英语语言与文化论文
语言与文化 论文(英文)

The Relation between Language and Culture Abstract: Different countries have different cultures, and also different language. Language and culture are interdependent and interactional. Language is one of the most important carriers of culture. On the other hand, culture have a great impact on language, that is culture conditioning. Knowing the language and cultural backgrounds can help our communication. Instead, it will cause many communicative barriers. In this paper, we summarize the relationship between language and culture. And example to explain it’s impact on cross-culture communication.摘要:不同的国家有不同的语言和文化,语言和文化是相互依赖、相互影响的,语言是文化的重要载体,另一方面,文化对语言也有制约作用。
了解语言文化知识有助于我们的交际。
相反地,缺乏语言文化背景知识必然会导致交际障碍。
本文列举了语言与文化的关系,并举例说明了这种关系对跨文化交际的影响。
key words: language, cultures, relationship, communication关键词:语言,文化,关系,交际1. IntroductionAs we all know that different countries have different cultures, and also different language. Language and culture are interdependent and interactional. Language is one of the most important carriers of culture. On the other hand, culture have a great impact on language, that is culture conditioning.Language plays a very important role in all human activity. It’s one of the indispensable part of the social life of human. You can not imagine the world would be without language. Nevertheless, the phenomenon of human language is so mystical that people do not acquaint it entirely so far.Culture is the product of social life and national spirit. In other words, culture is the genetic code of difference among the various nation, country and region. Every country has its own culture formation and individuality. This special culture is one of the most important source of affinity and cohesion of a country. For this reason, we must protect and develop the culture of the various nation, country and region, keep variety of our global culture.2. Relationship between language and cultureRelationship between language and culture can be summarized as the following: (1). Language is part of culture. Like other cultural phenomenon, language is also a social phenomenon, it occurred with the production of society, and develops with the development of society. The language is with nationality, different nationalities often have different languages; Language is also human creation. It is the most important spiritual wealth of human society .We can say that language has all the attributes of culture, so language is also a kind of culture, one of the many cultural phenomenons. The human language is not only an integral part of culture, and also the most important part.(2).Language is the main carrier of culture. Although language is part of culture, other cultural phenomenon generally can't exist being independent from language. Only through language, culture can be preserved, extended and spread.(3).Language is the foundation of the development of culture. When we said the cultural development, it's pointing to the development on the original basis which is preserved and spread by language. The development of culture cannot do without thinking, and thinking activity cannot do without the language: the development of culture must rely on the collective of creation of social members. Only by using language which is a good communication tool, can social members communicate and achieve mutual understanding. Different culture should learn from each other through language. Above all, culture must use language as tools to develop. So, the language is the foundation of the development of culture.Above all, we can conclude that language and culture not only in close relationship, but also the special relationship.3. Culture and language in the language communicationBecause language is part of culture, also the carrier of culture and foundation of cultural development, it can reflect the characteristics of national culture and the cultural differences between different nationalities to a maximum extent. From different nationalities' languages, we can find the evidences of different nationality's values, is or not standard, customs, and religious beliefs, social system, and so on. These cultural factors have restriction on language and language communication. But his own people are not always