Word meaning history of words

Historical Development of Word Meaning – Semantic Change

Introduction

this paper, I want to give an overview on what semantic change is all about and how it can be shown in a number of examples in the English language: I subdivided the paper into five parts: After this introduction, information on the background on semantic change and the basis for semantic change will be given. As a next point, the mechanisms and causes for semantic change will be presented. Finally, results of semantic change and shifts in semantic fields will be presented. At the end of this paper I will sum up what I experienced during the research concerning semantic change.

1. Background on Semantic Change

his book Principles of Historical Linguistics, Hans Henrich Hock says that when one thinks of the number of meanings which can be conveyed through language — in this paper I will concentrate on the English language — one eventually comes to the conclusion that there is an infinite number. Yet the human brain can only process and understand a limited amount of linguistic symbols. That is why the infinite number of possible meanings is reduced already by the problem of encoding so much information (cf. Hock 1991: 280). In addition to that, the problem of the infinity of word meaning is remedied by a number of other phenomena:

There is a finite set of conventional linguistic symbols present which is known as the lexical items.

There is a finite set of rules (syntax) which makes it possible that symbols can be combined into a larger structure. The syntax assures that the meanings of larger structures not simply form a composite of the meanings of lexical items they are composed of.

The lexical items themselves are in a way «constructed» out of smaller sets of building blocks (these blocks are called phonemes and morphemes). «[The phonemes and morphemes are again] governed by a finite set of rules» (Hock 1991: 280). These rules are known as phonology and morphology.a consequence, the meaning of a word can be conveyed in an economical way by using a limited set of speech sounds. These speech sounds range between approximately 25 and 125. Here, the lexicon and the rules of syntax come into play: These two make it possible that infinity of possible sentences can be produced. So it is the economy and the conventional nature of the building blocks and their rules for combination that make it possible for humans to communicate. Yet at this point a problem arises: The economy and the conventional nature of the English language that have been praised before, are also responsible for the fact that the number of meanings that one wants to convey without having an ambiguous expression is indeed limited., a single phonetic expression (which I will analyze in detail in the following example) can actually have a number of different meanings. They can either be quite close to each other concerning their meaning or they can have completely unrelated meanings. These different shades of meaning or the completely unrelated meanings depend on the linguistic, the social and on the cultural context. The following example is simply meant to be a lead-in to the great variety of phenomena the historical development of word meaning has caused. It illustrates in how far one single sentence can be understood in different ways. Starting from here, one will understand how much word meaning has developed.

History should be studied because it is essential to individuals and to society, and because it harbors beauty. There are many ways to discuss the real functions of the subject-as there are many different historical talents and many different paths to historical meaning. All definitions of history’s utility, however, rely on two fundamental facts.

History Helps Us Understand People and Societiesthe first place, history offers a storehouse of information about how people and societies behave. Understanding the operations of people and societies is difficult, though a number of disciplines make the attempt. An exclusive reliance on current data would needlessly handicap our efforts. How can we evaluate war if the nation is at peace-unless we use historical materials? How can we understand genius, the influence of technological innovation, or the role that beliefs play in shaping family life, if we don’t use what we know about experiences in the past? Some social scientists attempt to formulate laws or theories about human behavior. But even these recourses depend on historical information, except for in limited, often artificial cases in which experiments can be devised to determine how people act. Major aspects of a society’s operation, like mass elections, missionary activities, or military alliances, cannot be set up as precise experiments. Consequently, history must serve, however imperfectly, as our laboratory, and data from the past must serve as our most vital evidence in the unavoidable quest to figure out why our complex species behaves as it does in societal settings. This, fundamentally, is why we cannot stay away from history: it offers the only extensive evidential base for the contemplation and analysis of how societies function, and people need to have some sense of how societies function simply to run their own lives.

History Helps Us Understand Change and How the Society We Live in Came to Besecond reason history is inescapable as a subject of serious study follows closely on the first. The past causes the present, and so the future. Any time we try to know why something happened-whether a shift in political party dominance in the American Congress, a major change in the teenage suicide rate, or a war in the Balkans or the Middle East-we have to look for factors that took shape earlier. Sometimes fairly recent history will suffice to explain a major development, but often we need to look further back to identify the causes of change. Only through studying history can we grasp how things change; only through history can we begin to comprehend the factors that cause change; and only through history can we understand what elements of an institution or a society persist despite change.importance of history in explaining and understanding change in human behavior is no mere abstraction. Take an important human phenomenon such as alcoholism. Through biological experiments scientists have identified specific genes that seem to cause a proclivity toward alcohol addiction in some individuals. This is a notable advance. But alcoholism, as a social reality, has a history: rates of alcoholism have risen and fallen, and they have varied from one group to the next. Attitudes and policies about alcoholism have also changed and varied. History is indispensable to understanding why such changes occur. And in many ways historical analysis is a more challenging kind of exploration than genetic experimentation. Historians have in fact greatly contributed in recent decades to our understanding of trends (or patterns of change) in alcoholism and to our grasp of the dimensions of addiction as an evolving social problem.of the leading concerns of contemporary American politics is low voter turnout, even for major elections. A historical analysis of changes in voter turnout can help us begin to understand the problem we face today. What were turnouts in the past? When did the decline set in? Once we determine when the trend began, we can try to identify which of the factors present at the time combined to set the trend in motion. Do the same factors sustain the trend still, or are there new ingredients that have contributed to it in more recent decades? A purely contemporary analysis may shed some light on the problem, but a historical assessment is clearly fundamental-and essential for anyone concerned about American political health today., then, provides the only extensive materials available to study the human condition. It also focuses attention on the complex processes of social change, including the factors that are causing change around us today. Here, at base, are the two related reasons many people become enthralled with the examination of the past and why our society requires and encourages the study of history as a major subject in the schools.Importance of History in Our Own Livestwo fundamental reasons for studying history underlie more specific and quite diverse uses of history in our own lives. History well told is beautiful. Many of the historians who most appeal to the general reading public know the importance of dramatic and skillful writing-as well as of accuracy. Biography and military history appeal in part because of the tales they contain. History as art and entertainment serves a real purpose, on aesthetic grounds but also on the level of human understanding. Stories well done are stories that reveal how people and societies have actually functioned, and they prompt thoughts about the human experience in other times and places. The same aesthetic and humanistic goals inspire people to immerse themselves in efforts to reconstruct quite remote pasts, far removed from immediate, present-day utility. Exploring what historians sometimes call the «pastness of the past» — the ways people in distant ages constructed their lives-involves a sense of beauty and excitement, and ultimately another perspective on human life and society.

History Contributes to Moral Understandingalso provides a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows a student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in difficult settings. People who have weathered adversity not just in some work of fiction, but in real, historical circumstances can provide inspiration. «History teaching by example» is one phrase that describes this use of a study of the past-a study not only of certifiable heroes, the great men and women of history who successfully worked through moral dilemmas, but also of more ordinary people who provide lessons in courage, diligence, or constructive protest.Provides Identityalso helps provide identity, and this is unquestionably one of the reasons all modern nations encourage its teaching in some form. Historical data include evidence about how families, groups, institutions and whole countries were formed and about how they have evolved while retaining cohesion. For many Americans, studying the history of one’s own family is the most obvious use of history, for it provides facts about genealogy and (at a slightly more complex level) a basis for understanding how the family has interacted with larger historical change. Family identity is established and confirmed. Many institutions, businesses, communities, and social units, such as ethnic groups in the United States, use history for similar identity purposes. Merely defining the group in the present pales against the possibility of forming an identity based on a rich past. And of course nations use identity history as well-and sometimes abuse it. Histories that tell the national story, emphasizing distinctive features of the national experience, are meant to drive home an understanding of national values and a commitment to national loyalty.

Studying History Is Essential for Good Citizenshipstudy of history is essential for good citizenship. This is the most common justification for the place of history in school curricula. Sometimes advocates of citizenship history hope merely to promote national identity and loyalty through a history spiced by vivid stories and lessons in individual success and morality. But the importance of history for citizenship goes beyond this narrow goal and can even challenge it at some points.that lays the foundation for genuine citizenship returns, in one sense, to the essential uses of the study of the past. History provides data about the emergence of national institutions, problems, and values-it’s the only significant storehouse of such data available. It offers evidence also about how nations have interacted with other societies, providing international and comparative perspectives essential for responsible citizenship. Further, studying history helps us understand how recent, current, and prospective changes that affect the lives of citizens are emerging or may emerge and what causes are involved. More important, studying history encourages habits of mind that are vital for responsible public behavior, whether as a national or community leader, an informed voter, a petitioner, or a simple observer.

What Skills Does a Student of History Develop?does a well-trained student of history, schooled to work on past materials and on case studies in social change, learn how to do? The list is manageable, but it contains several overlapping categories.Ability to Assess Evidence. The study of history builds experience in dealing with and assessing various kinds of evidence-the sorts of evidence historians use in shaping the most accurate pictures of the past that they can. Learning how to interpret the statements of past political leaders-one kind of evidence-helps form the capacity to distinguish between the objective and the self-serving among statements made by present-day political leaders. Learning how to combine different kinds of evidence-public statements, private records, numerical data, visual materials-develops the ability to make coherent arguments based on a variety of data. This skill can also be applied to information encountered in everyday life.Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse, often conflicting interpretations. Understanding how societies work-the central goal of historical study-is inherently imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of human experience, provides training. This is one area in which the full benefits of historical study sometimes clash with the narrower uses of the past to construct identity. Experience in examining past situations provides a constructively critical sense that can be applied to partisan claims about the glories of national or group identity. The study of history in no sense undermines loyalty or commitment, but it does teach the need for assessing arguments, and it provides opportunities to engage in debate and achieve perspective.in Assessing Past Examples of Change. Experience in assessing past examples of change is vital to understanding change in society today-it’s an essential skill in what we are regularly told is our «ever-changing world.» Analysis of change means developing some capacity for determining the magnitude and significance of change, for some changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students of history develop this capacity. The ability to identify the continuities that always accompany even the most dramatic changes also comes from studying history, as does the skill to determine probable causes of change. Learning history helps one figure out, for example, if one main factor-such as a technological innovation or some deliberate new policy-accounts for a change or whether, as is more commonly the case, a number of factors combine to generate the actual change that occurs.study, in sum, is crucial to the promotion of that elusive creature, the well-informed citizen. It provides basic factual information about the background of our political institutions and about the values and problems that affect our social well-being. It also contributes to our capacity to use evidence, assess interpretations, and analyze change and continuities. No one can ever quite deal with the present as the historian deals with the past-we lack the perspective for this feat; but we can move in this direction by applying historical habits of mind, and we will function as better citizens in the process.Is Useful in the World of Workis useful for work. Its study helps create good businesspeople, professionals, and political leaders. The number of explicit professional jobs for historians is considerable, but most people who study history do not become professional historians. Professional historians teach at various levels, work in museums and media centers, do historical research for businesses or public agencies, or participate in the growing number of historical consultancies. These categories are important-indeed vital-to keep the basic enterprise of history going, but most people who study history use their training for broader professional purposes. Students of history find their experience directly relevant to jobs in a variety of careers as well as to further study in fields like law and public administration. Employers often deliberately seek students with the kinds of capacities historical study promotes. The reasons are not hard to identify: students of history acquire, by studying different phases of the past and different societies in the past, a broad perspective that gives them the range and flexibility required in many work situations. They develop research skills, the ability to find and evaluate sources of information, and the means to identify and evaluate diverse interpretations. Work in history also improves basic writing and speaking skills and is directly relevant to many of the analytical requirements in the public and private sectors, where the capacity to identify, assess, and explain trends is essential. Historical study is unquestionably an asset for a variety of work and professional situations, even though it does not, for most students, lead as directly to a particular job slot, as do some technical fields. But history particularly prepares students for the long haul in their careers, its qualities helping adaptation and advancement beyond entry-level employment. There is no denying that in our society many people who are drawn to historical study worry about relevance. In our changing economy, there is concern about job futures in most fields. Historical training is not, however, an indulgence; it applies directly to many careers and can clearly help us in our working lives.Kind of History Should We Study?question of why we should study history entails several subsidiary issues about what kind of history should be studied. Historians and the general public alike can generate a lot of heat about what specific history courses should appear in what part of the curriculum. Many of the benefits of history derive from various kinds of history, whether local or national or focused on one culture or the world. Gripping instances of history as storytelling, as moral example, and as analysis come from all sorts of settings. The most intense debates about what history should cover occur in relation to identity history and the attempt to argue that knowledge of certain historical facts marks one as an educated person. Some people feel that in order to become good citizens students must learn to recite the preamble of the American constitution or be able to identify Thomas Edison-though many historians would dissent from an unduly long list of factual obligations. Correspondingly, some feminists, eager to use history as part of their struggle, want to make sure that students know the names of key past leaders such as Susan B. Anthony. The range of possible survey and memorization chores is considerable-one reason that history texts are often quite long.is a fundamental tension in teaching and learning history between covering facts and developing historical habits of mind. Because history provides an immediate background to our own life and age, it is highly desirable to learn about forces that arose in the past and continue to affect the modern world. This type of knowledge requires some attention to comprehending the development of national institutions and trends. It also demands some historical understanding of key forces in the wider world. The ongoing tension between Christianity and Islam, for instance, requires some knowledge of patterns that took shape over 12 centuries ago. Indeed, the pressing need to learn about issues of importance throughout the world is the basic reason that world history has been gaining ground in American curriculums. Historical habits of mind are enriched when we learn to compare different patterns of historical development, which means some study of other national traditions and civilizations.key to developing historical habits of mind, however, is having repeated experience in historical inquiry. Such experience should involve a variety of materials and a diversity of analytical problems. Facts are essential in this process, for historical analysis depends on data, but it does not matter whether these facts come from local, national, or world history-although it’s most useful to study a range of settings. What matters is learning how to assess different magnitudes of historical change, different examples of conflicting interpretations, and multiple kinds of evidence. Developing the ability to repeat fundamental thinking habits through increasingly complex exercises is essential. Historical processes and institutions that are deemed especially important to specific curriculums can, of course, be used to teach historical inquiry. Appropriate balance is the obvious goal, with an insistence on factual knowledge not allowed to overshadow the need to develop historical habits of mind.to certain essential historical episodes and experience in historical inquiry are crucial to any program of historical study, but they require supplement. No program can be fully functional if it does not allow for whimsy and individual taste. Pursuing particular stories or types of problems, simply because they tickle the fancy, contributes to a rounded intellectual life. Similarly, no program in history is complete unless it provides some understanding of the ongoing role of historical inquiry in expanding our knowledge of the past and, with it, of human and social behavior. The past two decades have seen a genuine explosion of historical information and analysis, as additional facets of human behavior have been subjected to research and interpretation. And there is every sign that historians are continuing to expand our understanding of the past. It’s clear that the discipline of history is a source of innovation and not merely a framework for repeated renderings of established data and familiar stories.study history? The answer is because we virtually must, to gain access to the laboratory of human experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical thinking, and simple awareness. The uses of history are varied. Studying history can help us develop some literally «salable» skills, but its study must not be pinned down to the narrowest utilitarianism. Some history-that confined to personal recollections about changes and continuities in the immediate environment-is essential to function beyond childhood. Some history depends on personal taste, where one finds beauty, the joy of discovery, or intellectual challenge. Between the inescapable minimum and the pleasure of deep commitment comes the history that, through cumulative skill in interpreting the unfolding human record, provides a real grasp of how the world works.say that Bilbo’s breath was taken away is no description at all. There are no words left to express his staggerment, since Men changed the language that they learned of elves in the days when all the world was wonderful. Bilbo had heard tell and sing of dragon-hoards before, but the splendour, the lust, the glory of such treasure had never yet come home to him..R.R. Tolkien, «The Hobbit»the history of semantic change had to be summed up as one process, it would be that of specialization. The Anglo Saxons 1500 years ago made do with perhaps 30,000 words in their complete vocabulary, while Modern English has anywhere from 500,000 to a million words, depending on whether or not scientific vocabularies are included.

«In the beginning was the Word, and the Word was God, and the Word was with God.» It could be argued that originally there was one word, from which all others have sprung. The origins of language will never be known, but the first language probably had a vocabulary of a few hundred words, providing a rich enough vocabulary for a primitive people who had few materials and fewer abstract concepts. Many of the words of the first languages had very broad senses of meaning.instance, the word inspire is from the Latin inspirare, which literally means «to breathe into». Its archaic meaning is «to breathe life into», with newer meanings like «to be the cause of», «to elicit», «to move to action», «to exalt» and «to guide by divine influence». Now if a minister were to speak of Adam as dust inspired, he might mean by that not just that the dust is having life breathed into it (the original etymological meaning), but also that the dust is being exalted and given form, that it is being moved to action, and that it is being divinely guided (these are the metaphorical or extended meanings). In other words, this minister might not mean just one of the definitions of inspired but all of them simultaneously.extended meanings are branches that have split off from the trunk, and our hypothetical minister has simply traced them back to the root.you seek to create a language from an earlier time, you should probably develop a small vocabulary, with it words having much more overlapping of meaning than the vocabularies of modern languages. Imagine a word spiratholmos — an ancient ancestor to Latin inspirare — meaning «wind, breath, voice, spirit.» A speaker who used the word spiratholmos would regard the wind in the trees as the breath of the earth, the voice of God, the spirit animating each of us.is different way of looking at words, and prompted Tolkien to write, «There are no words left to express his staggerment, since Men changed the language that they learned of elves in the days when all the world was wonderful.» What Tolkien’s elves might have expressed in one word, resonant with meaning, Tolkien’s diminutive man cannot express at all.change can be viewed dispassionately as a natural process, but it can also be invested with a spiritual significance, as Tolkien and Suffield have done. A model language is an art form and its crafting can even convey this theme of spiritual isolation. As Ronald Suffield wrote, «no word is still the word, but, a loafward has become lord.»are the goddy tawdry maudlin for they shall christgeewhiz bow down before him: bedead old men, priest and prester, babeling a pitterpatternoster: no word is still the word, but, a loafward has become lord.Suffield, «The Tenth Beatitude»subtle poem by the English philologist Ronald Suffield is actually written at two levels. For Suffield intends that the reader hold in mind not just the current meanings of these words but the original meanings as well. For the meaning of a word changes over time. The example everyone knows is gay, which originally meant «merry», but because some people are a little too merry came to mean «wanton», and because some people are a little too wanton came to mean «homosexual», which is the sense almost exclusively used now.model language that you develop will have words that are descended from words with quite different meanings. Some of the words used in Ronald Suffield’s poem, The Tenth Beatitude, will be used to demonstrate how words change through time.is the process by which a word’s meaning worsens or degenerates, coming to represent something less favorable than it originally did. Most of the words in Suffield’s poem have undergone pejoration.instance, the word silly begins Suffield’s poem and meant in Old English times «blessed», which is why Suffield calls his poem a beatitude (Christ’s beatitudes begin with «blessed are the…»). How did a word meaning «blessed» come to mean «silly»? Well, since people who are blessed are often innocent and guileless, the word gradually came to mean «innocent». And some of those who are innocent might be innocent because they haven’t the brains to be anything else. And some of those who are innocent might be innocent because they knowingly reject opportunities for temptation. In either case, since the more worldly-wise would take advantage of their opportunities, the innocents must therefore be foolish, which of course is the current primary meaning of the word silly.word goddy in the poem is a metaplasmus (artful misspelling) of gaudy. The word gaudy was derived from the Latin word gaudium, «joy», which was applied to praying (as a type of rejoicing). Because the most common prayers in Middle English times were the prayers of the rosary, Middle English gaude came to be associated with the rosary and came to mean «an ornamental rosary bead». Unfortunately, not all who prayed with the rosary were genuinely pious; many were like the Pharisees of old and just wanted to be seen praying — religion for them was decorative (ornamental) rather than functional. As a result, modern English gaudy gradually acquired its current meaning of tasteless or ostentatious ornamentation.related word to gaudy, which is not explicitly referenced in Suffield’s poem but is implied, is bead (in the poem, bedead is probably an anagrammatic play on beaded). In Middle English times, bead (then spelled ‘bede’) referred only to a rosary bead. Middle English bede was itself descended from Old English gebed, prayer. The phrase telling one’s beads was literally «saying one’s prayers», with each rosary bead used to keep count of the number of prayers said. In the days when all English-speaking Christians were Catholics, using the rosary was such a common practice that it was only natural for the word for prayer to become the word for the bead used to say a prayer.this way, Suffield is arguing, deep spiritual communication has been trivialized into a trinket. Modern English bead has come so far from its original center that its sphere of meaning no longer includes prayer — but does include other small round objects, such as beads of sweat.word rosary, incidentally, originally was Latin for «a rose garden», which was applied as a metaphorical description of the prayer cycle, which was «a rose garden of prayers», with the rose garden symbolizing both the Garden of Eden (or paradise, which originally meant, well we could go on forever…) and the rose of the Virgin Mary.word that has shown similar semantic degeneration to gaudy is tawdry. In the eighth century, AEthelthy/rth, Queen of Northumbria, abdicated her office and renounced the pleasures of the flesh, having her marriage to the King of Northumbria annulled to become abbess of a monastery on the Isle of Ely. This act of sacrifice and her subsequent holiness prompted others to revere her as a saint. Legend has it that she died of a disease of the throat, a disease that she regarded as judgment upon the vanity of her youth, when she loved to wear beautiful necklaces in court. Eventually, AEthelthy/rth was beatified, and — as by this time phonetic change had simplified her name to Audrey — she was known as St. Audrey. An annual fair was held in her memory each October 17th, and at the fair were sold cheap souvenirs, including a neck lace called St. Audrey’s lace. In England, the initial [s] of saints’ names is often elided (for instance, the town of St. Albans in Hertfordshire is locally pronounced as [talbans] by some). As a result of this process, by the 1800s, the necklaces were called tawdry laces. It wasn’t long before tawdry was applied to the other cheap souvenirs sold at the annual fair, with the result that tawdry became a general adjective meaning «gaudy and cheap in appearance».word tawdry is not the only eponymous word to degenerate: the last word in Suffield’s first stanza, maudlin, is short for Magdalene. Mary Magdalene was the reformed prostitute who wept at Christ’s tomb that first Easter morning; this weeping has been memorialized in innumerable medieval paintings and stain-glass windows. As a result, her name came to be used to describe anyone who was weeping, and from there the meaning radiated out to «excessively sentimental.» Magdalene came to be pronounced maudlin through gradual phonetic change; in fact, Magdalen College at Oxford University is locally known as Maudlin. Silly are the goddy tawdry maudlin.on to the next line of Suffield’s poem (for they shall christgeewhiz bow down before him), we find another religious figure, of greater stature than Mary Magdalene or St. Audrey, who has had his name spawn many new words. Of course, this is Jesus Christ, whose name has become an oath. Because swearing is considered inappropriate in polite society, people slightly changed the sound of the invective. Damn it! became darn it!, shit! became shoot!, Jesus! became gee, gee whiz and geez and Jesus Christ! became Jiminy Crickets, among others. These euphemistic changes are called minced oaths.final word in Suffield’s poem to undergo pejoration is paternoster, which is descended from the Latin pater noster, which represents «Our Father», the first words of the Lord’s Prayer. As a result of this relationship, the words came to be known as another name for the Lord’s Prayer and came to mean one of the large beads on a rosary on which the Paternoster was recited (those beads again!). As its meaning radiated outward from «large bead», it even came to mean «a weighted fishing line with hooks connected by bead-like swivels». The word paternoster also came to mean any word-formula spoken as a prayer or magic spell. Since the Paternoster was in Latin, and in Medieval times Latin was no longer the native language of any of the reciters, the prayer was often recited quickly and with little regard for the sense of the words. Because of this, paternoster came to mean meaningless chatter, words empty of meaning — this sense of the word gave rise to the form patter. (The word pitter-patter, though used by Suffield in his poem, is actually etymologically unrelated to the word patter with this meaning.)has the sense of meaningless words, and sharp words can become rounded and dull. But although Suffield laments that no word is still the Word [of God], some words do assume a dignity they had not before possessed.is the process by which a word’s meaning improves or becomes elevated, coming to represent something more favorable than it originally referred to.words that have undergone amelioration are priest and prester. Both words (along with presbyter) are descended from the Greek word presbuteros, «older man, elder», a comparative form of the word presbus, «old man». Because churches of most religions are headed by elders and not youth, and because age is often equated with wisdom, the Greek word gradually acquired the meaning of «church leader, priest». The different forms represent borrowings made at different times, with priest being the oldest English form, followed by prester, followed by the learned borrowing of presbyter.

In what for Suffield is the greatest example of amelioration, the early Old English word hláfweard, which if translated using its descendant words would be rendered loafward, meant «the keeper of the bread» and was applied to the head of a household. Although «keeper of the bread» might bear witness to the importance of that most basic of foodstuffs to early Anglo-Saxons, alternatively one might argue that it had no more literal sense than bread — does in the modern word breadwinner. The word hláfweard has been shortened over time, first to hláford and then to lord. Over time, the word has been used of not just any head of household but of princes and nobility; this sense was extended to include the Prince of Light, God. For Suffield, this extension of lord makes a fitting appellation for Christ, given that Christ was the keeper of the bread of communion. The word lord, which ends the poem, stands in start contrast to the demeaning phrase christgeewhiz used earlier in the poem as an example of pejoration. By ending the poem with the word lord, Suffield offers a hope for redemption for all words.the poet Suffield believes that man has taken the meaning out of God’s words, reducing pater noster to patter and God’s son’s name to a curse. Yet if he is extreme in his view of pejoration as an example of man’s trivialization of God and rejection of divine meaning, the process of semantic change is almost universally condemned by teachers, scholars and other concerned language speakers. In fact, semantic drift is as natural as continental drift and almost as inexorable. The meanings of words change, sometimes for the worse, but sometimes providing useful distinctions. Some words, like lord, are even inspired.of semantic changethe above discussion shows, many people view semantic change with strong emotions. Some, like Suffield, may even perceive it as an almost diabolical force. The discussion of meaning change is often emotionally charged, with the meanings perceived as «improving» (amelioration) or «worsening» (pejoration) over time. This next section will attempt to provide a more clinical overview of how words change meanings.this: flip through the dictionary and look at random for a word with four or more meanings, preferably a word you think you know. Chances are you will find that it has an unlikely hodge-podge of meanings, at least one of which will surprise you. Here’s what I found when I tried this myself: daughter has these senses, among others:’s female child.female descendant.woman thought of as if in a parent/child relationship: a daughter of Christ.personified as a female descendant: the Singer sewing machine is the daughter of the loom.. The immediate product of the radioactive decay of an element.last sense makes me want to write a short story, The Daughter of Fat Man, in which I could use the word daughter in at least three of its senses. How does a word come to have such broad, often very different, meanings?the simplest level, words do undergo only two types of meaning change, not amelioration and pejoration, but generalization (a word’s meaning widens to include new concepts), and specialization (a word’s meaning contracts to focus on fewer concepts).taxonomy of semantic changeknown as extension, generalization is the use of a word in a broader realm of meaning than it originally possessed, often referring to all items in a class, rather than one specific item. For instance, place derives from Latin platea, «broad street», but its meaning grew broader than the street, to include «a particular city», «a business office», «an area dedicated to a specific purpose» before broadening even wider to mean «area». In the process, the word place displaced (!) the Old English word stow and became used instead of the Old English word stede (which survives instead, steadfast, steady and — of course — instead).is a natural process, especially in situations of «language on a shoestring», where the speaker has a limited vocabulary at her disposal, either because she is young and just acquiring language or because she is not fluent in a second language. A first-year Spanish student on her first vacation in Spain might find herself using the word coche, «car», for cars, trucks, jeeps, buses, and so on. When my son Alexander was two, he used the word oinju (from orange juice) to refer to any type of juice, including grape juice and apple juice; wawa (from water) referred to water and hoses, among other things.examples of general English words that have undergone generalization include:Old Meaning«men’s wide breeches extending from waist to ankle»«broad street»opposite of generalization, specialization is the narrowing of a word to refer to what previously would have been but one example of what it referred to. For instance, the word meat originally referred to «any type of food», but came to mean «the flesh of animals as opposed to the flesh of fish». The original sense of meat survives in terms like mincemeat, «chopped apples and spices used as a pie filling»; sweetmeat, «candy»; and nutmeat, «the edible portion of a nut». When developing your model language, it is meet to leave compounds untouched, even if one of their morphemes has undergone specialization (or any other meaning change).an example from another language, the Japanese word koto originally referred to «any type of stringed instrument» but came to be used to refer only a specific instrument with 13 strings, which was played horizontally and was popular in the Edo Period.examples of specialization, from the development of English, include:Old Meaning«emotion»«animal»«countryside»«a young person»«to die»taxonomy of semantic changeother semantic change can be discussed in either terms of generalization or specialization. The following diagram shows different subtypes of meaning change., or extensionextensionor narrowingspecializationreversalshift in meaning results from the subsequent action of generalization and specialization over time: a word that has extended into a new area then undergoes narrowing to exclude its original meaning. In the unlikely event that all the senses of place except for «a business office» faded away, then place would be said to have undergone a shift.is a figure of speech where one word is substituted for a related word; the relationship might be that of cause and effect, container and contained, part and whole. For instance, Shakespeare’s comment «Is it not strange that sheep’s guts should hale souls out of men’s bodies?» (from Much Ado About Nothing) uses «sheep’s guts» to refer to the music produced by harpstrings. Had guts come to mean «music», then the meaning would have shifted due to metonymy.

The Greek word dóma originally meant «roof». In the same way English speakers will metonymically use roof to mean «house» (as in «Now we have a roof over our heads»), the Greeks frequently used dóma to refer to «house», so that that is now the standard meaning of the word. A Russian word will provide a similar example: vinograd, «vineyard», was so frequently used to refer to «grapes», as in «Let’s have a taste of the vineyard» that it has come to mean «grapes».extensionMurray Hopper, the late Admiral and computer pioneer, told a story of an early computer that kept calculating incorrectly. When technicians opened up its case to examine the wiring, which physically represented the machine’s logic, a huge dead moth was found, shorting out one of the circuits and causing the faulty logic. That moth was the first of its kind to achieve immortality. Because of it, software is now frequently plagued with «bugs».use of bug to refer to an error in computer logic was a metaphorical extension that became so popular that it is now part of the regular meaning of bug. The computer industry has a host of words whose meaning has been extended through such metaphors, including mouse for that now ubiquitous computer input device (so named because the cord connecting it to the computer made it resemble that cutest of rodents).extension is the extension of meaning in a new direction through popular adoption of an originally metaphorical meaning. The crane at a construction site was given its name by comparison to the long-necked bird of the same name. When the meaning of the word daughter was first extended from that of «one’s female child» to «a female descendant» (as in daughter of Eve), the listener might not have even noticed that the meaning had been extended.extension is almost a natural process undergone by every word. We don’t even think of it as meaning change. In its less obvious instances, we don’t even see it as extending the meaning of a word. For example, the word illuminate originally meant «to light up», but has broadened to mean «to clarify», «to edify». These meanings seem so natural as to be integral parts of the words, where senses such as «to celebrate» and «to adorn a page with designs» seem like more obvious additions.few specific metaphors are common to many different languages, and words can be shown to have undergone similar, if independent, developments. Thus the Welsh word haul and the Gaelic word súil, both meaning «sun», have both come to mean «eye». Nor is this metaphor a stranger to English, where the daisy was in Old English originally a compound meaning «day’s eye», from its yellow similarity to the sun.often, languages will differ in the precise correspondences between words, so that some languages have broad words with many meanings, which must be translated into multiple words in another language. A word like paternoster, discussed earlier, with senses ranging from the «Lord’s Prayer» to «a magic spell» to «a large bead» to «a weighted fishing line» will have to be translated into four different words in another language (though I challenge you to find an English-to-language-of-your — choice dictionary that indicates the four meanings of paternoster).Old Meaning«to light up»is metaphorical extension on a grander scale, with new meanings radiating from a central semantic core to embrace many related ideas. The word head originally referred to that part of the human body above the rest. Since the top of a nail, pin or screw is, like the human head, the top of a slim outline, that sense has become included in the meaning of head. Since the bulb of a cabbage or lettuce is round like the human head, that sense has become included in the meaning of head. Know where I’m headed with this? The meaning of the word head has radiated out to include the head of a coin (the side picturing the human head), the head of the list (the top item in the list), the head of a table, the head of the family, a head of cattle, $50 a head. But I’ll stop while I’m ahead.words that have similarly radiated meanings outward from a central core include the words heart, root and sun.only specific subtype of specialization that I have identified is contextual specialization.specializationword undertaker originally meant «one who undertakes a task, especially one who is an entrepreneur». This illustrates contextual specialization, where the meaning of a word is reshaped under pressure from another word that had frequently co-occured with it: thus undertaker acquired its meaning from constant use of the phrase funeral undertaker; eventually, under the pressure towards euphemism, the word funeral was dropped.example of contextual specialization is doctor, which originally meant «a teacher» and then later «an expert», where it came to be used in the phrase medical doctor; now of course this is redundant and medical is omitted, with the primary sense of doctor having become more specialized.Old Meaning«entrepreneur»«teacher»heard an American student at Cambridge University telling some English friends how he climbed over a locked gate to get into his college and tore his pants, and one of them asked, ‘But, how could you tear your pants and not your trousers?Moss, «British/American Language Dictionary»occur when the sense of a word expands and contracts, with the final focus of the meaning different from the original. For some reason, words describing clothing tend to shift meanings more frequently than other words, perhaps because fashion trends come and go, leaving words to seem as old fashioned as the clothing they describe. Who today wants to wear bloomers, knickers or pantaloons?word pants has an interesting history. It’s ultimate etymon is Old Italian Pantalone. In the 1600s, Italy developed commedia dell’arte, a style of comedy based on improvisation using stock characters. Pantalone was a stock character who was portrayed as a foolish old man wearing slippers and tight trousers. Through regular metyonmy, speakers of Old French borrowed his name to describe his Italian trousers. Their word was then borrowed into English as pantaloon, which in time was shortened to pants and came to mean trousers in general. British speakers of English have modified the meaning again to the sense of «underpants», resulting in the confusing situation described in Norman Moss’ quote above.like discarded laundry along the divide separating British and American English are quite a few words for clothing, as the following table shows.Meaning: English dialect jump: «loose jacket»: «pinafore»: «a light pullover»: knickerbockers: «breeches banded below knee»: «boy’s baggy trousers banded below knee»: «bloomers, old-fashioned female underpants»: pantaloon, from Old French pantalon: «men’s wide breeches extending from waist to ankle»: «trousers»: «underpants»: suspend: (unchanged) «straps to support trousers»: (unchanged): «garter»: tight, adj.: (unchanged) «snug, stretchable apparel worn from neck to toe; typically worn by dancers or acrobats»: (unchanged): «pantyhose»: Old French veste It. Lat. vestis: «clothing»: «waistcoat»: «undershirt»’s poem gave many good examples of amelioration, including priest from «old man». A complementary term, pastor, likewise underwent amelioration, originally meaning «shepherd» (a sense surviving in the word pastoral), but coming to mean its current sense of «minister» by the extensive Christian references to «the Lord is my shepherd» as a call to ministry.following table shows other examples, including pluck in the sense of He has a lot of pluck.Old Meaning«abuse»(«courage») «entrails» «shepherd»(«spirit») «act of tugging» «woman»James II called the just completed St. Paul’s Cathedral amusing, awful and artificial. Call the just completed rock and roll museum in Cleveland amusing, awful and artificial, and you may be accurate but you will mean something quite different from King James. When he lived, those words meant that the cathedral was «pleasing, awe-inspiring and artful» respectively. The meaning of each word has grown more negative with time. People seem much more likely to drag words down than to lift them up, to build museums instead of cathedrals, as the following examples may demonstrate.Old Meaning«strong»«knowing»«distinguished, standing out from the herd»«a boy»«famous»«flexible»«popular»reversala word will shift so far from its original meaning that its meaning will nearly reverse. Fascinatingly enough, the word manufacture originally meant «to make by hand».Old Meaning«an original»«to sort out»«to make by hand»contronym is like a word that has undergone semantic reversal, only the tension has not eased: the word still preserves its original meaning, along with a contradictory — if not exactly counterposed — meaning.Meanings«happening every other month», «happening twice monthly»«happening every other week», «happening twice weekly»«to overwhelm with force, especially rape»*, «to overwhelm with emotion, enrapture»«authoritative measure of approval»*, «coercive measure of disapproval of nation against nation»Brit. «to put on the table for discussion», Amer. «to set aside a motion rather than discuss it», biannual means only «twice each year», with no recorded sense of «every other year» in Webster’s II New Riverside University Dictionary.word cleave (meaning «to split or separate» or «to adhere or cling») is actually two different words, both from the Old English (cle-ofan and cleofian respectively) but by changes in pronunciation, these words have evolved the same current form.nadir of semantics is meaninglessness. The final semantic change. The death of meaning. The defeat of sigor.word sigor is Old English for «victory». It is now meaningless to almost all English speakers, except for those familiar with Old English or with German (where its cognate survives in Seig).now know what sigor means. Is this a change in its meaning or a change in the very state of the word? Is death part of life?change across languages

for a moment that sigor had survived. It might have been changed to siyor, and its meaning could have generalized to «success». It would then stand in contrast to the German Seig.languages, or dialects of a language, often have the same basic word with different meanings. These word pairs then become known as «false friends» to speakers trying to learn the other language. For instance, German Lust means «pleasure», which is in fact the original meaning of the English word, which comes from the same common ancestor as Lust. In English, lust underwent specialization and pejoration, as speakers associated it with only one type of pleasure. The British and American English clothing terms also show how related languages can send words off in different directions over time.you develop your model languages, you should have words in related languages undergo different semantic changes. Situations where a word’s meaning changes in two related languages are relatively rare, the example of the Irish and Gaelic words for «sun» evolving into «eye» notwithstanding.languages borrow words, they frequently change the meanings of those borrowings, typically making generic words more specific, in the same way that one language’s place names often grew out of another language’s generic words for concepts such as «hill», «river» and «town». Take the history of the Low German word spittal, derived from a generic Romance word for «hospital» but then applied to «a hospital for lepers».change through timemeaning changehistory of meaning changemeaning changeare slowly changing in meaning even now, though the changes happen at the speed of continental drift rather than with the sudden jolt of earthquakes. To conclude this issue, and to summarize the types of meaning change discussed here, I have extrapolated how some words might change meanings in the next 25 years.: entrepreneur, «small-business owner or worker» (because of its favorable connotations, this word was widely adopted as a label, even by those who were not risk takers).: sun-cell, «electric car» (so called because of the prominent solar cell on the roof of the vehicle).Extension: surfaced, «checked all Internet messages, including e-mail, voice mail and video mail» (originally popularized in the phrase I just surfaced from checking my flood of e-mail; given added cachet under the influence of surf, which see).: Internet, «Internet, narrowcast television, narrowcast radio, virtual reality, videoconferencing» (because it all was added onto the ‘Net).: surf, «navigate the Internet» (traditional «water surfing» becomes called sea-boarding).Specialization: candidate, «political candidate» (the word contestant began to be used instead of candidate for non-political contexts).: fax, «point-to-point e-mail» (e-mail gradually superseded fax). post-modern, «modern» (by calling everything modern post — modern, this change was inevitable).: temp, «specialist».: liberal, «idiot» (this term was used as an insult as early as 1988 and was gradually abandoned as a label by the Democrats it originally described). job, «drudgery».Reversal: modern, «obsolete» (thanks to the change in meaning of post-modern). putrid, «cool» (slang).: communism, «communism, capitalism» (courtesy of the Hong Kong communists).: perestroika (this word was used only by historians interested in how the Russian economy followed that of Sicily).you want to create a slang or jargon, besides coining new words you should change the meanings of current words, much as these examples did. Just be aware that it is easier for an outsider to pick up new words than old words whose meaning has changed, since the outsider will bring all his assumptions from past experience to bear, so that when he hears a teenager call something putrid, he will assume that it is putrid.history of meaning changesay that Bilbo’s breath was taken away is no description at all. There are no words left to express his staggerment, since Men changed the language that they learned of elves in the days when all the world was wonderful. Bilbo had heard tell and sing of dragon-hoards before, but the splendour, the lust, the glory of such treasure had never yet come home to him..R.R. Tolkien, «The Hobbit»the history of semantic change had to be summed up as one process, it would be that of specialization. The Anglo Saxons 1500 years ago made do with perhaps 30,000 words in their complete vocabulary, while Modern English has anywhere from 500,000 to a million words, depending on whether or not scientific vocabularies are included.

«In the beginning was the Word, and the Word was God, and the Word was with God.» It could be argued that originally there was one word, from which all others have sprung. The origins of language will never be known, but the first language probably had a vocabulary of a few hundred words, providing a rich enough vocabulary for a primitive people who had few materials and fewer abstract concepts. Many of the words of the first languages had very broad senses of meaning.instance, the word inspire is from the Latin inspirare, which literally means «to breathe into». Its archaic meaning is «to breathe life into», with newer meanings like «to be the cause of», «to elicit», «to move to action», «to exalt» and «to guide by divine influence». Now if a minister were to speak of Adam as dust inspired, he might mean by that not just that the dust is having life breathed into it (the original etymological meaning), but also that the dust is being exalted and given form, that it is being moved to action, and that it is being divinely guided (these are the metaphorical or extended meanings). In other words, this minister might not mean just one of the definitions of inspired but all of them simultaneously.extended meanings are branches that have split off from the trunk, and our hypothetical minister has simply traced them back to the root.you seek to create a language from an earlier time, you should probably develop a small vocabulary, with it words having much more overlapping of meaning than the vocabularies of modern languages. Imagine a word spiratholmos — an ancient ancestor to Latin inspirare — meaning «wind, breath, voice, spirit.» A speaker who used the word spiratholmos would regard the wind in the trees as the breath of the earth, the voice of God, the spirit animating each of us.is different way of looking at words, and prompted Tolkien to write, «There are no words left to express his staggerment, since Men changed the language that they learned of elves in the days when all the world was wonderful.» What Tolkien’s elves might have expressed in one word, resonant with meaning, Tolkien’s diminutive man cannot express at all.change can be viewed dispassionately as a natural process, but it can also be invested with a spiritual significance, as Tolkien and Suffield have done. A model language is an art form and its crafting can even convey this theme of spiritual isolation. As Ronald Suffield wrote, «no word is still the word, but, a loafward has become lord».

word moral experience semantic

The etymology of a word refers to its origin and historical development: that is, its earliest known use, its transmission from one language to another, and its changes in form and meaning. Etymology is also the term for the branch of linguistics that studies word histories.

What’s the Difference Between a Definition and an Etymology?

A definition tells us what a word means and how it’s used in our own time. An etymology tells us where a word came from (often, but not always, from another language) and what it used to mean.

For example, according to The American Heritage Dictionary of the English Language, the definition of the word disaster is «an occurrence causing widespread destruction and distress; a catastrophe» or «a grave misfortune.» But the etymology of the word disaster takes us back to a time when people commonly blamed great misfortunes on the influence of the stars.

Disaster first appeared in English in the late 16th century, just in time for Shakespeare to use the word in the play King Lear. It arrived by way of the Old Italian word disastro, which meant «unfavorable to one’s stars.»

This older, astrological sense of disaster becomes easier to understand when we study its Latin root word, astrum, which also appears in our modern «star» word astronomy. With the negative Latin prefix dis- («apart») added to astrum («star»), the word (in Latin, Old Italian, and Middle French) conveyed the idea that a catastrophe could be traced to the «evil influence of a star or planet» (a definition that the dictionary tells us is now «obsolete»).

Is the Etymology of a Word Its True Definition?

Not at all, though people sometimes try to make this argument. The word etymology is derived from the Greek word etymon, which means «the true sense of a word.» But in fact the original meaning of a word is often different from its contemporary definition.

The meanings of many words have changed over time, and older senses of a word may grow uncommon or disappear entirely from everyday use. Disaster, for instance, no longer means the «evil influence of a star or planet,» just as consider no longer means «to observe the stars.»

Let’s look at another example. Our English word salary is defined by The American Heritage Dictionary as «fixed compensation for services, paid to a person on a regular basis.» Its etymology can be traced back 2,000 years to sal, the Latin word for salt. So what’s the connection between salt and salary?

The Roman historian Pliny the Elder tells us that «in Rome, a soldier was paid in salt,» which back then was widely used as a food preservative. Eventually, this salarium came to signify a stipend paid in any form, usually money. Even today the expression «worth your salt» indicates that you’re working hard and earning your salary. However, this doesn’t mean that salt is the true definition of salary.

Where Do Words Come From?

New words have entered (and continue to enter) the English language in many different ways. Here are some of the most common methods.

• Borrowing
  The majority of the words used in modern English have been borrowed from other languages. Although most of our vocabulary comes from Latin and Greek (often by way of other European languages), English has borrowed words from more than 300 different languages around the world. Here are just a few examples:
  futon (from the Japanese word for «bedclothes, bedding»)
• hamster (Middle High German hamastra)
• kangaroo (Aboriginal language of Guugu Yimidhirr, gangurru , referring to a species of kangaroo)
• kink (Dutch, «twist in a rope»)
• moccasin (Native American Indian, Virginia Algonquian, akin to Powhatan mäkäsn and Ojibwa makisin)
• molasses (Portuguese melaços, from Late Latin mellceum, from Latin mel, «honey»)
• muscle (Latin musculus, «mouse»)
• slogan (alteration of Scots slogorne, «battle cry»)
• smorgasbord (Swedish, literally «bread and butter table»)
• whiskey (Old Irish uisce, «water,» and bethad, «of life»)
• Clipping or Shortening
  Some new words are simply shortened forms of existing words, for instance indie from independent; exam from examination; flu from influenza, and fax from facsimile.
• Compounding
  A new word may also be created by combining two or more existing words: fire engine, for example, and babysitter.
• Blends
  A blend, also called a portmanteau word, is a word formed by merging the sounds and meanings of two or more other words. Examples include moped, from mo(tor) + ped(al), and brunch, from br(eakfast) + (l)unch.
• Conversion or Functional Shift
  New words are often formed by changing an existing word from one part of speech to another. For example, innovations in technology have encouraged the transformation of the nouns network, Google, and microwave into verbs.
• Transfer of Proper Nouns
  Sometimes the names of people, places, and things become generalized vocabulary words. For instance, the noun maverick was derived from the name of an American cattleman, Samuel Augustus Maverick. The saxophone was named after Sax, the surname of a 19th-century Belgian family that made musical instruments.
• Neologisms or Creative Coinages
  Now and then, new products or processes inspire the creation of entirely new words. Such neologisms are usually short lived, never even making it into a dictionary. Nevertheless, some have endured, for example quark (coined by novelist James Joyce), galumph (Lewis Carroll), aspirin (originally a trademark), grok (Robert A. Heinlein).
• Imitation of Sounds
  Words are also created by onomatopoeia, naming things by imitating the sounds that are associated with them: boo, bow-wow, tinkle, click.

Why Should We Care About Word Histories?

If a word’s etymology is not the same as its definition, why should we care at all about word histories? Well, for one thing, understanding how words have developed can teach us a great deal about our cultural history. In addition, studying the histories of familiar words can help us deduce the meanings of unfamiliar words, thereby enriching our vocabularies. Finally, word stories are often both entertaining and thought provoking. In short, as any youngster can tell you, words are fun.

Originally, Semantics meant historical semantics — meaning change over time. All languages change, sometimes very quickly. Sometimes the meaning of words change. This is the focus of Historical Semantics.

Etymology

Etymology is an important part of Historical Semantics; it is the study of the origins and histories of words. You can find historical information about the origin of a word in ordinary dictionaries as well as in specialized etymological dictionaries.

Etymologists are concerned with where words (and related phrases) came from originally and how meaning has changed over time. The word etymology itself comes from the Greek word etymon which means “the true meaning of a word.” How did the word etymon enter the Greek language? Good question. Usually, however, the further back we look, the less evidence we can find. Very often, etymologists make guesses about the origins of words.

Consider, for example, the English words cook and cookie. While these words look similar, they are not related etymologically, as far as we can tell. The word cook, meaning “someone who cooks” moved from Latin into Old English while cookie, meaning a kind of biscuit, originated in Dutch and meant “a little cake.” Of course, if you try to look at the origins of words further and further back in time, evidence gets harder to find.

Semantic Change

Words often acquire different meanings as time passes. There might be a change in the concepts associated with a word, for example. Alternatively, the meaning of one word might split into two or more concepts. It is also possible for two separate concepts to merge in one word.

Sometimes a word might get a wider or narrower meaning than previously. For example, the modern English word bird comes from the Old English bridd, which meant “young bird.” The general word meaning “bird” in Old English was fugol, which corresponds to the modern word fowl. The modern English word meat originally meant “food in general.”

Words often change as they take on new metaphorical meaning. For example, the modern English word field originally meant “a piece of land” but now also means “an area of scientific study.”

Metonymy is when the name of one thing replaces that of something else, usually something closely related. For example, tea has come to mean “afternoon meal” as well as the famous drink.

Also, the crown, the hat worn by a king or queen, came to mean political power or authority.

Sometimes part of a word’s meaning, its connotations, can change. For example, the connotation of the modern word cunning is strongly negative today, meaning something like “sneaky.” However, in Old English the word  had the strongly positive connotation of “skillful or expert.”

Lexical Change

Sometimes completely new words enter a language. We call this linguistic borrowing. Many loan-words entered the English language from French after the Norman Conquest in 1066. Japanese has many loan-words from English.

Sometimes new words are created by analogy. A famous example is hamburger. This originated through a combination of the German town Hamburg and the affix -er. In other words, the famous meat dish was a Hamburg#er. English speakers understood this differently, however. I always thought the original Ham#burger was made of ham and I always thought it was strange that I had never eaten the original ham#burger. I had only ever eaten beef#burgers. I wasn’t the only person to think like this, and later I discovered fish#burgers, cheese#burgers, chili#burgers etc.

Clearly, there are lots of different reasons behind lexical change.

From Wikipedia, the free encyclopedia

«Etymologies» redirects here. For the work by Isidore of Seville, see Etymologiae.

Etymology ( ET-im-OL-ə-jee^[1]) is the study of the origin and evolution of a word’s semantic meaning across time, including its constituent morphemes and phonemes.^[2][3] It is a subfield of historical linguistics, and draws upon comparative semantics, morphology, semiotics, and phonetics.

For languages with a long written history, etymologists make use of texts, and texts about the language, to gather knowledge about how words were used during earlier periods, how they developed in meaning and form, or when and how they entered the language. Etymologists also apply the methods of comparative linguistics to reconstruct information about forms that are too old for any direct information to be available. By analyzing related languages with a technique known as the comparative method, linguists can make inferences about their shared parent language and its vocabulary. In this way, word roots in many European languages, for example, can be traced all the way back to the origin of the Indo-European language family.

Even though etymological research originated from the philological tradition, much current etymological research is done on language families where little or no early documentation is available, such as Uralic and Austronesian.

Etymology[edit]

The word etymology derives from the Greek word ἐτυμολογία (etumología), itself from ἔτυμον (étumon), meaning «true sense or sense of a truth», and the suffix -logia, denoting «the study of».^[4][5]

The term etymon refers to a word or morpheme (e.g., stem^[6] or root^[7]) from which a later word or morpheme derives. For example, the Latin word candidus, which means «white», is the etymon of English candid. Relationships are often less transparent, however. English place names such as Winchester, Gloucester, Tadcaster share in different modern forms a suffixed etymon that was once meaningful, Latin castrum ‘fort’.

Methods[edit]

Etymologists apply a number of methods to study the origins of words, some of which are:

• Philological research. Changes in the form and meaning of the word can be traced with the aid of older texts, if such are available.
• Making use of dialectological data. The form or meaning of the word might show variations between dialects, which may yield clues about its earlier history.
• The comparative method. By a systematic comparison of related languages, etymologists may often be able to detect which words derive from their common ancestor language and which were instead later borrowed from another language.
• The study of semantic change. Etymologists must often make hypotheses about changes in the meaning of particular words. Such hypotheses are tested against the general knowledge of semantic shifts. For example, the assumption of a particular change of meaning may be substantiated by showing that the same type of change has occurred in other languages as well.

Types of word origins[edit]

Etymological theory recognizes that words originate through a limited number of basic mechanisms, the most important of which are language change, borrowing (i.e., the adoption of «loanwords» from other languages); word formation such as derivation and compounding; and onomatopoeia and sound symbolism (i.e., the creation of imitative words such as «click» or «grunt»).

While the origin of newly emerged words is often more or less transparent, it tends to become obscured through time due to sound change or semantic change. Due to sound change, it is not readily obvious that the English word set is related to the word sit (the former is originally a causative formation of the latter). It is even less obvious that bless is related to blood (the former was originally a derivative with the meaning «to mark with blood»).

Semantic change may also occur. For example, the English word bead originally meant «prayer». It acquired its modern meaning through the practice of counting the recitation of prayers by using beads.

History[edit]

The search for meaningful origins for familiar or strange words is far older than the modern understanding of linguistic evolution and the relationships of languages, which began no earlier than the 18th century. From Antiquity through the 17th century, from Pāṇini to Pindar to Sir Thomas Browne, etymology had been a form of witty wordplay, in which the supposed origins of words were creatively imagined to satisfy contemporary requirements; for example, the Greek poet Pindar (born in approximately 522 BCE) employed inventive etymologies to flatter his patrons. Plutarch employed etymologies insecurely based on fancied resemblances in sounds. Isidore of Seville’s Etymologiae was an encyclopedic tracing of «first things» that remained uncritically in use in Europe until the sixteenth century. Etymologicum genuinum is a grammatical encyclopedia edited at Constantinople in the ninth century, one of several similar Byzantine works. The thirteenth-century Legenda Aurea, as written by Jacobus de Varagine, begins each vita of a saint with a fanciful excursus in the form of an etymology.^[8]

Ancient Sanskrit[edit]

The Sanskrit linguists and grammarians of ancient India were the first to make a comprehensive analysis of linguistics and etymology. The study of Sanskrit etymology has provided Western scholars with the basis of historical linguistics and modern etymology. Four of the most famous Sanskrit linguists are:

• Yaska (c. 6th–5th centuries BCE)
• Pāṇini (c. 520–460 BCE)
• Kātyāyana (6th-4th centuries BCE)
• Patañjali (2nd century BCE)

These linguists were not the earliest Sanskrit grammarians, however. They followed a line of ancient grammarians of Sanskrit who lived several centuries earlier like Sakatayana of whom very little is known. The earliest of attested etymologies can be found in Vedic literature in the philosophical explanations of the Brahmanas, Aranyakas, and Upanishads.

The analyses of Sanskrit grammar done by the previously mentioned linguists involved extensive studies on the etymology (called Nirukta or Vyutpatti in Sanskrit) of Sanskrit words, because the ancient Indians considered sound and speech itself to be sacred and, for them, the words of the sacred Vedas contained deep encoding of the mysteries of the soul and God.

Ancient Greco-Roman[edit]

One of the earliest philosophical texts of the Classical Greek period to address etymology was the Socratic dialogue Cratylus (c. 360 BCE) by Plato. During much of the dialogue, Socrates makes guesses as to the origins of many words, including the names of the gods. In his Odes Pindar spins complimentary etymologies to flatter his patrons. Plutarch (Life of Numa Pompilius) spins an etymology for pontifex, while explicitly dismissing the obvious, and actual «bridge-builder»:

The priests, called Pontifices…. have the name of Pontifices from potens, powerful because they attend the service of the gods, who have power and command overall. Others make the word refer to exceptions of impossible cases; the priests were to perform all the duties possible; if anything lays beyond their power, the exception was not to be cavilled. The most common opinion is the most absurd, which derives this word from pons, and assigns the priests the title of bridge-makers. The sacrifices performed on the bridge were amongst the most sacred and ancient, and the keeping and repairing of the bridge attached, like any other public sacred office, to the priesthood.

Medieval[edit]

Isidore of Seville compiled a volume of etymologies to illuminate the triumph of religion. Each saint’s legend in Jacobus de Varagine’s Legenda Aurea begins with an etymological discourse on the saint’s name:

Lucy is said of light, and light is beauty in beholding, after that S. Ambrose saith: The nature of light is such, she is gracious in beholding, she spreadeth over all without lying down, she passeth in going right without crooking by right long line; and it is without dilation of tarrying, and therefore it is showed the blessed Lucy hath beauty of virginity without any corruption; essence of charity without disordinate love; rightful going and devotion to God, without squaring out of the way; right long line by continual work without negligence of slothful tarrying. In Lucy is said, the way of light.^[9]

Modern era[edit]

Etymology in the modern sense emerged in the late 18th-century European academia, within the context of the wider «Age of Enlightenment,» although preceded by 17th century pioneers such as Marcus Zuerius van Boxhorn, Gerardus Vossius, Stephen Skinner, Elisha Coles, and William Wotton. The first known systematic attempt to prove the relationship between two languages on the basis of similarity of grammar and lexicon was made in 1770 by the Hungarian, János Sajnovics, when he attempted to demonstrate the relationship between Sami and Hungarian (work that was later extended to the whole Finno-Ugric language family in 1799 by his fellow countryman, Samuel Gyarmathi).^[10]

The origin of modern historical linguistics is often traced to Sir William Jones, a Welsh philologist living in India, who in 1782 observed the genetic relationship between Sanskrit, Greek and Latin. Jones published his The Sanscrit Language in 1786, laying the foundation for the field of Indo-European linguistics.^[11]

The study of etymology in Germanic philology was introduced by Rasmus Christian Rask in the early 19th century and elevated to a high standard with the German Dictionary of the Brothers Grimm. The successes of the comparative approach culminated in the Neogrammarian school of the late 19th century. Still in the 19th century, German philosopher Friedrich Nietzsche used etymological strategies (principally and most famously in On the Genealogy of Morals, but also elsewhere) to argue that moral values have definite historical (specifically, cultural) origins where modulations in meaning regarding certain concepts (such as «good» and «evil») show how these ideas had changed over time—according to which value-system appropriated them. This strategy gained popularity in the 20th century, and philosophers, such as Jacques Derrida, have used etymologies to indicate former meanings of words to de-center the «violent hierarchies» of Western philosophy.

Notable etymologists[edit]

• Ernest Klein (1899-1983), Hungarian-born Romanian-Canadian linguist, etymologist
• Marko Snoj (born 1959), Indo-Europeanist, Slavist, Albanologist, lexicographer, and etymologist
• Anatoly Liberman (born 1937), linguist, medievalist, etymologist, poet, translator of poetry and literary critic
• Michael Quinion (born c. 1943)

See also[edit]

Notes[edit]

References[edit]

• Alfred Bammesberger. English Etymology. Heidelberg: Carl Winter, 1984.
• Philip Durkin. «Etymology», in Encyclopedia of Language and Linguistics, 2nd edn. Ed. Keith Brown. Vol. 4. Oxford: Elsevier, 2006, pp. 260–7.
• Philip Durkin. The Oxford Guide to Etymology. Oxford/NY: Oxford University Press, 2009.
• William B. Lockwood. An Informal Introduction to English Etymology. Montreux, London: Minerva Press, 1995.
• Yakov Malkiel. Etymology. Cambridge: Cambridge University Press, 1993.
• Alan S. C. Ross. Etymology, with a special reference to English. Fair Lawn, N.J.: Essential Books; London: Deutsch, 1958.
• Michael Samuels. Linguistic Evolution: With Special Reference to English. Cambridge: Cambridge University Press, 1972.
• Bo Svensén. «Etymology», chap. 19 of A Handbook of Lexicography: The Theory and Practice of Dictionary-Making. Cambridge/NY: Cambridge University Press, 2009.
• Walther von Wartburg. Problems and Methods in Linguistics, rev. edn. with the collaboration of Stephen Ullmann. Trans. Joyce M. H. Reid. Oxford: Blackwell, 1969.

External links[edit]

• Media related to Etymology at Wikimedia Commons
• Etymology at Curlie.
• List of etymologies of words in 90+ languages.
• Online Etymology Dictionary.

Проектная работа «THE MEANING AND THE ORIGIN OF ENGLISH WORDS». Разработала Аниканова Ангелина, 11 класс. МОУ «Лицей №26», г. Подольск

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Предпросмотр презентации к проектной работе

Introduction

This paper is devoted to the meaning of English words and their origin. We tried to look into the process of words coming into the language and to gain an understanding of what is meaning itself, though the question “What is meaning?” is one of those questions which are easier to ask than answer. The linguistic science at present is not able to put forward a definition of meaning which is conclusive.

However, there are certain facts of which we can be reasonably sure, and one of them is that the very function of the word as a unit of communication is made possible by its possessing a meaning. Therefore, among the word’s various characteristics, meaning is certainly the most important.

Generally speaking, meaning can be more or less described as a component of the word through which the concept is communicated, in this way endowing the word  with the ability to denote real objects, qualities, actions and abstract notions.

The meaning of a word is made up of its lexical meaning and grammatical meaning. Besides, the meaning has two aspects: denotation, the meaning itself, and connotation, i.e. the associations that words can have in our minds.

The lexical meaning of a word is the realization of a notion by means of a definite language system. A word is a language unit while a notion is a unit of thinking. A notion cannot exist without a word expressing it in the language, but there are words which do not express any notion but have a lexical meaning. Interjections express emotions but not notions, but they have lexical meanings, e.g. Alas! (disappointment), Oh, my buttons! (surprise) etc. There are also words which express both notions and emotions, e.g. girlie, a pig (when used metaphorically).

A notion denotes the reflection in the mind of real objects and phe­nomena in their relations. Notions, as a rule, are international (especially with the nations of the same cultural level), while meanings can be nationally limited. The grouping of mean­ings in the semantic structure of a word is determined by the whole system of every lan­guage.

In the paper we dwelt on such notions as polysemy, semantic structure of the word, causes of development of new meanings, linguistic metaphor, linguistic metonymy, generalization and specialization om meaning. Moreover, we were keen on following the origin of some English words, sayings and customs and historic events that caused these words and expressions to appear in the language.

Thus, the aim of the paper is to show how the words originated and got their meaning. To achieve this aim we put forward the following tasks:

—        to acquaint English learners with polysemy;

—        to explain the causes of development of new meanings;

—        to follow the process of narrowing or broadening meanings;

—        to trace the origins of some English words, sayings and customs;

—        to help English learners to avoid misusing some words which sound alike but mean different things;

—        to provide teachers of English with supplementary material to be used in their teaching practice.

Field of research: the vocabulary of the English language.

Object of research: the meaning and the origin of some English words and expressions and historical events that favoured their development in the language.

The development of lexical meanings in any language is influenced by the whole network of ties and relations between words and other aspects of the language.

Words and Meaning

Isn’t it fantastic that the mere vibration of a speaker’s vocal chords should be taken up by a listener’s brain and converted into vivid pictures? If magic does exist in the world, then it is truly the magic of human speech; only we are so used to this miracle that we do not realize its almost supernatural qualities.

The meanings of all the utterances of a speech community are said by a famous linguist to include the total experience of that community: arts, science, practical occupations, amusements, personal and family life.

A very simple approach to words is to see them as labeling things in the world. This works well for some words. Concrete nouns like cat, sheep, frog, etc. are used to refer to certain animals that can be described or pointed to. However, there are many nouns for which this approach will not work. We cannot point to abstractions like feelings, employment or pleasure, even though we understand the meaning of these concepts.

It is useful to make a distinction between this kind of “naming” meaning, which is called denotation, and another kind of meaning, which is called connotation. Connotation refers to the associations that words can have in our minds. For example, the denotation of the word pig is a farm animal that is usually pink or black and has short legs, a fat body and a curved tail. For some people the word pig might have connotations of dirty and untidy; others will think of unpleasant or offensive.

Some words bring very different connotations to mind among different groups of people. Those whose profession is to persuade us, such as advertisers, politicians, preachers, and orators, need to be sensitive to the connotations of the words they use.

The connotations of words are culturally determined. In English, the word “red” can have negative connotations of “blood”. In Russian, the word for “red” has very good connotations. The Russian word for “beautiful” is prekrasnyi, which contains within it the word for “red”.

The inner form of the word (i.e. its meaning) presents a structure which is called the semantic structure of the word.

1.1 Polysemy. Semantic Structure of the Word

It is generally known that most words convey several concepts and thus possess the corresponding number of meanings. A word having several meanings is called polysemantic, and the ability of words to have more than one meaning is described by the term polysemy.

Most English words are polysemantic. It should be noted that the wealth of expressive resources of a language largely depends on the degree to which polysemy has developed in the language. Sometimes people who are not very well informed in linguistic matters claim that a language is lacking in words if the need arises for the same word to be applied to several different phenomena. In fact, it is exactly the opposite: if each word is found to be capable of conveying, at least two notions instead of one, the expressive potential of the whole vocabulary increases twofold. Hence, a well-developed polysemy is not a drawback but a great advantage in a language.

On the other hand, it should be pointed out that the number of sound combinations that human speech organs can produce is limited. Therefore, at a certain stage of language development the production of new words by morphological means becomes limited, and polysemy becomes increasingly important  in providing the means for enriching the vocabulary. From this it should be clear that the process of enriching the vocabulary does not consist merely in adding new words to it, but, also, in the constant development of polysemy.

The system of meanings of any polysemantic word develops gradually, mostly over the centuries, as more and more new meanings are either added to old ones, or oust some of them. So the complicated processes of polysemy development involve both the appearance of new meanings and the loss of old ones.

Let’s see the meanings of the word dull.

Dull, adj.

1. Uninteresting, monotonous, boring; e.g. a dull book, a dull film.
2. Slow in understanding, stupid; e.g. a dull student.
3. Not clear or bright; e.g. dull weather, a dull day, a dull colour.
4. Not loud or distinct; e.g. a dull sound.
5. Not sharp; e.g. a dull knife.
6. Not active; e.g. trade is dull.
7. Seeing badly; e.g. dull eyes.
8. Hearing badly; e.g. dull ears.

One can distinctly feel that there is something that all these seemingly miscellaneous meanings have in common, and that is the implication of deficiency, be it of colour (III), wits (II), interest (I), sharpness (V), etc. The implication of insufficient quality, of something lacking, can be clearly distinguished in each separate meaning.

Dull, adj..

1. Uninteresting – deficient in interest or excitement.
2. Stupid – deficient in intellect.
3. Not bright – deficient in light or colour.
4. Not loud – deficient in sound.
5. Not sharp – deficient in sharpness.
6. Not active – deficient in activity.
7. Seeing badly – deficient in eyesight.
8. Hearing badly – deficient in hearing.

One of the most important “drawbacks” of polysemantic words is that there is sometimes a chance of misunderstanding when a word is used in a certain meaning but accepted by a listener or reader in another. It is only natural that such cases provide staff of which jokes are made, such as the ones that follow.

Customer: I would like a book, please.

Bookseller: Something light?

Customer: That doesn’t matter. I have my car with me.

In this conversation the customer is honestly misled by the polysemy of the adjective light taking it in the literal sense whereas the bookseller uses the word in its figurative meaning “not serious, entertaining”.

In the following joke one of the speakers pretends to misunderstand his interlocutor basing his angry retort on the polysemy of the noun kick: 1) — thrill, pleasurable excitement (inform.), 2) – a blow with the foot.

The critic started to leave in the middle of the second act of the play.

“Don’t go,” said the manager. “I promise there’s a terrific kick in the next act.”

“Fine,” was the retort, “give it to the author.”

It is common knowledge that context is a powerful preventive against any misunderstanding of meanings. For instance, the adjective dull, if used out of context, would mean different things to different people or nothing at all. It is only in combination with other words that it reveals its actual meaning: a dull pupil, a dull play, a dull razor-blade, dull weather, etc. Sometimes, however, such a minimum context fails to reveal the meaning of the word, and it may be correctly interpreted only through what Professor Amosova termed a second-degree context, as in the following example: The man was large, but his wife was even fatter. The word fatter here serves as a kind of indicator pointing that large describes a stout man and not a big one.

We’d like to give some more examples of polysemy in the following jokes:

“Where have you been for the last four years?”

“At college taking medicine.”

“And did you finally get well?”

Caller: I wonder if I can see your mother, little boy. Is she engaged?

Willie: Engaged! She’s married.

Booking Clerk: (at a small village station): You’ll have to change twice before you get to York.

Villager (unused to travelling): Goodness me! And I’ve only brought the clothes I’m wearing.

Professor: You missed my class yesterday, didn’t you?

Student: Not in the least, sir, not in the least.

1.2 How Words Develop New Meanings

Words develop new meanings due to certain reasons. The first group of these  is traditionally termed historical or extra-linguistic. Different kinds of changes in a nation’s social life, in its culture, knowledge, technology, arts lead to gaps appearing in the vocabulary which have to be filled. Newly created objects, new notions and phenomena must be named. There are some ways for providing new names for newly created notions: making new words (word-building) and borrowing foreign ones. One more way of filling such vocabulary gaps is by applying some old word to a new object or notion.

When the first textile factories appeared in England, the old word mill was applied to these early industrial enterprises. In this way, mill added a new meaning to its former meaning “a building in which corn is ground into flour”. The new meaning was “textile factory”.

A similar case is the word carriage” which had (and still has) the meaning “a vehicle drawn by horses”, but, with the first appearance of railways in England, it received a new meaning, that of “a railway car”.

The history of English nouns describing different parts of a theatre may also serve as a good illustration of how well-established words can be used to denote newly-created objects and phenomena. The words stalls, box, pit, circle had existed for a long time before the first theatres appeared in England. With their appearance, the gaps in the vocabulary were easily filled by these widely used words which, as a result, developed new meanings.

It is of some interest to note  that the Russian language found a different way of filling the same gap: in Russian, all the parts of the theatre are named by borrowed words: партер, ложа, амфитеатр, бельэтаж.

Stalls and box formed their meanings in which they denoted parts of the theatre on the basis of association. The meaning of the word box “a small separate enclosure forming a part of the theatre” developed on the basis of its former meaning “a rectangular container used for packing or storing things”. The two objects became associated in the speakers’ minds because boxes in the earliest English theatres really resembled packing cases. They were enclosed on all sides and heavily curtained even on the side facing the audience so as to conceal the privileged spectators occupying them from curious or insolent looks.

The association on which the theatrical meaning of stalls was based is even more curious. The original meaning was “compartments in stables or sheds for the accommodation of animals (e.g. cows, horses, etc.)”. There does not seem to be much in common between the privileged and expensive part of a theatre and stables intended for cows and horses, unless we take into consideration the fact that theatres in older times greatly differed from what they are now. What is now known as the stalls was, at that time, standing space divided by barriers into sections so as to prevent the enthusiastic crowd from knocking one another down and hurting themselves. So, there must have been a certain outward resemblance between theatre stalls and cattle stalls. It is also possible that the word was first used humorously or satirically in this new sense.

The process of development of a new meaning (or a change of meaning) is traditionally termed transference.

1.3 Transference of Meaning Based on Resemblance (linguistic metaphor)

This type of transference is also referred to as linguistic metaphor. Metaphor is a complex cognitive phenomenon. It is traditionally thought of as a kind of comparison. A new meaning appears as a result of associating two objects (phenomena, qualities, etc.) due to their outward similarity. Box and stalls, as is clear from the explanations above, are examples of this type of transference.

The noun eye, for instance, has for one of its meanings «hole in the end of a needle» (cf. with the R. ушко иголки), which also developed through transference based on resemblance. A similar case is represented by the neck of a bottle.

The   noun  drop (mostly   in   the  plural   form)   has,   in addition  to its main meaning  «a  small  particle  of water or other liquid», the meanings: «ear-rings shaped as drops of water»   (e. g.   diamond  drops) and   «candy   of  the   same shape»  (e. g.  mint drops). It   is  quite  obvious  that   both these   meanings   are   also   based   on   resemblance.   In   the compound   word   snowdrop the   meaning   of   the   second constituent   underwent   the   same   shift   of  meaning   (also, in  bluebell). In  general,   metaphorical  change  of meaning is often observed in idiomatic compounds. You are the sunshine of my life compares someone beloved with sunshine. The expression candle in the wind likens life to a candle flame that may easily be blown out by any passing draft or gust. The fragility of life is thus emphasized. But metaphor is not just associated with poetic language or especially high-flown literary language. Metaphor is an extremely common process in language usage. For example, a cape-like garment that protected against the weather was given the name cloak, a word borrowed from French, in which it meant “bell”. The garment was given the name for a bell because of its cut: It created a somewhat bell-like shape when draped over the shoulders and allowed to fall vertically to the knees or below, where it “belled” out from the body.

The main meaning of the noun branch is «limb or subdivision of a tree or bush». On the basis of this meaning it developed several more. One of them is «a special field of science or art» (as in a branch of linguistics). This meaning brings us into the sphere of the abstract, and shows that in transference based on re­semblance an association may be built not only between two physical objects, but also between a concrete object and an abstract concept.

The noun star on the basis of the meaning «heavenly body» developed the meaning «famous actor or actress». Nowadays the meaning has considerably widened its range, and the word is applied not only to screen idols (as it was at first), but, also, to popular sportsmen (e. g. football stars), pop-singers, etc. Of course, the first use of the word star to denote a popular actor must have been humorous or ironical: the mental picture created by the use of the word in this new meaning was a kind of semi-god surrounded by the bright rays of his glory. Yet, very soon the ironical colouring was lost, and, furthermore, the association with the original meaning con­siderably weakened.

The meanings formed through this type of transference are frequently found in the informal layer of the vocabu­lary, especially in slang. A red-headed boy is almost certain to be nicknamed carrot or ginger by his schoolmates, and the one who is given to spying and sneaking gets the derogatory nickname of rat. Both these meanings are metaphorical.

Also, the slang meanings of words such as nut, onion (head), saucers (eyes), hoofs (feet) and very many others were all formed by transference based on resemblance.

Sometimes what was originally a metaphor can completely lose its metaphorical force, when most or all speakers can no longer see the metaphor. Such cases are called dead metaphors. The word understand, for example, is a dead metaphor, having its origins in the idea that “standing under” meant knowing something thoroughly. Another example is the word consider which was originally a metaphor meaning “consult the stars (using astrological principles) when making a decision”; gorge which now means “a deep narrow valley with steep sides” meant “throat”, and so forth for thousands more.

1.4 Transference of Meaning Based on Contiguity (linguistic metonymy)

Linguistic metonymy is the use of one word with the meaning of another with which it is typically associated. The association is based on subtle psychological links between different objects and phenomena. The two objects may be associated together because they often appear in common situations, and so the image of one is easily accompa­nied by the image of the other; or they may be associated on the principle of cause and effect, of common function, of some material and an object which is made of it, etc. When someone uses metonymy, they don’t wish to transfer qualities, but to indirectly refer to one thing with another word for a related thing. The common expression the White House said today … is a good example of metonymy. The term White House actually refers to the authorities who work in the building called the White House. The latter is of course an inanimate object that says nothing. Similarly, in a monarchy the expression the Crown is used to mean the monarch and the departments of the government headed by the monarch. Crown literary refers only to a physical object sometimes worn by the actual monarch.

Metonymy can be seen as a kind of shorthand indirect reference, and people use it all the time. For example, a doctor or nurse might refer in shorthand to a patient by means of the body part treated (The broken ankle is in room 2); a waiter might use a similar metonymy for a customer, this time using the order as an identifying feature, saying The ham sandwich left without paying.

There are different kinds of transference based on contiguity. For example, the Old English adjective glad meant «bright, shin­ing» (it was applied to the sun, to gold and precious stones, to shining armour, etc.). The later (and more modern) meaning «joyful» developed on the basis of the usual association (which is reflected in most languages) of light with joy (cf. with the R. светлое настроение; светло на душе).

The meaning of the adjective sad in Old English was «satisfied with food»  (cf.  with  the  R.  сыт(ый) which  is a word of the same Indo-European root). Later this mean­ing   developed   a   connotation   of  a   greater   intensity   of quality and came to mean «oversatisfied with food; having eaten   too   much».   Thus,   the   meaning   of   the   adjective sad developed a negative evaluative connotation  and now described not a  happy state  of satisfaction   but,   on   the contrary, the physical unease and discomfort of a person who has had too much to eat. The next shift of meaning was to transform the description of physical discomfort into one of spiritual discontent because these two states often go to­gether. It was from this prosaic source that the modern meaning of «sad» «melancholy», «sorrowful» developed, and the adjective describes now a purely emotional state. The two previous   meanings   («satisfied   with   food»   and   «having eaten too much») were ousted from the semantic structure of the word long ago.

The foot of a bed is the place where the feet rest when one lies in bed, but the foot of a mountain got its name by another association: the foot of a moun­tain is its lowest part, so that the association here is based on common position.

By the arms of an arm-chair we mean the place where the arms lie when one is sitting in the chair, so that the type of association here is the same as in the foot of a bed. The leg of a bed (table, chair, etc.), though, is the part which serves as a support, the original meaning being «the leg of a man or animal». The association that lies behind this development of meaning is the common function: a piece of furniture is supported by its legs just as living beings are supported by theirs.

The meaning of the noun hand realized in the context hand of a clock (watch) originates from the main meaning of this noun «part of human body». It also developed due to the association of the common function: the hand of a clock points to the figures on the face of the clock, and one of the functions of human hand is also that of pointing to things.

Another meaning of hand realized  in such contexts as factory hands,  farm  hands is   based   on   another  kind of association: strong, skillful hands are the most important feature that is required of a person engaged in physical labour (cf. with the R. рабочие руки).

The main (and oldest registered) meaning of the noun board was “a flat and thin piece of wood, a wooden plank». On the basis of this meaning developed the meaning «table» which is now archaic. The association which underlay this semantic shift was that of the material and the object made from it: a wooden plank (or several planks) is an essential part of any table. This type of association is often found with nouns denoting clothes: e. g. a taffeta («dress made of taffeta»); a mink («mink coat»), a jersy («knitted shirt or sweater»).

Meanings produced through transference based on conti­guity sometimes originate from geographical or proper names. China in the sense of «dishes made of porcelain» orig­inated from the name of the country which was believed to be the birthplace of porcelain. Tweed («a coarse wool cloth») got its name from the river Tweed and cheviot (another kind of wool cloth) from the Cheviot hills in England.

The name of a  painter  is  frequently  transferred  onto  one   of his  pictures:   a   Matisse = a painting  by  Matisse.

1.5 Broadening and Narrowing of  Meaning

Sometimes, the process of transference may result in a considerable change in range of meanings. An example of the broadening of meaning is pipe. Its earliest recorded meaning was «a musical wind instrument». Nowadays it can denote any hollow oblong cylindrical body (e. g. water pipes). This meaning developed through transference based on the similarity of shape (pipe as a musical instrument is also a hollow oblong cylindrical object) which finally led to a considerable broadening of the range of meaning.

It is interesting to trace the history of the word girl as an example of the changes in the range of meaning in the course of the semantic development of a word. In Middle English it had the meaning of «a small child of either sex».  Then  the word  underwent  the process  of transference  based  on  contiguity  and  developed   into   the meaning of «a  small  child  of the  female  sex»,   so   that the   range   of meaning   was   somewhat   narrowed.   In   its further semantic development the word gradually broadened its   range   of  meaning.   At   first   it   came   to   mean   not only a female child but, also, a young unmarried woman, later, any young woman, and in modern colloquial English it   is   practically   synonymous   to   the   noun   woman (e. g. The old girl must be at least seventy), so  that  its  range of meaning is quite broad.

The history of the noun lady somewhat resembles that of   girl. In    Old    English    this    word denoted the mistress of the house, i. e. any married woman. Later, a new meaning developed which was much narrower in range: «the wife or daughter of a baronet» (aristocratic title).  In  Modern   English  the  word  lady can  be  applied to   any   woman,   so   that   its   range   of meaning   is   even broader   than   that   of  the   О.   Е.  In   Modern English the difference between girl and lady in the meaning of  woman is   that   the   first   is   used   in   colloquial   style and   sounds  familiar  whereas  the  second  is more  formal and polite.

Origins of English Words, Sayings and Customs

It is always curious to know how this or that saying appeared in the language. We’ve found out some information about most popular sayings and customs. However, most of these definitions have been  disputed by various sources, so, they should be treated as source of entertainment, not reference.

In the 1400s a law was set forth that a man was not allowed to beat his wife with a stick no thicker than his thumb. Hence, we have “the rule of thumb”, which now means a rough method of calculation, based on practical experience.

Many years ago in Scotland a new game was invented. It was ruled “Gentlemen Only, Ladies Forbidden”…and thus the word GOLF entered the language.

Most people got married in June because they took their yearly bath in May, and still smelled pretty good by June. However, they were starting to smell, so brides carried a bouquet of flowers to hide the body odour. Hence the custom of carrying a bouquet when getting married.

Baths consisted of a big tub filled with hot water. The man of the house had the privilege of the nice clean water, then all the other sons and men, then the women and finally the children, last of all the babies. By then the water was so dirty that you could actually lose someone in it. Hence, the saying, “Don’t throw the baby out with the bath water”.

Houses in England had thatched roofs with no wood underneath. It was the only place for animals to get warm, so all the cats and other small animals (mice, bugs) lived in the roof. When it rained it became slippery and sometimes the animals would slip off the roof. Hence, the saying “It’s raining cats and dogs”.

In the Royal Navy the punishment prescribed for most serious crimes was flogging. This was administered by the Boatswain’s Mate using a whip called a “cat of nine tails”. The ‘cat’ was kept in a leather bag. It was considered bad news indeed when the “cat was let out of the bag”. Other sources attribute the expression to the old English scam of selling someone a pig in a poke (bag) when the pig turned out to be a cat instead.

Teddy bear is clearly one of the most popular doll brands in the world. But why is the bear’s name Teddy? Why not Johnny or Willie or even Barry? Teddy bear was named after one of the most respectful presidents of the United States, Theodore Roosevelt. American people during his time called him Teddy as a nickname for Theodore and he actually liked to be called like that. Then, one smart couple produced bear dolls and named them after Theodore’s nickname which drove their products to be dramatically popular overnight. So now, when you see Teddy bear, you will understand that it is more than just a doll bear, it is also a memory of the most beloved president of the United States.

2.1 An Apple a Day Nursery Rhyme / Poem

The simple meaning behind the sentiment expressed in ‘An apple a day’ poem is one to encourage a child to eat healthily and wisely that is an apple a day! Although, in a modern day version of this poem ‘Doctor’ could be replaced with ‘Dentist’.

The picture depicts a Physician in the 16th Century — the thought of seeing someone like this would guarantee that a child would eat an apple a day!

The author of the poem «An apple a day» is unknown and the first publication date has been untraceable.

Poem — An apple a day keeps the Doctor away.

An apple a day keeps the doctor away
Apple in the morning — Doctor’s warning
Roast apple at night — starves the doctor outright
Eat an apple going to bed — knock the doctor on the head
Three each day, seven days a week — ruddy apple, ruddy cheek

2.2 Humpty Dumpty Nursery Rhyme (History and Origins)

Humpty  Dumpty was in fact believed to be a large cannon!  It was used during the English Civil War ( 1642 — 1649) in the Siege of Colchester (13 Jun 1648 — 27 Aug 1648). Colchester was strongly fortified by the Royalists and was laid to siege by the Parliamentarians (Roundheads). In 1648 the town of Colchester  was a walled town with a castle and several churches and was protected by the city wall. Standing immediately adjacent the city wall, was St Mary’s Church. A huge cannon, colloquially called Humpty Dumpty, was strategically placed on the wall next to St Mary’s Church. A shot from a Parliamentary cannon succeeded in damaging the wall beneath Humpty Dumpty which caused the cannon to tumble to the ground. The Royalists, or Cavaliers, ‘all the King’s men’ attempted to raise Humpty Dumpty onto another part of the wall. However, because the cannon, or Humpty Dumpty, was so heavy ‘All the King’s horses and all the King’s men couldn’t put Humpty together again!’ This had a drastic consequence for the Royalists as the strategically important town of Colchester fell to the Parliamentarians after a siege lasting eleven weeks.

A Picture of  typical Cavalier who would have fought for the Royalists during the English Civil War. The word Cavalier is derived from the French word Chevalier meaning a military man serving on horseback — a knight. A Roundhead ( Parliamentarian) was so called from the close-cropped hair of the Puritans

Humpty Dumpty poem

Humpty Dumpty sat on a wall.
Humpty Dumpty had a great fall.
All the King’s horses, and all the King’s men
Couldn’t put Humpty together again!

2.3 This is the House that Jack built

The origin of the lyrics to ‘This is the house that Jack built’ cannot be traced to specific people or historical events but merely reflects the everyday characters and lifestyle which could have been found in rural England and dates back to the sixteenth century. The phrase ‘This is the house that Jack built’ is often used as a derisory term in describing a badly constructed building!

2.4 Remember, Remember the Fifth of November

The words of «Remember, Remember» refer to Guy Fawkes and Gunpowder plot with origins in the 17th century English history. On the 5th November, 1605 Guy Fawkes was caught in the cellars of the Houses of Parliament with several dozen barrels of gunpowder. Guy Fawkes was subsequently tried as a traitor with his co-conspirators for plotting against the government. He was tried by Judge Popham who came to London specifically for the trial from his country manor Littlecote House in Hungerford, Gloucestershire. Fawkes was sentenced to death and the  form of the execution was one of the most horrendous ever practised (hung, drawn and quartered) which reflected the serious nature of the crime of treason.

The poem  “Remember, remember the 5th of November” is sometimes referred to as ‘Please to remember the fifth of November’. It serves as a warning to each new generation that treason will never be forgotten. In England the 5th of November is still commemorated each year with fireworks and bonfires culminating with the burning of effigies of Guy Fawkes (the guy). The ‘guys’ are made by children by filling old clothes with crumpled newspapers to look like a man. Tradition allows British children to display their ‘guys’ to passers-by and asking for «a penny for the guy».

The picture is of the ‘Gunpowder Plot’ conspirators with Thomas Bates, Robert Wintour, Christopher Wright, John Wright, Thomas Percy, Guy Fawkes, Robert Catesby and Thomas Wintour.

Remember, Remember poem:

Remember, remember the fifth of November
Gunpowder, treason and plot.
I see no reason why gunpowder, treason
Should ever be forgot…

Confusing Words

There are words in the English language that present some difficulties for English learners. Such words sound alike but mean different things when put into writing, so, English learners often misuse them. This list will help them distinguish between some of the more common words that sound alike.

Accept, Except

• accept = verb meaning to receive or to agree: He accepted their praise graciously.
  • except = preposition meaning all but, other than: Everyone went to the game except Alyson.

Affect, Effect

• affect = verb meaning to influence: Will lack of sleep affect your game?
  • effect = noun meaning result or consequence: Will lack of sleep have an effect on your game?
  • effect = verb meaning to bring about, to accomplish: Our efforts have effected a major change in university policy.

A memory-help for affect and effect is RAVEN: Remember, Affect is a Verb and Effect is a Noun.

Advise, Advice

• advise = verb that means to recommend, suggest, or counsel: I advise you to be cautious.
• advice = noun that means an opinion or recommendation about what could or should be done: I’d like to ask for your advice on this matter.

Conscious, Conscience

• conscious = adjective meaning awake, perceiving: Despite a head injury, the patient remained conscious.
• conscience = noun meaning the sense of obligation to be good: Chris wouldn’t cheat because

his conscience wouldn’t let him.

Idea, Ideal

• idea = noun meaning a thought, belief, or conception held in the mind, or a general notion or conception formed by generalization: Jennifer had a brilliant idea — she’d go to the Writing Lab for help with her papers!
• ideal = noun meaning something or someone that embodies perfection, or an ultimate object or endeavor: Mickey was the ideal for tutors everywhere.
• ideal = adjective meaning embodying an ultimate standard of excellence or perfection, or the best; Jennifer was an ideal student.

Its, It’s

• its = possessive adjective (possessive form of the pronoun it): The crab had an unusual growth on its shell.
• it’s = contraction for it is or it has (in a verb phrase): It’s still raining; it’s been raining for three days. (Pronouns have apostrophes only when two words are being shortened into one.)

Lead, Led

• lead = noun referring to a dense metallic element: The X-ray technician wore a vest lined with lead.
• led = past-tense and past-participle form of the verb to lead, meaning to guide or direct: The evidence led the jury to reach a unanimous decision.

Than, Then

• Than     — used in comparison statements: He is richer than I am.

— used in statements of preference: I would rather dance than eat.

— used to suggest quantities beyond a specified amount: Read more than the first paragraph.

• Then     — a time other than now: He was younger then. She will start her new job then.

next in time, space, or order: First we must study; then we can play, suggesting a logical conclusion: If you’ve studied hard, then the exam should be no problem

Their, There, They’re

• Their = possessive pronoun: They got their books.
  • There = that place: My house is over there. (This is a place word, and so it contains the word here.)
  • They’re = contraction for they are: They’re making dinner. (Pronouns have apostrophes only when two words are being shortened into one.)

To, Too, Two

• To = preposition, or first part of the infinitive form of a verb: They went to the lake to swim.
• Too = very, also: I was too tired to continue. I was hungry, too.
• Two = the number 2: Two students scored below passing on the exam.

Two, twelve, and between are all words related to the number 2, and all contain the letters tw. Too can mean also or can be an intensifier, and you might say that it contains an extra о («one too many»)

We’re, Where, Were

• We’re = contraction for we are: We’re glad to help. (Pronouns have apostrophes only when two words are being shortened into one.)
• Where = location: Where are you going? (This is a place word, and so it contains the word here.)
• Were = a past tense form of the verb be: They were walking side by side.

Your, You’re

• Your = possessive pronoun: Your shoes are untied.
  • You’re = contraction for you are: You’re walking around with your shoes untied. (Pronouns have apostrophes only when two words are being shortened into one.)

One Word or Two?

All right/alright

• all right: used as an adjective or adverb; older and more formal spelling, more common in scientific & academic writing: Will you be all right on your own?
• alright: Alternate spelling of all right; less frequent but used often in journalistic and business publications, and especially common in

fictional dialogue: He does alright in school.

All together/altogether

• all together: an adverb meaning considered as a whole, summed up: All together, there were thirty-two students at the museum.
• altogether: an intensifying adverb meaning wholly, completely, entirely: His comment raises an altogether different problem.

Anyone/any one

• anyone: a pronoun meaning any person at all: Anyone who can solve this problem
  deserves an award.
  • any one: a paired adjective and noun meaning a specific item in a group; usually used with of: Any one of those papers could serve as an example.

Note: There are similar distinctions in meaning for everyone and every one

Anyway/any way

• anyway: an adverb meaning in any case or nonetheless: He objected, but she went anyway.
• any way: a paired adjective and noun meaning any particular course, direction, or manner: Any way we chose would lead to danger.

Awhile/a while

• awhile: an adverb meaning for a short time; some readers consider it nonstandard; usually needs no preposition: Won’t you stay awhile?
• a while: a paired article and noun meaning a period of time; usually used with for: We talked for a while, and then we said good night

Conclusion

Having learnt the problem of words’ meaning we’ve come to understanding that the lexical meaning of a word is the realization of a notion. The number of meanings does not corre­spond to the number of words, neither does the number of notions. Their distribution in relation to words is peculiar in every lan­guage. In Russian we have two words for the English man: мужчина and человек. In English, however, man cannot be applied to a female person. We say in Russian: Она хороший человек. In English we use the word person in this case: She is a good person. A notion cannot exist without a word, but there are words which do not express any notion but have a lexical meaning. There are two kinds of meaning: denotation (the thing that is actually described by a word)  and connotations (the feelings or ideas the word suggests).

Most English words are polysemantic and one should be careful in order not to misunderstand the interlocutor. Context is a powerful preventive against any misunderstanding of meaning.

In their development words underwent certain semantic changes due to historic or extra-linguistic factors. The process of development of a new meaning is termed transference. There is transference based on resemblance (linguistic metaphor) and transference based on contiguity (linguistic metonymy). Sometimes the process of transference may result  in a considerable change in a range of meanings (broadening or narrowing).

The ways of enriching vocabulary with sayings and customs have always been a source of curiosity. Most of the sayings appeared in the language due to some historic events. We’ve traced the origins of some most popular of them.

We couldn’t cover all aspects of meaning in this paper, we’ve touched upon only some of them. However, the  facts mentioned in it seem to be quite interesting in language learning. That’s why we suppose the work has practical value both for teachers and for students as the information given here will broaden the outlook of English learners and enrich their vocabulary. The material of the paper can be used by teachers in their practice.

Bibliography.

1. 1. Антрушина Г.Б., Афанасьева О.В., Морозова Н.Н. Лексикология английского языка /English Lexicology/  — М.: Высш.шк., 1985. – 223с.
   1. Арнольд И.В. Лексикология современного английского языка / И.В. Арнольд – 3-е изд., перераб. и доп. – М.: Высш. шк., 1986. – 295с.
   2. Балк Е.А., Леменев М.М. Причудливый английский /Queer English/ — М.: Изд-во НЦ Энас, 2002 – 168с.
   3. Интернет сайты: www.rhymes.org.uk, www.expats.org.uk

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