Germanic philology

Germanic philology is the philological study of the Germanic languages particularly from a comparative or historical perspective.

The beginnings of research into the Germanic languages began in the 16th century, with the discovery of literary texts in the earlier phases of the languages. Early modern publications dealing with Old Norse culture appeared in the 16th century, e.g. Historia de gentibus septentrionalibus (Olaus Magnus, 1555) and the first edition of the 13th century Gesta Danorum (Saxo Grammaticus), in 1514. In 1603, Melchior Goldast made the first edition of Middle High German poetry, Tyrol and Winsbeck, including a commentary which focused on linguistic problems and set the tone for the approach to such works in the subsequent centuries. He later gave similar attention to the Old High German Benedictine Rule. In England, Cotton's studies of the manuscripts in his collection marks the beginnings of work on Old English language. The pace of publication increased during the 17th century with Latin translations of the Edda (notably Peder Resen's Edda Islandorum of 1665).

Germanic philology together with linguistics as a whole emerged as a serious academic discipline in the early 19th century, pioneered particularly in Germany by such linguists as Jakob Grimm. Important 19th century scholars include Henry Sweet and Matthias Lexer.

The structure of the modern university means that for the most part work on the field is focussed on medieval English studies, medieval German studies, etc. Only relatively few universities can afford to offer Comparative linguistics as a discrete field.

The Germanic languages constitute a sub-branch of the Indo-European (IE) language family. The common ancestor of all of the languages in this branch is called Proto-Germanic (also known as Common Germanic), which was spoken in approximately the mid-1st millennium BC in Iron Age northern Europe. Proto-Germanic, along with all of its descendants, is characterized by a number of unique linguistic features, most famously the consonant change known as Grimm's law. Early varieties of Germanic enter history with the Germanic peoples moving south from northern Europe in the 2nd century BC, to settle in north-central Europe.

The most widely spoken Germanic languages are English and German, with approximately 300–400 million and over 100 million native speakers respectively. They belong to the West Germanic family. The West Germanic group also includes other major languages, such as Dutch with 23 million and Afrikaans with over 6 million native speakers;. The North Germanic languages include Norwegian, Danish, Swedish, Icelandic, and Faroese, which have a combined total of about 20 million speakers.

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English Studies

English Studies is an academic discipline that includes the study of literatures written in the English language (including literatures from the UK, the U.S., Ireland, Canada, Australia, New Zealand, Hong Kong, the Philippines, India, South Africa, and the Middle East, among other areas), English linguistics (including English phonetics, phonology, syntax, morphology, semantics, pragmatics, corpus linguistics, and stylistics), and English sociolinguistics (including discourse analysis of written and spoken texts in the English language, the history of the English language, English language learning and teaching, and the study of World Englishes).

More broadly, English studies explores the production and analysis of texts created in English (or in areas of the world in which English is a common mode of communication). It is not uncommon for academic departments of "English" or "English Studies" to include scholars of the English language, literature (including literary criticism and literary theory), linguistics, law, journalism, composition studies, the philosophy of language, literacy, publishing/history of the book, communication studies, technical communication, folklore, cultural studies, creative writing, critical theory, disability studies, area studies (especially American studies), theatre, gender studies/ethnic studies, digital media/electronic publishing, film studies/media studies, rhetoric and philology/etymology, and various courses in the liberal arts and humanities, among others.

In most English-speaking countries, the literary and cultural dimensions of English studies are typically practiced in university departments of English, while the study of texts produced in non-English languages takes place in other departments, such as departments of foreign language or comparative literature. English linguistics is often studied in separate departments of linguistics. This disciplinary divide between a dominant linguistic or a literary orientation is one motivation for the division of the North American Modern Language Association (MLA) into two subgroups. At universities in non-English-speaking countries, the same department often covers all aspects of English studies including linguistics: this is reflected, for example, in the structure and activities of the European Society for the Study of English (ESSE).

Most English courses fall into the broader categories of either Literature-based studies, which focus on classical authors and time periods, or Rhetorical studies, which concentrate on communication skills in preparation for specialization in a variety of professional fields. While specific graduation requirements vary from university to university, students can expect to study some of the following courses.

Courses in Writing and Composition include Academic and Professional Writing, which stress analytical writing and train students to produce clear, cohesive arguments; and Creative Writing workshops.

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History of English Studies

Initially, English Studies comprised a motley array of content: the practice of oratory, the study of rhetoric and grammar, the composition of poetry, and the appreciation of literature (mostly by authors from England, since American literature and language study was only added in the twentieth century). In Germany and several other European countries, English Philology, a strongly positivistic and historically interested practice of reading pre-modern texts, became the preferred scholarly paradigm, but English-speaking countries distanced themselves from philological paradigms soon after World War I. At the end of this process, English departments tended to refocus their work on various forms of writing instruction (creative, professional, critical) and the interpreting of literary texts, and teacher education in English recovered from the neglect it had suffered because of more science-oriented paradigms. Today, English departments in native-speaking countries re-evaluate their roles as sole guardians of the discipline because English is less and less native speakers' unique 'property' and has to be shared with the millions of speakers and writers from other countries for whom English is an essential means of communication and artistic expression.

