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Journal articles on the topic 'Chaucer Chaucer, Geoffrey, English language English language'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Raupp, Edward R. "Teaching the Big Three: Making Sense of Chaucer, Shakespeare, and Milton." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 44–53. http://dx.doi.org/10.31578/jebs.v6i2.232.

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Arguably, the three most important early writers in the English language – indeed, one might say the founders of the language – are Geoffrey Chaucer (1343-1400), William Shakespeare (1564-1616), and John Milton (1608-1674). Yet our experience at the higher level of education is that students have had little exposure to the life and times of these writers or of their work. Our study shows that, while some Georgian school leavers have been exposed briefly to a bit of Shakespeare, few have chanced to encounter Chaucer and none to Milton. Moreover, while teaching what we might call “The Big Three” of English language and literature, much the same might be said at the master’s level: a bit of Shakespeare, little of Chaucer, and none of Milton. To the extent that students of English as a foreign language encounter any literature at all, they tend to be offered little other than literal translation. “Retell the text.” They miss the nuances of the English language as they would encounter them through the greatest of writers. It is, therefore, essential that those who teach any or all of these great writers develop a strategy to fit the needs of the students while meeting the objectives of the course. The key to making sense of Chaucer, Shakespeare, and Milton is to make connections to what students already know, to their own experiences, to make these greatest of all English writers relevant to the lives of the students in ways they can understand. Keywords: English literature, Chaucer, Shakespeare, Milton

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2

Abdul'manova, Adelia, and Andrey Sergeevich Parfenov. "Dynamic norm and variability of personal pronouns in the works of Geoffrey Chaucer." Litera, no. 12 (December 2020): 234–41. http://dx.doi.org/10.25136/2409-8698.2020.12.31919.

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The subject of this research is the dynamic variability in the sphere of personal of the Middle English Period. The object of this research is the personal pronouns of the Middle English (in form of the nominative case) used in the “Canterbury Tales” by Geoffrey Chaucer. Insufficient study of this layer of lexicon necessitates detailed examination of the rich tapestry of variability of pronouns for determination of the area of Medieval language norm that influenced the establishment of modern literary English language, which defines the relevance of this research. The goal consists in description of the dynamic norm of the Middle English. Research methodology consists in systematization, description and classification of language material, extracted through the method of continuous sampling from the first part of the “Knight’s Tale” of the “Canterbury Tales” of Geoffrey Chaucer, and setting quantitative parameters that reveal and confirm linguistic patterns that regularly manifest within the system of personal pronouns of the Middle English. The scientific novelty lies in comprehensive research of variability of personal pronouns and establishment of the dynamic norm and “quasi-norm” of the national literary standard of English language formed in the XIV century. The main conclusion consists in substantiation of the leading role of central dialects in comprising dynamic norm of the Middle English (namely with regards to pronouns), while the forms developed in the north and south should be attributed to quasi-norm.

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3

Rothwell, W. "Henry of Lancaster and Geoffrey Chaucer: Anglo-French and Middle English in Fourteenth-Century England." Modern Language Review 99, no. 2 (April 2004): 313. http://dx.doi.org/10.2307/3738748.

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4

MILLS, D., and D. BURNLEY. "Middle English: Chaucer." Year's Work in English Studies 63, no. 1 (January 1, 1985): 94–111. http://dx.doi.org/10.1093/ywes/63.1.94.

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5

MILLS, D., and D. BURNLEY. "Middle English: Chaucer." Year's Work in English Studies 64, no. 1 (January 1, 1986): 142–61. http://dx.doi.org/10.1093/ywes/64.1.142.

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6

MILLS, D., and D. BURNLEY. "Middle English: Chaucer." Year's Work in English Studies 66, no. 1 (January 1, 1988): 161–85. http://dx.doi.org/10.1093/ywes/66.1.161.