easy to detect that. Only through the comparison of the different nationality's language and language communication, it can be revealed. The so-called "language communication culture", is a special cultural factor implied in the language system which reflects a nation's mental state, values, life style, moral standards, non standard, aesthetic taste, and the customs and habits etc .This cultural factors mainly reflects in the words system , grammar system and pragmatic system of language.We will illustrate some examples of culture in the language communication through comparison between China and Western Countries.3.1 greetingDue to the differences between Chinese and western culture tradition and customs, the way of greeting is, of course, not the same. Because China is a long period of farming community, there’s lot of ‘food’ in t he daily expression. When people meet with each other, they will say ‘have you eaten? ’ for greeting. This way of greeting is just the same as ‘hi’ or ‘hello’ in western country. In China, it is a common way to say ‘hello’, but the western people don’t thi nk so. They may think this greeting seems to be saying: ‘I have nothing to eat. Come on. Let’s go to eat something.’ Or ‘ I was going to ask you to go to my house for a dinner.’ All in all, this means that say ‘hello’ invitation to dinner sometimes. Anothe r way of greeting in china is ‘where are you going?’ or ‘where have you been?’. In china, this greeting is just polite formula. But if you use these sentences to greet to western people, they will feel unhappy. Their reaction is likely to be: it’s none of your business! Western people always talk about the weather when they meet. Such as’ the weather is fine. They respect the privacy of others, and will not ask others privacy issues.In short, when people make a greeting, they should pay attention on different cultures. They should consider the time, place, object, cultural background, social customs andother factors. The use of appropriate greetings can make communication more smooth and natural.3.2 farewellsBetween the social and cultural customs between china and western country are different, the farewells are different, too. For instance, Chinese people go to other people’s homes. When it is the time to say goodbye, they often say: I’d better be going now. You must be very tired or you will have to go to work tomorrow, I should go now. But the American people, by contrast, most of them will find out their reasons to say good-bye. For example, I must say good-bye, my wife is waiting for me or I think I’d better to leave now. Chinese people are always more politely, while westerners are always somewhat straightforward.3.3 taboosIn cross-cultural communication, taboo is the most sensitive topic. Cultural taboos research therefore becomes an important content of cross-cultural communication. The so-ca lled taboos are the words that people can’t say in daily life or their work. Taboo is almost everywhere, from daily life to the political and economic aspects. We here just talk some about common taboos. In the conversation, western people are unwilling to say their age, income, marriage, love, property, fat, and so on. But in china, it is very normal to talk about marriage, income, love, age and so on. In addition, western people should not talk loud in public places, they always speak in quiet. But Chinese people always talk loud in public places. There are lot of this kind of taboos, taboos language reflects different countries’ culture.4. ConclusionIn short, language is one of the most important carriers of culture and culture has a great impact on language in conditioning. They both cannot survive with each other. On the other hand, the difference of language and culture may arouse inconvenience and misunderstanding. Therefore, learning the difference of cultures between different countries is very important. Realizing the difference of cultures between different nations is good for us to communicate with different languages.(1312words)5 bibliography[1]胡文仲著.英美文化辞典.北京:外语教学与研究出版社,1995[2]邓炎昌,刘润清著.语言与文化.北京:外语教学与研究出版社,1989[3]贾玉新著.跨文化交际学.上海:上海外语教育出版社,1997[4]论文化语言学中的语言与文化[J].中国学术期刊网。
关于中学英语教学论文中学英语教学中不可忽视的文化差异 (1)

关于中学英语教学论文/中学英语教学中不可忽视的文化差异[摘要]在中学英语教学中,不能只单纯注重语言教学,而必须加强语言文化导入,重视文化差异及其对语言的影响,真正实现学习语言的目的—交际。
本文从跨文化交际的角度出发,探讨在日常交际和学习中所突显出的中西文化差异,阐述了中学生在学习过程中应注意的问题。
[关键词]交际语言文化差异英语教学一、引言语言是人类重要的交流工具。
文化是人类所创造的一切物质财富和精神财富的统称。
语言和文化相互制约、相互依存。
衡量一个人的语言水平不仅仅取决于他对语言的掌握程度,而且还取决于他对该语言相关文化的了解程度。
二、日常交际中的文化差异1.称谓中文对人的称呼,姓在前名在后,而英文则相反,是名在前姓在后。
他们一般把Mr,Mrs,Miss和Ms放在姓前称呼别人。
但彼此不相识的人互相称呼时,男性广泛地使用Sir,女士使用Madam或Miss。
另外,如Professor,Doctor,Nurse、Captain,President 等头衔也可以放在姓前使用。
同时,这几个头衔也可以单独使用,例如:Doctor, please give me a hand; 但Teacher、Master在英语中却不能这样使用,不能说“Good morning ,teacher(Chen).”而应说“Good morning,Mr/Mrs/Miss Chen.”对亲属的称呼,英语文化要求名副其实,不像中国文化那样主张尊老、讲辈分。
他们称呼上一辈直系亲属的词有uncle 和aunt,同辈的只有cousin。
侄子不仅可以直呼叔叔,阿姨之名,有时连父母之大号也是随心所欲地呼之无碍。
此外,这类带亲属关系的称呼方式只限亲属之间,亲属之外一概以姓名相称。
英语中还有特殊的招呼语:listen,come,here,look,say,hey等,如:Here,Let me have a try.2.打招呼熟人之间见面时,都要打一声招呼,这是人们相互交往的礼貌原则。
中西方文化差异与英语教学的论文

中西方文化差异与英语教学的论文摘要:语言教学与文化教学密不可分,语言又受到文化的影响和制约。
相同的字、词对不同的民族而言,由于历史与文化背景的不同,又具有不同的意义。
这就要求英语教师在进行英语教学时,不仅要进行语音、语法和词汇的教学,还要让学生了解其文化意义。
关键词:语言;文化差异;英语教学一、中西方文化差异文化的产生及内涵由于历史文化、风俗习惯、生存环境、宗教信仰等不同, 导致了中西方语言存在着很大的差异, 从而出现了文化学习与交流的多种困扰因素。
要了解和掌握两种交际文化的差异,必须先从文化谈起,按照社会学家和人类学家对“文化”所下的定义,“文化”是指一个社会所具有的独特的信仰、习惯、制度、目标和技术的总模式。
表现早在20世纪20年代,美国语言学家sapir在language: an intrdutin t the study f speeh一书中就指出:“语言有一个环境,它不能脱离文化而存在,不能脱离社会继承下来的传统和信念”。
要真正掌握一种语言就必须了解这种语言的特定社会背景,中西方文化差异主要表现在以下几个方面:1、价值观与道德标准的差异西方人崇拜个人奋斗, 以个人取得的成就自豪。
相反, 中国文化却提倡谦虚谨慎。
然而, 中国式的自我谦虚却常常使西方人大为不满。
yur english is very gd. n, n, y english is very pr.这种谦虚, 在西方人看来, 不仅否定了自己, 还否定了赞扬者的鉴赏力。
在西方文化中,与“自我”相关的观念已经根深蒂固。
如“self-absrptin 、self-adiratin 、self-ultivatin ”等等。
西方社会盛行的是个体主义 ,强调个人自由、不受约束。
而中方文化强调集体利益高于个人利益,“先国家,后集体,再个人,先利民,再利已”的话语随处可见。
2、社会关系的差别称谓及称呼:英语中的称谓比汉语中要少得多。
例如,usin 一词,对应汉语的表兄、表弟、表姐和表妹等。
英语教学文化观论文

英语教学文化观论文摘要:英语文化教学是语言教学的升华,是语言教学的生命源泉。
英语文化教学和英语语言教学正如一个硬币的正反两个面,两者相互依赖,缺一不可。
一、文化:英语教学的本质追求英语作为一种语言现象,英语学习是学习西方国家的语言,归根到底是学习他们的文化,如果仅仅单纯的学习一种语言,没有文化做支撑,就好像一滴水离开了大海,没有存活的源泉。
因此,我们学习英语要从更加广泛的意义去理解英语学习的本质——文化的学习。
(一)语言与文化的关系语言是人类社会发展的产物,随着人类社会的发展变化而不断发展。
那么究竟什么是语言呢?据潘文国先生的研究介绍,自十九世纪初以来,众多学者给语言共下过六十多种定义。
潘先生将这些语言定义分为四大类:第一类以斯大林为代表,强调语言是交际的工具,即“交际工具说”,这是语言的社会属性。
第二类以索绪尔为代表,强调语言本身就是一个复杂的系统,进行自我实现,即“自足系统说”,这是语言的自然属性。
第三类以洪堡特为代表,强调人类是文化历史的一部分,要求从人的角度用科学的方法去研究语言,即“世界观说”,是语言的历史文化属性。
第四类以乔姆斯基为代表,强调从人类自身出发,揭示语言的本能,要求用自然科学的方法去研究语言,即“本能说”。
在此,我比较赞同许国璋先生的说法。
语言是文化的符号表征,是人类交际的工具。
那么对文化又作何解释呢?其实至今文化也没有一个统一的定义,从词源上看,西方“文化”(culture)来源于拉丁语“cultura”,本意是土地耕种,神明祭祀,动植物培养,后来引申为精神修养等义。
之后又有不同的学者从不同的角度对文化的内涵进行了阐述。
香港学者鲁凡之先生认为“文化具有化人的本质性”:“‘文化’即‘人化’,人在回应环境挑战而反过来将环境‘人化’——不仅将外在于人的客观环境‘人化’,而且将人自身的主体‘人化’,即人由‘自存体’(in-itself)向‘自为体’(being for-itself)的转化或提升。
英语语言学论文六篇

英语语言学论文六篇英语语言学论文范文2[关键词]英美文学语言教学高校英语教学模式随着我国改革开放的深化和现代化进程的飞速进展,英语作为一门国际性语言,在社会的政治、文化、经济等各个领域对于人才的需求量与日俱增,高校的高校英语教育也正面临新的机遇和挑战。
众多高校英语老师都在不断地摸索,总结新的有效的教学策略和方法。
目前,许多老师在高校英语教学中,尝试使用多媒体教学,用丰富的视听材料给同学创设富有意义的课堂教学环境。
作为一种补充,在课堂教学中融入经典英美文学作品也不失为一种提高同学爱好,促进英语学习的有效途径。
英美文学教育,作为高校英语教育的一种重要手段,可以培育同学的思维力量、想象力以及制造力。
其功能和应用价值的体现不仅仅适用于英语专业高班级的同学,同时也适用于高校外语教学,而文学语言也可以作为英语语言学习的重要范本,在提高高校生人文素养情操及文学鉴赏力量的同时,提高同学的文学语言感悟力。
一、文学语言与英语语言技能的进展众所周知,语言是思想的直接实现,人靠语言来表达思想。
与其他艺术形式相比较,语言艺术有着极为丰富的思想容量。
作家可以直接将自己对生活的感受、体验、理解、评价及心情、情感渗透在作品中,从而以情达理,以理融情,情、理相生。
真正的文学大师笔下的语言是具有生命灵性的,它有声,有色,有味,有情感,有厚度、力度与质感,是应当细心去体会,沉吟,把玩,并从中感受到一种语言的趣味性。
因此语言的背后是人的心灵世界。
对文学语言美的敏感与驾驭力量,是提高人的精神境界,使人变得更加美妙的不行或缺的方面。
文学阅读的魅力与意义也就在于此。
目前的高校英语教学,仍旧停留在传统的单纯课文教学,语言点讲解等层面上,课本内容相对陈旧,老师的教学手段也并无创新之处。
其弊端是忽视英语的基本功能即表达功能,也忽视了同学在教学活动中的主体作用,另外还忽视了对同学英语学习爱好的培育,将生硬的课本内容强行“灌输”;至同学脑海中,使整个课堂教学环节缺乏生气,长此以往,高校英语教学将陷入僵局。
关于英语语言学论文免费参考例文

关于英语语言学论文免费参考例文随着信息全球化的快速发展,英语已经成为了国际通用语言,英语语言学是高校英语专业学生的一门必修课程。
下文是店铺为大家整理的英语语言学论文的内容,欢迎大家阅读参考!英语语言学论文篇1浅析英语语言学的课程教学摘要:短短二三十年时间,语言学教学研究分类越来越细、分工越来越明确,正如王宗炎(1988:15)形象地比喻:过去的语言学只是一家小商店,如今已发展成为一家百货公司。
对于林林总总的学科分类和研究流派,结合教学大纲和英专学生本科阶段知识体系的形成,对该课程定位是必要的。
白郁(2007)认为语言学目标是宽泛的而非具体的,即培养学生的理论修养和对语言的热爱。
而本文则认为既应有宽泛目标,也应有具体目标。
学习理论知识时,学习和应用研究方法也是很重要的。
语言学基础理论,尤其是微观方面的理论成果,对英专学生语言技能的提高有检验作用;在跨学科或横向方面,将语言学相关理论用到英美文学和英汉翻译中,提高文学作品鉴赏能力,提升英汉对译技巧,形成论文即为具体目标。
诚然,理论与实践结合非一朝一夕之事,但撰写论文乃一种尝试。
故在介绍理论时,必要补充对理论的应用与研究,适当抛砖引玉,可有效激发学生探索兴趣。
故,具体目标使学生看到学习成效,宽泛目标锻炼了学生理性思维,既调动心灵又提高素质,教学效果也就不同了。
关键词:语言学语用学语篇分析1、教学内容传统课本基本上以微观语言学为主,按结构语言学思路编排内容,从语音学、音系学、形式学、句法、语义学,一直到语用学和语篇分析。
教学内容的改革是大多数学者的主张,如白郁(2007)认为应以语言哲学意义、语言与大脑及认知关系、语言学发展简史、宏观把握语言学真正意义等四方面为重。
还有学者认为增加课外阅读材料以改进教学内容,如王扬(2004)和吴格奇(2005)主张选用有助于学生理解基本理论、概念的材料、辅之以拓宽视野的补充材料。
还有以宏观还是微观语言学内容作为教学重点的争论:“微观”派认为语言内部分支是语言学的基础内容,课时分配比重要大;“宏观”派认为基础部分简单,学生可自学,重点应是宏观介绍;“中间”派是既注重基础又考虑涉猎面。
有关英语语言文化方面论文

有关英语语言文化方面论文推荐文章英汉语言对比论文优秀范文热度:关于英语语言学论文范文参考热度:英语语言文化方面论文优秀范文热度:关于英语语言文化论文热度:关于英语语言文化论文范文热度:语言是文化的载体,是文化传播的途径之一,语言受文化的影响,文化通过语言来实现传播。
下文是店铺为大家整理的有关英语语言文化方面论文的范文,欢迎大家阅读参考!有关英语语言文化方面论文篇1试论军校研究生公共英语的语言文化教学摘要:在全球化国际大环境下我国军队对外交流日趋频繁,对军队高层次人才培养提出了新的要求。
长期的应试教育体制造成了军校研究生学员被动的学习习惯;军队特殊的环境造成研究生学员和教员对语言文化的忽视;资讯渠道不畅成为军校英语语言文化学习的障碍。
文化意识的缺失和跨文化交际能力的滞后为我军对外交流设置了障碍,语言文化教学成为研究生公共英语教学中的必要组成。
加强军校研究生人文素质教育和英语语言应用能力培养既是时代发展的需要,也是强军目标的要求。
关键词:跨文化交际;军校研究生英语教育;语言文化教学随着科技进步和社会发展,全球化国际大环境已成为主流,不同文化背景的国家之间的交流日益频繁。
在军事领域,我军对外交往对象、领域和深度都在不断拓展,军事交流涵盖军事援助、技术交流、人员培训、联演联训等多个领域,形成了全方位、宽领域、多层次的对外交往格局,迫切需要大批熟悉外国文化,具有跨文化交际能力的军事人才。
作为高等学习阶段的军校硕士研究生,必须具备相应的英语语言能力,才能应对当今国际新型军事环境呈现的新矛盾和新特点。
在研究生公共英语教学中导入语言文化教育既能强化学员实际能力,也是根据强军目标培养高素质新型军事人才的需要。
一、军校研究生公共英语中语言文化教学的背景分析军校非英语专业研究生生源相对地方院校较为复杂,包括应届军校本科毕业生、国防生及在职研究生等,英语基础参差不齐,由此对教学工作提出了更高要求。
当前研究生整体的英语水平较以往有大幅度提升,思路较为开阔,有着较强的学习动力和研究能力,如何科学、有效地安排课程,调动学员的主观能动性,是研究生英语教学的重要内容。
中英文化差异论文

中英文化差异论文推荐文章文化差异英语论文热度:关于中西文化英语论文热度:财经新闻论文写作热度:关于中国梦教育论文热度:党课结业论文范文热度:由于居住环境、价值观念、社会习俗、宗教信仰、历史发展等的不同,中英各民族形成了自己的文化规范,这就是文化差异。
下文是店铺为大家整理的关于中英文化差异论文的范文,欢迎大家阅读参考! 中英文化差异论文篇1试谈中英颜色词的文化差异摘要: 颜色是一种视觉效果,人们对色彩的视觉感是相同的。
但是这些描述客观事物的颜色词在人们生活中使人产生的联想,受到各个民族的语言习惯、文化传统、地理环境、风俗习惯、历史背景、宗教信仰等因素的影响而产生差异。
本文就红、黄、白、黑六种基本色探讨了中英颜色词内涵的不同,就其象征意义进行了比较研究。
关键词: 颜色词文化差异联想意义语言应用1.引言人类生活在五光十色的自然界中,在日常的生活、生产中创造了十分丰富的颜色词汇,成为人们传递信息、表达事物和思想的重要工具。
作为表达客观视觉感的词语,颜色词丰富了人类的语言,强化了语言的形象。
从理论上讲,人们对它的感知应该是一致的。
然而,各民族由于语言习惯、文化传统、地理环境、风俗习惯、历史背景等的不同,人们总是按照自己的思维定势和价值尺度描绘事物的颜色,赋予事物以自己的民族文化内涵。
颜色一旦浸入文化的染体,在人们的心目中就会产生特定的含义,引起特殊的联想。
因此,即使是同一种颜色在不同民族的心里所引起的联想意义有时候也是大相径庭的。
这种民族文化内涵一旦形成就不易改变,在中英跨文化交流中,这种由民族的特定文化内涵而引起的文化差异比比皆是,给各民族之间的交流造成了很大的障碍。
本文将着重比较中英语言中的颜色词在两种文化中联想意义和语言应用两方面的差异。
2.颜色词在联想意义上的文化差异2.1红色自古以来,中国人的崇红情结是有目共睹的。
在中国文化传统中,红与太阳与火有关,太阳给万物带来生机与温暖,而火意味着光明与兴旺。
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Proto-EnglishThe languages of Germanic peoples gave rise to the English language (the best known are the Angles, Saxons, Frisii, Jutes and possibly some Franks, who traded, fought with and lived alongside theLatin-speaking peoples of the Roman Empire in the centuries-long process of the Germanic peoples' expansion into Western Europe during the Migration Period). Latin loan words such as wine, cup, and bishop entered the vocabulary of these Germanic peoples before their arrival in Britain and the subsequent formation of England.[1]Tacitus' Germania, written around 100 AD., is a primary source of information for the culture of the Germanic peoples in ancient times. Germanics were in contact with Roman civilisation and its economy, including residing within the Roman borders in large numbers in the province of Germania and others and serving in the Roman military, while many more retained political independence outside of Roman territories. Germanic troops served in Britannia under Roman command. Except for the Frisians,Germanic settlement in Britain, according to Bede, occurred largely after the arrival of mercenaries in the 5th century. Most Angles, Saxons and Jutes arrived in Britain in the 6th Century as Germanic pagans, independent of Roman control.The Anglo-Saxon Chronicle relates that around the year 449 Vortigern, King of the Britons, invited the "Angle kin" (Angles allegedly led by the Germanic brothers Hengist and Horsa) to help repel invading Picts. In return, the Anglo-Saxons received lands in the southeast of Britain. In response "came men of Ald Seaxum of Anglum of Iotum" (Saxons, Angles and Jutes). The Chronicle refers to waves of settlers who eventually established seven kingdoms, known as the heptarchy. Modern scholars view Hengist and Horsa as Euhemerised deities from Anglo-Saxon paganism, who ultimately stem from the religion of the Proto-Indo-Europeans.[2]Old English – from the mid-5th century to themid-11th centuryThe first page of the Beowulf manuscriptMain article: Old EnglishAfter the Anglo-Saxon invasion, the Germanic language possibly displaced the indigenous Brythonic languages and Latin in most of the areas of Great Britain that later became England. The original Celtic languages remained in parts of Scotland, Wales and Cornwall (where Cornish was spoken into the 19th century), although large numbers of compound Celtic-Germanic placenames survive, hinting at early language mixing.[3] Latin also remained in these areas as the language of the Celtic Church and of higher education for the nobility. Latin was later to be reintroduced to England by missionaries from both the Celtic and Roman churches, and it would, in time, have a major impact on English. What is now called Old English emerged over time out of the many dialects and languages of the colonising tribes.[4] Even then, Old English continued to exhibit local variation, the remnants of which continue to be found in dialects of Modern English.[4] The most famous surviving work from the Old English period is the epic poem Beowulf composed by an unknown poet.Old English varied widely from modern Standard English. Native English speakers today would find Old English unintelligible without studying it as a separate language. Nevertheless, English remains a Germanic language, and approximately 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. Manynon-standard dialects such as Scots and Northumbrian English have retained features of Old English in vocabulary and pronunciation.[5] Old English was spoken until some time in the 12th or 13th century.[6][7]In the tenth and eleventh centuries, Old English was strongly influenced by the North Germanic language Old Norse, spoken by the Norsemen who invaded and settled mainly in the North East of England (see Jórvík and Danelaw). The Anglo-Saxons and the Scandinavians spoke related languages from different branches of the Germanic family; many of their lexical roots were the same or similar, although their grammars were more divergent.The Germanic language of the Old English-speaking inhabitants was influenced by extensive contact with Norse colonizers, resulting perhaps in cases of morphological simplification of Old English, including the loss of grammatical gender and explicitly marked case (with the notable exception of the pronouns). English borrowed approximately two thousand lexical items from Old Norse, including anger, bag, both, hit, law, leg, same, skill, sky, take, and many others, possibly even including the pronoun they.[8]The introduction of Christianity late in the sixth century encouraged the addition of over 400 Latin loan words, such as priest, paper, and school, and fewer Greek loan words.[9] The Old English period formally ended some time after the Norman conquest (starting in 1066 AD), when the language was influenced to an even greater extent by the Normans, who spoke a French dialect called Old Norman. The use of Anglo-Saxon to describe a merging of Anglian and Saxon languages and cultures is a relatively modern development.Middle English – from the late 11th to the late 15th centuryMain article: Middle EnglishFurther information: Middle English creole hypothesis For centuries following the Norman Conquest in 1066, the Norman kings and high-ranking nobles spoke one of the French langues d'oïl, that we call Anglo-Norman, a variety of Old Norman used in England and to some extent elsewhere in the British Isles during the Anglo-Norman period and originating from a northern langue d'oïl dialect. Merchants and lower-ranked nobles were often bilingual in Anglo-Norman and English, whilst English continued to be the language of the common people. Middle English was influenced by both Anglo-Norman and, later, Anglo-French (see characteristics of the Anglo-Norman language).In this period the French language was regarded like an official language in England but this tendency will disappear in 14 th century.[10]Even after the decline of Norman-French, standard French retained the status of a formal or prestige language—as with most of Europe during the period—and had a significant influence on the language, which is visible in Modern English today (see English language word origins and List of English words of French origin). A tendency for French-derived words to have more formal connotations has continued to the present day. For example, most modern English speakers consider a "cordial reception" (from French) to be more formal than a "hearty welcome" (from Germanic). Another example is the rare construction of the words for animals being separate from the words for their meat, e.g., beef and pork (from the French bœuf and porc) being the products of "cows" and "pigs"—animals with Germanic names.English was also influenced by the Celtic languages it was displacing, especially the Brittonic substrate, most notably with the introduction of the continuous aspect (to be doing or to have been doing), which is a feature found in many modernlanguages but developed earlier and more thoroughly in English.