简介英语史及课程设计课件

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1、A History of English languageSpeaker:YangningDuration:18 weeks简介英语史及课程设计Topic1:OverviewwIntroductionnLearningthehistoryofEnglishlWhylWhatlHownCoursePlanwTopic1:Languagechange简介英语史及课程设计IntroductionwLearningthehistoryofEnglishnWhyisitnecessary?nWhattolearninthiscourse?nHowtolearnthehistoryofEnglish?简介

2、英语史及课程设计Why?wEnglishisalivinglanguagewToknowEnglishistoknowitasawholewThehistoryofEnglishcanbeasampleforthestudiesofthelanguagechange简介英语史及课程设计Whattolearn?wHistoricaleventsandtheireffectsonthedevelopmentofEnglishwThechangeofEnglish:form&meaningwThreestagesinthedevelopmentofEnglish:OldEnglish,MiddleE

3、nglishandModernEnglish简介英语史及课程设计HowtolearnwLecturesattendingwParticipatingdiscussionwReadingreferenceswDoingresearch简介英语史及课程设计CoursePlanwTopicsn简介英语史及课程设计n英语及印欧语系n古英语的特征n古英语形成的外部影响简介英语史及课程设计Topicsn诺尔曼时期法语对英语的影响n英语的地位重建n中世纪的英语n复兴时期的英语n莎士比亚的语言简介英语史及课程设计Topicsn语法的“规范”n十九世纪之后的英语n英语方言n美国英语n总结：英语的过去，现在与未来

4、wFormatofthefinaltest简介英语史及课程设计FactsaboutHumanLanguageswTherearenoprimitivelanguages:alllanguagesareequallycomplexandequallycapableofexpressinganyideaintheuniverse.wWhereverhumansexist,languageexists.wThevocabularyofanylanguagecanbeexpandedtoincludenewwordsfornewconcepts.wAlllanguageschangethroughti

5、me.简介英语史及课程设计FactsaboutHumanLanguageswTherelationshipsbetweenthesoundsandmeaningsofspokenlanguagesandbetweenthegestures(signs)andmeaningsofsignlanguagesareforthemostpartarbitrary.wAllhumanlanguagesutilizeafinitesetofdiscretesounds(orgestures)thatarecombinedtoformmeaningfulelementsorwords,whichthemse

6、lvesformaninfinitesetofpossiblesentences.简介英语史及课程设计FactsaboutHumanLanguageswAllgrammarscontainrulesfortheformationofwordsandsentencesofasimilarkind.wEveryspokenlanguageincludesdiscretesoundsegmentslikep,n,ora,whichcanbedefinedbyafinitesetofsoundpropertiesorfeatures.Everyspokenlanguagehasaclassofvowe

7、lsandaclassofconsonants.简介英语史及课程设计FactsaboutHumanLanguageswSimilargrammaticalcategories(forexample,noun,verb)arefoundinalllanguages.wTherearesemanticuniversals,suchasmaleorfemale,animateorhuman,foundineverylanguageintheworld.wEverylanguagehasawayofreferringtopasttime,negating,formingquestions,issuin

8、gcommands,andsoon.简介英语史及课程设计FactsaboutHumanLanguageswSpeakersofalllanguagesarecapableofproducingandcomprehendinganinfinitesetofsentences.wAnynormalchild,bornanywhereintheworld,ofanyracial,geographical,social,oreconomicheritage,iscapableoflearninganylanguagetowhichheorsheisexposed.Thedifferenceswefin

9、damonglanguagescannotbeduetobiologicalreasons.简介英语史及课程设计TheLanguageChangewLanguageUniversalswFunctionsofLanguagewHistoricalevents简介英语史及课程设计ThelanguagechangewVocabularywWordorderwPronunciationandphonologicalsystemwCasesystemwOrthographicalfeatures简介英语史及课程设计ChangeinWordOrderwanditputtoflightandputitto

10、flightwitafterroderodeafteritwthengivethearmyhimhostagesthenthearmygavehimhostageswpromisedthattheirkingbaptismreceivewouldpromisedthattheirkingwouldreceivebaptism简介英语史及课程设计Pronunciationwniht(night):hit(oldEnglish)wFyue(five):sleevefeeldes(fields):failedus(MiddleEnglish)简介英语史及课程设计OldEnglishwFderureu

11、eeartonheofonumsiinnamagehalgodtobecumeinricegewureinwillaoneoranswaswaonheofonumurnegedghwamlicanhlafsyleustodgandforgyfusuregyltasswaswaweforgyfaurumgyltendumandnegelduusoncostnungeacalysusofyfelesolice.简介英语史及课程设计MiddleEnglishwOurefadiratartinheueneshalwidbeiname;ireumeorkyngdomcometobe.Beiwilledo

12、ninhereasitisdouninheuene.yeuetoustodayoureechedayesbred.Andforyeuetousouredettisatisouresynnysasweforyeuentoouredettourisatistomenathansynnedinus.Andledeusnotintotemptacionbutdelyuereusfromeuyl.简介英语史及课程设计EarlyModernEnglishwOurfatherwhichartinheauen,hallowedbethyname.Thykingdomcome.Thywillbedoneinea

13、rthasitisinheauen.Giueusthisdayourdailybread.Andforgiueusourdebtsasweforgiueourdebters.Andleadusnotintotemptation,butdeliuerusfromeuill.Amen.-(KingJamesVersion,1611)简介英语史及课程设计Whydoeslanguagechange?wBorrowing(examplesfromEnglish)nLatin:animal,deficit,exit,extra,item,logic,popenFrench:art,beauty,dinne

14、r,dress,jail,napkin,passionnGreek:comedy,climax,dialogue,drama,episodenSpanish:adobe,canyon,cigar,guerilla,plaza,vanillanGerman:angst,kindergarten,pretzel,sauerkraut,spielnItalian:attitude,balcony,opera,piano,tempo,umbrellanPersian:paradise,khaki,van,pyjamas,nArabic:algorithem,algebra,minaret,sultan

15、简介英语史及课程设计ExampleofEnglishwBorrowings from French (after NormanInvasion).wSometimesbothversionssurvived:French Englishnporkswinenbeefcow简介英语史及课程设计Whydoeslanguagechange?wSimplificationnphonologicalsystem:lPersian:longfeaturesnotproductiveFrontBackiuee:o:oQ alo:,e:-u,ishe:r-shirnResult: homophones:shi

16、r:lion/milk简介英语史及课程设计Whydoeslanguagechange?wSimplificationnmorphologicalsystemlSimplificationoftheCasesystemfromtheancientIElanguagestotheirdaughterlanguages.nsyntacticsystemlLossofergativeconstructioninPersian:theverbagreedwiththeobjectifinpasttense.简介英语史及课程设计AttitudestolanguagechangewFortunately,I

17、haveasparefanbelt.wFrankly,yououghttostopseeingBill.wMercifully,theceasefireappearstobeholding.wUndoubtedly,shehassomethinguphersleeve.wHopefully,wellbethereintimeforlunch.简介英语史及课程设计FunctionoflanguagechangewIhopewellbethereintimeforlunch,butIsuspectwewontmakeit.wHopefully,wellbethereintimeforlunch,b

18、utIsuspectwewontmakeit.简介英语史及课程设计wMycarisbeingrepairedwMyhouseisbeingpaintedwThisproblemisbeingdiscussedattodaysmeeting.wMycarisrepairingwMyhouseispaintingwThisproblemisdiscussingattodaysmeeting.简介英语史及课程设计HistoryofEnglishwOldEnglishnMidfifthcenturyA.D:GermanictribesinvadedEngland.n449-1066:lSeverald

19、ialectsemerged.lWest Saxon became the most important one. ThislanguageisnowcalledOldEnglishorAngloSaxon简介英语史及课程设计TheHistoryofEnglishwMiddleEnglish:nNorman conquest of England by William theConquerorin1066.n1066-1500nLatinatewordswModernEnglish:n1500-nownGreatvowelshift简介英语史及课程设计ReferenceswBaugh&Cabl

20、e(1993),AHistoryoftheEnglishLanguage,EnglewoodCliffs,NJ:PrenticeHallw李赋宁（1991),英语史，北京：商务印书馆简介英语史及课程设计ReviewwPointsnWhy,what,hownCourseplannFactsaboutHumanLanguagesnLanguageChangelBorrowing简介英语史及课程设计ReviewwNotionsnLanguageFacultynLanguageUniversalnBorrowingnCase简介英语史及课程设计Topic2wLanguageFamilynEnglish

21、andIndo-EuropeanLanguages简介英语史及课程设计OverviewwLanguagefamilieswComparativeMethodwIndo-EuropeanLanguageswGermanicLanguages简介英语史及课程设计LanguageChangewAccentswDialectswLanguages简介英语史及课程设计LanguageFamilywIntime,withenoughmigrations,asinglelanguagecanevolveintoanentirefamilyoflanguages.wLanguagesinthesamefami

22、ly,sharemanycommongrammaticalfeaturesandmanyofthekeywords简介英语史及课程设计LanguageandPeoplewPeoplespeaklanguagesfromthesamefamilydoesnotmeanthattheirbiologicalfamiliesarecloselyrelated.简介英语史及课程设计LanguageandDialectwThedifferencebetweenalanguageandadialectcanbepoliticalratherthanlinguistic.nMandarainnCantone

23、se简介英语史及课程设计GeneralDatawIn2003,thetotalnumberoflanguagesintheworldwasestimatedtobe6,809w90%oftheselanguagesarespokenbylessthan100,000people简介英语史及课程设计GeneralDatawTheCambaplanguage(CentralCameroon)has30speakers;theLecolanguage(BolivianAndes)hasabout20speakers.Atotalof46languageshavejustasinglespeaker.

24、wExtinctandEndangeredLanguages简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计Indo-EuropeanLanguageswThesinglelargestlanguagefamily,Indo-Europeanhasabout150languagesandaboutthreebillionspeakers.LanguagesincludeHindiandUrdu(400million),Bengali(200million),Spanish(300million),Portuguese(200million),French(100million),G

25、erman(100million),Russian(300million),andEnglish(400million)inEuropeandtheAmericas.WithEnglish,onecanreachapproximatelyonebillionpeopleintheworld.简介英语史及课程设计wIndianwIranianwArmenianwHellenicwAlbanianwItalicwBalto-SlavicwGermanicwCeltic简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计LanguageClassificationwIso

26、latingeachideaexpressedinaseparatewordormorpheme;wordstendtobemonosyllabice.g,Chinese;wAgglutinativewordsmadeofmultiplesyllables;eachsyllablehasmeaninge.g.,Turkish.Forexample,ev(house),evler(houses),evlerde(inthehouses),evlerden(fromthehouses)简介英语史及课程设计LanguageClassificationwIncorporativemajorsenten

27、ceelementsincorporatedintosingleworde.g.,Inuktitut(Eskimo):QasuiirsarvigssarsingitluinarnarpuqmeansSomeonedidnotfindacompletelysuitablerestingplace简介英语史及课程设计LanguageClassificationwInflectiveanalterationinoradditiontoaformofawordtoindicatesuchthingsascase,gender,number,mood,andtense;onefusionalaffixm

28、aymarkseveralgrammaticalcategoriesatthesametime,e.g.,Latin&OldEnglish简介英语史及课程设计ComparativeMethodwThepurposenTodetecthistoricalrelationshipsbetweenlanguagesnToestablishaconsistentrelationshiphypothesisbyreconstructing:简介英语史及课程设计ComparativeMethodlthecommonancestorofthelanguagesinquestionlaplausibleseq

29、uenceofregularchangesbywhichthehistoricallyknownlanguagescanbederivedfromthatcommonancestor简介英语史及课程设计ProcedurewregularcorrespondencesinlexiconnaregularcorrespondencebetweenLatind-andEnglisht-:decem|tenduo|twoduco|towOldLatindingua|tongue简介英语史及课程设计ProcedurewAreallysystematiccorrespondencecanhardlybea

30、ccidental.wReconstructprotoformswComparegrammaticalmorphemes(word-formingaffixesandinflectionalendings),patternsofdeclensionandconjugation简介英语史及课程设计GroupingLanguageFamiliesw“Phono-semanticsetswLanguagesevolvedaccordingtocertainrules.wbyanalyzingthewordsintheProto-Indo-Europeanlanguage,onecantosomeex

31、tentexaminethetimeandplaceoftheProto-Indo-Europeans.简介英语史及课程设计wyellowspothaveover80%oftransparentwordsworangezoneshareover50%简介英语史及课程设计CognateswRelatedwordswSkywCountingwAnimal简介英语史及课程设计OriginofIEwEuropewWestAsia简介英语史及课程设计TheimportanceofSanskritwIn1786,SirWilliamJones,asupremecourtjudgeinIndia,propo

32、sedthatSanskrit,thelanguageofancientIndia,wassimilartoGreekandLatin,wInflectionalsystem简介英语史及课程设计EasternTurkey简介英语史及课程设计OriginofI-EwManyI-Elanguageshavecognatesforthehoneybeeandforafermentedhoneydrink(e.g.Greekmli(honey)andmlissa(bee);Latinmel(honey);OldEnglishmilisc(honeysweet),medu(mead)andmildeaw

33、(honeydew);Sanskritmadhu(honey);Dutchmede)wBeesarenotfoundinanyoftheAsiaticsitesproposedastheIEhomeland.简介英语史及课程设计OriginofI-EwCommonwordsforsnow,winter,spring;fordog,horse,cow,sheepbearbutnotcamel,lion,elephant,ortiger;forbeech,oak,pine,willow,butnotpalmorbanyanwI-ECultural:complexsenseoffamilyrelat

34、ionshipandorganization;usedgoldandsilverbutnotcopperandiron;wordsforwheel,axle,andyokeshowtheyusedanimalstopullwheeledvehicles;theyfarmed(notnomadic)withplowsandkeptdomesticanimals;theybelievedinmultiplegods.简介英语史及课程设计GermanicLanguageswTheuseofstrongandweakadjectives.ModernEnglishadjectivesdontchang

35、eexceptforcomparativeandsuperlative;thiswasnotthecasewithOldEnglish,whereadjectiveswereinflecteddifferentlydependingonwhethertheywereprecededbyanarticleordemonstrative,ornot.wThesoundshiftknownasGrimmsLaw.简介英语史及课程设计TheGrimmsLaww1822,German,JacobGrimm;wGermaniclanguagesandSanskritwVoicelessstops/p/,/

36、t/,/k/werechangedtofricatives/f/,/,/h/ntrs(Latin),three(English)centum(L),hundred(E)简介英语史及课程设计Vernerslaww1875,KarlVerner:centum,hundredw/t/,/?/t/d/wGermaniclanguagesnvoicelessfricativesbecomevoicedwhentheaccentisnotonthevowelimmediatelyprecedingwOldEnglish:cwean(tosay)iccw(singular)wecwdon(plural)cw

37、eden(pastparticiple)简介英语史及课程设计FeaturesofGermanicLanguageswFirstSoundShift(commonlyknownasGrimmsLaw):theIndo-Europeanstopsbh,dh,gh,p,b,t,d,k,andgunderwentaseriesofshifts.wTheSecondSoundShift(alsoknownastheHighGermanSoundShift)affectedthehighbutnotthelowGermaniclanguages,soEnglishwasnotaffected.简介英语史及