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7

Mills, D., and J. J. McGavin. "Middle English: Chaucer." Year's Work in English Studies 67, no. 1 (January 1, 1989): 169–93. http://dx.doi.org/10.1093/ywes/67.1.169.

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8

McGAVIN, J. J., and D. MILLS. "Middle English: Chaucer." Year's Work in English Studies 68, no. 1 (January 1, 1990): 176–200. http://dx.doi.org/10.1093/ywes/68.1.176.

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9

DENLEY, M., and L. RUMSEY. "Middle English: Chaucer." Year's Work in English Studies 70, no. 1 (January 1, 1992): 210–35. http://dx.doi.org/10.1093/ywes/70.1.210.

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10

RUMSEY, L. "Middle English: Chaucer." Year's Work in English Studies 71, no. 1 (January 1, 1993): 235–51. http://dx.doi.org/10.1093/ywes/71.1.235.

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11

RUMSEY, L. "Middle English: Chaucer." Year's Work in English Studies 72, no. 1 (January 1, 1993): 123–40. http://dx.doi.org/10.1093/ywes/72.1.123.

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12

ALLEN, V., and L. RUMSEY. "Middle English: Chaucer." Year's Work in English Studies 73, no. 1 (January 1, 1995): 150–70. http://dx.doi.org/10.1093/ywes/73.1.150.

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13

ALLEN, V., and M. CONNOLLY. "Middle English: Chaucer." Year's Work in English Studies 74, no. 1 (January 1, 1996): 143–68. http://dx.doi.org/10.1093/ywes/74.1.143.

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14

ALLEN, V., and M. CONNOLLY. "Middle English: Chaucer." Year's Work in English Studies 75, no. 1 (January 1, 1997): 167–200. http://dx.doi.org/10.1093/ywes/75.1.167.

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15

ALLEN, V., and M. CONNOLLY. "Middle English: Chaucer." Year's Work in English Studies 76, no. 1 (January 1, 1998): 159–207. http://dx.doi.org/10.1093/ywes/76.1.159.

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16

ALLEN, V., and M. CONNOLLY. "Middle English: Chaucer." Year's Work in English Studies 77, no. 1 (January 1, 1999): 210–49. http://dx.doi.org/10.1093/ywes/77.1.210.

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17

Allen, V., and M. Connolly. "IV * Middle English: Chaucer." Year's Work in English Studies 85, no. 1 (January 1, 2006): 236–63. http://dx.doi.org/10.1093/ywes/mal004.

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18

Allen, V., and M. Connolly. "IV * Middle English: Chaucer." Year's Work in English Studies 86, no. 1 (July 23, 2007): 279–309. http://dx.doi.org/10.1093/ywes/mam004.

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19

DOLAN, T. P., A. J. FLETCHER, and S. POWELL. "Middle English: Excluding Chaucer." Year's Work in English Studies 63, no. 1 (January 1, 1985): 74–93. http://dx.doi.org/10.1093/ywes/63.1.74.

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20

DOLAN, T. P., A. J. FLETCHER, and S. POWELL. "Middle English: Excluding Chaucer." Year's Work in English Studies 64, no. 1 (January 1, 1986): 119–41. http://dx.doi.org/10.1093/ywes/64.1.119.

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21

MILLS, D., and D. BURNLEY. "V Middle English: Chaucer." Year's Work in English Studies 65, no. 1 (January 1, 1987): 136–59. http://dx.doi.org/10.1093/ywes/65.1.136.

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22

DOLAN, T. P., A. J. FLETCHER, and S. POWELL. "Middle English: Excluding Chaucer." Year's Work in English Studies 66, no. 1 (January 1, 1988): 136–60. http://dx.doi.org/10.1093/ywes/66.1.136.

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23

Dolan, T. P., A. J. Fletcher, and S. Powell. "Middle English: Excluding Chaucer." Year's Work in English Studies 67, no. 1 (January 1, 1989): 142–68. http://dx.doi.org/10.1093/ywes/67.1.142.