[11]While the Anglo-Saxon Chronicle continued until 1154, most other literature from this period was in Old Norman or Latin. A large number of Norman words were taken into Old English, with many doubling for Old English words. The Norman influence is the hallmark of the linguistic shifts in English over the period of time following the invasion, producing what is now referred to as Middle English.English literature reappeared after 1200, when a changing political climate and the decline inAnglo-Norman made it more respectable. The Provisions of Oxford, released in 1258, was the first English government document to be published in the English language after the Norman Conquest. In 1362, Edward III became the first king to address Parliament in English. By the end of the century, even the royal court had switched to English. Anglo-Norman remained in use in limited circlessomewhat longer, but it had ceased to be a living language.Opening prologue of The Wife of Bath's Tale Canterbury Tales.Geoffrey Chaucer is the most famous writer from the Middle English period, and The Canterbury Tales is his best-known work. Although the spelling of Chaucer's English varies from that of Modern English, his works can be read with minimal assistance.The English language changed enormously during the Middle English period, both in grammar and in vocabulary. While Old English is a heavily inflected language (synthetic), an overall diminishing of grammatical endings occurred in Middle English (analytic). Grammar distinctions were lost as many noun and adjective endings were leveled to -e. The older plural noun marker -en largely gave way to -s, and grammatical gender was discarded. Approximately 10,000 French (and Norman) loan words entered Middle English, particularly termsassociated with government, church, law, the military, fashion, and food.[12]English spelling was also influenced by Norman in this period, with the /θ/ and /ð/ sounds being spelled th rather than with the Old English letters þ (thorn) and ð (eth), which did not exist in Norman. These letters remain in the modern Icelandic alphabet, having been borrowed from Old English via Western Norwegian.Early Modern English – from the late 15th to the late 17th centuryMain article: Early Modern EnglishThe English language underwent extensive sound changes during the 1400s, while its spelling conventions remained rather constant. Modern English is often dated from the Great Vowel Shift, which took place mainly during the 15th century. English was further transformed by the spread of a standardised London-based dialect in government and administration and by the standardising effect of printing. Consequent to the push towardstandardization, the language acquiredself-conscious terms such as "accent" and "dialect".[13] By the time of William Shakespeare (mid 16th - early 17th century),[14] the language had become clearly recognisable as Modern English. In 1604, the first English dictionary was published, the Table Alphabeticall.Increased literacy and travel have facilitated the adoption of many foreign words, especially borrowings from Latin and Greek since the Renaissance. (In the 17th century, Latin words were often used with the original inflections, but these eventually disappeared). As there are many words from different languages and English spelling is variable, the risk of mispronunciation is high, but remnants of the older forms remain in a few regional dialects, most notably in the West Country. During the period, loan words were borrowed from Italian, German, and Yiddish. British acceptance of and resistance to Americanisms began during this period.[15]Modern English – from the late 17th century to the presentTitle page from the second edition of the Dictionary Main article: Modern EnglishThe Dictionary of the English Language was the first full featured English dictionary. Samuel Johnson published the authoritative work in 1755. To a high degree, the dictionary standardized both English spelling and word usage. Meanwhile, grammar texts by Lowth, Murray, Priestly, and others attempted to prescribe standard usage even further.Early Modern English and Late Modern English vary essentially in vocabulary. Late Modern English has many more words, arising from the Industrial Revolution and the technology that created a need for new words as well as international development of the language. The British Empire at its height covered one quarter of the Earth's surface, and the English language adopted foreign words from many countries. British English and American English, the two major varieties of the language, are spoken by400 million persons. Received Pronunciation of British English is considered the traditional standard, while General American English is more influential. The total number of English speakers worldwide may exceed one billion.[16]Phonological changesMain article: Phonological history of English Grammatical changesThe English language once had an extensive declension system similar to Latin, modern German or Icelandic. Old English distinguished between the nominative, accusative, dative, and genitive cases, and for strongly declined adjectives and some pronouns also a separate instrumental case (which otherwise and later completely coincided with the dative). In addition, the dual was distinguished from the more modern singular and plural.[17] Declension was greatly simplified during the Middle English period, when the accusative and dative cases of the pronouns merged into a single oblique case that also replaced the genitive case after prepositions. Nounsin Modern English no longer decline for case, except for the genitive.Evolution of English pronouns"Who" and "whom", "he" and "him", "she" and "her", etc. are a conflation of the old accusative and dative cases, as well as of the genitive case after prepositions. This conflated form is called the oblique case, or the object (objective) case because it is used for objects of verbs (direct, indirect, or oblique) as well as for objects of prepositions. (See object pronoun.) The information formerly conveyed by having distinct case forms is now mostly provided by prepositions and word order. In Old English as well as modern German and Icelandic as further examples, these cases had distinct forms.Although the traditional terms accusative and dative continue to be used by some grammarians, these are roles rather than actual cases in Modern English. That is, the form whom may play accusative or dative roles (or instrumental or prepositional roles), but it is a single morphological form and therefore a singlecase, contrasting with nominative who and genitive whose. Many grammarians use the more intuitive labels 'subjective', 'objective', and 'possessive' for nominative, oblique, and genitive pronouns. Modern English nouns distinguish only one case from the nominative, the possessive case, which some linguists argue is not a case at all, but a clitic (see the entry for genitive case for more information).Middle EnglishFrom Ayenbyte of Inwit by Dan Michel, 1340:Nou ich wille þet ye ywite hou hit is ywentþet þis boc is ywrite mid Engliss of Kent.Þis boc is ymad vor lewede menVor vader and vor moder and vor oþer kenham vor to berȝe vram alle manyere zenþet ine hare inwytte ne bleve no voul wen.'Huo ase god' in his name yzed,Þet þis boc made god him yeve þet bread,Of angles of hevene, and þerto his red,And ondervonge his zaule huanne þet he is dyad. Amen.From The Canterbury Tales by Geoffrey Chaucer, 14th century:Whan that Aprille with his shoures sooteThe droghte of March hath perced to the rooteAnd bathed every veyne in swich licour,Of which vertu engendred is the flour;Whan Zephirus eek with his sweete breeth Inspired hath in every holt and heethThe tendre croppes, and the yonge sonneHath in the Ram his halfe cours yronne,And smale foweles maken melodye,That slepen al the nyght with open yë(So priketh hem Nature in hir corages);Than longen folk to goon on pilgrimagesEarly Modern EnglishFrom Paradise Lost by John Milton, 1667:Of Mans First Disobedience, and the FruitOf that Forbidden Tree, whose mortal tastBrought Death into the World, and all our woe,With loss of Eden, till one greater ManRestore us, and regain the blissful Seat,Sing Heav'nly Muse, that on the secret topOf Oreb, or of Sinai, didst inspireThat Shepherd, who first taught the chosen Seed,In the Beginning how the Heav'ns and EarthRose out of Chaos: Or if Sion HillDelight thee more, and Siloa's Brook that flow'd Fast by the Oracle of God; I thenceInvoke thy aid to my adventrous Song,That with no middle flight intends to soarAbove th' Aonian Mount, while it pursuesThings unattempted yet in Prose or Rhime. Modern EnglishTaken from Oliver Twist, 1838, by Charles Dickens: The evening arrived: the boys took their places; the master in his cook's uniform stationed himself at the copper; his pauper assistants ranged themselves behind him; the gruel was served out, and a long grace was said over the short commons. The gruel disappeared, the boys whispered each other andwinked at Oliver, while his next neighbours nudged him. Child as he was, he was desperate with hunger and reckless with misery. He rose from the table, and advancing, basin and spoon in hand, to the master, said, somewhat alarmed at his own temerity—"Please, sir, I want some more."The master was a fat, healthy man, but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support to the copper. The assistants were paralysed with wonder, and the boys with fear."What!" said the master at length, in a faint voice. "Please, sir," replied Oliver, "I want some more." The master aimed a blow at Oliver's head with the ladle, pinioned him in his arms, and shrieked aloud for the beadle.See alsoPhonological history of the English language American and British English differencesEnglish phonologyEnglish studiesInkhorn debateLanguages in the United KingdomMiddle English creole hypothesisMiddle English declensionHistory of the Scots languageChanges to Old English vocabularyLists:List of dialects of the English languageList of Germanic and Latinate equivalentsLists of English words of international origin Notes1.^ Baugh, Albert and Cable, Thomas. 2002. TheHistory of the English Language. Upper Saddle River, New Jersey: Prentice Hall. pp. 79-81.2.^ Examples include Simek (2007:59—60) andMallory (2005:135).3.^ Crystal, David. 2004. The Stories of English.London: Penguin. pp. 24-26.4.^ a b Shore, Thomas William (1906), Origin of the Anglo-Saxon Race - A Study of the Settlement of England and the Tribal Origin of the Old English People (1nd ed.), London, pp. 3, 3935.^ "Geordie dialect". . 2007-03-12. Retrieved 2010-06-19.6.^ "4.1 The change from Old English to Middle English". Uni-kassel.de. Retrieved 2010-06-19.7.^The Oxford history of English lexicography, Volume 1 By Anthony Paul Cowie8.^ Baugh, Albert and Cable, Thomas. 2002. The History of the English Language. Upper Saddle River, New Jersey: Prentice Hall. pp. 92-105.9.^ Baugh, Albert and Cable, Thomas. 2002. The History of the English Language. Upper Saddle River, New Jersey: Prentice Hall. pp. 91-92.10.^ La langue française et la mondialisation, Yves Montenay, Les Belles lettres, Paris, 2005, 321 pages.11.^ Filppula, Markku, Juhani Klemola und Heli Pitkänen (eds.). 2002. The Celtic Roots ofEnglish. Joensuu: University of Joensuu, Faculty of Humanities.12.^ Baugh, Albert and Cable, Thomas. 2002. The History of the English Language. Upper Saddle River, New Jersey: Prentice Hall. pp. 158-178.13.^ Crystal, David. 2004. The Stories of English. London: Penguin. pp. 341-343.14.^ See Fausto Cercignani, Shakespeare's Works and Elizabethan Pronunciation, Oxford, Clarendon Press, 1981.15.^ Algeo, John. 2010. The Origins and Development of the English Language. Boston, MA: Wadsworth. pp. 140-141.16.^ Algeo, John. 2010. The Origins and Development of the English Language. Boston, MA: Wadsworth. pp. 182-187.17.^ Peter S. Baker (2003). "Pronouns". The Electronic Introduction to Old English. Oxford: Blackwell.18.^ Original translation for this article: In thisclose translation readers should be able to seethe correlation with the original.ReferencesCercignani, Fausto, Shakespeare's Works and Elizabethan Pronunciation, Oxford, Clarendon Press, 1981.Mallory, J. P (2005). In Search of theIndo-Europeans. Thames & Hudson. ISBN0-500-27616-1Simek, Rudolf (2007) translated by Angela Hall. Dictionary of Northern Mythology. D.S. Brewer. ISBN 0-85991-513-1。