38、课程设计FeaturesofGermanicLanguageswIndo-Europeandistinctionsoftenseandaspect(indicateswhetheranactionorstateisviewedwithregardtobeginning,duration,incompletion,etc.)werelostexceptforthepresentandpasttenses.ThesetwotensesarestilltheonlyonesindicatedbyinflectioninModernEnglish;futureandperfecttensesareex

39、pressedinphrases-e.g.,Iwillhavegone,etc.简介英语史及课程设计FeaturesofGermanicLanguageswGermaniclanguagesthushavetwotypesofverbs,weak(regular)andstrong(irregular).Strongverbsindicatetensebyaninternalvowelchange(e.g.swim,swam,swum).Theweakformisthelivingmethodofinflection,andmanyoriginallystrongverbshavebecome

40、weak.简介英语史及课程设计FeaturesofGermanicLanguageswGermanicdevelopedweakandstrongadjectives.Theweakdeclensionwasusedwhenthemodifiednounwasprecededbyanotherwordwhichindicatedcase,number,andgender.Thestrongdeclensionwasusedinothersituations.ExamplesfromOldEnglish:ageonganceorlastheyoungfellowsandgeongeceorlas

41、youngfellows.(Theweakadjectiveendsin-anwhilethestrongadjectiveendsin-e.)简介英语史及课程设计FeaturesofGermanicLanguageswTheIndo-Europeanfreeaccentualsystemallowedanysyllabletobestressed.InGermanictheaccent(orstress)ismainlyontherootoftheword,usuallythefirstsyllable.简介英语史及课程设计FeaturesofGermanicLanguageswSevera

42、lIndo-EuropeanvowelsweremodifiedintheGermaniclanguages.Forexample,Indo-European/a:/became/o:/.CompareLatinmaterandOldEnglishmodor.简介英语史及课程设计GermanicLanguageswGermanichasanumberofuniquevocabularyitems,wordswhichhavenoknowncognatesinotherIndo-Europeanlanguages.AmongthesewordsareModernEnglishrain,drink

43、,drive,broad,hold,wife,meat,fowl.简介英语史及课程设计NotionswProtoLanguagewCognateswSoundShift简介英语史及课程设计CasewIninflectedlanguages,nounsaresaidtodeclineintodifferentforms,ormorphologicalcases.Morphologicalcasesareonewayofindicatinggrammaticalcase简介英语史及课程设计CasewCasemarkinginvolvesattachinganaffixtotheroot(orbas

44、icpart)ofanountoindicatetherolethatnounplaysinasentence.wThemostimportant,orcoregrammaticalcasemarkersofalanguagearethosethatmarkthesubjectofanintransitiveverb(IS),thesubject(oragent)ofatransitiveverb(TS)andtheobject(orpatient)ofatransitiveverb(TO).简介英语史及课程设计CasewNVN:SVOwJohnkilledSally.wNNVwNN+obje

45、ct-markerV.wHemehit.简介英语史及课程设计CasewLanguagesarecategorizedintoseveralcasesystems,basedonhowtheygroupverbagentsandpatientsintocases:nNominative-accusative:Theagentofaverbisalwaysinthenominativecase.Thepatient,ifoneisspecified,isintheaccusativecase.nErgative-absolutive:Thepatientofaverbisalwaysintheab

46、solutivecase.Theagent,ifoneisspecified,isintheergativecase.简介英语史及课程设计CasewThenormativecaseofanounmarksthesubject.wTheaccusativecaseofanounisthecaseusedtomarkthedirectobjectofaverb.wTheergativecaseisassignedtothesubjectofatransitiveverbwTheAbsolutivecasemarksthesubjectofaintransitiveverbandobjectoftr

47、ansitiveverb.简介英语史及课程设计CasewDerMannistgekommen.Themanarrived.themanarrivewDerMannhatdenKnabengesehen.themantheboyseeThemansawtheboy.简介英语史及课程设计CasewGizonaetorrida.Themanhasarrived.(absolutive)manwGizonakmutilaikusidu.Themansawtheboy.(ergative)manboy简介英语史及课程设计Topic3wOldEnglishnHistoricaleventsnTheLang

48、uagesinEnglandbeforeEnglishnThefeaturesofoldEnglish简介英语史及课程设计简介英语史及课程设计HistoryofEnglandwEnglandandEnglish1500yearsforEnglish,50,000yearsoreven250,000yearsfortheisland.简介英语史及课程设计InhabitantsandCultureswPaleolithic(OldStone)AgenPrimitiveculturenArtisticskillsinthelatestPaleolithicstratanLanguagenotsurv

49、ived简介英语史及课程设计InhabitantsandCultureswNeolithic(NewStone)Agen5000B.CnMediterraneanracenLanguagenotsurvivednBasques(inSpain)简介英语史及课程设计TheCeltswThefirstpeopleinEnglandaboutwhoselanguagewehavedefiniteknowledgewBronzewThefirstIndo-EuropeanlanguagetobespokeninEnglandwGaelic/Goidelic,Brythonic简介英语史及课程设计The

50、RomanConquestwTheinvasionofJuliusCaesar,55B.CwTheconquestoftheEmperorClaudius,A.D.43w300yearssincethen简介英语史及课程设计RomanizationoftheIslandwHighways,roadswSmallcitiesandtownswBuilding,clothing,temples,theaters,artisticproductswChristianity:A.D.314,achurchcouncilinGaul简介英语史及课程设计TheLatinLanguageinBritainw

51、TheofficiallanguagewConfinedtotheupperclasses,inhabitantsincitiesandtowns,andartisanclasswCelticlanguagewasnotreplacedwDeclinedafterA.D.410简介英语史及课程设计简介英语史及课程设计TheGermanicConquestwTheinvasionofBritainbyGermanictribes.nTheyear449nMigratedfromDenmarkandtheLowcountriesnJutes,SaxonsandAngles(Bede,731)简介英

52、语史及课程设计Jutes,SaxonandAngleswPictsandScotsintheNorthwJutes:northeasternandlatersoutheast,inKentwSaxons,477,southcoast,inSussex;495,tothewest,inWessexwAngles,547,eastcoast,akingdom简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计Anglo-SaxonCivilizationwCivilizationundertheRomaninfluencehasbeendestroyed.w7thcentury,North

53、umbriaw9thcentury,Wessex简介英语史及课程设计ThenamesEnglandandEnglishwSaxones,Saxonia-Angli,AngliawAnglesEnglew1000,Englaland(landoftheAngles)简介英语史及课程设计TheOriginofEnglishwAngles,Saxons,JuteswTheLowWestGermanicbranchoftheIndo-Europeanfamily简介英语史及课程设计CommonFeaturessharedwiththeGermanicLanguageswSoundshiftwWeaka

54、ndstrongdeclensionoftheadjectiveswWeakandstrongverbswStressonthefirstortherootsyllableofmostwords.back简介英语史及课程设计ThePeriodsintheHistoryofEnglishw450-1150,OldEnglishPeriodoffullinflectionsw1150-1500,MiddleEnglishPeriodofleveledinflectionsw1500-,ModernEnglishPeriodoflostinflections简介英语史及课程设计TheDialects

55、ofOldEnglishwNorthumbrian,MerciannAnglianwWestSaxonnWestSaxonwKentishnJutes简介英语史及课程设计FeaturesofOldEnglishwVocabularynPurelyGermanicnRarityofLatinandabsenceofFrenchwGrammarnSyntheticlanguage:OldEnglishnAnalyticlanguage:ModernEnglish简介英语史及课程设计FeaturesofOldEnglishwAlphabetsNolongerformapartofouralphabe

56、t.wPronunciationwSpelling简介英语史及课程设计Exampleswstnstone,gngo,btboatwwiwith,then,ornthornwbcback,tthatwscapsheep,scotanshootwcynnkin,nacodnakedwsprcspeech简介英语史及课程设计OriginofEnglishAlphabetwBythe10thCentury,theWestSaxondialectbecametheofficiallanguageofBritain.WrittenOldEnglishismainlyknownfromthisperiod.

57、ItwaswritteninanalphabetcalledRunic,derivedfromtheScandinavianlanguages.TheLatinAlphabetwasbroughtoverfromIrelandbyChristianmissionaries.ThishasremainedthewritingsystemofEnglish.简介英语史及课程设计Orthographywash(sc),whichrepresentsthevowelinModernEnglishhatwthorn,whichrepresentsModernEnglishthweth(ort),whic

58、halsorepresentsModernEnglishth.Capitaliswritten.简介英语史及课程设计TheSemiticAlphabetw1500B.C,theSemiticlanguagesystem.w22alphabets,meaningfulnameswSyllableconsonantswItlackedthreeelementsthatweconsidercritical:vowels,breaksbetweenwords,andpunctuation.Semiticwritingwasacontinuousstreamofconsonantsrepresentin

59、gtheflowofspokenlanguage.简介英语史及课程设计The Phoenician alphabetswThe Phoenician alphabetic script of 22 letters was used at Byblos as early as the 15th century B.C. This method of writing, later adopted by the Greeks, is the ancestor of the modern Roman alphabet. It was the Phoenicians most remarkable an

60、d distinctive contribution to civilization.简介英语史及课程设计TheGreekAlphabetwSplitconsonantsandvowelswMeaninglessletterswFromsyllabictophonologicalwLatinAlphabet21+y,z简介英语史及课程设计OldEnglishAlphabetw5thcentury,theinvasionofGermanictribesinBritain:Runic(futhork)w597,IrishmissionariesintroducedLatinalphabetsint

61、oOEw970,26letters,mostofthemareLatin,someofthemareRunicwj,v,w简介英语史及课程设计PronunciationwVowel:longandshortwawasthefirstvowelinahawawasthesecondvowelinahawwasinmatwwasinhas简介英语史及课程设计wuwasinbullwuwasinrulewywasi,withlipsinawhistlingpositionFrenchtuwywasi,withlipsinawhistlingpositionFrenchruse简介英语史及课程设计Di

62、phthongswOEwordssuchasheall,heold,hieltwea+awea+aweoe+oweoe+owiei+ewiei+e简介英语史及课程设计ConsonantswAllconsonantsmustbepronounced,e.gcincnapa,gingnt.wDoubleconsonantsmustbepronounceddoubleorlong.Thus,whenyousee-dd-,asinbiddan,pronounceitasyoudowhenyousayredD“简介英语史及课程设计PronunciationwWhenbetweenvowelsorothe

63、rvoicedsoundes,theletterss,f,andarepronouncedvoiced.Thatis,likeMnEz,v,andthinclothe.Examples:risan,hlafas,paas,heafdes.Inotherpositions,includingthebeginningandendofwords,theyarevoiceless.Thatis,likeMnEs,f,thincloth.Examples:sittan,hlaf,p,oft.ThisaccountsforthedifferentsoundsinMnEpath,pathsandloaf,l

64、oaves.Theprefixge-doesnotcausevoicing;findananditspastparticiplege-fundenbothhavesoundf.简介英语史及课程设计PronunciationwAtthebeginningofaword(initially)beforeavowel,hispronouncedasinMnEhound.OtherwiseitislikeGermanchinich.ItcanbepronouncedlikechinScotsloch.wBeforea,o,u,y,cispronouncedk.Beforee,i,cispronounc

65、edlikechinMnEchild.Whenpronouncedasch,thisisrepresentedbyc.简介英语史及课程设计PronunciationwBeforea,o,u,y,gispronouncedasinMnEgood.Beforee,i,gispronouncedlikeyinMnEyet.Whenpronouncedasy,thisisrepresentedbyg.wAfterorbetweenbackvowels(a,o,u,y),gispronouncedroughlyasw.Forexample:dragan,boga.简介英语史及课程设计Pronunciat

66、ionwThecombinationscisusuallypronouncedlikeMnEsh.Thusscip(ship)ispronouncedthesameinMnEandOE.Butinascian(ask),-sc-ispronounced-sk-.wThecombinationcgisusuallypronouncedlikeMnEdge.Thusecg(edge)ispronouncedthesameinMnEandOE.简介英语史及课程设计TheVerbwPresentandpasttensewWeakandstrongverbforms简介英语史及课程设计Theverbfo

67、rmswOLDENGLISHENGLISHw1stsingeIsingw2ndsingestyousingw3rdsingehe/she/itsingsw1stsingawesingw2ndsingayousingw3rdsingatheysing简介英语史及课程设计PersonendingsofOEw1stperson-e=Iw2ndperson-est=you(singular)w3rdperson-e=he,she,itwplural-a=we,you(plural),they简介英语史及课程设计InfinitivesofOEwsing+an=singan(tosing)whier+an

68、=hieran(tohear)简介英语史及课程设计CasewIninflectedlanguages,nounsaresaidtodeclineintodifferentforms,ormorphologicalcases.Morphologicalcasesareonewayofindicatinggrammaticalcase简介英语史及课程设计CasewCasemarkinginvolvesattachinganaffixtotheroot(orbasicpart)ofanountoindicatetherolethatnounplaysinasentence.wThemostimpor

69、tant,orcoregrammaticalcasemarkersofalanguagearethosethatmarkthesubjectofanintransitiveverb(IS),thesubject(oragent)ofatransitiveverb(TS)andtheobject(orpatient)ofatransitiveverb(TO).简介英语史及课程设计CasewNVN:SVOwJohnkilledSally.wNNVwNN+object-markerV.wHemehit.简介英语史及课程设计CasewLanguagesarecategorizedintoseveral

70、casesystems,basedonhowtheygroupverbagentsandpatientsintocases:nNominative-accusative:Theagentofaverbisalwaysinthenominativecase.Thepatient,ifoneisspecified,isintheaccusativecase.nErgative-absolutive:Thepatientofaverbisalwaysintheabsolutivecase.Theagent,ifoneisspecified,isintheergativecase.简介英语史及课程设计

71、CasewThenormativecaseofanounmarksthesubject.wTheaccusativecaseofanounisthecaseusedtomarkthedirectobjectofaverb.wTheergativecaseisassignedtothesubjectofatransitiveverbwTheAbsolutivecasemarksthesubjectofaintransitiveverbandobjectoftransitiveverb.简介英语史及课程设计CasewDerMannistgekommen.Themanarrived.themanar

72、rivewDerMannhatdenKnabengesehen.themantheboyseeThemansawtheboy.简介英语史及课程设计CasewGizonaetorrida.Themanhasarrived.(absolutive)manwGizonakmutilaikusidu.Themansawtheboy.(ergative)manboy简介英语史及课程设计TheNounwSingularandpluralwDeclensionnThestrong:vowelendingnTheweak:consonantendingwFourcases:Nominative,genitiv

73、e,dativeandaccusative简介英语史及课程设计CaseofOldEnglishNominative(Subjective)Accusative(ObjectiveCase)Genitive(PossessiveCase)Dative(Objectofwordsliketoorfor)简介英语史及课程设计LatinCasewNominative(Subjective)wAccusative(ObjectiveCase)wGenitive(PossessiveCase)wDative(Objectofwordsliketoorfor)wAblative(AdverbialUsage

74、s:by,with)wVocative(DirectAddress)简介英语史及课程设计LatinCasewmurus(wall),nominativewmuri(ofthewall),genitivewmuro(tothewall),dativewmurum,accusative简介英语史及课程设计FreewordorderinLatinwNerointerfecitAgrippinamwAgrippinaminterfecitNero简介英语史及课程设计GrammaticalGenderwMasculinewFemininewNeuterwThegenderofoldEnglishcanb

75、eillogical简介英语史及课程设计GrammaticalGenderwMasculine:stn(stone),mna(moon)wFeminine:sunne(sun),asinGermanwFrench:pierre(stone),lune(moon):Femininesoleil(sun):Masculine简介英语史及课程设计IllogicalwNeuter:mgden(girl),wf(wife),bearn(child,son)wwfmann(woman):masculine简介英语史及课程设计TheAdjectivewStrongdeclension:nodefinitea

76、rticlewWeakdeclension:nounprecededbyadefinitearticle简介英语史及课程设计TheDefiniteArticlewFullyinflecteddefinitearticle简介英语史及课程设计ThePersonalPronounwGenders,persons,cases,thedualnumber简介英语史及课程设计1stPersonwINominativeicwmeAccusativeme,mecwmy(mine)GenitiveminwmeDativemewweNominativewewusAccusativeuswourGenitiveu

77、rewusDativeus简介英语史及课程设计2ndPersonwyou(thou)Nominativeuwyou(thee)Accusativee,ecwyour(thine)Genitiveinwyou(thee)DativeewyouNominativegewyouAccusativeeowwyourGenitiveeowerwyouDativeeow简介英语史及课程设计OtherswSeethehand-out简介英语史及课程设计WordFormationwBendingoldformstonewwordswPrefixes,suffixeswSelf-explainingcompou

78、nds简介英语史及课程设计VocabularywmdmoodnHeart,mindnBoldness,couragenPridewmdig:adjwMdiglic,mdigian(verb),mdignes(noun)wgemdod(minded),mdfull(haughty).简介英语史及课程设计SyntaxwParatacticincontrastwithhypotacticback简介英语史及课程设计ParatacticwThenIaskedhim;thenherepliedwTheycametoaplaceontheroad;therestoodatemplewTherelivedi

79、ntheconventacertainmonk;hewascalledMartin:hesaid-S.O.Andrew(1940)简介英语史及课程设计OldEnglishLiteratureBeowulfw3000lineswOldEnglishwThefolkepicwTheheroicadventureofBeowulfwThetimesofGermanicTribes简介英语史及课程设计Topic4wCommentsontheassignmentwReviewwBriefintroductionoftheforeigninfluenceonoldEnglish简介英语史及课程设计Hist

80、oryw4000BCto1500BCStoneAgemanandthefirstfarmersw1500BCtotheRomanInvasionin43ADw410to1066nAngloSaxonBritainnVikingraidsnTheNormaninvasion简介英语史及课程设计AssignmentwPeopleofawideethnicdiversitywLocation:mainlandofEuropeandthewesternpartofAsiawAssumptionofAsiatichomewEvidenceforanEuropeanhomewThecentum-satum

81、divisiondoesntsuggestamigrationsplit.简介英语史及课程设计ReviewwHistorywLanguageChange简介英语史及课程设计LanguageChangewProtoIndo-EuropeanLanguagewGemanicLanguagewOldEnglish简介英语史及课程设计ReviewofEarlyHistorywPaleolithic(OldStone)AgenPartofthecontinentofEuropenNoEnglishchannel,narrowNorthseanHighartisticskillwNeolithic(New

82、Stone)AgenLandsborderingontheMediterrraneannDarkrace,buriedtheirdeadnBasques简介英语史及课程设计wCelts,theintroductionofbronzeusedearlierwFirstIndo-EuropeanlanguagespokeninEnglandwRomansinBritain,A.D43,300yearswRomanculturewChristianity,LatinwTheGermanicConquest,499简介英语史及课程设计wPictsandScots,Romanprotectionfort

83、heCelts,Jutessettlement,Saxon(477)wCivilizationunderRomaninfluencewasdestroyedwKingdomNorthumbriawWessex,KingEgbert(802-839),KingAlfred(871-889)wOldEnglishfromthedialectofWestSaxon简介英语史及课程设计FeatureofOldEnglishwLetterswSpelling,pronunciationwInflection,wordorderwNouns,Verbs,Adjectives,determiners简介英语

84、史及课程设计Avebury简介英语史及课程设计Stonehenge简介英语史及课程设计Stonehenge简介英语史及课程设计Stonehenge简介英语史及课程设计Stonehenge简介英语史及课程设计MaidenCastlewMaidenCastleinDorsetasitisseentoday,wastypicalofalargeprotectedhillfort,withitsvariousramparts简介英语史及课程设计w简介英语史及课程设计w简介英语史及课程设计w简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计RomanFo

85、rtsPortchesterCastle350AD简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计RomanTownswSilchester100AD简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计Mosaics简介英语史及课程设计HadriansWallwHadrian(76-138AD)wTocontrolthefrontier.wItwasstartedin122AD,andrunsroughlyfromNewcastletoCarlisle简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计Ha

86、d简介英语史及课程设计简介英语史及课程设计Housesteads-Milecastlew124ADwOnthecliffofWhinSillwThemostcompleteexampleoftheRomanfortinBritain简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计AntonineWallw142AD简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计GermanicTribesVotadinii,Damnonii,Novantae,Pict,Saxon简介英语史及课程设计Lang

87、uageChangewCeltswLatinwAnglo-Saxon简介英语史及课程设计ForeignInfluenceontheoldEnglishwTheCelticwTheLatinwTheScandinavianInfluence简介英语史及课程设计InfluenceofCelticwPlace-namesKent,London,WinchesterThames(Celticrivername)wAnglo-SaxonlearnedthroughthenativesIrishmissionarieswTheCelticwordsdidnotattainapermanentplacein

88、English简介英语史及课程设计LatinInfluencewLearnedbeforeAnglo-SaxoncametoEnglandwLearnedfromtheCeltswAfterRomanConquest,thereintroductionofChristianity简介英语史及课程设计EarlyContactwWordsaboutwarwTradewhousehold简介英语史及课程设计CelticTransmissionwMorethan600wordswceastercastra(camp):townManchester,Lancaster,Chester简介英语史及课程设计

89、TheChristianizingofBritainw597,StAugustinewKingdomofKentQueenofChristianfaith,CanterburywBuildingofchurchesandschoolsw669,archbishopofCanterburywLatinwastaughtinschoolswEcclesiasticalHistoryoftheEnglishPeople(731)简介英语史及课程设计BenedictineReformwDecayofreligiousmoralswKingAlfred(871-899)spreadeducationwT

90、hreereligiousleaderswBenedictineruleswEncouragingeducationandlearning简介英语史及课程设计TheScandinavianInfluencewTheVikingAgewSwedes,Norwegian,Danes(thedukedomofNormandy)wFourstagesoftheScandinavianattacks简介英语史及课程设计KingAlfredthecakewTakingrefugeinthemarshesofSomersetwVictory(878)TheTreatyofWedmorewGuthrumwas

91、baptized简介英语史及课程设计EffectsonGrammarandSyntaxw-sforthirdpersonsingularw-ingforparticipialswSimplifyingEnglishgrammarwTheuseofshallandwillinMiddleEnglishwStressontheprepositionw“Hehassomeonetoworkfor”简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英

92、语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计Topic5wTheNormanConquestwThesubjectionofEnglish简介英语史及课程设计BriefintroductionwNormanConquestin1066wWilliamtheConquerorwThecour

93、seofEnglishlanguagewaschanged简介英语史及课程设计NormandywNortherncoastofFrancew9th-10thcentury,NorthmenwNorthandeastofEnglandw912,Rollo,thefirstdukeofNormans简介英语史及课程设计NormansandtheFrenchcivilizationwMilitaryforceswLawwChristianitywFrenchw11thcentury,essentiallyFrench简介英语史及课程设计NormandyandEnglandwEdwardtheconf

94、essorn1002,thelredtheUnreadyn1046n24yearsofreign简介英语史及课程设计ThedeathofEdwardtheConfessorwKingEdwarddiedonJanuary5th-inthefirstweekofthenewyear.AsKingEdwardhadnochildren,itwasuncertainwhowouldrulenext.简介英语史及课程设计FourclaimantswWILLIAMDUKEOFNORMANDY简介英语史及课程设计WILLIAM DUKE OF NORMANDYwWasthecousinofKingEdwa

95、rdtheConfessor.wClaimedthatEdwardpromisedhimthethronein1051.wClaimedthatHaroldofWessexalsopromisedhimthethrone.wHadbeenaverysuccessfulasrulerofNormandy.简介英语史及课程设计ProblemswNormansourcessaythatHaroldwassentbyKingEdwardtoswearanoathofsupportin1064.wSaxonsourcessaythatHaroldwasshipwreckedoffNormandyandt

96、rickedintoswearinganoath.简介英语史及课程设计HAROLD GODWINSONwBrotherofKingEdwardtheConfessorswife.wSonofEarlGodwinson,themostpowerfulnobleinEngland.wHadthesupportoftheWitan.简介英语史及课程设计HAROLD GODWINSONwClaimedtohavebeenmadeKingbyEdward.wWasEnglishandpopularwithmanyofthepeople.wHadbeeninvolvedinrunningthecountr

97、yforyears.wHadexperienceofgovernmentandcontrolofanarmy.简介英语史及课程设计ProblemswTruewishesofEdward?wOnlywitnesswashissisterwTooquicktogetthethronewI commend my wife and all my kingdom to your care简介英语史及课程设计HARALD HARDRADAwWastheKingofNorway.wAdescendantofKingCanuteofEngland.wClaimedhisfamilywaspromiseditc

98、ouldruleEngland.简介英语史及课程设计HARALD HARDRADAwWasfrequentlyatwarandusuallywon.wCollectedlotsoftaxesfromhispeopletopayforwars.wVeryunpopular,butpowerful.简介英语史及课程设计ProblemwUsedforcetomakehispointwHaroldHardradawasatrueViking,andwantedtotakeEnglandbyforce.简介英语史及课程设计EDGAR AETHELINGwDistantrelativetoKingEdwa

99、rdwHeandhisfatherhadastrongclaimtothethrone.wWasEdwardtheConfessorsclosestlivingrelative.NeededsupportofotherstobecomeKing.简介英语史及课程设计ProblemwTooyoungandtoopowerless简介英语史及课程设计TheBattlewHaroldwascrownedthekingwHaraldsentsailsfortheEnglandwSept25,1066,StamfordBridge简介英语史及课程设计TheStamfordBridgeBattle简介英语

100、史及课程设计TheBattlewHaroldsSurpriseattackwHaraldhadanarrowinhischestw300-24ships简介英语史及课程设计DukeWilliamwSouthCoastwSept28,1066,PevensyBaywCampedatHastings简介英语史及课程设计250milesin9days简介英语史及课程设计TheHastingsBattlewTheSaxonsnSomebestsoldierslostnTirednJoinedbyothers简介英语史及课程设计wTheNormansnLongpreparationsincethemid

101、summernCarefullyorganizedinordertocrossthechannel简介英语史及课程设计Twotroops简介英语史及课程设计TheBattlewOct14,1066wHastingsw9:30amwNormans(archer&cavalry)wSaxons(shieldwall)简介英语史及课程设计TheBattlewTheretreattrickoftheNormanswTheshieldwallwasbrokenwKingHaroldGodwinsonwaskilled简介英语史及课程设计Thetapestry简介英语史及课程设计简介英语史及课程设计Wil

102、liamtheConquerorwNormanBaronswTheFeudalismSystem简介英语史及课程设计简介英语史及课程设计wTheKingpromisedGodthathewouldlookafterthecountry.wThebaronsortenants-in-chiefpromisedtosupporttheKing.wTheunder-tenantspromisedtoservethetenants-in-chief.wThepeasants(includingbothfreemenandvilleins)hadtoperformservicesfortheirland

103、lordsandpaythemrents.简介英语史及课程设计DomesdayBookwAdetailedrecordofEnglandw1085,orderedbyWilliamtheConqueror,writtenbyamonkw1000sheep简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计TheNewNobilityw1072,onlyoneofthetwelveearlsinEnglandwasanEnglishmanw1075-1087,21-3abbotswereEnglishwForeigntroopswGoverningclassinbothchurchand

104、state简介英语史及课程设计TheuseofFrenchwTheupperclasswThebilingualcharacteroftheEnglandwTherelationbetweentheEnglandandthecontinent简介英语史及课程设计ThecontrollerofbothlandswNormandytotheeldestsonEnglandtothesecondsonwHenryI,unitedagainwHenryII,KingofEnglandandtwo-thirdsofFrance简介英语史及课程设计MosttimeinFrancewHenryI(1100-

105、1135),17/35yearsinFrancewHenryII(1154-1189),two-thirdswOnlyEdwardIVsoughtawifeinEngland简介英语史及课程设计TheattitudetowardsEnglishwHostile?wWilliamtheConquerorlearnedEnglishattheageof43wCharters,EnglishandLatinwLackofacquaintance-indifference简介英语史及课程设计FrenchLiteratureattheEnglishCourtwAdela,Williamsdaughter

106、,poetswHenryI,twowives.nMatilda,patronforforeignpoetsnAdelaideofLouvain,Frenchverseabouttheachievements简介英语史及课程设计FusionofthetwopeopleswSocialdisturbanceforgottenwRapidfusionoftheNormansandtheEnglishwMarriagewEnglishtroopssupportingtheirNormanruler.简介英语史及课程设计ThediffusionofthetwolanguageswFrenchinthec

107、ourtandupperclasswEnglishasthespeechofthemasspeople简介英语史及课程设计EnglishintheupperclasswThekingswhounderstoodEnglishwChurchmenhavetheabilityofspeakingEnglish简介英语史及课程设计FrenchamongtheMiddleClasswCommandofFrenchwasexpected简介英语史及课程设计TheLanguageChangewLabov.简介英语史及课程设计MiddleEnglish:PidginorCreole?wPidginasimp

108、lifiedlanguagesusedforcommunicationbetweenspeakersofdifferentlanguages.wCreoleapidginlearnedasafirstlanguage简介英语史及课程设计wThegeneralsurveyofthechangeoftheChineseLanguage.简介英语史及课程设计Topic6wThereestablishmentofEnglish(1200-1500)wPaperwriting简介英语史及课程设计After1200wPossessionslostwAnti-foreignmovementwFrench:l

109、essnecessary-artificial-disappear(13th-14th-15thcentury)wEnglish:universalin15thcentury简介英语史及课程设计TheLossofNormandyw1204wMarriagebetweenKingJohnandIsabelofAngoulemewHughofLusignanwPhilip,thekingofFrance简介英语史及课程设计ConsequencewEnglandasthefirstconcernwPossessionsinthesouthofFrancewDifferentpoliticalande

110、conomicalends简介英语史及课程设计SeparationoftheFrenchandEnglishNobilitywDecreeof1204-1205madebythekingofFrancewCompelledtoserveonlyonemasterwThenobilityofEnglandbecameEnglishonly.简介英语史及课程设计FrenchReinforcementwInvasionofforeignersfromthesouthofFrance:PoitouwPeterdesRoches,bishopofWinchesterwHenryIII,Richardof

111、Cornwall,LouisIX,CharlesofAnjou,marriedtothefourdaughtersofthecountofProvence:foreignerspouredintotheEngland简介英语史及课程设计ThreeStreamsofForeignersw1233,seventhyearofHenrysreign:nativeofficersdismissedw1236,HenrysmarriagetoEleanorofProvencewTenyearslater,uponthedeathofHenrysmotherwHenryIII(1216-1272)简介英语

112、史及课程设计AgainstForeignerswHubertdeBurgh,chancellorofJohnsson:EnglandfortheEnglishw1234,theWinchestercouncilw1251,losttheaffectionsoftheEnglishpeople简介英语史及课程设计AgainsttheforeignerswSimondeMonfortwTheProvisionsofOxford(1258)wTheBaronsWar(1258-1265)wEdwardI(1272-1307):consciousoftheunityofEngland简介英语史及课程设

113、计FrenchCulturalAscendancyinEuropew13thcentury,popularityofFrenchinEuropewAdenetleRoi:allthegreatlordsinGermanyhadFrenchteachersfortheirchildrenwBrunettoLatini:thespeechisthemostdelectableandmostcommontoallpeoplewTheUniversityofParis简介英语史及课程设计TheThirteenthCenturywUpperclass:FrenchwUpperclass:Englishf

114、orageneraluseinthemiddleofthecenturywAdoptionofFrenchwordsintoEnglishwImperfectFrench简介英语史及课程设计TheSpreadofEnglishwWalterofBibbesworth:FrenchistreatedasaforeignlanguagewDionysia:nobilitywhospeaksEnglishwAttitude:EnglishforanEnglishman简介英语史及课程设计AttemptstoArresttheDeclineofFrenchwRegulationsforbiddingt

115、heuseofEnglishinschoolw14thcentury,Oxfordrequiredstudentstousebothlanguagesw1332,decreebyparliamenttoteachtheirchildrenFrench简介英语史及课程设计ProvincialCharacterofFrenchinEnglandwAnglo-FrenchwFourdialectsofFrench:Norman,Picard(northeast),Burgundian(east),theCentralFrenchofParis.简介英语史及课程设计Anglo-FrenchwAfals

116、eFrenchofEnglandIknow,forIhavenotbeenelsewheretoacquireit;butyouwhohavelearneditelsewhere,amenditwherethereisneed简介英语史及课程设计TheHundredYearsWarwWarwithFrance(1337-1453)wEdwardIII,invasionofFrancewCrecy(1346),Poitiers(1356)wHenryV,Agincourt(1415)wJoanofArc(1429)简介英语史及课程设计TheRiseoftheMiddleClasswVillein

117、age,tenantswFixedmoneywTheBlackDeath:1349简介英语史及课程设计TheBlackDeathw1348,summer,southwestofEnglandwHeightin1349w2-3days,diedorrecoveryw30%deathrate简介英语史及课程设计ConsequenceswLackoflaborwRiseinwageandthestatusoflaborerswEnglishspeakers简介英语史及课程设计TheriseofthemiddleclasswThecraftsmenandthemerchantclassw1250,20

118、0townswithpopulationsfrom1000to5000wIndependentandfree简介英语史及课程设计GeneralAdoptionofEnglishinthe14thcenturywCommontoknowEnglishwWriteandreadinFrenchwBilingual简介英语史及课程设计EnglishintheLawCourtsw1356,themayorofLondon:proceedingsinthesheriffscourtofLondonwererequiredtobeinEnglishw1362,theStatuteofPleading简介英

119、语史及课程设计EnglishintheSchoolswTwoschoolmastersinOxfordw1349,Englishbegantobeusedintheschoolw1385,generalpractice简介英语史及课程设计ThefifteenthCenturywIncreasingignoranceofFrenchwFrenchasalanguageofcultureandfashion简介英语史及课程设计TheUseofEnglishinWritingwLatin:nAninternationalcharacternAfixedlanguagew1350,theheighto

120、fFrenchw1420-1430,firstEnglishcorrespondencew1450,common简介英语史及课程设计MiddleEnglishLiteraturewGeoffreyChaucer(1340-1400)theCanterburyTales简介英语史及课程设计MiddleEnglishwGreatChangewAhighlyinflectedlanguageananalyticonewVocabularylostwFrenchandLatinwords简介英语史及课程设计DecayofInflectionalEndingswThenounnSingleandplur

121、alnStrongandweaknGendernCase简介英语史及课程设计PaperWritingwTopicwLiteraturereviewwOutlinewStructureofPaper简介英语史及课程设计Topic7wHowtochooseatopicnGeneraldirectionnConcretetopicnLogicandsignificance简介英语史及课程设计LiteratureReviewwReferencewBaugh&Cable(1993),AHistoryoftheEnglishLanguage,EnglewoodCliffs,NJ:PrenticeHallw

122、李赋宁（1991),英语史，北京：商务印书馆wSourceswLibrarywInternet简介英语史及课程设计OutlinewStructureofthepaper简介英语史及课程设计StructureofPaperwTitlewAbstractwKeywordswIntroductionwText简介英语史及课程设计wConclusionwReference简介英语史及课程设计Topic7wMiddleEnglish简介英语史及课程设计APeriodofGreatChangewTheinfluenceofNormaninvasionswInflectedlanguageanalyticl

123、anguagewLossofword-stockfromoldEnglish,wordsfromFrenchandLatin.wEnglishasaforeigntongueModernEnglish简介英语史及课程设计DecayofinfectionalEndingswNouns,Adjectives,verbswLevelingofinflections:nPhoneticchangesnOperationofanalogy简介英语史及课程设计TheNounwstn,stnes,stne,stn(singular)wstnas,stna,stnum,stnas(plural)wstn,st

124、nes,stne简介英语史及课程设计TheNounwThedistinctionsofcaseandofnumberwerecompletelylost.wPluralforms:-s,-es,enw-ssurvived简介英语史及课程设计TheAdjectivewNominativesingularallcasesofthesingularwNominativepluralallcasesofthepluralwNodistinctionbetweensingularandpluralinweakdeclensionsw1250,nodistinctionbetweensingularand

125、plural简介英语史及课程设计ThePronounandtheDemonstrativesws,so,t:the,thatwtho(those),Elizabethantimesws,os,is(this)wMostdistinctionofpronounsintheoldEnglishretained.简介英语史及课程设计ThePronounandtheDemonstrativeswdativecombinedwithaccusativecasesinformofthedative(him,her,them).w(h)it,theneuteraccusative-thegeneralobj

126、ectivecase.nLikethenormativenConfusionwiththedativehim简介英语史及课程设计ThePronounandtheDemonstrativeswThelossofdualnumber:wit,itwho(oldEnglish),soshewThirdpersonplural:(hi,here,hem)they,their,them,influencedbyScandinavianwhiei,thei,here,hem(Chaucer)简介英语史及课程设计TheVerb:fromthestrongtotheweakwOnethirdofthestro

127、ngverbsinOldEnglishdiedoutintheMiddleEnglishwMorethanhalfoftheOldEnglishstrongverbsdisappearedinthestandardlanguage简介英语史及课程设计LossofstrongverbswNewverbsformedfromnounsandadjectiveswLossofnativewordsaftertheNormaninvasionwBorrowedfromotherlanguages简介英语史及课程设计LossofStrongVerbswWeakconfigurationswereinco

128、mpetitionwiththestrongones.wWeakformsforpasttenseandpastparticiple.简介英语史及课程设计LossofStrongVerbswThetimewhenEnglishwasspokeninthelowerclass,analogywasmoreeasilyapplied.wStartedforOldEnglishtime.In13thcentury,bow,brew,burn,climb,flee,flow,help,step,walk,weep简介英语史及课程设计LossofStrongVerbswTheheightin14thce

129、nturywStrongformscontinuedtobeusedwhiletheweakonesweregrowing简介英语史及课程设计SurvivalofStrongParticipleswMorepersistentthanthepasttenseform.w81becomesweak,68strongverbsremained.wSlide-slid-slid,slide-slode,pluralandpastparticiple.简介英语史及课程设计SurvivalofStrongParticipleswChangefromoneclasstoanotherclass:break

130、-breken,break-broken(5th-4thclass)简介英语史及课程设计LossofGrammaticalGenderwIllogical简介英语史及课程设计MiddleEnglishSyntaxwCase-wordorderwNottheinfluenceofFrenchwTheresultofNormanConquest简介英语史及课程设计FrenchInfluenceontheVocabularywMoredirectonvocabularywBefore1250,900wordsthroughcontactofnobilitywAfter1250,commonwords

131、简介英语史及课程设计GovernmentalandAdministrativewordswstate,royal,authority,court,council,parliament,treaty,tax,public,exile,liberty,prince,princess,sir,madam简介英语史及课程设计WordsaboutReligionwreligion,prayer,lesson,passion,chapter,faith,virgin,miracle,mystery,salvation,immortality,preach,pray简介英语史及课程设计Lawwjustice

132、,judgment,advocate,attorney,bell,complaint,fine,punishment,accuse,sue,imprison,property,innocent简介英语史及课程设计ArmyandNavywarmy,navy,peace,enemy,arms,battle,defense,soldier,guard,spy,banner简介英语史及课程设计Fashion,MealsandSocialLifewhabit,train,garment,lace,button,blue,brown,scarlet,pearl,diamond,crystal,dinner

133、,supper,feast,taste,appetite,cream,sugar,salad,date,grape,orange,cherry,roast,boil,fry简介英语史及课程设计Art,Learning,Medicinewart,painting,sculpture,music,beauty,color,figure,image,palace,tower,prose,romance,story,tragedy,copy,compile,medicine,pain,physician,surgeon,poison简介英语史及课程设计ClasswNounswAdjectiveswVe

134、rbswExpressions简介英语史及课程设计Anglo-NormanandCentralFrenchwDifferentfromModernFrenchwfeste(OF)feste(MiddleEnglish)feast(ModernEnglish),fteinModernFrenchwLossofsin12thcentury简介英语史及课程设计Exampleswforest-fortwhostel-htelwbeast-bte简介英语史及课程设计Anglo-NormanandCentralFrenchwAnglo-Norman:initialca-wasretained.cha-,c

135、hie-inCentralFrench.ncarry,charrierwEnglishtakebothforms:catch,chase-chacier简介英语史及课程设计Anglo-NormanandCentralFrenchwAvoidingwsound(CentralFrench)waste(ANwaster)-guasterorgaster(ModernFrenchgter)wANqukw,CFkquit-quitter,quality-quartier简介英语史及课程设计Anglo-NormanandCentralFrenchwVowelniui-uy(AN)-uoriu(ME)fr

136、uitni-u:fruit(ModernFrench)nei(AN)-oi(CF):real-royal简介英语史及课程设计PopularandLiteralBorrowingswAdaptedfromFrenchliteraturewDailyFrench简介英语史及课程设计ThePeriodofGreatInfluencewAhundredyearsaftertheNormanConquest,noincreasewInthelasthalfofthe12thcentury,increaseslightlyw1250-1400:EnglishreplacingtheFrench,40%of

137、alltheFrenchwordsenteredtheEnglishlanguage简介英语史及课程设计Assimilationwgentle(1225)gentlewoman(1230)gentleman(1275)gentleness(1300)gentlywFaith(1250)faithless,faithful(1300)faithfully(1362)faithfulness(1388)简介英语史及课程设计LossofNativewordsnDuplicationlOnelostlBothsurvived,butwithdifferentmeaningslam(OE)-uncle(

138、F)-eme(Scotland)简介英语史及课程设计DifferentiationinMeaningwdma(OE)(judge),dman(tojudge)anddm(judgement)wdeem(tothinkortoholdanopinion),inthedayofdoom,tomeetonesdoom,tobedoomedtodeath简介英语史及课程设计DifferentiationinMeaningwHearty(OE),cordial(Latin)naheartydinnernacordialreceptionwhouse-mansion,ask-demand,wish-des

139、irewOx,sheep,swine,calf-beef,mutton,pork,veal(French:animal-meat)简介英语史及课程设计DerivationofOEwPrefixesnfor-nto-:disappearednWith-(against):withdraw,withhold,withspeak(contradict),withset(resist)nCounter-,dis-,re-,trans-(Latinorigin)简介英语史及课程设计SuffixeswDeclinew-ness,-ful,-less,-some,-ishw-dom(kingdom,free

140、dom),(falsedom,richdom)wNewformationsinMiddleEnglishhadashortlife.简介英语史及课程设计Self-explainingCompoundswReplacedbyFrenchwords简介英语史及课程设计TheLanguagestillEnglishwCommonwordsinEnglish简介英语史及课程设计LatinBorrowingsinEnglishwSpokenlanguageinreligiousgroupsandlearnedclasswUnusualwordsfromLatinbypoetsandwritersofpr

141、ose,简介英语史及课程设计SynonymsatThreeLevelswPopularwLiterarywLearned简介英语史及课程设计English-French-Latinwask-question-interrogatewrise-mount-ascendwfire-flame-conflagrationwfast-firm-securewtime-age-epoch简介英语史及课程设计WordsfromLowCountrieswFlemish,DutchandLowGerman:deck,dollar,lighter(LG)cookie,2500words(Dutch)简介英语史及

142、课程设计DialectalDiversityofMiddleEnglishwGreatvarietywNorthern,EastMidland,WestMidland,andSouthern简介英语史及课程设计ExamplewtheynSouth:hi,here(hire,hure),hemnNorth:th-简介英语史及课程设计TheRiseofStandardEnglishwEastMidlanddistrict,LondonwAmiddlepositionwThelargestandmostpopulouswThepresenceofuniversities:OxfordandCambr

143、idgewUncertaintyabouttheinfluenceofChaucer:writtenstandardwOfficialdocuments简介英语史及课程设计TheImportanceofLondonEnglishwThecapitalofEnglandw15thcentury,prevailedtheEastMidlands简介英语史及课程设计TheSpreadofLondonStandardw1476,theinventionofprintingwThecenterofbookpublishing简介英语史及课程设计CompleteUniformityStillUnattai

144、nedwAttheendof15thcenturywHardtofavorallpeople简介英语史及课程设计Topic8wTheRenaissance,1500-1650nSocialbackgroundforauniformedstandardlanguagenRecognitionnTheproblemoforthographynVocabularyenrichment简介英语史及课程设计ChangingConditionswTheprintingpresswRapidspreadofpopulareducationwCommunicationmeanswThespecializati

145、onofknowledgewSelf-consciousnessaboutlanguage简介英语史及课程设计EffectuponGrammarandVocabularywRadicalinVocabularywConservativeinGrammar简介英语史及课程设计TheProblemsoftheVernacularswRecognitionwhereLatinwassupremewMoreuniformedorthographywEnrichmentofvocabulary简介英语史及课程设计TheStruggleforRecognitionwTheuseofLatininallth

146、efieldsofknowledgewThe“revivaloflearning”wGreek,Latinw1431,Italy;1549,France;EnglandwTranslation简介英语史及课程设计ExampleswSirThomasElyot(1534),DoctrinalofPrinceswAschamToxophiluswGeorgePettie(1586)CivileConversationwRichardCarew(1595)TheExcellencyoftheEnglishTongue简介英语史及课程设计TranslationwHistorywDramawPoliti

147、csandmoralswPhilosophy简介英语史及课程设计OtherfactorswReformofLatinwProtestantReformationwThelargersaleofEnglishbooks简介英语史及课程设计ProcesstovictorywApologiesforusingEnglishwJustificationforusingEnglishwPatrioticfeelingforusingEnglish简介英语史及课程设计TheProblemsofOrthograpywNogenerallyacceptedsystemwNotphoneticwNotfixed

148、wPersonalizedstyleorhabits简介英语史及课程设计TheProblemsofOrthograpywdebt,doubtwdebitum,dubitare(Latin)简介英语史及课程设计PersonalizedSpellingwSirJohnCheke:doublelongvowels:taak,haat,maad(take,hate,made)wRichardStanyhurst:specialthee(the),too(to),mee,woordefeatlye,meatlie,aptly简介英语史及课程设计AttemptstodrawupruleswAnA.B.Cf

149、orChildren(before1558)nTheuseoffinaletoindicatevowellength(made,ride,hope)简介英语史及课程设计RespellthelanguagewThomasSmith(1568),ADialogueConcerningtheCorrectandEmendedWritingoftheEnglishLanguage.nThirty-fourlettersnMarkingthelongvowels简介英语史及课程设计JohnHart(1569,1570)wAnOrthographiewAMethodorComfortableBeginni

150、ngforallUnlearned,WherebyTheyMayBeeTaughttoReadEnglishnSpecialcharactersforch,sh,th,etc.简介英语史及课程设计WilliamBullokar(1580)wBookeatLarge,fortheAmendmentofOrthographieforEnglishSpeech.nAwareofthemistakesofSmithandHartnFollowtheoldlettersandtheuseofthemnLiberaluseofaccents,apostrophes,hooksaboveandbelowth

151、eletters.简介英语史及课程设计RichardMulcaster(1582)wElementarienGaveuptheattemptstomakeEnglishphoneticnGaveuptheattemptstoinventanewsystemofspellingnThesameletterfordifferentsounds简介英语史及课程设计CriticismonthepreviousworkwInconvenientwConstantchangeofpronunciation简介英语史及课程设计PrincipleswOnbasisofcustomsorusagewRemove

152、defectswEaseandconvenience简介英语史及课程设计ExampleswGettingridofsuperfluouslettersputt,grubb,leddput,grub,ledwDoubleconsonantsnSeparatesyllables(wit-ting)nNeverastheendofwordexceptforll(tall,generall)简介英语史及课程设计ExampleswEndinginss:-sse(glasse,confesse)w-eindicatesalongvowlmade,mad;stripe,stripwEndofvorz:dec

153、eive,love简介英语史及课程设计ExampleswAfterlightlypronouncedi:daie,maie,safetiewi(loudandsharp)spelledasy:cry,deny,defy简介英语史及课程设计EdwardPhillip(1658)wTheNewWorldofEnglishWordsw1500-1650:settledtheEnglishspelling简介英语史及课程设计ConsciousEfforttoEnrichEnglishVocabularywThedeficienciesofEnglishnRapidlyexpandingciviliza

154、tionnThoughtsembodiedinthelanguageswhereintellectualfieldswereexplored简介英语史及课程设计TranslationwForeignwordsintroducedwTechnicalfieldswThetransferforimprovingthenationalspeech简介英语史及课程设计InkhornTermswCriticismforclassicalborrowingswPuristswPhilosophersorfoolelosophers?wPedantryandobscurity简介英语史及课程设计TheDef

155、enseofBorrowingwBorrowforthingsofmagnificenceandsplendorwOtherlanguageshaveenrichmentofvocabularywNewwordstobeacquainted简介英语史及课程设计CompromisewTheoppositionofinkhornterms:themiddleof16thcenturyw“Ifithappenstobereceived,thepraiseisbutmoderate;ifrefused,thescornisassured.”-DiscoveriesbyBenJohnson简介英语史及课

156、程设计EnrichmentofVocabularywPermanentAddition:feelingtheneedofEnglishwAdaptationnFormsretainednCuttingofftheLatinendingsnReplacewiththeEnglishendings简介英语史及课程设计EnrichmentofVocabularywReintroductionofnewwordswRejectedwordswReinforcementthroughFrenchwWordsfromtheRomanceLanguages简介英语史及课程设计EnrichmentofVoca

157、bularywBookspublishedwDiscussionsfromwritersonvocabularyenrichment简介英语史及课程设计ThreeClassesofStrangeWordsintheEyesofPuristswInkhorntermswOversealanguageswChaucerisms简介英语史及课程设计DictionariesofHardWordswNathanielBailey(1721)UniversalEtymologicalEnglishDictionarywRobertCawdrey(1604)ATableAlphabeticallofHard

158、Words简介英语史及课程设计ShakespeareslanguagewThelargestvocabularyduetoacceptanceforvariousnewwordswShakespearesPronunciation简介英语史及课程设计TheSoundChanges(seethehandouts)wHardtogeneralizeandpresentbrieflywFromOldtoMiddleEnglishwFromMiddleEnglishtoModernEnglish简介英语史及课程设计TheSoundChanges(seethehandouts)wTheGreatVowe

159、lShiftnLongvowelsnComparisonofChaucersandShakespearespronunciation简介英语史及课程设计WeakeningofUnaccentedVowelswVowelsofunstressedsyllable:weakenanddisappearwFrench-English:accentedwords-unaccentedwords简介英语史及课程设计GrammaticalFeatureswTheNounnTheplurall-neyen,shoon(shoes),children,oxen简介英语史及课程设计nThepossessives

160、ingularl-es(ME):-is,-ysstonis,stonis“GainstthecounthisgalleysIdid.asredasMarshisheart-s简介英语史及课程设计TheAdjectivewHonester,violentestwMorelarger,mostboldest简介英语史及课程设计ThePronounwThreechanges:nThedisuseofthou,thy,theenThesubstitutionofyouforyenTheintroductionofitsasthepossessiveofit简介英语史及课程设计FirstChangewS

161、ingular:thou,thy,theenAddressingchildrenorinferiorrankofpeoplewPlural:ye,your,younAmarkofrespect简介英语史及课程设计Secondchangewye,you/j/w14th,15thcentury:confusetheusageofthetwowBible(1611):differentiatedthetwoforms简介英语史及课程设计ThirdChangewFormationofanewpossessiveitswNeuterpronoun:hit,his,him,hit(OE)hit,his,h

162、it(ME)its-its简介英语史及课程设计TheuseofwhowNorelativepronounproper(OE)Definitearticles:s,so,tse(whichthat)we:mostusualrelativepronounreplacedbytinMEperiodoftimew16thcentury:who简介英语史及课程设计TheVerbwGoestheKinghencetoday?-MacbethwIsexecutiondoneonCawdor?wThescarcityofpocessiveformswImpersonalusesoftheverbs简介英语史及

163、课程设计TheVerbnItyearnsmenot,itdislikesme,sopleasehimcomewThirdpersonsingularendingn-eth:Chaucer:telleth,doth,giveth(SouthernDialect)n-sincreasedin16thcenturywThirdpersonpluralform:-s简介英语史及课程设计OutlinewTitle:The Optimal interpretation of the ba-NP in Mandarin1.IntroductionIt is claimed in the literature

164、 that NPs in the ba-construction have to be strong In this paper, I will show that weak NPs do occur in the ba-construction. 简介英语史及课程设计 I assume that the relevant aspects, including the type of NP, the marking of ba, the syntactic position, the nature of predicate and the situational context, intera

165、ct with each other when the ba-NP is interpreted. I argue that the interaction can be best captured in the formal model established in this paper in the spirit of Optimality Theoretical Semantics (Hendriks & De Hoop, 2001).简介英语史及课程设计Outline2.AnOTSmodelfortheinterpretationoftheba-NP2.1.Typesoftheba-N

166、Pw2.1.1ThreetypesofNPsw2.1.2Typesoftheba-NP简介英语史及课程设计Outline2.2. Object NP in the preverbalposition2.3.ObjectNPsintheba-construction2.4.NPinterpretationandthenatureofpredicate简介英语史及课程设计Outline3.Thepuzzlesolved4. Why is it natural to have bothstrongandweakba-NPs?5.ConclusionReferences简介英语史及课程设计Topic9

167、wOldEnglish:BeowulfwMiddleEnglish:CanterburyTaleswEarlyModernEnglish:TheLanguageofShakespeare简介英语史及课程设计Beowulfw3000lineswOldEnglishwThefolkepicwTheheroicadventureofBeowulfwThetimesofGermanicTribes简介英语史及课程设计TheCanterburyTales(1387-1400)wGeoffreyChaucer(1340-1400)wMiddleEnglishwItisthestoryofagroupoft

168、hirtypeoplewhotravelaspilgrimstoCanterbury(England).Thepilgrims,whocomefromalllayersofsociety,tellstoriestoeachothertokilltimewhiletheytraveltoCanterbury.简介英语史及课程设计TheCanterburyTales(1387-1400)wThefirstbookofpoetrywrittenintheEnglishlanguagewAsampleofMiddleEnglishwMedievalsociallifewAcontinuingnarra

169、tive简介英语史及课程设计TheSonnetofShakespearew14linesw3quatrainswThecoupletwRhymescheme:cdcd,efef,gg简介英语史及课程设计OldEnglishTranslationKingAlfredsGrammarBook简介英语史及课程设计OldEnglishTranslationwUnfamiliarLetters:n*and&(thorn)nand$(eth)n#and(ash)n%(yogh)np(wynn)简介英语史及课程设计OldEnglishTranslation(WordOrderandCase)wDog+(su

170、bjectending)atecat+(objectending).wCat+(objectending)atedog+(subjectending).wAtedog+(subjectending)cat+(objectending).wcat+(objectending)dog+(subjectending)ate.wDog+(objectending)atecat+(subjectending)简介英语史及课程设计OldEnglishTranslation(WordOrderandCase)wNominative:usedforsubjects.wGenitive:usedtoindica

171、teownership.wAccusative:Thedirectobjectcase;andcanbetheobjectoftheprepositionto.wDative/Instrumental:Theindirectobjectandprepositionalcase;Alsousedtoindicatethingsthatarebeingused(instruments).简介英语史及课程设计PersonalPronounwNominativenic=Inwit=wetwonwe=wewGenitivenmin=minenuncer=ofustwo(ofours)nuserorure

172、=ofus(our)简介英语史及课程设计PersonalPronounwAccusativenmec=me(directobject)nuncitorunc=ustwo(directobject)nusicorus=us(directobject)wDative/Instrumentalnme=withme(orindirectobject)nunc=withustwo(orindirectobject)nus=withus(orindirectobject)简介英语史及课程设计SecondPersonNominative*u=you(singular)git=youtwoge=you(plu

173、ral=yalloryounz)简介英语史及课程设计Accusative*ecor *e=you(directobject)incitorinc=youtwo(directobject)eowicoreow=you(directobject)简介英语史及课程设计Genitive*in=your(singular)incer=ofyourtwo(yours)eower=your(plural=yallsoryounzs)简介英语史及课程设计DativeorInstrumental*e=withyou(orindirectobject)inc=withyoutwo(orindirectobject

174、)eow=withyou(orindirectobject)简介英语史及课程设计ThirdPersonPersonalPronounswNominativenhe=henhit=itnheoorhie=shenheoorhie=they简介英语史及课程设计ThirdPersonPersonalPronounswGenitivehis=hisnhis=itsnhire=hersnhira=theirs简介英语史及课程设计ThirdPersonPersonalPronounswAccusativenhine=him(directobject)nhit=it(directobject)nheoorh

175、ie=her(directobject)nheoorhie=them(directobject)简介英语史及课程设计ThirdPersonPersonalPronounswDativeorInstrumentalnhim=withhim(orindirectobject)nhim=withit(orindirectobject)nhire=withher(indirectobject)nhimorheom=withthem(orindirectobject)简介英语史及课程设计InterrogativePronounswNominativenhwa=whonhw#t=whatwGenitive

176、nhw#s=ofwhonhw#s=ofwhat简介英语史及课程设计InterrogativePronounswAccusativenhwone=whom(directobject)nhw#t=what(directobject)简介英语史及课程设计InterrogativePronounswDativenhw#morhwam=withwhom(indirectobject)nhw#morhwam=withwhat(indirectobject)简介英语史及课程设计InterrogativePronounswInstrumentalnhwiorhwon=bymeansofwhomnhwiorhw

177、on=bymeanofwhat简介英语史及课程设计(Weak)NounsParadigmwNominative-anwGenitiveanenawAccusativeananwDativeandInstrumentalanum简介英语史及课程设计StrongFirstDeclension(Masculine)NounsParadigmwNominative-aswGenitiveesawAccusative-aswDativeandInstrumentaleum简介英语史及课程设计FirstConfigurationPresent Tensengular1stPersone 2ndPerson

178、est3rdPersonePlural1st,2ndand3rdPersonsa*简介英语史及课程设计PastTense1stPersonde2ndPersondest3rdPersondePlural1st,2ndand3rdPersonsdon简介英语史及课程设计SecondConfigurationPresent Tenseingular1stPersone2ndPersonast3rdPersona*Plural1st,2ndand3rdPersonsa*简介英语史及课程设计Past Tenseingular1stPersonode2ndPersonodest3rdPersonodeP

179、lural1st,2ndand3rdPersonsodon简介英语史及课程设计ThirdConjugationWeakVerbswhabban=tohavewlibban(orlifian)=tolivewsecgan(orsecgean)=tosay简介英语史及课程设计Present Tense(libban)w1stPersonlibbeor lifgew2ndPersonlifastw3rdPersonlifa*uralw1st,2ndand3rdPersonslibba*简介英语史及课程设计PastTensew1stPersonlifdew2ndPerson lifdestw3rdPe

180、rsonlifdesw1st,2ndand3rdPersons lifdon简介英语史及课程设计“hold”healdan(Infinitive)heold(3rdPersonSingularPast)heoldon(AllPluralsPast)healden(PastParticiple)简介英语史及课程设计SingularStrongDeclensionAdjectivesNominative-uGenitiveesesreAccusativene-eDativeumumreInstrumentaleere简介英语史及课程设计PluralStrongDeclensionAdjective

181、swNominativeeuawGenitiverararawAccusativeeuawDativeandInstrumentalumumum简介英语史及课程设计Topic10w16th-18thcenturywTheAgeofPrescriptionoftheEnglishLanguage简介英语史及课程设计Britainin16th-18thcenturywHistoricaleventswScienceandreligionwPhilosophyandliteraturewEconomyandcolonization简介英语史及课程设计HistoricalEvents(1500-180

182、0)wHENRYVIII(r.1509-1547),establishmentofChurchofEngland,incorporationofWaleswELIZABETHI(r.1558-1603),defeatoftheArmada1588,beginsperiodofcolonialexpansion简介英语史及课程设计HistoricalEventswJAMESI(VIofScotland)(r.1603-1625),patronofKingJamesBiblewCIVILWAR,1642,royalistsvs.parlamentarians,executionofCharlesI

183、(1625-1649)简介英语史及课程设计HistoricalEventswRESTORATION,CharlesII(1660-1685)wACTOFSETTLEMENT(1701),provisionbyParliamentforthronetobetransferredtoGermanhouseofHanoverintheeventofnoheirsfromWilliamIIIorQueenAnne-successiontogotoSophia,electressofHanoverandgranddaughterofJamesIandherprotestantheirs简介英语史及课程设

184、计HistoricalEventswACTOFUNION(1707),EnglandandScotlandunitedtoformGreatBritainwGEORGEI(r.1714-1727),greatgrandsonofJamesI,couldnotspeakEnglish,beginsHanoverdynasty(fivekings)whichendedwithQueenVictoria简介英语史及课程设计HistoricalEventswGEORGEIII(r.1760-1820),independenceofAmericancolonies1783,beginningofindu

