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Q.1. Write short notes on
the following: (2 x 10=20)
(i) Borrowings
One of the most easily observable results of intercultural
contact and communication is the set of loanwords that is imported into the vocabulary
of each language involved. The field of cultures and languages in contact has
grown a great deal over the past fifty years.
From the early studies, a 'Scale' or 'Index of Receptivity'
has been posited for languages which more readily accept borrowings. Alongside
that scale, a 'Scale of Adaptability' has been posited. The study of a
language's adaptability and receptivity of borrowed words, especially those
from International English, provides some interesting case studies. Major languages
such as English, Spanish, Japanese and Chinese make good case studies for the
discussion of the indices of adaptability and receptivity.
Language borrowing has been an interest to various fields of
linguistics for some time. (Whitney 1875, deSaussure 1915, Sapir 1921, Pedersen
1931, Haugen 1950, Lehmann 1962, Hockett 1979, Anttila 1989) In the study
language borrowing, loanwords are only one of the types of borrowings that
occur across language boundaries. The speakers of a language have various options
when confronted with new items and ideas in another language.
English has gone through many periods in which large numbers
of words from a particular language were borrowed. These periods coincide with
times of major cultural contact between English speakers and those speaking
other languages. The waves of borrowing during periods of especially strong
cultural contact'are not sharply delimited, and can overlap. For example, the
Norse influence on English began already in the 8th century A.D. and continued
strongly well after the Norman Conquest brought a large influx of Norman French
to the language.
It is part of the cultural history of English speakers that
they have always adopted loanwords from the languages of whatever cultures they
have come in contact with. There have been few periods when borrowing became
unfashionable, and there has never been a national academy in Britain, the
U.S., or other English-speaking countries to attempt to restrict new loanwords,
as there has been in many continental European countries.
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(ii) Langue and Parole
Referring to two aspects of language examined by Ferdinand de
Saussure at the beginning of the twentieth century, langue denotes a system of
internalized, shared rules governing a national language’s vocabulary, grammar,
and sound system; parole designates actual oral and written communication by a
member or members of a particular speech community.
Saussure’s understanding of the nature of language and his
belief that scholarship should focus on investigating the abstract systematic
principles of language instead of researching etymologies and language
philosophy led to a revolution in the field of linguistics. The discussion
concerning langue and parole was first suggested by Ferdinand de Saussure and
popularized in his Cours de Linguistique Générale (Course in General
Linguistics), a series of Saussure’s university lectures collected by his
students and published posthumously in 1916.
Abandoning the mindset, goals and objectives of historical
linguistics, Saussure advocated a synchronic examination of language. Not
interested in studying a particular language or the linguistic habits of any
one member of a given speech community, Saussure sought to examine language in
general and to identify the systems or rules and conventions according to which
language functions.
Saussure’s views on language influenced
linguistics during the twentieth century, and his imprint can be found in
theoretical works discussing phonetics, phonology, morphology, syntax,
pragmatics and especially semantics. Indeed, the distinction between langue and
parole forms an important part of the theoretical basis of structuralism.
A popular lecturer at the University of Geneva, Saussure
suggested ideas and concepts that fascinated his students, yet he did not
personally write an authoritative guide to his views. Two colleagues of his,
Charles Bally and Albert Sechehaye, collected and edited student notes from
three occasions during 1906–11 when he delivered his lectures, publishing the
assembled remarks under the title Cours de Linguistique Générale in 1916. In
the 1990s newly-edited versions of student notes based on Saussure’s lectures,
along with translations into English, appeared.
At the beginning of the twenty-first century, there is still
disagreement about a number of Saussure’s statements, and problems surrounding
the fragmented nature of some of the student notes have not been fully
resolved. Through Cours de Linguistique Générale, Saussure’s views concerning
language and the study of language were introduced to scholars throughout the
world.
Saussure rejected the nineteenth-century notion that
linguistics should be primarily historical and comparative, and disagreed
lanvigorously with the idea that substantial effort should be made to identify,
codify and promote the standard form of any national language; he felt it was
more worthwhile to focus attention on describing language as it exists at a
given point in time, and believed that this activity could be conducted in an
impartial manner.
2. Discuss the description
and classification of Consonants and Vowels.
3.Why is language planning
essential in any country? What are the factors which influence language
planning?
4. Do you agree with the
‘one language: one community’ theory? What other factors, apart from language,
may determine one’s identification with a speech community?
5. What do you think is the
role of English vis-à-vis the Indian languages in modern India?
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Exams. Please remember to keep a copy of your completed assignment, just in
case the one you submitted is lost in transit.
Submission Date :
·
31st March
2023 (if enrolled in the July 2022 Session)
·
30th Sept,
2023 (if enrolled in the January 2023 session).
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the MEG 04 ASPECTS OF LANGUAGE Assignments
MEG 04 ASPECTS OF LANGUAGE Assignment 2022-23 Before attempting the
assignment, please read the following instructions carefully.
1. Read the detailed instructions about the assignment given in
the Handbook and Programme Guide.
2. Write your enrolment number, name, full address and
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adequate attention to your introduction and conclusion. The introduction must
offer your brief interpretation of the question and how you propose to develop
it. The conclusion must summarise your response to the question. In the course
of your answer, you may like to make references to other texts or critics as
this will add some depth to your analysis.
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