| Papers [1-16] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GERMANIC ENGLISH LANGUAGE": |
|
|
Germanic and English Language, 2004.
A discussion on the influence of the Germanic tongue on English vocabulary and grammar.
1,848 words (approx. 7.4 pages), 12 sources, MLA, AU$ 95.95
»
Click here to show/hide summary
Abstract
This paper focuses on how the English tongue was derived from Germanic by examining the similarities between the structure and vocabulary of Old and Middle English and German. It looks at how Anglo-Saxon was an inflected language with a structure that is still retained by modern German speakers, coupled with word gender, past participle formation and the process of compounding. It explores through a literature review of works such as "Beowulf" and the Anglo-Saxon poem "The Seafarer" how the English that we speak today essentially evolved under the influence of many languages and how the Germanic tongue was perhaps one of the most instrumental in its formation.
From the Paper
"On perusal of an Anglo-Saxon text such as Beowulf it would seem that the modern English translation uses far more words. The Germanic influence on Old English meant that it was a synthetic language structured on the inflection of nouns and adjectives for four cases in the singular and four in the plural. Through the inflection of Old English one could distinguish the job a word did in a sentence by its ending, regardless of its position. For example, the difference between the Modern English sentences, (i) the woman saw the man, and (ii) the man saw the woman is a matter of word order."
| |
|
The English Language, 2002.
A look at the origins and influences of the English language.
2,650 words (approx. 10.6 pages), 4 sources, AU$ 157.95
»
Click here to show/hide summary
Abstract
This paper traces the history of the English language. Beginning with the Germanic, Norman, and Latin origins, this paper covers the Middle Ages, Romantic, and Elizabethan periods as being the primary defining points in the creation of our modern English language.
| |
|
The Internationalization of American English, 2007.
This paper argues that the internationalization of American English as the global language may be a triumph for the U.S.A., but it is a threat to the rest of the world.
2,610 words (approx. 10.4 pages), 15 sources, APA, AU$ 126.95
»
Click here to show/hide summary
Abstract
This paper explains that the elastic characteristic of American English has made it the lingua franca of globalization, thus enabling people of different nationalities to make each other understood and do business. The author points out that American English is a crossbreed of languages with numerous origins, including Celtic, Norse, Germanic, Romance, Spanish and Latin; therefore, the language sounds familiar even without any previous exposure to it. The paper relates that there is no doubt that this spread of American English has political underpinnings, the same way that globalization was oriented politically when the rich and powerful nations first embarked on it over 100 years ago.
Table of Content
Triumph for America
Globalization
Fall of French
English as a Threat
From the Paper
"The spread of English as a global language is actually traced to the heyday of the British Empire in the 19th century. When "the sun never set on the British Empire," the colonized countries that practically spanned four continents learned the Queen's English as the British colonizers taught them the rudiments of international trade and civilization. This was the same native British language that in much earlier times was spoken only by the "lower class people" of England since the elite conversed exclusively in Latin, French or Greek. This was also the same ancestral tongue of the Americans who nonetheless evolved their own brand of English and did their own spreading of the language as they established their own colonial domain."
| |
|
German Language Linguistic Analysis, 2005.
Performs a brief German language linguistic analysis, comparing German with Dutch and Afrikaans.
690 words (approx. 2.8 pages), 6 sources, APA, AU$ 38.95
»
Click here to show/hide summary
Abstract
This paper is a linguistic analysis of the German language. It compares German with Dutch and Afrikaans. The varieties of the German language; divisions into North Germanic and West Germanic are all discussed.
From the Paper
"The German language bears many similarities to other Germanicl anguages such as Dutch and Afrikaans. Standard German is spoken with auvular R although the alveolar pronunciation is used in many of the standard German ..."
| |
|
Roman and Germanic Laws Regarding Slavery, 2006.
A comparison and contrast of the Roman and Germanic laws regarding slavery.
2,468 words (approx. 9.9 pages), 11 sources, MLA, AU$ 121.95
»
Click here to show/hide summary
Abstract
This paper is a study of the contrasts and comparisons of the laws regarding slavery adopted by the Roman and Germanic culture. The paper identifies how the idea of slavery was started and how it developed in both the Roman culture and the Germanic culture. It identifies how in fact, the Dark Ages were considered not so much a time of the end of a culture as they were a time where divergent cultures and peoples were migrating into each other's territories and enforcing the exchange of land and goods all derived from the merging of the Roman and Germanic ideas regarding slavery.
