Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

English📖 > Variation Over Time🕰 > Flashcards

Variation Over Time🕰 Flashcards

You may prefer our related Brainscape-certified flashcards:
Proverbs and Idioms flashcards
1
Q

When will the texts be from in the exam?🕰

A

1550 - present day

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is a good phrase to use in order to be tentative?🕰

A

As a modern reader…

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

When is the Early Modern English period?🕰

A

1550 - 1800

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

When is the late modern English period?🕰

A

1800 - present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is it important to mention in the GAP?🕰

A

The time period - is it early or late modern English period?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What group of people helped create standardisation?🕰

A

Lexicographers and grammarians

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a broad way of mentioning two different morphological features? (AO4)🕰

A

The morphology differs across the texts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is standardisation?🕰

A
  • A process where the language became codified and uniformed
  • Effects were most prominent in the 18th century
  • Can mention whether the text is pre standardisation or post standardisation (or undergoing standardisation)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

In early modern English times, what was the inflectional morpheme used instead of our modern day morpheme s? (Morphology)🕰

A

Th

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What do we refer to the th and s morphemes as linguistically? (Morphology)🕰

A

Third person singular morphemes

  • Written as “s” and pronounced as /s/: gets, laughs, helps, thinks
  • Written as “s” and pronounced as /z/: brings, plays, seems, tells
  • Written as “s” and pronounced as /ɪz/: changes, increases, closes
  • Written as “es” and pronounced as /z/: studies, tries, vetoes
  • Written as “es” and pronounced as /ɪz/: focuses, pushes, reaches
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

‘Write’ as ‘writ’, ‘wrate’ and ‘wrote’ is an example of what? (Morphology)🕰

A

A variety of past tense forms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What can you say about different sentences? (Syntax)🕰

A

The syntax differs across the texts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

In early modern English times, what syntactic feature did we se a lot of? (Syntax)🕰

A

Complex sentences and polysyndeton

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Why did we se lots of complex sentences and polysyndeton in early modern English times? (Syntax)🕰

A

Longer sentences carried greater prestige

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

How can complex sentences and polysyndeton link to Grices Maxims? (Syntax) (AO2)🕰

A

As a modern reader we often value clarity over prestige; this means modern texts often adhere to the maxim of manner and quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What did researcher Romaine say? (Syntax) (AO2)🕰

A

The discourse of the texts during the early modern English period were built on Latinate prestige forms, where lengthy and complex sentences were used

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What can we say about the pronoun form ‘ye’? (Grammar)🕰

A
  • In early modern English, we saw the use of ‘you’ and ‘ye’ as pronoun forms
  • Ye is now archaic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What does archaic lexis mean? (Lexis)🕰

A

Old language, e.g. thou, thee and whence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What does obsolete lexis mean? (Lexis)🕰

A

Language/meanings that have died/no longer exist

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What can be said about double negatives? (Grammar)🕰

A
  • Evident during the early modern English times
  • Only became a stigma in the 17th/18th centuries
  • Old English used many double negatives, so this remained in the language as a standard form
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What do we mean by changing attitudes? (Pragmatics)🕰

A

How views and ideas change across time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What pragmatic feature can link with presupposition and semantic field? (Pragmatics)🕰

A

Changing attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is a good point to discuss if you notice a change in beliefs over time and how language changes as a result of this? (Pragmatics)🕰

A

Changing attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

If texts are linked by theme, what language feature could be a good linguistic feature to discuss? (Pragmatics)🕰

A

Changing attitudes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

How will the texts be linked?🕰

A

Genre or theme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Example of changing attitudes (Pragmatics)🕰

A
  • 2 texts about theatres
  • Theatres were often frowned upon in the 16th century
  • Today, we see them much more positively
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

How can you broadly discuss lexis features? (Lexis)🕰

A

The lexis/prestige (etc) has changed across the texts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Explain the use of polysyllabic lexis (Lexis)🕰

A

Early modern English often made use of latinate lexis as this was seen as the language of prestige

29
Q

What are features of latinate lexis? (Lexis)🕰

A
  • Polysyllabic

* Lengthy

30
Q

Explain the use of religious lexis (Lexis)🕰

A

The language often had many religious allusions as the majority of Britain was Christian during this time period

31
Q

How can you approach unknown words? (Lexis)🕰

A
  • Deduce them
  • Tentatively suggest etymology
  • Possibly apply semantic change (especially if definition is given)
32
Q

What are the processes of semantic change? (Lexis)🕰

A
  • Amelioration
  • Pejoration
  • Generalisation
  • Specialisation
33
Q

Give an example of amelioration (Lexis)🕰

A

Dizzy
•Used to mean stupid
•Now means to have a whirling sensation

34
Q

Give an example of pejoration? (Lexis)🕰

A

Spinster
•Used to mean a female spinner of thread
•Now negatively used for unmarried women

35
Q

Give an example of generalisation (Lexis)🕰

A

Dog
•Used to be a specific breed
•Now applied to all breeds

36
Q

Give an example of specialisation (Lexis)🕰

A

Deer
•Used to mean all animals
•Now used for a certain type of animal

37
Q

Give examples of interchangeable graphemes (Orthography)🕰

A
  • <u> and v, e.g. deuil for devil</u>
  • <i> for j, e.g. periury for perjury</i>
  • y for /i:/, e.g. gylty for guilty and tyme for time</i></u>
38
Q

