Origins and basic characteristics

Lecture 2

The English Language as a chief medium of communication

West Germanic language of the Indo-European language family that is closely related to Frisian, German, and Netherlandic languages. English originated in England and is now widely spoken on six continents. It is the primary language of the United States, the United Kingdom, Canada, Australia, Ireland, New Zealand, and various small island nations in the Caribbean Sea and the Pacific Ocean. It is also an official language of India, the Philippines, and many countries in sub-Saharan Africa, including South Africa.

English belongs to the Indo-European family of languages and is therefore related to most other languages spoken in Europe and western Asia from Iceland to India. The parent tongue, called Proto-Indo-European, was spoken about 5,000 years ago by nomads believed to have roamed the southeast European plains. Germanic, one of the language groups descended from this ancestral speech, is usually divided by scholars into three regional groups: East (Burgundian, Vandal, and Gothic, all extinct), North (Icelandic, Faeroese, Norwegian, Swedish, Danish), and West (German, Netherlandic [Dutch and Flemish], Frisian, English). Though closely related to English, German remains far more conservative than English in its retention of a fairly elaborate system of inflections. Frisian, spoken by the inhabitants of the Dutch province of Friesland and the islands off the west coast of Schleswig, is the language most nearly related to Modern English. Icelandic, which has changed little over the last thousand years, is the living language most nearly resembling Old English in grammatical structure.

Modern English is analytic (i.e., relatively uninflected), whereas Proto-Indo-European, the ancestral tongue of most of the modern European languages (e.g., German, French, Russian, Greek), was synthetic, or inflected. During the course of thousands of years, English words have been slowly simplified from the inflected variable forms found in Sanskrit, Greek, Latin, Russian, and German, toward invariable forms, as in Chinese and Vietnamese. The German and Chinese words for “man” are exemplary. German has five forms: Mann, Mannes, Manne, Männer, Männern. Chinese has one form: jen. English stands in between, with four forms: man, man's, men, men's. In English only nouns, pronouns, and verbs are inflected. Adjectives have no inflections aside from the determiners “this, these” and “that, those.” (The endings - er, -est, denoting degrees of comparison, are better regarded as non inflectional suffixes.) English is the only European language to employ uninflected adjectives; e.g., “the tall man,” “the tall woman,” compared to Spanish el hombre alto and la mujer alta. As for verbs, if the Modern English word ride is compared with the corresponding words in Old English and Modern German, it will be found that English now has only five forms (ride, rides, rode, riding, ridden), whereas Old English ridan had 13, and Modern German reiten has 16 forms.

In addition to this simplicity of inflections, English has two other basic characteristics: flexibility of function and openness of vocabulary. Flexibility of function has grown over the last five centuries as a consequence of the loss of inflections. Words formerly distinguished as nouns or verbs by differences in their forms are now often used as both nouns and verbs. One can speak, for example, of “planning a table” or “tabling a plan,” “booking a place” or “placing a book,” “lifting a thumb” or “thumbing a lift.” In the other Indo-European languages, apart from rare exceptions in Scandinavian, nouns and verbs are never identical because of the necessity of separate noun and verb endings. In English, forms for traditional pronouns, adjectives, and adverbs can also function as nouns; adjectives and adverbs as verbs; and nouns, pronouns, and adverbs as adjectives. One speaks in English of the Frankfurt Book Fair, but in German one must add the suffix -er to the placename and put attributive and noun together as a compound, Frankfurter Buchmesse. In French one has no choice but to construct a phrase involving the use of two prepositions: Foire du Livre de Francfort. In English it is now possible to employ a plural noun as adjunct (modifier), as in “wages board” and “sports editor”; or even a conjunctional group, as in “prices and incomes policy” and “parks and gardens committee.”

Openness of vocabulary implies both free admission of words from other languages and the ready creation of compounds and derivatives. English adopts (without change) or adapts (with slight change) any word really needed to name some new object or to denote some new process. Like French, Spanish, and Russian, English frequently forms scientific terms from Classical Greek word elements. English possesses a system of orthography that does not always accurately reflect the pronunciation of words.

Orthography

The Latin alphabet originally had 20 letters, the present English alphabet minus J, K, V, W, Y, and Z. The Romans themselves added K for use in abbreviations and Y and Z in words transcribed from Greek. After its adoption by the English, this 23-letter alphabet developed W as a ligatured doubling of U and later J and V as consonantal variants of I and U. The resultant alphabet of 26 letters has both uppercase, or capital, and lowercase, or small, letters.

English spelling is based for the most part on that of the 15th century, but pronunciation has changed considerably since then, especially that of long vowels and diphthongs. The extensive change in the pronunciation of vowels, known as the Great Vowel Shift, affected all of Geoffrey Chaucer's seven long vowels, and for centuries spelling remained untidy. If the meaning of the message was clear, the spelling of individual words seemed unimportant. In the 17th century during the English Civil War, compositors adopted fixed spellings for practical reasons, and in the order-loving 18th century uniformity became more and more fashionable. Since Samuel Johnson's Dictionary of the English Language (1755), orthography has remained fairly stable. Numerous tacit changes, such as “music” for “musick” (1880) and “fantasy” for “phantasy” (1920), have been accepted, but spelling has nevertheless continued to be in part un phonetic. Attempts have been made at reform. Indeed, every century has had its reformers since the 13th, when an Augustinian canon named Orm devised his own method of differentiating short vowels from long by doubling the succeeding consonants or, when this was not feasible, by marking short vowels with a superimposed breve mark (ў). William Caxton, who set up his wooden printing press at Westminster in 1476, was much concerned with spelling problems throughout his working life. Noah Webster produced his Spelling Book, in 1783, as a precursor to the first edition (1828) of his American Dictionary of the English Language. The 20th century has produced many zealous reformers.

Three systems, supplementary to traditional spelling, are actually in use for different purposes: (1) the Initial Teaching (Augmented Roman) Alphabet (ITA) of 44 letters used by educationists in the teaching of children under seven; (2) the Shaw alphabet of 48 letters, designed in implementation of the will of George Bernard Shaw; and (3) the International Phonetic Alphabet (IPA), constructed on the basis of one symbol for one individual sound and used by many trained linguists. Countless other systems have been worked out from time to time, of which R.E. Zachrisson's “Anglic” (1930) and Axel Wijk's Regularized English (1959) may be the best. Meanwhile, the great publishing houses continue unperturbed because drastic reform remains impracticable, undesirable, and unlikely. This is because there is no longer one criterion of correct pronunciation but several standards throughout the world; regional standards are themselves not static, but changing with each new generation; and, if spelling were changed drastically, all the books in English in the world's public and private libraries would become inaccessible to readers without special study.

Questions to lecture 2: