England
is a country in which certain aspects of linguistics have an usually long
history. Linguistic description becomes a matter of practical importance to a
nation when it evolves a standard or ´official’
language for itself out of the welter of diverse and conflicting local usages normally found in any territory
that has been settled for a considerable time, and it happens that in this
respect England was, briefly, far in advance of Europe. The
tradition of the study of language in Britain
•Back
to the 15th c. in the work of English grammarians, orthoepists, and other
scholars
•Concerned
itself largely with THE STUDY OF ENGLISH
•Was
SELF-CONTAINED rather than developing in relation to comparable scholarship
elsewhere
•Over
time, a model of scientific investigation arose which took its problems,
methods, and the criteria for its critical evaluation almost exclusively from
British sources
•Lack
of connection with work being done anywhere else
Phonetic study in the modern sense was pioneered by
English phonetician
Chief founder of modern phonetics
During his life time
International phonetic association
was founded
Modern languages in secondary
schools became more secure
Reform Method based on the
principles of language teaching laid down by the I. P. A.
The elaboration of a true method
involves
(1) The selection of the variety of
language to be taught
(2) The limitation of the amount to
be taught in any given course
(3) The arrangement of the selected material
in terms of the four language skills of the understanding speech, speaking,
reading and writing
(4) The grading of the details of
the materials at the various level pronunciation, grammar, vocabulary and
cultural content
o
A profound influence on the work of
Harold Palmer, author of The Scientific Study and Teaching of Languages (1917),
The Principles of Language Study.
o
He considered that knowledge of
phonetics was the first essential step in learning a foreign language, and that
no attempt should be made to advance in grammar and vocabulary until the sounds
of the language have been mastered.
o
He suggests that the first foreign
language should be introduced to children when they are 10 years of age.
Sweet was the greatest of the few
historical linguists whom Britain produced in the nineteenth century to rival
the burgeoning of historical linguistics in Germany, but unlike the German
scholars, Sweet based his historical studies on a detailed understanding of the
workings of the vocal organs. Sweet's general approach to phonetics was
continued by Daniel Jones , who took the subject up as a hobby that they
ought to consider teaching phonetics of French, was taken on as a lecturer
there in 1907 and built up what became the first university department of
phonetics in Britain.
·
though he even preferred the psychological view, he
opts for the physical definition of the
phoneme on practical grounds (better for teaching)
·
1950 The Phoneme: ”a family of sounds in a
given language which are related in character and are used in such a
way that no member occurs in a word in the same phonetic context as any other
member (195)”
·
so, members are concrete fully specified sounds,
whereas the phoneme is an abstraction of a higher level
John Rupert Firth (1890-1960)
·
Studied history at Leeds; joined the Indian education service
(Afghanistan, Africa, India)
·
1928 senior lecturer under Jones
·
Participated in seminars with the anthropologist Bronisław Malinowski, which affected his view of language
·
Appointed lecturer in SOAS, then reader, and head
·
During WWII, teaching Oriental languages, esp. Japanese
[RTF] The London School of Prosodic
Analysis
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