Маъсул муҳаррир: Филология фанлари доктори, профессор: Г. Х. Боқиева Тақризчилар

A Table of Vocabulary comparison
Several of the terms in the table below have had semantic drift. For example, the form 'Sterben' and other terms for 'die' are cognate with the English word 'starve'. There is also at least one example of a common borrowing from a Non-Germanic source (ounce and its cognates from Latin).

Eng-lish	Frisian	Afri-kaans	Dutch	Ger-man	Gothic	Ice-landic	Faro-ese	Swe-dish	Da-nish	Norwe-gian
Apple	appel	appel	appel	apfel	aplus	Epli	Epl[i]	Äpple	Æble	Eple
board	board	bord	bord	bord	brett	baúrd	borð	borð	bræt	bord
beech	Boeke/ Boekebeam	beuk	beuk	buche	Bõka/- bagms	bók	Bók	bok	Bog	bøk
book	boek	boek	boek	buch	bōka	bók	bók	bok	Bog	bok
breast	boarst	bors	borst	brust	brusts	brjóst	bróst	bröst	bryst	bryst
brown	brún	bruin	bruin	braun	bruns	brúnn	brúnur	brun	brun	brun
day	dei	dag	dag	tag	dags	dagur	dagur	dag	dag	dag
dead	dea	dood	dood	tot	dauþs	dauður	deyður	död	død	død
die	stjerre	sterf	sterven	sterben	diwan	deyja	doyggia	dö	dø	dø
enough	genôg	genoeg	genug	ganōhs	nóg	Nóg Nógmi kið	nog	nok	nok	nok
finger	finger	vinger	vinger	finger	figgrs	fingur	fingur	finger	finger	finger
give	jan	gee	geven	geben	giban	gefa	geva	Giva/ ge	give	gi
glass	glês	glas	glas	glas		gler	glas	glas	glas	glass
gold	goud	goud	goud	gold	gulþ	gull	gull	Guld/ gull	guld	dull
hand	hân	hand	hand	hand	handus	hönd	hond	hand	hånd	hånd
head	holle	Hoof / kop	Hoofd/ kop	Haupt /kopf	háubiþ	höfuð	Høvd/ høvur	huvud	hoved	hode
high	heech	hoog	hoog	hoch	háuh	hár	Høg/ur	hög	høj	høy
home	hiem	Heim/ Tuis	Heim/ thuis	heim	háimōþ	heim	heim	hem	hjem	hjem
hook	hoek	haak	haak	haken	Krappa/ krampa	krókur	Krókur/ ongul	Hake/ krok	Hage/ krok	Hake/ krok
house	hûs	huis	huis	haus	hūs	hús	hús	hus	hus	hus
many	menich	menige	menige	manch	manags	margir	Mangir/ nógvir	många	mange	mange
moon	moanne	maan	maan	mond	mēna	Tungl/ máni	Tungl/ máni	måne	måne	måne
night	nacht	nag	nacht	nacht	nótt	nótt	natt	natt	nat	natt
no	nee	nee	Nee(n)	Nein/ Nö/ Nee	nē	Nei	Nei	Nej	Nej	Nei
old	âld	oud	Oud, gammel	alt	sineigs	Gamall, (but: Eldri; Elstur)	Gamal, (but: Eldri; Elstur)	Gam-mal, (but: äldre; äldst)	Gam-mel, (but: ældre; ældst)	Gammel, (but: Eldre; Eldst)
one	ien	een	een	eins	áins	einn	ein	en	en	en
ounce	ons	ons	ons	unze	unkja	únsa	únsa	uns	unse	unse
snow	snie	sneeu	sneeuw	schnee	snáiws	snjór	Kavi/ snjógv	snö	sne	snø
stone	stien	steen	steen	stein	stáins	steinn	steinur	sten	sten	sten
that	dat	dit	Dat, die	das	þata	það	tað	det	det	det
two	twa	twee	twee	Zwei/ zwo	twái	Tveir/ Tvær/ tvö	Tveir (/två)	två	To	To
who	wie	wie	wie	wer	Was (hwas)	Hver	hvør	vem	hvem	hvem
worm	wjirm	wurm	Wurm/ worm	wurm	maþa	Maðkur, ormur	Maðkur/ ormur	Mask/ orm	orm	Mark/ orm

Discussion questions
1. The Alphabets used in Yiddish.
2. Interrelation between Hebrew and Yiddish.
3. Literature written in Yiddish.
4. Yiddish as a minority language.
5. Rise and Fall of the cultural autonomy of Yiddish in Europe.


References:

1. 
   Don Ringe. From Proto –Indo-European to Proto-Germanic, Oxford University Press, 2006, 366 p.
   
2. 
   Hogg R. Introduction to Old English. Edinburgh University Press, 2002, 174 p.
   
3. 
   Kuldashev A.M. An Introduction to Germanic Philology. Tashkent, Шарқ Нашр Матбаа акционерлик жамияти. 2010, 154 p.
   
4. 
   Kuldashev A.M. Formation and Development of the Global language. – Tashkent, Turon Iqbol, 2016. 118 p.
   
5. 
   The Cambridge History of the English language. Vol. I. Cambridge University Press, 2005, 613 p.
   
6. 
   Богородицкий В.А. Введение в изучение современных романских и германских языков. М. Изд-во лит. на иностр. яз. 1954, сс. 145-182.
   
7. 
   Жирмунский В.М. Немецкая диалектология. М. Изд АН СССР. 1956, стр. 12-630
   
8. 
   Қўлдашев А.М., Хамзаев С.А. Инглиз тили тарихи. Т. Darssprint нашр, 2015. 192 бет.
   
9. 
   Лингвистический энциклопедический словарь. М., 1990, с. 171.
   
10. 
    Прокош Э. Сравнительная грамматика германских языков. М. Изд-во Изд-во лит. на иностр. яз. 1954, сс 19-23.
    

Chapter XVII. A History of English as a discipline


Key questions
1. The Subject, aim and objectives of learning the History of the English language.
2. Methods and sources of studying language and its History of English.
3. The periods in the History of the English.
4. Role of the Discipline in Training the teacher of a foreign language.
5. Alphabets used in English.


The Subject, aim and objectives of studying the History of the English Language
Every language has a history; and as in the rest of human culture, changes are constantly taking place in the course of the transmission of a language from one generation to another. Languages change in all their aspects, in their pronunciation, word forms, syntax, and word meanings. These changes, mostly gradual in their operation, become noticeable only cumulatively over the course of several generations. In studying a foreign language, English in our case, the student inevitably compares it to his native tongue and is often astonished to find great differences not only in the structure of the target language but also in the way ideas are expressed in it.
There is no denying that English spelling is somewhat difficult for a Belarusian learner of English. This is because the written form of the English word is conventional rather than phonetic. Therefore, some phonetic phenomena cannot be explained from the modern point of view without going into the history of the language. When the Latin alphabet was first used in Britain, writing was phonetic. After the introduction of printing in the 15^th century, the written form of the word became fixed, whereas the sounds continued to change. This resulted in a growing discrepancy between letter and sound. Hence, such ‘difficult’ words as light, daughter, speak, great, book and many others where their pronunciation and spelling differ. Moreover, if you ask a little English boy or girl to write the word light ( in the meaning of daylight ) he or she would rather spell it as lite because they have not learned its spelling yet .On the other hand, modern spellings show how such words were pronounced in the past. For example, the word light sounded as [lix’t] which is easy to prove if you compare it with the Belarusian word лiхтар (something which produces light).
As far as English vocabulary is concerned, it contains words which are similar to words found in other languages. For example, English – German (mother – Mutter, father – Vater, winter – Winter, hand – Hand, etc.); English - French (revolution – revolution, autumn – autumne, river – rivière, etc,); English –Russian (float – плот; флот). Without going into the history of English, it is difficult to say whether these words are native or borrowings from the above mentioned languages.
English grammar also presents some phenomena which an Uzbek learner of English will find misleading. For example, the irregular plural of nouns (man- men, foot –feet, mouse – mice, etc), or the same form for both singular and plural of such words as sheep, deer, fish, or the fact that English modal verbs, unlike the other verbs, take no ending –s in the 3^rd person singular, and many other similar facts. All these things are traced back to a distant past and can be accounted for only by studying the history of the language.
Another important aim of this course is of a more theoretical nature. Study of the history of any language is based on applying general principles of linguistics to the language in question. While tracing its evolution through time, students will be confronted with a number of theoretical questions connected with the language development in general and its aspects in particular. To find answers to these questions, students will have to rely on the theory previously studied in the course called Introduction to Linguistics. In this way ties will be established between general principles of linguistics and concrete linguistic facts, in other words, theoretical knowledge will find its application in practice.
While studying the history of the English language we will inevitably have to deal with the history of the English nation considering the ‘traces’ it left in the language development. It goes without saying that a systematic study of the language’s development from the earliest times to the present day will enable the student to acquire a more profound understanding of modern English, its role in our world and perspectives of its future development.