From the Paper
"In order to compare and contrast how the Ancient Romans and the Ancient Germanic peoples saw slavery, we must first understand why each culture practiced slavery. The ancient Romans had a complex civilization based on slavery. There were two levels of citizenship, patricians (aristocrats) and plebeians (the common people). At the height of its civilization Rome Empire had three slaves for every free person. Except for the poorest farmers living in country, slaves performed almost all-agricultural work."
| |
|
Germanic Royal Authority in the Roman Empire, 2002.
This paper is a scenario: A Germanic member of Clovis' court explains to a Gallo-Roman bishop why the Germans were given Royal Authority in the Former Roman Empire.
1,405 words (approx. 5.6 pages), 3 sources, MLA, AU$ 75.95
»
Click here to show/hide summary
Abstract
This paper discusses the central treatise that Clovis, unlike his contemporaries, was a leader who stressed unity on a political, cultural and military level to further his reign and to create a sense of peace within the territory to which his reign expanded. The paper continues that Christianity created a further sense of unity in his kingdom, but it was not alone responsible for this unity. The paper points out that Clovis extended the spoils equally to his army, regardless of ethnicity and behaved without prejudice.
From the Paper
"This was true even before Clovis converted to Christianity in 496 after his marriage to the Christian Clotila after his glorious victory in the battle of Tolbiac. Clovis was always willing to unite with people of diverse nature, including the Gaelic episcopate, even when he was a pagan. His military structure was primarily determined upon loyalty to himself, rather than upon a soldier?s ethnic character. Lastly, the common military respect and fear long shared between the German and Roman people must be taken into consideration as well. Despite many cultural differences, since the great emperor Julius? time, Germanic military fierceness and unity was respected by all."
| |
|
English Teaching Methodolodgy - ESL (English Second Language), 2002.
This paper explores some of the fundemental principles of teaching English as a second language.
830 words (approx. 3.3 pages), 2 sources, MLA, AU$ 47.95
»
Click here to show/hide summary
Abstract
This paper serves as a guide for teaching students English as a second language. It is divided into three parts. The first part deals with the first three weeks of educating a group that has never before learned English. The paper explains the characteristics of the material intended to be taught. It also clarifies what one should do if the students made mistakes and deals with ways of encouraging students to talk. The second part of the paper explores the required environment for second language acquisition and the thirds part discusses factors that are beneficial for second language learning efforts.
From the Paper
"First impressions are important in establishing a good relationship between teachers and students. Foreign students often come to the classroom with many fears. (Cary, 2000) Therefore, it is very important that the teacher establish a friendly, enthusiastic atmosphere free of any negative vibes. (Samway, 1999) Even though the students are afraid, this can be eased by a friendly smile and pleasant small talk. This is especially important before giving any sort of assessment test, which should be given during the first class of the term as part of class orientation."
| |
|
Beowulf: The Archetypal Germanic Hero, 2002.
A discussion on how Beowulf can be considered as the "true" hero of his time.
1,058 words (approx. 4.2 pages), 0 sources, AU$ 60.95
»
Click here to show/hide summary
Abstract
This paper reviews the 8th century epic poem "Beowulf" and analyzes the qualities that make Beowulf a true Germanic hero. It examines how Beowulf?s character exemplifies the Germanic and the Anglo-Saxon ideals of the hero-- strong, fearless, bold, loyal and stoic in the acceptance of fate. It shows how despite his lack of humility, Beowulf was the definition of a hero in his own time by his demonstration of chivalry and his important roles in society.
From the Paper
"Beowulf?s leadership skills were just as impressive as his heroic characteristics. He was just as valiant and courageous as a king as he was a warrior. Beowulf was not only the archetypal hero, but also the ideal Germanic king. In order for one to understand what a good king was, Halfdane related an example of a bad king to Beowulf. Halfdane?s example of Heremond was that he was a horrible ruler because he was ?bloodthirsty?(1719), ?killed his own comrades?(1714) and at the end of his life, ?gave no more rings?(1719). In contrast, Beowulf as a king was compassionate towards his warriors and was a ?lavisher of rings?(3009). "
| |
|
Richard Wagner and Medieval Germanic Myth, 2002.
Historical account of Richard Wagner's transformation of German music through his use of myth distinct to German history and culture.
3,400 words (approx. 13.6 pages), 10 sources, AU$ 200.95
»
Click here to show/hide summary
Abstract
Richard Wagner, the monumental composer, dramatist, philosopher, and poet of nineteenth century Germany transformed the tradition of German music and art through the unique genius of his work. Wagner believed that art, in order to be powerful and fundamental to a nation, must be founded upon a myth that is shared by all those that encounter the art. Dissatisfied with the already developed tradition of Greek myth from Homer and onward, Wagner believed that somewhere in history, the myth fundamental to the distinct German spirit could be found and developed.
| |
|
Matthew Arnold: Late Victorian English Poet and Critic, 2002.
This paper discuses Matthew Arnold's critical analysis of English culture and the English nation during late the Victorian period.
1,205 words (approx. 4.8 pages), 4 sources, MLA, AU$ 67.95
»
Click here to show/hide summary
Abstract
The author states the late Victorian period in England was a unique time in that country?s literary history. Both literature and the political culture supported one another by different notions of England?s future. Matthew Arnold addressed directly issues of the purpose of English culture and the English nation.
From the Paper
"Matthew Arnold was a conservative writer in the sense that he was not egalitarian. He feared an intrusion of ?vulgarity? into the culture and of ?Philistine populism.? (Wilson xvii; xvii) But his ideas were more complex than that. Arnold did believe that the essential thrust of English development should not be so much to expand its physical boundaries, but to create a culture of, as he termed it, ?Sweetness and Light.? "
| |
|
The Future of English and Mother Tongue, 2001.
This essay deals with shifts of languages other than English and the globalization of English.
1,900 words (approx. 7.6 pages), 6 sources, APA, AU$ 97.95
»
Click here to show/hide summary
Abstract
A personal opinion paper which addresses the following questions - Does globalization of English form a serious threat? Do languages other than English face a slow death? This essays argues the eminent future of English and mother tongue.
From the Paper
"It appears that English is to become the main language in Europe, and perhaps the world. This topic has been discussed extensively and widely and there has been massive scientific research in recent years. I came upon the article ?The Great English Divide? merely by chance, and the discussion caught my particular interest, as I am a Dutch-speaking Belgian, living in multi-lingual South Africa and currently studying towards a degree in English. I surfed the Internet, and found hundreds of articles discussing this same subject. The articles of my choice are only a few examples. Professor David Crystal has nominated a book to the subject ?English as a global language? , where he researched these three questions: What makes a world language? Why is English the leading candidate? Will it continue to hold that position? David Crystal has written a number of books on the topic itself. My main interest is how this globalisation of the English Language will influence English as a language. Is the idea of globalisation of English not just a triumphalist notion? Will the increase of the use of English in non-English speaking countries change English vocabulary and grammar? Will the use of 'Fusion English' increase? Paradoxically, could it mean that the population of Europe will become monolingual and could therefore mother languages become extinct?"
| |
|
Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, AU$ 203.95
»
Click here to show/hide summary
Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
| |
|
English Language Learners (ELLs), 2007.
This paper discusses writing strategies for English language learners (ELLs).
2,600 words (approx. 10.4 pages), 18 sources, APA, AU$ 126.95
»
Click here to show/hide summary
Abstract
This paper explains that the problem of English language learners (ELLs) learning to write English may be in the failure of the current educational system to distinguish between the differences in the oral and written traditions of the English language. The author points out that ELL students may acquire verbal English skills fairly quickly, which is often mistaken for complete English proficiency; however, research demonstrates that the conventions of written English are far different than spoken English and that ELL students develop written English skills at a rate far slower than the rate at which they develop spoken English skills. The paper relates that ELL students must have a clear understanding of the methodology behind the writing process in order for them to comprehend the general writing traditions of the English language.
Table of Contents:
Discussion
Time Expectations for Adaptation
Conversational English versus Written and Academic English
Failure to Distinguish Oral and Academic Communication in Teaching
Strategies for Teachers
Prewriting
Revising and the "Writer's Workshop"
Journal Writing
Reformulation
Benefits of Encouraging Primary Language Development
Conclusion
From the Paper
"The wide variance in writing conventions amongst different languages often forces ELL students to 'unlearn' the conventions of their first language. For example, if a student's first language is a mainly a symbolic, or logographic language, a student may have difficulty learning to form letters that in turn form a word. However, this aspect of language acquisition should not always be considered a hinderance in learning written English. It can also have positive benefits. If a student is already writing in their first language, it is likely that those skills can be utilized to advantage of teaching written English."
| |
|
Teaching the English Language, 2008.
This paper discusses task based instruction in English language learning for English second language (ESL) students and presents a teaching module combining English language learning and social issues.
1,635 words (approx. 6.5 pages), 8 sources, APA, AU$ 86.95
»
Click here to show/hide summary
Abstract
This paper explains that a task based curriculum provides students with the opportunity to apply immediately their learning to tasks on a consistent basis. The author points out that task based instruction provides students with a true learning experience in which they are capable of demonstrating learning through actual experience. The paper indicates that, as students perform tasks they are capable of building on the knowledge and skills that they have already acquired and realizing their abilities related to the unit of instruction. The author includes a module that focuses on the combination of English language learning and social issues, which are relevant to the student's learning and growth and will lead to positive outcomes in education.
Table of Contents:
Introduction
English Language Learning and Social Issues Module
Part One
Part Two
Part Three
Part Four
Part Five
Literature
Conclusion
From the Paper
"The module will focus on the theme of social issues and the target learning stage is intermediate, at grades 9-12. At this stage of learning and development high school students are consistently focusing on social issues that impact their everyday lives. Allowing these students to focus on these issues, as well as using English as a means to that expression will motivate the students toward successful completion of the unit. Additionally, tasks that are defined for the students that will allow them to realize their goals in the unit will support the learning and ensure retention of the skills and knowledge that have been acquired."
| |
|
Linguistics and the History of the English Language, 2002.
This paper explores the areas of linguistics and the history of the English language in terms of what an English teacher should know before teaching the subject.
4,392 words (approx. 17.6 pages), 7 sources, APA, AU$ 186.95
»
Click here to show/hide summary
Abstract
This paper asks if future English teachers should study the history of English. The writer shows that teachers should have a knowledge of linguistics. Main points of the paper include: why English is complicated, why languages (especially English) change, grammar rules and problems, spelling history and problems, how dialects are developed and how they influence English in the classroom, semantic changes and more. The paper concludes that all these contribute to a better and more interesting English classroom.
From the Paper
"The English language has a rich history, spanning centuries and passed on by different tribes. A lot of other languages, especially French, has had some influence on the English language. The language has undergone many changes in its history, including the Great Vowel Shift, which changed the way English was spoken. Some people who know more than one language have said that English is the hardest language to learn. As of today, many educated professors and acclaimed administration members probably don?t know the real reasons behind some grammar rules and depend on technology to correct their fragment sentences. What makes English such a hard language to learn and use, even for its native speakers? Will the knowledge of the history behind the English language enable teachers to help students master English? I believe that knowledge leads to understanding; therefore teachers with a strong background in the history of English will be better equipped to teach this difficult subject."
| |
|
The California English Language Development Test, 2008.
This paper is a review of the literature on the California English Language Development Test (CELDT) and student achievement when learning English as a second language.
1,580 words (approx. 6.3 pages), 14 sources, APA, AU$ 83.95
»
Click here to show/hide summary
Abstract
This paper explains that the California English Language Development Test (CELDT) is used as a means of evaluating language proficiency among students learning English as a second language to identify students who are learning English as a second language. The author points out that the CELDT also is used to monitor the performance of these students at regular intervals and to reclassify students from limited English proficiency to fluent English proficiency. The paper stresses that CELDT is a monitoring system, not a pedagogical approach; therefore, its use will never directly improve or diminish the scores of second language learners. The paper concludes that administrators and educators may have unwittingly created a setting in which the CELDT is given more credibility than it deserves in terms of its significance as a testing apparatus.
Table of Contents:
Abstract
Introduction
CELDT in Application
Implications
Conclusion
From the Paper
"The test was used for the first time in 2001, suggesting that data pertaining to its use is insufficient to judge long-term outcomes based on the use of the test. The CELDT was developed by the professional for-profit test organization, "CTB-McGraw Hill" and is "designed to assess English learners in grades 1 through 12 on reading, writing, comprehension, and oral English along a continuum of five levels, from Beginning (1) to Advanced (5)" The test has been praised in California by educators and administrators who were forced to rely on a variety of different tests but now can evaluate a student's performance even when he or she has moved from one school to another."
|
|
|
