills a need for both aconcrete objective in English language study and a teachingplan. It provides a method of entry - the nine sentence errors- which is useful to many: beginning teachers, for example; teachersof other subjects who have been asked to pick up one or two blocksof English in the timetable; teachers who wish a clear explanationof the language in the writing process; or parents who run homeschool.A further advantage is to make a connection between theteaching of English language and other languages; such as,French or Spanish. Students studying a second language are expectedto recognize, for example, a direct object or a past participlein order to make the necessary agreement. The grammar componentaccompanying each sentence error encourages the transfer of thisknowledge from one language to another.Talking about Writing is sequenced and self-explanatory.In each chapter the material progresses in simple and logicalincrements to the desired end; namely, to recognize a sentenceerror in order to discuss written work, practise effective writingtechniques, and empower communication. The sentence errors progressin difficulty from grades 8 to 12. The format is adapted forindividual lessons.Curriculum guides tend to be written in generalities. Talkingabout Writing provides the teacher with a pattern.Having experienced the focus of this programme and the integrationof the topics, he or she then knows how to access additional materialto suit a student's individual needs.How Talking about Writing is organizedStudents are taught to recognize the nine major sentence errors:two in each of grades 8 to 11, and one in grade 12, as follows: Grade 8- Run-on Sentence, Sentence Fragment Grade 9- Lack of Parallel Structure, Misplaced Modifier Grade 10- Dangling Participle, Lack of Agreement Grade 11- Indefinite Antecedent, Incorrect Tense Grade 12- Wordiness The grammar necessary to understand the sentence error is integratedwith appropriate punctuation and sentence combing techniques.A pre-test and a post-test a...

Talking about Writing is for high school teachersand students who 1. need a common vocabulary with which to discuss written language; 2. desire a working knowledge of the chief elements of sentence structure, grammar, usage and punctuation as they apply to the writing process; 3. demand an integrated approach, and a sequenced format adaptable to individual lessons; and 4. appreciate the help of an Answer key. A mechanic immersed in the intricacies of engine repair doesnot ask for a "thingummy" or a "whatsit."He or she names the tool and holds out a hand to receive it.In the same way, teachers and students poring over the productsof the writing process need a basic common vocabulary withwhich to discuss the work. They need to make mutually understandablestatements which will clarify and improve the material under review.For example, "This sentence contains a misplaced modifier"is more helpful and precise than 'Don't you think puttingthis bit in a different place will make the sentence sound better?'Talking about Writing supplies this basic vocabulary.The text has a simple format. It teaches the recognition ofthe nine sentence errors which writers commonly make. Itintegrates the grammar necessary to understand each sentenceerror. Sentence combining, usage, and punctuation exercisesstrengthen writing technique.Talking about Writing fills a need for both aconcrete objective in English language study and a teachingplan. It provides a method of entry - the nine sentence errors- which is useful to many: beginning teachers, for example; teachersof other subjects who have been asked to pick up one or two blocksof English in the timetable; teachers who wish a clear explanationof the language in the writing process; or parents who run homeschool.A further advantage is to make a connection between theteaching of English language and other languages; such as,French or Spanish. Students studying a second language are expectedto recognize, for example, a direct object or a past participlein order to make the necessary agreement. The grammar componentaccompanying each sentence error encourages the transfer of thisknowledge from one language to another.Talking about Writing is sequenced and self-explanatory.In each chapter the material progresses in simple and logicalincrements to the desired end; namely, to recognize a sentenceerror in order to discuss written work, practise effective writingtechniques, and empower communication. The sentence errors progressin difficulty from grades 8 to 12. The format is adapted forindividual lessons.Curriculum guides tend to be written in generalities. Talkingabout Writing provides the teacher with a pattern.Having experienced the focus of this programme and the integrationof the topics, he or she then knows how to access additional materialto suit a student's individual needs.How Talking about Writing is organizedStudents are taught to recognize the nine major sentence errors:two in each of grades 8 to 11, and one in grade 12, as follows: Grade 8- Run-on Sentence, Sentence Fragment Grade 9- Lack of Parallel Structure, Misplaced Modifier Grade 10- Dangling Participle, Lack of Agreement Grade 11- Indefinite Antecedent, Incorrect Tense Grade 12- Wordiness The grammar necessary to understand the sentence error is integratedwith appropriate punctuation and sentence combing techniques.A pre-test and a post-test accompa...

Building on the success of previous editions, Focus on Grammar , Fifth Edition continues to leverage its successful four-step approach that lets learners move from comprehension to communication within a clear and consistent structure. Centered on thematic instruction, Focus on Grammar combines comprehensive grammar coverage with abundant practice, critical thinking skills, and ongoing assessment, helping students communicate confidently, accurately, and fluently in everyday situations. The Fifth Edition continues to incorporate the findings of corpus linguistics in grammar notes, charts, and practice activities, while never losing sight of what is pedagogically sound and useful. New to This Edition New and updated content showcases culturally relevant topics of interest to modern learners. Updated grammar charts and redesigned grammar notes with clear, corpus-informed grammar explanations reflect real and natural language usage, allowing students to grasp the most important aspects of the grammar. Expanded communicative activities encourage collaboration and application of target grammar in a variety of settings. New unit-ending From Grammar to Writing section allows students to apply grammar in writing through structured tasks from pre-writing to editing. New assessment tools, including course diagnostic tests, formative and summative assessments, and a flexible gradebook, are closely aligned with unit learning outcomes to inform instruction and measure progress. FOG Go app for iPhone(R) and Android(R) lets students easily navigate Student Book audio clips on their phone or tablet. Updated for the Fifth Edition, MyEnglishLab: Focus on Grammar offers students engaging practice and video grammar presentations anytime, anywhere with immediate feedback and remediation tasks to help promote accuracy. Other Highlights Scaffolded exercises help learners bridge the gap between identifying grammatical structures and using them with confidence and accuracy. High-interest readings in multiple genres expose students to the form, meaning, and use of grammar in natural contexts. Key vocabulary taught, practiced, and recycled throughout the unit ensures acquisition. Listening tasks give students multiple opportunities to focus on spoken English and develop listening skills. Mapped to the Global Scale of English.

Cross-linguistically, motion verbs are frequently involved in language change and feature a wide array of motion-related constructions. The aim of this volume is to grasp more completely the typological characteristics and the developmental potential of motion verbs and to acknowledge the formal and functional diversity of motion-related constructions in Romance languages. To this end, the contributions in this collection provide synchronic and diachronic as well as typologically oriented studies that focus on motion verbs and single- and multi-verb constructions that have received scant attention to date. These include verbal periphrases, (pseudo-/semi-)copula and pseudo-coordinated constructions in Spanish, Italian, Romanian, French and French-based Creoles. In comparison to previous research on Romance languages, the present volume also adopts a broader perspective on language change, taking into account not only grammaticalization processes but also discursive, lexical and pragmatic phenomena such as the development of discursive, quotative or mirative functions. The studies build on functional, usage-based and constructionist models of language change and rely on corpus-based as well as experimental empirical approaches.

Kaiser Ludwig IV. mit dem Beinamen "der Bayer" regierte mehr als eine Generation lang. Dabei stand er in vielen Konflikten mit konkurrierenden Dynastien und dem Papsttum. Zu seiner Strategie gehörte dabei, durch Privilegerteilung insbesondere im Bund mit aufstrebenden Städten im Reich (wie Nürnberg, Frankfurt am Main oder Augsburg) Verbündete und Finanzmittel zu erlangen. Adressatenspezifisch erfolgte in diesem Kontext die Ausstellung von Privilegien und Urkunden, nicht mehr in Latein, sondern zunehmend in der Volkssprache - und dies durchaus massenhaft. Die sehr zahlreichen (und bislang weitgehend unerforschten) deutschsprachigen Urkunden Ludwigs des Bayern stellen im Rahmen der Königs- und Kaiserurkunden ein Novum dar, das man bisher übersehen hatte. Der Sammelband beleuchtet daher erstmals unter interdisziplinärer Vorgehensweise systematisch Ludwig den Bayern als entscheidenden Beiträger für die Ausbildung der neuhochdeutschen Schriftsprache im europäischen Kontext.