The English major rose into prominence in American colleges shortly after the introduction of the electives system. It provided an opportunity for students to develop skills in analytical reading with the aim of improving their writing, as well as exercises in rhetoric and persuasive expression that had been traditionally only taught in classical studies and available to the very few due to language barriers and a shortage of professors who could actively engage students in the humanities. Outside the United States (originating in Scotland and then rippling out into the English-speaking world) the English major became popular in the latter half of the 18th century during a time when religious beliefs were shaken in the face of scientific discoveries. Literature was thought to act as a replacement for religion in the retention and advancement of culture, and the English Major thus provided students with the chance to draw moral, ethical, and philosophical qualities and meanings of older studies from a richer and broader source of literature than that of the ancient Greek and Latin classics.

In the past an academic degree in English usually meant an intensive study of British and American literary masterpieces. Now, however, an English Major encompasses a much broader range of topics which stretch over multiple disciplines. While the requirements for an English Major vary from university to university, most English departments emphasize three core skills: analyzing literature, a process which requires logic and reflective analysis; creativity and imagination with regards to the production of good writing; and an understanding of different cultures, civilizations, and literary styles from various time periods. Prospective English Majors can expect to take college courses in academic writing, creative writing, literary theory, American and British literature, multicultural literature, several literary genres.

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7. Find supporting details in each part of the text.

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Linguistics

Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context. The earliest known descriptive linguistics activities are said to have been Panini's Ashtadhyayi around 500 BCE with the analysis of Sanskrit.

The first subfield of linguistics is the study of language structure, or grammar. This focuses on the system of rules followed by the speakers (or hearers) of a language. It encompasses morphology (the formation and composition of words), syntax (the formation and composition of phrases and sentences from these words), and phonology (sound systems). Phonetics is a related branch of linguistics concerned with the actual properties of speech sounds and nonspeech sounds, and how they are produced and perceived.

The study of language meaning is concerned with how languages employ logical structures and real-world references to convey, process, and assign meaning, as well as to manage and resolve ambiguity. This subfield encompasses semantics (how meaning is inferred from words and concepts) and pragmatics (how meaning is inferred from context).

Linguistics in its broader context includes evolutionary linguistics, which considers the origins of language; historical linguistics, which explores language change; sociolinguistics, which looks at the relation between linguistic variation and social structures; psycholinguistics, which explores the representation and function of language in the mind; neurolinguistics, which looks at language processing in the brain; language acquisition, how children or adults acquire language; and discourse analysis, which involves the structure of texts and conversations.

Although linguistics is the scientific study of language, a number of other intellectual disciplines are relevant to language and intersect with it. Semiotics, for example, is the general study of signs and symbols both within language and without. Literary theorists study the use of language in literature. Linguistics additionally draws on and informs work from such diverse fields as acoustics, anthropology, biology, computer science, human anatomy, informatics, neuroscience, philosophy, psychology, sociology, and speech-language pathology.

Linguistics concerns itself with describing and explaining the nature of human language. Fundamental questions include what is universal to language, how language can vary, and how human beings come to know languages. Linguistic fields can then be broadly divided into those that distinguish themselves by a focus on linguistic structure and grammar, and those that distinguish themselves by the nonlinguistic factors they consider.

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Cognitive linguistics

In linguistics, cognitive linguistics (CL) refers to the branch of linguistics that interprets language in terms of the concepts, sometimes universal, sometimes specific to a particular tongue, which underlie its forms. It is thus closely associated with semantics but is distinct from psycholinguistics, which draws upon empirical findings from cognitive psychology in order to explain the mental processes that underlie the acquisition, storage, production and understanding of speech and writing.

Cognitive linguistics is characterized by adherence to three central positions. First, it denies that there is an autonomous linguistic faculty in the mind; second, it understands grammar in terms of conceptualization; and third, it claims that knowledge of language arises out of language use.

Cognitive linguists deny that the mind has any module for language-acquisition that is unique and autonomous. This stands in contrast to the stance adopted in the field of generative grammar. Although cognitive linguists do not necessarily deny that part of the human linguistic ability is innate, they deny that it is separate from the rest of cognition. They thus reject a body of opinion in cognitive science suggesting that there is evidence for the modularity of language. They argue that knowledge of linguistic phenomena i.e., phonemes, morphemes, and syntax — is essentially conceptual in nature. However, they assert that the storage and retrieval of linguistic data is not significantly different from the storage and retrieval of other knowledge, and that use of language in understanding employs similar cognitive abilities to those used in other non-linguistic tasks. Departing from the tradition of truth-conditional semantics, cognitive linguists view meaning in terms of conceptualization. Instead of viewing meaning in terms of models of the world, they view it in terms of mental spaces.

Finally, cognitive linguistics argues that language is both embodied and situated in a specific environment. This can be considered a moderate offshoot of the Sapir–Whorf hypothesis, in that language and cognition mutually influence one another, and are both embedded in the experiences and environments of its users.

Cognitive semantics is part of the cognitive linguistics movement. The main tenets of cognitive semantics are, first, that grammar is conceptualisation; second, that conceptual structure is embodied and motivated by usage; and third, that the ability to use language draws upon general cognitive resources and not a special language module.

As part of the field of cognitive linguistics, the cognitive semantics approach rejects the traditional separation of linguistics into phonology, syntax, pragmatics, etc. Instead, it divides semantics (meaning) into meaning-construction and knowledge representation. Therefore, cognitive semantics studies much of the area traditionally devoted to pragmatics as well as semantics.

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