Relevant bibliographies by topics / Middle English vocabulary

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Middle English vocabulary'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Middle English vocabulary"

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Thomason, Sarah G. "Middle English." Language Dynamics and Change 6, no. 1 (2016): 42–45. http://dx.doi.org/10.1163/22105832-00601010.

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The Viking hypothesis is fatally flawed, in part because syntax is readily borrowed in intense contact situations, while inflectional morphology usually is not—and Middle English inflectional morphology is overwhelmingly of West Germanic origin. The dismissal of lexical evidence is also misguided: the vast majority of basic vocabulary items come from Old English, not from Norse.
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Yan, Qilin. "Vocabulary Test for Vocabulary Learning in Middle School." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 66–72. http://dx.doi.org/10.26689/jcer.v5i8.2435.

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As one of the core aspects and basic unit in language, vocabulary plays a salient role in improving student’s language ability. Besides, vocabulary learning strategies play an obviously important part in the whole process of language learning. By examining the theories and approach to the vocabulary test, found by linguists locally and abroad, as well as vocabulary learning strategies, this research tries to systematically explicate several vocabulary tests in order to help English teachers design more creditable vocabulary tests to evaluate student’s vocabulary knowledge. At the same time, in hope that through this research, middle school students would be guided to use English vocabulary learning strategies more efficiently, thus enhancing their self-learning ability.
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Yu, Xiaomei. "English Vocabulary Teaching Techniques at Junior Middle Schools." English Language Teaching 13, no. 11 (October 14, 2020): 12. http://dx.doi.org/10.5539/elt.v13n11p12.

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English teachers at junior middle schools often employ traditional vocabulary teaching techniques such as L1 equivalents, word lists, pictures, and word formation rules. They reinforce the students' retention of vocabulary by asking them to read aloud the words repeatedly and copy the new words as homework. In this study, suggestions are given to improve English vocabulary teaching techniques at junior middle schools.
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Wang, Ling. "Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 983. http://dx.doi.org/10.17507/jltr.1106.16.

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With the continuous development of new curriculum reform, language teaching is paid more attention to the learners’ affective state. Affective factors are becoming more and more important factors affecting learners. Therefore, English educators need to make good use of affective factors during the teaching. This thesis researches the middle school students’ emotional problems in the vocabulary learning from three aspects of affective filter hypothesis: motivation, confidence and anxiety and finds the problems of middle school students in English vocabulary learning, then applies this theory in vocabulary teaching. The research shows that the affective filter hypothesis is applied in Junior Middle School English vocabulary teaching. It effectively improves teachers’ teaching proficiency and is good for students’ vocabulary learning.
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Smith, Jeremy J., and Jacek Fisiak. "Middle English Miscellany: From Vocabulary to Linguistic Variation." Modern Language Review 93, no. 4 (October 1998): 1079. http://dx.doi.org/10.2307/3736285.

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Bowern, Claire, and Jacek Fisiak. "Middle English Miscellany: From Vocabulary to Linguistic Variation." Language 75, no. 3 (September 1999): 642. http://dx.doi.org/10.2307/417124.

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ROTHWELL. "ANGLO-FRENCH AND MIDDLE ENGLISH VOCABULARY IN "FEMINA NOVA"." Medium Ævum 69, no. 1 (2000): 34. http://dx.doi.org/10.2307/43631489.

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Roig-Marín, Amanda. "Spanish Arabic loanwords in late Middle and early Modern English." SELIM. Journal of the Spanish Society for Medieval English Language and Literature. 25, no. 1 (September 29, 2020): 173–85. http://dx.doi.org/10.17811/selim.25.2020.173-185.

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The influx of Arabic vocabulary into English has received relatively scarce attention in the past: Taylor (1934) and Cannon Kaye (1994) remain classic lexicographical works, but few subsequent investigations have monographically tackled the Arabic lexical legacy in English. This article concentrates on the Spanish Arabic influence on English, that is, on Arabic-origin lexis specifically used in the Iberian Peninsula as well as on the vocabulary which was mediated by Spanish at some point in its history from Arabic to its adoption into the English language. It assesses two sets of data retrieved from the Oxford English Dictionary and examines the most frequent routes of entry into the English language (e.g. Arabic Spanish French English) and the larger networks of transmissions of these borrowings throughout the history of the language, with particular attention to the late medieval and early modern periods.
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Nishi, Hironori. "English within Japanese." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 211–29. http://dx.doi.org/10.1075/japc.00031.nis.

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Abstract The present study examined English textbooks used in Japanese middle and high schools, and analyzed to what extent the English words that are included in those textbooks are already integrated into the vocabulary pool of Japanese as loanwords. The findings of the present study showed that approximately 80% of the English words introduced in the first four years of English education in schools in Japan are already integrated into Japanese as loanwords. Based on this high percentage of English words with loanword counterparts in Japanese, the present study has argued that English loanwords in Japanese can be used as a resource for learning new vocabulary in the field of EFL education for L1 speakers of Japanese.
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Lutz, Angelika. "Norse Loans in Middle English and their Influence on Late Medieval London English." Anglia 135, no. 2 (June 2, 2017): 317–57. http://dx.doi.org/10.1515/ang-2017-0028.

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AbstractMost of the Norse legal and administrative terms attested in Old English were replaced by equivalents from the French superstrate soon after the Norman Conquest, whereas a remarkable number of more basic terms are known to have become part of the very basic vocabulary of modern Standard English. This paper focuses on Norse lexical loans that survived during and beyond the period of French rule and became part of this basic vocabulary. It explores (1) the regional and textual conditions for the survival of such loans and (2) their expansion into late medieval London English and into the emerging standard language. Based on selective textual evidence it is argued that they were not quite as basic originally, that they typically survived and developed in regional centres far away from the French-dominated court, and eventually infiltrated the area in and around late medieval London owing to its growing attraction as an economic and intellectual centre. Both the survival of Norse loans and their later usage expansion are shown to be in harmony with the principles of comparative contact linguistics.
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Dissertations / Theses on the topic "Middle English vocabulary"

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Paige, Patricia L. "Vocabulary acquisition in the middle grades: a conceptual approach." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/591.

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Wright, Laura Charlotte. "Technical vocabulary to do with life on the River Thames in London, c.A.D. 1270-1500." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304722.

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Salter, B. W. Jim. "A jigsaw puzzle : assessing the English vocabulary level of junior secondary students in Hong Kong /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262750.

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Arends, Enti Amar. "Sociocultural implications of French in Middle English texts." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33226.

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This thesis studies the interaction between language, people and culture in England in the century either side of 1300 by analysing the use of French in three Middle English texts: Laȝamon's Brut, Kyng Alisaunder, and Handlyng Synne. I explore the ways in which these texts exploit the sociocultural implications of French elements to negotiate the expression of collective identity, and consider what that suggests about the texts' audiences. This exploration also provides insights into the sociolinguistic relation between English and French. Specifically, I add to recent work on multilingualism within texts by providing a more systematic approach than has been adopted hitherto. Since this period saw the largest influx of French-derived vocabulary in English, evaluating the use of French elements requires consideration of the extent to which that vocabulary had become integrated in English. This aspect has not so far been included in studies of multilingualism in texts, and in approaching it this thesis brings together previous work on loanwords to offer a systematic methodology. Chapters 2 to 4 treat the lexis of the individual texts. Study of the broader context of the French elements in chapter 5 shows that they are distributed evenly across the texts and the majority are introduced independently of the source texts. Those that were carried over from the source texts were not adopted into Middle English more generally. Appeal to a specific register better explains the appearance of clusters. Chapter 6 concludes that the implications of the French elements in these texts centre on the negotiation of social and cultural identity. No clear support was found for the use or avoidance of French elements to express ethnic or religious identity in these texts. The style of both versions of Laȝamon's Brut was confirmed to be the result of redactors' choices and not the state of the language as a whole, since most French-derived words in either version were apparently well integrated by 1300. On a larger scale, the amount of well-integrated lexis of French origin in Handlyng Synne demonstrates the extent to which French-derived vocabulary had become accessible as early as 1300. Lastly, the atypical, specialised French elements in Kyng Alisaunder are best explained by supposing its initial audience included those with extensive knowledge of French. This supports the hypothesis of continuity of audience between French and Middle English literary culture.
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Tebeweka, Stella Nanfuka. "The Impact of Digital Games on English Vocabulary Learning in Middle School in Sweden (ages 9-12)." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45740.