What is the terminal e? (Orthography)🕰

A

e on the ends of words that are no longer present today, e.g. wee for we and sicke for sick

39
Q

How is the terminal e often an accent indicator? (Orthography/phonology)🕰

A

Pronounced using the schwa on some words

40
Q

When was the printing press established and by whom? (Context)🕰

A

15th century by William Caxton

41
Q

What can we say about the printing press? (Context)🕰

A
  • It was technological feature

* It contributed to standardisation as it created uniformity

42
Q

What may we see in the 16th century? (Context)🕰

A

Variations of spelling and grammar rules

43
Q

What do we mean by the term standardised?🕰

A

Creating a uniformed language

44
Q

When was the first dictionary created and by whom? (Context)🕰

A

18th century by Samuel Johnson

45
Q

When was the Renaissance? (Context)🕰

A
  • Happened from the 14th century

* Reached height during the 15th and 16th centuries

46
Q

What effect did the Renaissance have? (Context)🕰

A
  • It enriched the English language
  • Borrowed many words from Latin, French and Greek
  • Also borrowed from classical mythology
47
Q

How can type of semantic drift vary?🕰

A
  • Old meanings can be forgotten
  • Context such as technology and wars, can impact a word’s meaning and production
  • Current slang can alter a word, e.g. a particular social group can take ownership of an existing word and change its meaning, e.g. ‘wicked’
48
Q

Clipping (Lexis)🕰

A

•Apheresis: first part of a word is clipped
-e.g. phone for telephone
•Apocope: second part of the word is clipped
-e.g. exam for examination

49
Q

Derivation and Affixation (Lexis)🕰

A
  • About building word’s through morphemes
  • Suffixing, e.g. happy -> happiness
  • Prefixing, e.g. happy -> unhappy
50
Q

Example of derivation and affixation analysis🕰

A

The derivation of the abstract noun ‘happiness’ is made up of the root adjective ‘happy’ with the suffix ‘ness’

51
Q

Blending/portmanteau (Lexis)🕰

A
  • Fusing two words together to make a new one

* E.g. Oxford and Cambridge = Oxbridge

52
Q

Compounds (Lexis)🕰

A
  • Process of combining two words to create a coinage
  • Mainly involves noun + noun, e.g. football
  • Expect to see other variants, e.g. adjective + noun (blackboard) and preposition + verb (undercut)
  • New compounds often have hyphens - compounds may not last
53
Q

Borrowing/loan words (Lexis)🕰

A

•Words we have taken from other languages, e.g. karaoke is a Japanese word
•Many words are often food related, e.g. korma, sushi and feta
-infer if given a recipe - suggest a possible country

54
Q

Eponym🕰

A
  • Name of a person after whom something is named
  • British monarchs are examples of this term because they are used throughout the English language for time periods, fashions, etc.
  • E.g. Victorian
55
Q

Proprietary names (Lexis)🕰

A
  • Associating a product with a brand name
  • A type of broadening associated with brands
  • E.g. calling all glue pritt-stick
56
Q

The long /s/ (Orthography)🕰

A
  • Demonstrates a change in orthography

* Now obsolete in the English language and was probably lost after the process of standardisation - printing press

57
Q

How to apply the subjunctive mood to language change🕰

A
  • Subjunctive seems to be dying out of the language
  • Expect to see its form in older texts to add greater formality, e.g. if the sauce be too thick
  • However contemporary English often chooses not to use it, e.g. I wish I WAS able to attend instead of I wish I WERE able to attend
58
Q

Grammarian examples🕰

A
  • Jonathon Swift
  • Samuel Johnson
  • Robert Lowth
  • Lindley Murray
59
Q

What did we use the oblique stroke for?🕰

A

Replaced with the comma during the 16th century - may see texts using it as a comma

60
Q

Use of apostrophes in the 19th century🕰

A
  • Applied to possession
  • Missing letters/vowels in words when not pronounced, e.g. work’d
  • Applied to loan words such as banana’s
  • Last punctuation marker added to the language
61
Q

Contractions🕰

A
  • Varied
  • Proclitic contractions such as tis were common
  • In the 18th century there was a gradual shift to enclitic contractions such as it’s
62
Q

Punctuation in today’s language🕰

A

•Texting, punctuation may be used to mark prosodic features
-capitalisation may also produce this effect
•Sometimes apostrophes are omitted in contractions particularly within the textese medium
•Often limited capitalisation

63
Q

How can texting show synchronic change🕰

A

Now have further technological advances such as autocorrect and apps like grammarly

64
Q

Prescriptive grammar🕰

A

Prescribes rules governing what people should/shouldn’t say

65
Q

Descriptive grammar🕰

A

Describes the rules that govern what people do or say

67
Q

Samuel Johnson🕰

A

Made the dictionary in 1755

68
Q

The doctrine of correctness🕰

A

•In the 18th century, rules began to be formulated, efforts began to be made to ‘fix’ the language
-to determine what was right and what was wrong
•We refer to this process of standardisation as the doctrine of correctness

70
Q

Jonathon Swift🕰

A
  • Proposed an authoritarian plan to improve, correct and ascertain the English tongue
  • There were several other grammarians of this time that held a very prescriptive approach like Swift
  • Links to Labov’s changes from above

English📖 (15 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions