An Introduction to Comparative Philology: For Classical Students:
An excerpt from CHAPTER I. LANGUAGE AND THE STUDY OF LANGUAGE.
The facts we learn in acquiring a language may be grouped under four heads:
(1) Vocabulary, or words pure and simple,
(2) Accidence, or the inflexions of nouns, verbs, etc.,
(3) Syntax, or the arrangement of words in sentences,
(4) Spelling, or the relation of the written to the spoken language.
A child acquiring his native language learns these facts as a mass of associations. By imitating others he associates the sound-group grass with the thing 'grass,' and the sound-group "tree" with the thing 'tree'; the thing 'grass' and the thing 'tree' he associates together by means of a common characteristic, 'greenness,' that is, he acquires the abstract notion 'green,' and with this by imitation he associates the sound-group "green." Simultaneously with the vocabulary, and in a similar way, he acquires the accidence and the syntax. The spelling-associations are acquired somewhat later.
When we learn a foreign language we acquire a new set of associations. With the thing 'grass' we learn to associate the sound-group "herbe" as the sound-group "grass," and with the notion 'green' we learn to associate the sound-rogup "vert" as well as the sound-group "green." That is to say, we start with the mass of associations of which our native language consists, and gradually extend them in a new direction. The new associations we group mentally under the heading 'French,' and the process of acquiring associations becomes a comparison between English and French. We learn to write down the symbol-group 'herbe' to represent the sound-group herbe, and not to write 'airb' as we should if the sound-group belonged to the heading 'English' We go through the same process with every new sound-group, and we gradually acquire a mass of associations such as man = homme," "is = est." By a similar process we learn the inflexions "homme—hommes, est—sont," and the sentences "l'homme est bon, les hommes sont bons."
When we proceed to learn other foreign languages we begin to acquire fresh masses of associations ...
...For instance, we should find it difficult to translate a piece of German into French without first turning the German mentally into English. It is here that the province of Comparative Philology begins.
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The facts we learn in acquiring a language may be grouped under four heads:
(1) Vocabulary, or words pure and simple,
(2) Accidence, or the inflexions of nouns, verbs, etc.,
(3) Syntax, or the arrangement of words in sentences,
(4) Spelling, or the relation of the written to the spoken language.
A child acquiring his native language learns these facts as a mass of associations. By imitating others he associates the sound-group grass with the thing 'grass,' and the sound-group "tree" with the thing 'tree'; the thing 'grass' and the thing 'tree' he associates together by means of a common characteristic, 'greenness,' that is, he acquires the abstract notion 'green,' and with this by imitation he associates the sound-group "green." Simultaneously with the vocabulary, and in a similar way, he acquires the accidence and the syntax. The spelling-associations are acquired somewhat later.
When we learn a foreign language we acquire a new set of associations. With the thing 'grass' we learn to associate the sound-group "herbe" as the sound-group "grass," and with the notion 'green' we learn to associate the sound-rogup "vert" as well as the sound-group "green." That is to say, we start with the mass of associations of which our native language consists, and gradually extend them in a new direction. The new associations we group mentally under the heading 'French,' and the process of acquiring associations becomes a comparison between English and French. We learn to write down the symbol-group 'herbe' to represent the sound-group herbe, and not to write 'airb' as we should if the sound-group belonged to the heading 'English' We go through the same process with every new sound-group, and we gradually acquire a mass of associations such as man = homme," "is = est." By a similar process we learn the inflexions "homme—hommes, est—sont," and the sentences "l'homme est bon, les hommes sont bons."
When we proceed to learn other foreign languages we begin to acquire fresh masses of associations ...
...For instance, we should find it difficult to translate a piece of German into French without first turning the German mentally into English. It is here that the province of Comparative Philology begins.
An Introduction to Comparative Philology: For Classical Students:
An excerpt from CHAPTER I. LANGUAGE AND THE STUDY OF LANGUAGE.
The facts we learn in acquiring a language may be grouped under four heads:
(1) Vocabulary, or words pure and simple,
(2) Accidence, or the inflexions of nouns, verbs, etc.,
(3) Syntax, or the arrangement of words in sentences,
(4) Spelling, or the relation of the written to the spoken language.
A child acquiring his native language learns these facts as a mass of associations. By imitating others he associates the sound-group grass with the thing 'grass,' and the sound-group "tree" with the thing 'tree'; the thing 'grass' and the thing 'tree' he associates together by means of a common characteristic, 'greenness,' that is, he acquires the abstract notion 'green,' and with this by imitation he associates the sound-group "green." Simultaneously with the vocabulary, and in a similar way, he acquires the accidence and the syntax. The spelling-associations are acquired somewhat later.
When we learn a foreign language we acquire a new set of associations. With the thing 'grass' we learn to associate the sound-group "herbe" as the sound-group "grass," and with the notion 'green' we learn to associate the sound-rogup "vert" as well as the sound-group "green." That is to say, we start with the mass of associations of which our native language consists, and gradually extend them in a new direction. The new associations we group mentally under the heading 'French,' and the process of acquiring associations becomes a comparison between English and French. We learn to write down the symbol-group 'herbe' to represent the sound-group herbe, and not to write 'airb' as we should if the sound-group belonged to the heading 'English' We go through the same process with every new sound-group, and we gradually acquire a mass of associations such as man = homme," "is = est." By a similar process we learn the inflexions "homme—hommes, est—sont," and the sentences "l'homme est bon, les hommes sont bons."
When we proceed to learn other foreign languages we begin to acquire fresh masses of associations ...
...For instance, we should find it difficult to translate a piece of German into French without first turning the German mentally into English. It is here that the province of Comparative Philology begins.
The facts we learn in acquiring a language may be grouped under four heads:
(1) Vocabulary, or words pure and simple,
(2) Accidence, or the inflexions of nouns, verbs, etc.,
(3) Syntax, or the arrangement of words in sentences,
(4) Spelling, or the relation of the written to the spoken language.
A child acquiring his native language learns these facts as a mass of associations. By imitating others he associates the sound-group grass with the thing 'grass,' and the sound-group "tree" with the thing 'tree'; the thing 'grass' and the thing 'tree' he associates together by means of a common characteristic, 'greenness,' that is, he acquires the abstract notion 'green,' and with this by imitation he associates the sound-group "green." Simultaneously with the vocabulary, and in a similar way, he acquires the accidence and the syntax. The spelling-associations are acquired somewhat later.
When we learn a foreign language we acquire a new set of associations. With the thing 'grass' we learn to associate the sound-group "herbe" as the sound-group "grass," and with the notion 'green' we learn to associate the sound-rogup "vert" as well as the sound-group "green." That is to say, we start with the mass of associations of which our native language consists, and gradually extend them in a new direction. The new associations we group mentally under the heading 'French,' and the process of acquiring associations becomes a comparison between English and French. We learn to write down the symbol-group 'herbe' to represent the sound-group herbe, and not to write 'airb' as we should if the sound-group belonged to the heading 'English' We go through the same process with every new sound-group, and we gradually acquire a mass of associations such as man = homme," "is = est." By a similar process we learn the inflexions "homme—hommes, est—sont," and the sentences "l'homme est bon, les hommes sont bons."
When we proceed to learn other foreign languages we begin to acquire fresh masses of associations ...
...For instance, we should find it difficult to translate a piece of German into French without first turning the German mentally into English. It is here that the province of Comparative Philology begins.
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An Introduction to Comparative Philology: For Classical Students:
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An Introduction to Comparative Philology: For Classical Students:
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Product Details
| ISBN-13: | 9781663534798 |
|---|---|
| Publisher: | Barnes & Noble Press |
| Publication date: | 07/16/2020 |
| Pages: | 244 |
| Product dimensions: | 6.00(w) x 9.00(h) x 0.55(d) |
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