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In recent years, the age of additional language learning has been lowered in school education. What separates current students from the previous generation, however, is the fact that they use modern technology, such as digital games, and this can be used as a teaching strategy. Several studies show that modern technology can benefit students in their language learning, especially when it comes to vocabulary whose acquisition helps students to develop and master the four language basic skills (listening, reading, speaking, writing). The aim of this study is to provide an overview of the literature concerning the use of digital games and their characteristics in middle school in Sweden(ages 9-12), looking at the positive and negative effects game-use has on English vocabulary learning. Results from different studies indicate that the advantages of using digital games with the aim of vocabulary acquisition outweigh the disadvantages that this computer technology can cause. Using digital games together with pedagogical materials can, for example, reduce speaking stress, increase students’ interest, motivate them to language learning, and develop language learning strategies. It is nonetheless important to take the risks of modern technology into consideration, such as behaviour change or addiction, especially with young users. Overall, integrating entertainment games into educational contexts can result in effective student learning gains.
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Walther, James T. "Imagining The Reader: Vernacular Representation and Specialized Vocabulary in Medieval English Literature." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2592/.

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William Langland's The Vision of Piers Plowman was probably the first medieval English poem to achieve a national audience because Langland chose to write in the vernacular and he used the specialized vocabularies of his readership to open the poem to them. During the late thirteenth and fourteenth centuries, writers began using the vernacular in an attempt to allow all English people access to their texts. They did so consciously, indicating their intent in prologues and envois when they formally address readers. Some writers, like Langland and the author of Mankind, actually use representatives of the rural classes as primary characters who exhibit the beliefs and lives of the rural population. Anne Middleton's distinction between public-the readership an author imagined-and audience-the readership a work achieved-allows modern critics to discuss both public and audience and try to determine how the two differed. While the public is always only a presumption, the language in which an author writes and the cultural events depicted by the literature can provide a more plausible estimate of the public. The vernacular allowed authors like Gower, Chaucer, the author of Mankind, and Langland to use the specialized vocabularies of the legal and rural communities to discuss societal problems. They also use representatives of the communities to further open the texts to a vernacular public. These open texts provide some representation for the rural and common people's ideas about the other classes to be heard. Langland in particular uses the specialized vocabularies and representative characters to establish both the faults of all English people and a common guide they can follow to seek moral lives through Truth. His rural character, Piers the Plowman, allows rural readers to identify with the messages in the text while showing upper class and educated readers that they too can emulate a rural character who sets a moral standard.
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Dance, Richard. "Words derived from old Norse in early middle English : studies in the vocabulary of the south-west Midland texts /." Tempe (Ariz.) : Arizona center for medieval and Renaissance studies, 2003. http://catalogue.bnf.fr/ark:/12148/cb40188115j.

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Huddle, Sally Mae. "The impact of fluency and vocabulary instruction on the reading achievement of adolescent English language learners with reading disabilities." Thesis, The University of Iowa, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3628396.

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Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley & Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs.

The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties?

Summary of Study Design and Findings A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage.

Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.

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Koike, Yuko. "Communicative competence through music in EFL for Japanese middle school students." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/2564.

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McNamara, Rebecca Fields. "Code-switching in medieval England : register variety in the literature of Geoffrey Chaucer, Thomas Usk and Thomas Hoccleve." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669980.

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Books on the topic "Middle English vocabulary"

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International Conference on Middle English (1994 Rydzyna, Poland). Middle English miscellany : from vocabulary to linguistic variation : [papers prepared for the International Conference on Middle English, held at Rydzyna (Poland) from April 13 to 16, 1994]. Edited by Fisiak Jacek. Poznań: Motivex, 1996.

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Palander-Collin, Minna. Grammaticalization and social embedding: I think and methinks in Middle and Early Modern English. Helsinki: Société Néophilologique, 1999.

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Words derived from Old Norse in early Middle English: Studies in the vocabulary of the South-West Midland texts. Tempe, AZ: Arizona Center for Medieval and Renaissance Studies, 2003.

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Inc, Kaplan, ed. The Word Whiz's greatest hits. New York: Kaplan Pub., 2002.

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Ovid. Selections from Ars amatoria, Remedia amoris: Text, commentary, vocabulary. Wauconda, Ill: Bolchazy-Carducci Publishers, 1997.

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Podhaizer, Mary Elizabeth. Painless spelling. Hauppauge, NY: Barron's Educational Series, 1998.

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A Middle English vocabulary. Project Gutenberg, 2013.

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Tolkien, J. R. R. A Middle English Reader and Vocabulary. Dover Publications, 2005.

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Jacek, Fisiak, and International Conference on Middle English (1994 : Rydzyna, Poland), eds. Middle English miscellany: From vocabulary to linguistic variation. Poznań: MOTIVEX, 1996.

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Language Contact and Vocabulary Enrichment: Scandinavian Elements in Middle English. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2012.

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Book chapters on the topic "Middle English vocabulary"

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Sylvester, Louise. "The Vocabulary of Consent in Middle English." In Lexicology, Semantics and Lexicography, 157. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/cilt.194.12syl.

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Ardasheva, Yuliya. "Scaffolding Science Vocabulary for Middle School Newcomer ELLs." In Teaching Science to English Language Learners, 219–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53594-4_10.

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Brand, Paul. "Learning English Customary Law: Education in the London Law School, 1250-1500." In Vocabulary of Teaching and Research Between Middle Ages and Renaissance, 199–213. Turnhout: Brepols Publishers, 1995. http://dx.doi.org/10.1484/m.civi-eb.4.00128.

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Lotze, Nathaniel. "Arabic-Speaking Students of EFL, Vocabulary, and the Art of Structured Review." In English Language Teaching Research in the Middle East and North Africa, 335–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_16.

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Bouirane, Ahlam. "Vocabulary Instruction Through Patterns of Activity Sequencing Use: Revising the Understanding of Integration in Language Teaching." In English Language Teaching Research in the Middle East and North Africa, 319–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_15.

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Gibb, Brandy, and Guofang Li. "From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6–12)." In Teaching the Content Areas to English Language Learners in Secondary Schools, 33–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_3.

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"VOCABULARY." In An Introduction to Middle English, 29. Routledge, 2016. http://dx.doi.org/10.4324/9781315620541-2.

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Coxhead, Averil. "Specialised vocabulary in secondary school/Middle School." In Vocabulary and English for Specific Purposes Research, 63–86. Routledge, 2017. http://dx.doi.org/10.4324/9781315146478-5.

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"Anglo-French and Middle English Vocabulary in Femina Nova." In Ashgate Critical Essays on Early English Lexicographers, 303–28. Routledge, 2017. http://dx.doi.org/10.4324/9781315233192-24.

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Horobin, Simon. "2. Origins." In The English Language: A Very Short Introduction, 12–32. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0002.

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Where does the English language come from? While English is distantly related to both Latin and French, it is principally a Germanic language. ‘Origins’ provides a brief history of the English language, highlighting a number of substantial changes, which have radically altered its structure, vocabulary, pronunciation, and spelling. It begins with Old English (AD 650–1100), then moves on to Middle English (1100–1500), which saw the impact of the French language after the Norman Conquest of 1066. The Early Modern English period (1500–1750) witnessed the biggest impact of Latin upon English, while Late Modern English (1750–1900) resulted in an expansion of specialist vocabulary using Latin and Greek.
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Conference papers on the topic "Middle English vocabulary"

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Zu, Yanfeng, Zhuo Cheng, Qingping Sun, and Huijie Zhao. "On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools." In 2021 2nd International Conference on Modern Education Management, Innovation and Entrepreneurship and Social Science (MEMIESS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210728.043.

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