185、strialrevolution,eventualinsanityofkingwWARWITHFRANCE(1789-1815),EnglishagainstFrenchrevolutionandlaterNapoleonI,emperorofFrance(1804-1814)简介英语史及课程设计HistoricalEventswIRELANDincorporatedtoEngland1801wQUEENVICTORIA(r.1837-1901),granddaughterofGeorgeIII,succeededWilliamIVwhowasbrotherofGeorgeIV简介英语史及课程

186、设计CatholicandProtestantismwHundredyearswar(1337-1453)wBlackdeath(1348-1349)wSensualityafter1560inEuropenEpidemicsandfamines.One-halfofallinfantsbornaliveweredyingbeforetwelvemonthsnTheRenaissanceandsensuality简介英语史及课程设计wSensualityafter1560inEuropenTheRenaissanceandsensualitynProstitutionacceptedinacc

187、ordwithAugustinesbelief简介英语史及课程设计wCalvinismnSpreadfromGenevaintoFrance,whereitcameintoconflictwithCatholicismnViolencebetweenCatholicsandProtestantsinFrance(1559-1589)简介英语史及课程设计wCalvinismnCalvinist-HuguenotssufferednHenryIII(1574-1589)assassinatednHenryIVgrantedHuguenotslibertyofconscience,andheallo

188、wedthemtoerecttheirownfortifiedtowns.简介英语史及课程设计wCalvinismnCalvinismspreadintheNetherlandsnPhilipII,MargretenTheriotin1566againsttheCatholicefforttowipethecalvinistsout简介英语史及课程设计wCalvinismntheCouncilofBlood.OnMarch3,1568,theDukeofAlvahad1,500menexecuted.nCalvinismwascrushed,andProtestantstherewerecom

189、pelledtoconverttoCatholicismorbeexpelled.TheseprovincesbecameknownasBelgium.简介英语史及课程设计wElizabethIofEnglandnEnglandanditsProtestantismnThesevenprovinces,ledbytheprovinceofHolland,declareditselftheUnitedNetherlands,anindependentrepublic简介英语史及课程设计wElizabethIofEnglandnfrom1585to1587shepumpedmoneyandtwot

190、housandtroopsintothecauseofProtestantismandindependencefortheNetherlands简介英语史及课程设计wElizabethIofEnglandnMaryStuart,theQueenofScotlandandElizabethsnearestrelative,wasRomanCatholicn1587,ElizabethsolvedherproblemwithMarybyhavingherbeheaded.简介英语史及课程设计wElizabethIofEnglandnPopeSixtusVpromisedtopayPhilipone

191、milliongoldducatsifhistroopsinvadedEngland.(May9,1588)nEnglishVictory:larmadaofaround130shipslrebellionagainstElizabethinCatholicIreland简介英语史及课程设计ThoughtsandSciencewShakespearethehumanistwFranoisRabelais,whoissaidtohaveinventedtheessay.简介英语史及课程设计wFrancisBacon(1561-1626)werespreadingamonganintellectu

192、alfew.BaconpreferredinductivereasoningoverAristotlesdeductivemethod简介英语史及课程设计wBaconwrotethatweoughtnotbelikespiderswhichspinthingsoutoftheirowninsidesnorlikeants,whichmerelycollect,thatweoughttobelikebees,whichbothcollectandarrange.简介英语史及课程设计wCopernicustheorynJohannKeplernGiordanoBrunonGalileiGalile

193、o简介英语史及课程设计wJamesI(1603-1625)nKingoftheScotlandnEnglandandScotlandwereunitedintowhatbecameknownasGreatBritainnJameswasaCalvinist,whohadcontemptforbothPuritansandCatholicswCharlesI(1625-1649)简介英语史及课程设计wJamesI(1603-1625)nAuthorizedKingJamesBible(1607-1611)nDivineRightnupsettheparliament简介英语史及课程设计wChar

194、lesI(1625-1649)npursuedanti-CalvinistpoliciesinfavoroftheCatholictraditionsnagainstIrelandsCatholicsnOliverCromwell.Hewasagoodorganizerandmilitarycommander.Parliamentsarmy简介英语史及课程设计wCromwellCromwell(1653-1660)andthePuritanRepublic简介英语史及课程设计wCharlesII(1660-1679)nfallingawayfromthereligiouszealofthePu

195、ritansnencouragedappliedscienceandgavehissupporttothefoundingoftheRoyalSocietyforImprovingNaturalKnowledge-inadditiontopatronizingthetheaterwKingJamesII(1679-1688)wWilliamIII简介英语史及课程设计wtheExclusionActntoprotectthenationfromCatholicism,ParliamentrequiredCatholicsweretobeexcludedasheirstothecrown.wLim

196、itationsBill简介英语史及课程设计wJamesIIwWilliamIIIandMary简介英语史及课程设计wconstitutionalmonarchywTheBritishinIndia,CeylonandBurma简介英语史及课程设计Timelinew1700,thefirstpianoisbuiltw1705,Halleypredictsreturnofcometw1714,Fahrenheitdevisesmercurythermometer简介英语史及课程设计w1718,DanielDefoesRobinsonCrusoew1725,firstEncyclopediapri

197、ntedinChinaw1726,SwiftsGulliversTravelsw1727,FirstcoffeeplantationsinBrazilw1729,DiamondsdiscoveredinBrazil简介英语史及课程设计w1734,firstfireextinguisherinventedw1736,rubberdiscoveredinPeruw1752,FranklinproposesTheoryofElectricityw1762,firstSandwichw1774,PriestlydiscoversOxygen简介英语史及课程设计TheAgeofReasonwFearof

198、passionsandriotswInEngland,restraintintheexpressionofpassionwTheorderlycosmosdescribedbyIsaacNewtoninthelate1600s简介英语史及课程设计wanewoptimismaboutthebenefitsoflearningwInthe1700s,agrowingminorityofpeoplebelievedinscienceanddisciplinedreason简介英语史及课程设计wScientificacademies:onehadbeenfoundedin1660inEnglandan

199、danotheratParisin1666.AscientificacademyaroseatBerlinin1707.Onearosein1724atSt.Petersburg,in1737atStockholmandonein1745atCopenhagen.简介英语史及课程设计wariseofintellectuallifeandcuriosityhadbroughtanimprovementinagriculturewGeorgeBerkeleynknowledgearosefromthesensesnwecannotclaimthatwhatweseeisactuallyconnec

200、tedtoaworldoutsideourmind.简介英语史及课程设计wDavidHume(1711-1776).nTreatiseofHumanNaturenHumesawhumanityasmoreinclinedtoemotionthantoreasonnaskeptic简介英语史及课程设计w1775,ThomasCrapperinventsWCw1783,hotairballoonw1790,firstAmbulancesusedinFrance简介英语史及课程设计Topic11wTheAppealtoAuthority(1650-1800)nTofixthelanguagenThe

201、PrescriptiveGrammarnTheInfluence简介英语史及课程设计TheImpactoftheSeventeenthCenturywThe“ranting”languageof“Enthusiasts”wTheproposaloftheRoyalSocietyaboutthestyleoftheEnglishproseofscientists:theplainstyle简介英语史及课程设计TheTemperoftheEighteenthCenturywAsearchofstabilitywAdesireforsystemandregularitywLatinasamodelw

202、“Taste”:eleganceandrefinementwAdemandforestablishingthestandard简介英语史及课程设计TheAttitudetowardstheLanguagewStatusofEnglishthejustificationofvocabularytheestablishmentofgrammarwTosettledisputedpointslogicallywTherespectforauthority:nAnalogyofLatin.nIndividualpowerforlegislation简介英语史及课程设计Tofixthelanguagew

203、ThereducethelanguagetoruleandsetupastandardwTorefineitwTofixitpermanentlyinthedesiredform简介英语史及课程设计“Ascertainment”wAsettledrule;anestablishedstandardwThehighestperfectionofEnglish:Chaucer(Dryden),thegreatElizabethans(Swift)简介英语史及课程设计TheconservatismofDeanSwiftwOppositionagainsttheinnovationssuchas:nT

204、oshortenwords:ad,extranTocontractverbs:disturbdnNewwordsfromartsandfashion简介英语史及课程设计TheDesiretoFixtheLanguagewTounderstandtheancientworkswTokeepthecontemporaryworkslastwTobeblindtothetestimonyofhistory,andattempttofixEnglish简介英语史及课程设计TheExampleofItalyandFrancew1582,theAccademiadellaCrusca,inItly,pub

205、lishedadictionaryin1612,1691,1729-1738wTheFrenchAcademy,1635简介英语史及课程设计AnEnglishAcademyw1662,TheRoyalSocietyw1664,thecommitteeforimprovingtheEnglishtongue:Dryden,Evlyn,SpratandWaller.简介英语史及课程设计AnEnglishAcademyw1697,Defoe:EssayuponProjectsw1712,Swift:AProposalforCorrecting,ImprovingandAscertainingtheE

206、nglishTongue.wAttackfromJohnOldmixon:ReflectionsonDr.SwiftsLettertotheEarlofOxford,abouttheEnglishTongue简介英语史及课程设计ObjectiontoanAcademywTheskepticismaboutthesituationinFrancewDr.Johnson:Dictionary(1755)wEnglishspiritofLiberty简介英语史及课程设计SubstitutesforanAcademywThomasCooke:“ProposalsforPerfectingtheEngl

207、ishLanguage”wAstandardtobebroughtnotbyauthoritybutbygeneralconsent简介英语史及课程设计SamuelJohnsonsDictionary(1755)wOneman,sevenyearswRefine,preservethepurity,wcontributiontothestabilityofthelanguageinhiscountry简介英语史及课程设计GrammariansandRhetoriciansw1761,JosephPriestly,TheRudimentsofEnglishGrammarw1762,RobertL

208、owth:ShortIntroductiontoEnglishGrammar,22editionsinthe18thcentury简介英语史及课程设计GrammariansandRhetoriciansw1756,ThomasSheridan,BritishEducationw1776,GeorgeCampbell,PhilosophyofRhetoric:refinementoftheusageofEnglish简介英语史及课程设计TheAimsoftheGrammarianswThespeculationsoftheuniversalgrammarsnRulesnSettledispute

209、dpointsnCommonerrors简介英语史及课程设计TheBeginningsofPrescriptiveGrammarwlie,laywYouwasyouwere简介英语史及课程设计MethodsofApproachwReasonwEtymologywTheexampleofLatinandGreek简介英语史及课程设计ExampleswThegrammarisnowprintingwIammistaken简介英语史及课程设计ExampleswAint:amInot(orignially)am(are,is)not,late17thcentury,cultivatedornot?wD

210、oublenegation:ChaucernIdontwantnothing简介英语史及课程设计wThesplitinfinitivewShallandwill:simplefuturityinOldandMiddleEnglish:withoutemotionaltones:Ishall,you/shewill;insistence:Iwill,youshall简介英语史及课程设计wNullcomparative:nOurpicturetubeissharperwSuperlativeoftwoadjectiveswSingularthey:indeterminategendernIfsom

211、eoneisflyingaplane,thentheyareapilot简介英语史及课程设计SplitinfinitiveswIamgoingtodobetternextyearwImgoingtoreallydobetternextyearwHefailedcompletelytounderstandthebookwHefailedtounderstandthebookcompletely简介英语史及课程设计OthernotionswPoliticalcorrectnessnNegro-blackwNon-sexistlanguagenTomorrowIwillmeetmynewdoctor

212、;IhopeheisfriendlynTomorrowIwillmeetDr.Smith,whoIhopeisfriendly.简介英语史及课程设计TheLimitationsofPrescriptiveGrammarwThechangeoflanguagewTheborrowingofforeignwords简介英语史及课程设计ThestandardizationofModernChinesew甲骨文金文大篆小篆隶书楷书w小篆:固定汉字笔画w隶书:扁方形w楷书简介英语史及课程设计w1909,陆费奎w1935年8月,国民政府简体字表w1956年,国务院简介英语史及课程设计w1920,钱玄同w1

213、923,胡适w破体字w1940,朱自清n拼音化n简化字简介英语史及课程设计w五四运动:白话文运动,国语运动,国语罗马学运动,简化字运动w文体口语化,文字简便化,注音的字母化简介英语史及课程设计Topic12wExpansionofBritishEmpirewThe19thcenturyandafterwEnglishpresentandfuturewThefirstdraftofthecoursepaper简介英语史及课程设计TheExpansionoftheBritishEmpirewThereformsofEnglishandtheexpansionoftheEmpirew1492,Col

214、umbusarrivedintheNewWorldw1498,VascodeGamareachedIndiaw16thcentury,Spainthegreatestpower简介英语史及课程设计CompetitioninExpansionwEnglishsettlementsatJamestownandPlymouth:NorthAmericaandAtlanticseaboardwFrenchinMontreal,Quebec-theGreatLakesandtheGulfofMexicowDutch:intradewithIndiawMid18thcentury:EnglishandFr

215、enchinIndia简介英语史及课程设计TheExpansionoftheBritishEmpirewOccupationofAustralian1768,JamesCook,thetransitofVenusacrossthesunnExplorationofNewZealandandAustralian1787,deportcriminalsnSheepraising,golddiscoveryin1851简介英语史及课程设计TheExpansionoftheBritishEmpirewThecolonizingofAfricain19thcenturyfromCapeTown简介英语史

216、及课程设计TheeffectsoftheExpansiononthelanguagewVocabularynNewproductsandactivitiesnSpanishwordsnMexicanwords:chocolate,tomatonCuba:potato,tobacco简介英语史及课程设计TheeffectsoftheExpansiononthelanguagewVocabularynIndia:china,jungle,mandarin,thugnAfrica:banana,gorilla,zebranAustria:kangaroo简介英语史及课程设计TheDevelopmen

217、tofProgressiveVerbFormswIamsingingwOldEnglish:hew#s l#rende (hewasteaching),translationfromLatinwMiddleEnglish:rareincrease16thc.简介英语史及课程设计TheDevelopmentofProgressiveVerbFormswTheuseoftheparticipleasanounnHe burst out on laughinghe burst out a-laughinghe burst out laughingnHe was on laughinghe was a

218、-laughinghe was laughing简介英语史及课程设计TheProgressivePassivewThehouseisbeingbuiltwEndofthe18thcenturywOldEnglish:nosuchtensenThewagonismaking(passive)nThewagonismakinganoise(active)w1802,recordedinEnglishgrammar(presentandsimplepast)简介英语史及课程设计TheNineteenthCenturyandAfterwBackgroundnNavalsupremacyandcontr

219、oloftheworldscommercenPoliticalinnovationslessenedthedistanceofsocialclassesn1816,firstcheapnewspaper;1840,firstcheappostage简介英语史及课程设计TheGrowthofSciencewMedicineandthescienceauxiliarywWrightbrothers:airplanewThelandingoftheastronautsonthemoon,spaceshuttle简介英语史及课程设计TheGreatEnlargementofVocabularywAut

220、omobile,Film,Broadcasting,Computer:newwordsingeneralusewNewsenseoftheword:toparkcannontoparkacar简介英语史及课程设计TheGreatEnlargementofVocabularywCinema,movingpicturein1899,motionpicturewradio,1925;television,1904wBug,1945GraceHopperor1889byThomasEdison简介英语史及课程设计TheWorldWarswWorldWarI:airraid,tank,gasmask,a

221、ce,wWorldWarII:wordswithnewmeanings简介英语史及课程设计AMirrorofProgresswhorsepower,early19thcenturywrailway,1835wphotograph,1839wconcrete,1834;reinforcedconcrete,20thcenturywrefrigerator,1841wtypewriter,telephone,apartment,feminist,marathon,lastquarterof19thcentury简介英语史及课程设计SourcesofNewWordswBorrowingsnFrenc

222、h:garagenPersia:pajamasnChinese:yin,yang,taichichuannJapanese:sake简介英语史及课程设计SourcesofNewWordswSelf-explainingCompoundsnfingerprint,know-how,lipstick,life-style,greenhouseeffect,acidrain,junkfood,E-mail简介英语史及课程设计SourcesofNewWordswCompoundsformedfromGreekandLatinelementsnscope,Greekwordmeaning“awatche

223、r”,telescopentele:Greekmeaning“far”,telephone,televisionnautomobile:auto(Greek)mobile(Latin)简介英语史及课程设计SourcesofNewWordswPrefixesandsuffixesntran-;post-;pre-;-some,-full;-less,-domwCoinagenKodak:anybrandofcamerasnZipper:fasterner简介英语史及课程设计SourcesofNewWordswCommonwordsfromProperNamesnsandwich:earlofSa

224、ndwichntoboycott:CaptainBoycottin1880wOldwordswithnewmeaningsnskyline:horizonairlinenrecord:aphonographdiscwrittenrecord简介英语史及课程设计SourcesofNewWordswTheinfluenceofJournalismnAdoptinformalandcolloquialstylenfightshy,showthewhitefeather:cockfightingnneckandneck:racetrack简介英语史及课程设计ChangesofMeaningwExten

225、sionofmeaningnLovely:worthytobelovednGreat:largeinsizewNarrowingofmeaningndoctor:learnedmen简介英语史及课程设计ChangesofMeaningwDegenerationofmeaningnsmug:neatortrimwRegenerationnSmock:undergarment(18thc)shift-chemise(19thc)combinations,step-insbra,pantiesandslip(20thc)smock(outergarment)简介英语史及课程设计SlangwSlang

226、normaluseinstandardspeechnJohnsonsDictionary:noslangsnWebster(1828):low,unmeaninglanguagenOxfordDictionary(1911):ahighlycolloquialtype,belowthelevelofstandardspeech,insomespecialsense简介英语史及课程设计SlangwwhatonearthwTocriticizetobad-mouthwDesireforfreshnessandnoveltyofexpression简介英语史及课程设计CulturalLevelsan

227、dFunctionalVarietieswTheliterarystandardwThespokenstandardwPopularspeechnIseenit;IknoweditnItsme;doublenegative简介英语史及课程设计TheStandardSpeechwEducatedclasswVarietiesofstandardspeech:Canadian,American,Australian简介英语史及课程设计EnglishDialectswSouthernScotlandn17th-18thcnRobertBurnsnExtinct简介英语史及课程设计EnglishDia

228、lectswIrishEnglishorHiberno-EnglishwW.B.Yeats(1865-1939)wJamesJoyce(1882-1941)UlyssesandFinnegansWake简介英语史及课程设计IrishEnglishwAbsenceofEnglishpresentandpastperfecttensenHesaidthatheknewthatIwasaftergettinglostwThelackofnoone:nAnyonedoesntgotomassthere简介英语史及课程设计IrishEnglishwIndirectquestion:absenceofif

229、andwhether:nHewantedtoseewouldhegetsomethingtoeatwwithinsteadoffornHesdeadnowwithmanyayear简介英语史及课程设计TheSpellingReformwThefailurefornewspellingswFortheinternationalstudentsw1930s,Anglicw1940,NewSpellingbytheBritishSimplifiedSpellingSociety简介英语史及课程设计TheOxfordEnglishDictionary(OED)w1900-1928wThePhilolo

230、gicalSocietywTenlargevolumes,15,487pages,240,165words简介英语史及课程设计GrammaticalTendencieswStabilityofEnglishGrammarwLossofinflectionininformalspeechwEliminationofthethirdpersonsingularending:hedont简介英语史及课程设计wwhom-who;itisI-itismewHeishurt;hebecamehurt-hegothurtwVerb-adverbCombinationstosubstituteofsingle

231、verb简介英语史及课程设计ALiberalCreedwKnowingthehistoryofEnglishwAgainstprovincialismandprejudicewPreparingforchanges简介英语史及课程设计EnglishPresentandFuturewManycenturiesofdevelopmentwGrowthanddecaynVocabularylnice:foolishinShakespearenVowelsoundnGrammaticalforms简介英语史及课程设计TheImportanceofaLanguagewPowerofthenationwT

232、hespreadofartsandscienceswEnglish,French,German,Spanish简介英语史及课程设计TheImportanceofEnglishw370millionspeakerswMorepracticalandpowerfulthanFrench简介英语史及课程设计TheFutureofEnglishLanguagewThelanguageandthepopulationwThenumberofspeakerwThesecondlanguageprospectn50-300million简介英语史及课程设计Asaworldlanguagew1880-1907

233、,53universallanguagesproposedwAgainstasingleforeignlanguageforinternationalcommunicationwOfficiallanguagesinUN:English,French,Russian,Spanish,ChineseandArabic简介英语史及课程设计EnglishasaworldlanguagewScientificresearchpublishedinEnglishwEnglishincommercialusewTherevolutionincommunicationwBroadcastingandmoti

234、onpictureindustrieswFormercolonies简介英语史及课程设计AssetswUniversalGrammarnMarkedandunmarkedwCosmopolitanVocabularywInflectionalsimplicitywNaturalgender简介英语史及课程设计LiabilitywIdiomwLackofcorrelationbetweenspellingandpronunciation简介英语史及课程设计Topic13wAmericanEnglish简介英语史及课程设计1.Population:U.S.vsU.K.(SAE/SBEca70%vs

235、17%ofallnativeEnglish)2.WealthoftheU.S.economyvs.theU.K.,&influences3.MagnitudeofhighereducationinAmericavstheU.K.4.MagnitudeofthepublishingindustryinAmerica简介英语史及课程设计1.Magnitudeofglobalmassmediaandmediatechnologyinfluence2.AppealofAmericanpopularcultureonlanguageandhabits3.Internationalpoliticaland

236、economicpositionoftheU.S.简介英语史及课程设计1.(U.S.) England has (.) played well today, even if it lost.2.(G.B.) England have played well today, even if they lost. 简介英语史及课程设计w(G.B.) He went on a course. How many were on the course?w(U.S.) He was in a course. How many were in the course? 简介英语史及课程设计TheSettleme

237、ntofAmericawThreegreatperiodsofEuropeanimmigration:n1607(firstsettlementofJamestown)1790(Independence)nExpansionofthethirteencolonies1860(CivilWar)nSincetheCivilWar简介英语史及课程设计TheSpreadoftheAmericanPopulationwProminentcharacteristicoftheoccupationoftheUnitedStates:Minglingofsettlersfromonepartwithsett

238、lersfromotherparts简介英语史及课程设计LinguisticConsequencewUniformityofAmericanEnglishn“beingmuchmoreunsettled,andmovingfrequentlyfromplacetoplace,theyarenotsoliabletolocalpeculiaritieseitherinaccentorphraseology”Witherson(1781)简介英语史及课程设计nWebstersspellingbooklAstandardizinginfluencewArchaicFeaturesinAmerican

239、EnglishnPreservationofoldfeaturesofthelanguagethathavegoneoutofuseinthestandardspeechofEnglish简介英语史及课程设计wAbandonedinsouthernEnglandattheendofthe18thcenturynPreservationofrnFlatafast,pathneeforEither,neitherngotten,twocenturiesagonmad,Shakesphearestime简介英语史及课程设计Theslowerdevelopmentofalanguageinanewco

240、untrywThestandardofbeingconservativenConservativecomparingwiththereceivedstandardofEnglandnNotnoticeablecomparingwiththenorthernpartoftheEngland简介英语史及课程设计EarlyChangesintheVocabularywNewwordsaboutthenewdiscoveredcontinent:eggplant,sweetpotato,congressional,presidentialwBorrowedfromotherlanguages:bure

241、au(French),cookie(Dutch)简介英语史及课程设计wNationalConsciousnessnMoretolerantofinnovationsinspeechthanthepeopleofEnglandnStandardoftheirown简介英语史及课程设计wNoahWebsterandanAmericanLanguagenDistasteoftheformerdependencenAGrammaticalInstituteoftheEnglishLanguage(1783,1784,1785)nTheAmericanSpellingBook(8millionbooks

242、inahundredyears)简介英语史及课程设计wNoahWebsterandanAmericanLanguagenDissertationsontheEnglishLanguage,withNotesHistoricalandCritical(1789)nAnAmericanDictionaryoftheEnglishLanguage(1828)简介英语史及课程设计wPurpose:nEnglishinthiscountryisadistinctAmericanthing,developingalongitsownlinesanddeservingtobeconsideredfroman

243、independent,Americanpointofview.简介英语史及课程设计WebstersInfluenceonAmericanSpellingwFranklin(1768)ASchemeforaNewAlphabetandaReformedModeofSpellingwWebster(1789)AnEssayontheNecessity,AdvantagesandPracticabilityofReformingtheModeofSpelling,andofRenderingtheOrthographyofWordsCorrespondenttothePronunciation简介

244、英语史及课程设计wMeetingoppositionforhissuggestingofomissionofallsuperfluousorsilentletters:ainbread,eingive,eeformean,speak,keywWithoutafinalkformusic,logicwer-re;withoutuforhonor;withoutafinalefordetermin,examin,medicin简介英语史及课程设计WebstersInfluenceonAmericanPronunciationwawrwowbeenasinbinwleisure:longvowel简

245、介英语史及课程设计TheControversyoverAmericanismswAmericanism:“Anuseofphrasesorterms,oraconstructionofsentences,evenamongpersonsofrankandeducation,differentfromtheuseofthesametermsorphrases,ortheconstructionofsimilarsentencesinGreat-Britain.”-JohnWitherspoon(1781)简介英语史及课程设计DifferenceswUseofthePresentPerfect n

246、BE:Ivelostmykey.Canyouhelpmelookforit?nAE:Ilostmykey.Canyouhelpmelookforit?简介英语史及课程设计wTheuseofthepresentperfectinBritishEnglishandsimplepastinAmericanEnglishincludealready,justandyet. nBE:IvejusthadlunchnAE:IjusthadlunchORIvejusthadlunch简介英语史及课程设计PossessionwHaveorHavegotnBE:HavegotpreferrednAE:Havep

247、referredlDoyouhaveacar?lHaveyougotacar?简介英语史及课程设计ThePastParticipleofGetwBE:gotnHesgotmuchbetteratplayingtennis.wAE:gottennHesgottenmuchbetteratplayingtennis.简介英语史及课程设计PrepositionwAE:ontheweekendwBE:attheweekendwAE:onateamwBE:inateamwAE:pleasewritemesoonwBE:pleasewritetomesoon简介英语史及课程设计PastSimple/Pas

248、tParticiplewBurn:burntORburnedwDream:dreamtORdreamedwLean:leantORleanedwLearn:learntORlearnedBE:moreirregularAE:moreregular简介英语史及课程设计MoreexampleswSmell:smeltORsmelledwSpell:speltORspelledwSpill:spiltORspilledwSpoil:spoiltORspoiled简介英语史及课程设计Spellingw-or(AE)vs.our(BE)ncolor colournfavoritefavouritenho

249、nor honour简介英语史及课程设计AEvs.BEw-zevs.-senAnalyze analysenCriticize criticisenMemorize memorise简介英语史及课程设计AEvs.BEw-llvs.-lnEnrollmentenrolmentnFulfill fulfilnSkillfulskilful简介英语史及课程设计AEvs.BEw-ervs.-rencenter centrenmeter metrenTheater theatre简介英语史及课程设计AEvs.BEw-ogvs.-oguenAnalog analoguenCatalog catalogue

250、nDialog dialogue简介英语史及课程设计AEvs.BEwdgvs.-dge(or-gvs.-gu)nAgingageingnArgument arguementnJudgment judgement简介英语史及课程设计AEvs.BEw-ensevs.enzenDefense defencenLicense licence简介英语史及课程设计AEvs.BEw-ckor-kvs.quenBank banquenCheck chequenCheckerchequer简介英语史及课程设计AEvs.BEw-evs.-oeor-aenEncylopediaencylycopaedianMane

251、uvermanoeuvrenMedievalmediaeval简介英语史及课程设计AEvs.BEwjewelryjewellerywdraftdraughtwpajamaspyjamaswplow ploughwprogram programmewtiretyre简介英语史及课程设计AEvs.BEwCounselingcounsellingwEqualingequallingwModelingmodellingwQuarrelingquarrellingwSignalingsignallingwTravelingtravelling简介英语史及课程设计AEvs.BEw-edvs.-tnDrea

252、meddreamtnLeaped leaptnLearned learnt简介英语史及课程设计wbaseformvs.-ednFitfittednForecastforecastednWedwedded简介英语史及课程设计wirregularvs.-edntoknitknitknittedntolightlitlightedntostrivestrovestrived简介英语史及课程设计BEvs.AEwTrousersPantswVestUndershirtwRubberEraserwMathsMath简介英语史及课程设计BEvs.AEwPublicSchoolPrivateSchoolwSt

253、ateSchoolPublicSchoolwHolidayVacationwSchooldinnerHotLunch简介英语史及课程设计BEvs.AEwCarparkParkingLotwCarJourneyRoadTripwMotorwayFreewaywLorryTruckwPetrolGas/GasolinewPavementSidewalk简介英语史及课程设计BEvs.AEwSemi-DetachedHouseDuplexwFlatApartmentwTerraceTownHousewChemistDrugStore/Druggist简介英语史及课程设计BEvs.AEwBiscuit/

254、Bickie(Acookieisalargebiscuit)CookiewSweetsCandywCrispsPotatoChipswChips(FrenchFriesinMcDonalds)FrenchFries简介英语史及课程设计BEvs.AEwStarterAppetizerwJamJellywBill(atrestaurant)checkwTake-awayTakeout简介英语史及课程设计BEvs.AEwTheToilet/Loo/TheJohnBathroom/RestroomwGardenBackyard/YardwCupboardClosetwBin/DustBinTrashC

255、an简介英语史及课程设计BEvs.AEwAlorryisatruck.wAliftisanelevator.wAfortnightistwoweeks.wAchemistisapersonwhoworksinadrugstore.wAdualcarriagewayisadividedhighway.简介英语史及课程设计Topic14wVarietiesofEnglishwHistoricalLinguistics简介英语史及课程设计EnglishVarietieswVocabularywPronunciationwSyntax简介英语史及课程设计EnglishVarietieswAmerica

256、nEnglishwEnglishinAustriaandNewZealandwEnglishinCanadawEnglishinSouthAfricawEnglishinAsia简介英语史及课程设计EnglishinAustraliaandNewZealandwVocabulary:manywordsthatwouldnotbeunderstoodinE&AwPronunciationnhayashighbasinasbisonnLower-classurbandialectsofsoutheasternEngland简介英语史及课程设计EnglishinSouthAfricawOccupat

257、ionofBushmen,Hottentots,Bantus,Portuguese,andDutchbeforetheEnglishwVocabulary:lekker(nice),kopje(hill),ou(fellow)简介英语史及课程设计EnglishinSouthAfricawPronunciation:influencedbythepronunciationofAfrikaansandScottishschoolmastersnModificationofvowelslpin/pen/,cab/kb/简介英语史及课程设计EnglishinSouthAfricanOmitfinalc

258、onsonantsltext/tex/nGivefullvaluetounaccentedsyllableslExtraordinary,*extraordnrynSameastheAmericaninr简介英语史及课程设计WestandEastAfricawGhana,Nigeria,SierraLeone,Kenya,UgandaandotherswRetainingcoloniallinguisticinheritanceorrejectit简介英语史及课程设计WestandEastAfricawEnglishasanofficiallanguagewNoidentifiableWest

259、AfricanStandardofEnglishnVowelharmony:follow/folo/简介英语史及课程设计WestandEastAfricanInsertingvowels:screw/sukuru/nTheabsenceoftense-laxdistinction:beat/bi:t/,bit/b.t/;leave,livenFullvalueofthefinalsyllableslSmoother/smua/,/smuda/lLesson/lson/简介英语史及课程设计WestandEastAfricawVocabularyreflectingculturalbackgrou

260、ndnHead-tie(headdress)nTie-dyeclothwMorphologyandSyntaxnPluralsuffixnPhrasalverbs,tagquestions简介英语史及课程设计EnglishinIndiawEnglishisourintellectualmake-upbutnotouremotionalmake-up.RajaRaowPronunciationinfluencedsystematicallybytheIndianlanguagesnStation/iste:n/n/v/and/w/arenotdistinguished简介英语史及课程设计Engl

261、ishinIndiawExpressionsnBowmyforeheadnFallatyourfeetnBlessedmyhovelwiththegooddustofyourfeetnYouoftheevilstarsnKingofpeals简介英语史及课程设计EnglishinSingaporewMalaypeninsula,mostimportanttradingareasoftheworldw1511-1640,ruledbyPortuguesethenDutch,after1824byBritishw1819,SirStamfordRafflesfoundedSingaporeatth

262、etipofMP简介英语史及课程设计w1957,federatedwithMalaysianmainlandandislandssurroundeditontheindependenceofthecolonywTwoyearslater,separationofthestates简介英语史及课程设计wInMalaysia:promotingBahasaMalayastheofficiallanguagewInSingapore:promotetheuseofMandarinbyLeeKuanYew.“Englishisforgettingoninlife,forpracticaluse.But

263、formoralbehaviorwemustlearnChinese,ourownlanguage。”简介英语史及课程设计FeatureswThelackofanendingtomarkthethirdpersonsingularpresenttenseoftheverb.wTheomissionofbebothasacopulaandasanauxiliarynThiscoffeehouseverycheapnMybrotherworking简介英语史及课程设计FeatureswWordorderofindirectquestionsnMayIaskwhereisthestampcounte

264、r?nIdliketoknowwhataretheprocedures.wSyllable-timedratherthanstress-timed简介英语史及课程设计TheCaribbean(JamaicanEnglish)wInfluencedgreatlybyAfricanlanguagesnThedogofthemanwholivesinthathouseisnamedKingn/dima:nwalibI:nadahousda:gnjmki/简介英语史及课程设计EnglishinCanadawMuchincommonwiththatoftheUnitedStateswParticular

265、CanadianexpressionsnSalt-chuck(ocean)简介英语史及课程设计PidginsandCreoleswTheanalyticalandsyntheticdistinctionnLexicalimpoverishmentwThelinguisticcontinuumwThestudyofacquisition简介英语史及课程设计LexicalimpoverishmentwPrepositionandwordorderinsteadofinflectionsnbeard:grasbilongfes(grassonface)nMymother:mamabilongminJ

266、ohnshouse:hausbilongJohn-ExamplesfromTokPisin(talkpidgin)简介英语史及课程设计ContinuumwBasilect(extremeform)wAcrolect(standard)wMesolect(intermediate)简介英语史及课程设计wIfaspeakerhasanonstandardfeaturelocatednearthebasilectalextreme,itislikelythatthespeakerwillalsohavealloftheothernonstandardfeaturesthatareincreasing

267、lyclosertothestandardlanguage简介英语史及课程设计TheorderofacquisitionwImplicationscaleswStandardfeaturesnearthebasilectalendoftheimplicationalscalearelearnedfirst,andthoseneartheacrolectalendarelearnedlaterifafterall.wBioprogram(DerekBickerton)简介英语史及课程设计HistoricalLinguisticswLanguageChangewLanguagecontactwMe

268、thodology简介英语史及课程设计TheFactofLanguageChangewEnglishasanexamplewAttitudestowardslanguagechangewTheinevitabilityofchange简介英语史及课程设计LexicalandSemanticChangewBorrowingwPhonologicaltreatmentofloanswMorphologicaltreatmentofloanswFormationofnewwordswChangeinword-meaning简介英语史及课程设计PhonologicalChangewChangeinPr

269、onunciationnThephoneticbasisofphonologicalchangenAssimilationanddissimilationnLenitionandfortitionnAdditionandremovalofphoneticfeatures简介英语史及课程设计wChangeinPronunciationnVowelsandsyllablestructurenWhole-segmentprocessesnTheregularityproblem简介英语史及课程设计wChangeinphonologicalsystemsnConditioningandrephonol

270、ogizationnPhonologicalspacenChainshiftsnPhonologicalchangeasrulechange简介英语史及课程设计MorphologicalChangewRenalysiswAnalogyandlevellingwUniversalprincipleofanalogywMorphologizationofphonologicalruleswChangeinmorphologicaltype简介英语史及课程设计SyntacticChangewReanalysisofsurfacestructurewShiftofmarkednesswGrammati

271、calizationwTypologicalharmonywRestructuringofgrammars简介英语史及课程设计RelatednessbetweenlanguageswTheoriginofdialectswDialectgeographywGeneticrelationshipswTreemodelandwavemodelwThelanguagefamilies简介英语史及课程设计TheComparativeMethodwSystematiccorrespondenceswComparativereconstructionwPitfallsandlimitationswTheN

272、eogrammarianHypothesis简介英语史及课程设计wSemanticreconstructionwTypologyanduniversalwReconstructinggrammarwTherealityofproto-languages简介英语史及课程设计InternalReconstructionwTheinternalmethodwAlternationsandinternalreconstruction简介英语史及课程设计TheoriginandpropagationofchangewTheSaussureanparadoxwVariationandsocialstrat

273、ificationwVariationasthevehicleofchangewLexicaldiffusionwNear-mergers简介英语史及课程设计ContactandtheBirthandDeathoflanguageswLanguagecontactwLinguisticareaswLanguagebirth:pidginsandcreoleswLanguagedeathwLanguageplanning简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设

274、计简介英语史及课程设计简介英语史及课程设计简介英语史及课程设计qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6E3B0y(v%s#oXlTiQfNbK8H5D2A-x*u$qZnWkShPeMaJ7F4C1z)w&t!pYmUjRgOcL9I6E3B+y(v%r#oXlTiQeNbK8G5D2A-x*t$qZnVkShPdMaI7F4C0z)w&s!pXmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8G5D1A-x*t$qYnVkSgPdMaI7F3C0z)v&s!p

275、XmUiRfOcK9H6E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t!qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfNcK9H5E2B+x(u$rZoWkThQeMbJ7G4D1z-w*t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1z-w&t!qYmVjRgOdL9I6F3B0y(v%s#oXlUiQfNbK8H5D2A+x*u$qZnWkShPeMaJ7F4C1z)w&t!pYmVjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8G5D2A-x*u$qZnVkShPdMaJ

276、7F4C0z)w&s!pYmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8G5D1A-x*t$qZnVkSgPdMaI7F4C0z)v&s!pXmUjRfOcK9H6E2B+y(u%rZoWlThQeNbJ8G4D1A-w*t$qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfOcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1z-w&t!qYmVjSgOdL9I6F3B0y)v%s#oXlUiQfNcK8H5D2A+x*u$

277、rZnWkShPeMaJ7G4C1z)w&t!pYmVjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8H5D2A-x*u$qZnWkShPdMaJ7F4C1z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1A-x*t$qZnVkSgPdMaI7F4C0z)w&s!pXmUjRfOcL9H6-x*u$qZnWkShPdMaJ7F4C1z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1A-x*t$qZnVkShPdMaI7F4C0z)w&s!pXmUjRfOcL9H6E2B+y(u%r#oWlThQeNbJ8G

278、5D1A-w*t$qYnVkSgPdLaI7F3C0z)v&s#pXmUiRfOcK9H6E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t!qYnVjSgPdLaI6F3C0y)v&s#pXlUiRfNcK9H5E2A+x(u$rZoWkThPeMbJ7G4D1z-w&t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6E3B0y(v%s#oXlTiQfNbK8H5D2A+x*u$qZnWkShPeMaJ7F4C1z)w&t!pYmUjRgOcL9I6E3B+y(v%r#

279、oXlTiQeNbK8G5D2A-x*t$qZnVkShPdMaI7F4C0z)w&s!pYmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8G5D1A-x*t$qYnVkSgPdMaI7F3C0z)v&s!pXmUiRfOcK9H6E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t$qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfNcK9H5E2B+x(u$rZoWkThQeMbJ7G4D1z-w*t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiRfN8G4D1A-w*t$qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfNcK9H5

280、E2B+x(u$rZoWkThQeMbJ7G4D1z-w*t!qYmVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1z-w&t!qYmVjRgOdL9I6F3B0y(v%s#oXlUiQfNbK8H5D2A+x*u$rZnWkShPeMaJ7G4C1z)w&t!pYmVjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8G5D2A-x*u$qZnVkShPdMaJ7F4C0z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1A-x*t$qZnVkSgPdMaI7F4C0z)v&s!p

281、XmUjRfOcK9H6E2B+y(u%rZoWlThQeNbJ8G4D1A-w*t$qYnVkSgPdLaI7F3C0z)v&s#pXmUiRfOcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK9H5E2A+x(u$rZoWkThPeMbJ7G4D1z-w&t!qYmVjSgOdL9I6F3B0y)v%s#oXlUiQfNcK8H5D2A+x*u$rZnWkShPeMaJ7G4C1z)w&t!pYmVjRgOdL9I6E3B0y$rZoWkThPeMbJ7G4D1z-w&t!qYmVjSgOdL9I6F

282、3B0y)v%s#oXlUiQfNcK8H5D2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6E3B0y(v%s#oXlTiQfNbK8H5D2A-x*u$qZnWkShPdMaJ7F4C1z)w&s!pYmUjRgOcL9I6E3B+y(v%r#oXlTiQeNbK8G5D2A-x*t$qZnVkShPdMaI7F4C0z)w&s!pXmUjRfOcL9H6E2B+y(u%r#oWlThQeNbJ8G5D1A-w*t$qYnVkSgPdMaI7F3C0z)v&s!pXmUiRfOcK9H6E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t!qY

283、nVjSgPdLaI6F3C0y)v&s#pXlUiRfNcK9H5E2B+x(u$rZoWkThQeMbJ7G4D1z-w*t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6F3B0y(v%s#oXlUiQfNbK8H5D2A+x*u$qZnWkShPeMaJ7F4C1z)w&t!pYmUjRgOcL9I6E3B+y(v%r#oXlTiQeNbK8G5D2A-x*u$qZnVkShPdMaJ7F4C0z)w&s!pYmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8

284、G5D1A-!pYmUjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8G5D2A-x*u$qZnVkShPdMaJ7F4C0z)w&s!pYmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8G5D1A-x*t$qYnVkSgPdMaI7F4C0z)v&s!pXmUjRfOcK9H6E2B+y(u%rZoWlThQeNbJ8G4D1A-w*t$qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfNcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnW

285、kThPeMbJ7G4C1z-w&t!qYmRfOcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4D1z-w&t!qYmVjSgOdL9I6F3B0y)v%s#oXlUiQfNcK8H5D2A+x*u$rZnWkShPeMaJ7G4C1z)w&t!pYmVjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8H5D2A-x*u$qZnWkShPdMaJ7F4C1z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1

286、A-x*t$qZnVkSgPdMaI7F4C0z)w&s!pXmUjRfOcL9H6E2B+y(u%r#oWlThQeNbJ8G5D1A-w*t$qYnVkSgPdLaI7F3C0z)v&s#pXmUiRfOcK9H5E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t!qYnVjSgPdLaI6F3C0y)v&s#pXlUiRfNcK9H5E2A+x(unVkSgPdLaI7F3C0z)v&s#pXmUiRfOcK9H6E2B+x(u%rZoWlThQeMbJ8G4D1A-w*t!qYnVjSgPdLaI6F3C0y)v&s#pXlUiRfNcK9H5E2A+x(u$rZoWkThP

287、eMbJ7G4D1z-w*t!qYmVjSgOdLaI6F3B0y)v%s#pXlUiQfNcK8H5E2A+x*u$rZnWkThPeMaJ7G4C1z-w&t!pYmVjRgOdL9I6E3B0y(v%s#oXlTiQfNbK8H5D2A+x*u$qZnWkShPeMaJ7F4C1z)w&t!pYmUjRgOcL9I6E3B+y(v%r#oXlTiQeNbK8G5D2A-x*t$qZnVkShPdMaI7F4C0z)w&s!pYmUjRfOcL9H6E3B+u$qZnWkShPeMaJ7F4C1z)w&t!pYmUjRgOcL9I6E3B+y(v%r#oXlTiQeNbK8G5D2A-x*

288、t$qZnVkShPdMaJ7F4C0z)w&s!pYmUjRfOcL9H6E3B+y(u%r#oWlTiQeNbJ8G5D1A-x*t$qYnVkSgPdMaI7F3C0z)v&s!pXmUiRfOcK9H6E2B+y(u%rZoWlThQeNbJ8G4D1A-w*t$qYnVjSgPdLaI7F3C0y)v&s#pXmUiRfNcK9H5E2B+x(u$rZoWkThQeMbJ7G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1z-w&t!qYmVjRgOdLE2B+x(u$rZoWkThQeMbJ

289、8G4D1z-w*t!qYnVjSgOdLaI6F3C0y)v%s#pXlUiRfNcK8H5E2A+x(u$rZnWkThPeMbJ7G4C1z-w&t!qYmVjRgOdL9I6F3B0y)v%s#oXlUiQfNcK8H5D2A+x*u$rZnWkShPeMaJ7G4C1z)w&t!pYmVjRgOcL9I6E3B0y(v%r#oXlTiQfNbK8G5D2A-x*u$qZnVkShPdMaJ7F4C1z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1A-x*t$qZnVkSgPdMaI7F4C0z)v&s!pXmUjRfOcK9H6E2B+y(u%r#oWlThQeNbJ8C1z)w&s!pYmUjRgOcL9H6E3B+y(v%r#oWlTiQeNbK8G5D1A-x*t$qZnVkSgPdMaI7F4C0z)w&s!pXmUjRfOcL9H6E2B+y(u%r#oWlThQeNbJ8G5D1A-w*t$qYnVkSgPdLaI7F3C0z)v&s#pXmUiRfOcK9H5E2B+x(u%rZoWkThQeMbJ8G4D1A-w*t!qYnVjSgPdLaI6F3C0y)v&s#pXlUiRfNc简介英语史及课程设计