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24

BOFFEY, J., S. POWELL, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 68, no. 1 (January 1, 1990): 138–75. http://dx.doi.org/10.1093/ywes/68.1.138.

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25

BOFFEY, J., S. POWELL, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 69, no. 1 (January 1, 1991): 135–76. http://dx.doi.org/10.1093/ywes/69.1.135.

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26

BOFFEY, J., S. POWELL, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 70, no. 1 (January 1, 1992): 172–209. http://dx.doi.org/10.1093/ywes/70.1.172.

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BOFFEY, J., S. POWELL, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 71, no. 1 (January 1, 1993): 205–34. http://dx.doi.org/10.1093/ywes/71.1.205.

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28

BATT, C., G. RUDD, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 73, no. 1 (January 1, 1995): 116–49. http://dx.doi.org/10.1093/ywes/73.1.116.

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29

BATT, C., A. J. FLETCHER, G. RUDD, and G. WALKER. "Middle English: Excluding Chaucer." Year's Work in English Studies 75, no. 1 (January 1, 1997): 124–66. http://dx.doi.org/10.1093/ywes/75.1.124.

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30

WALKER, G., D. J. SALTER, and A. J. FLETCHER. "Middle English: Excluding Chaucer." Year's Work in English Studies 76, no. 1 (January 1, 1998): 131–58. http://dx.doi.org/10.1093/ywes/76.1.131.

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31

FLETCHER, A. J., E. M. TREHARNE, and G. WALKER. "Middle English: Excluding Chaucer." Year's Work in English Studies 77, no. 1 (January 1, 1999): 167–209. http://dx.doi.org/10.1093/ywes/77.1.167.

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32

ALLEN, V., and M. CONNOLLY. "IV Middle English: Chaucer." Year's Work in English Studies 78, no. 1 (January 1, 2000): 232–61. http://dx.doi.org/10.1093/ywes/78.1.232.

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33

ALLEN, V., and M. CONNOLLY. "III Middle English: Chaucer." Year's Work in English Studies 79, no. 1 (January 1, 2001): 196–226. http://dx.doi.org/10.1093/ywes/79.1.196.

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34

Allen, V. "IV Middle English: Chaucer." Year's Work in English Studies 84, no. 1 (August 5, 2005): 222–55. http://dx.doi.org/10.1093/ywes/mai004.

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35

Armstrong, D., J. Brown, N. Clifton, K. Hodges, J. Lidaka, M. Turner, and G. Walker. "III * Middle English: Excluding Chaucer." Year's Work in English Studies 85, no. 1 (January 1, 2006): 162–235. http://dx.doi.org/10.1093/ywes/mal003.

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36

Brown, J. N., K. Hodges, J. Lidaka, K. Rooney, M. M. Sauer, and G. Walker. "III * Middle English: Excluding Chaucer." Year's Work in English Studies 86, no. 1 (July 23, 2007): 208–78. http://dx.doi.org/10.1093/ywes/mam003.

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37

DOLAN, T. P., A. J. FLETCHER, and S. POWELL. "IV Middle English: Excluding Chaucer." Year's Work in English Studies 65, no. 1 (January 1, 1987): 105–35. http://dx.doi.org/10.1093/ywes/65.1.105.

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38

WILLIAMS, D. J., S. POWELL, A. J. FLETCHER, A. S. G. EDWARDS, and J. BOFFEY. "IV Middle English: Excluding Chaucer." Year's Work in English Studies 72, no. 1 (January 1, 1993): 97–122. http://dx.doi.org/10.1093/ywes/72.1.97.

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39

SALTER, D. J., and G. WALKER. "III Middle English: Excluding Chaucer." Year's Work in English Studies 78, no. 1 (January 1, 2000): 194–231. http://dx.doi.org/10.1093/ywes/78.1.194.

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40

SALTER, D. J., and G. WALKER. "III Middle English: Excluding Chaucer." Year's Work in English Studies 79, no. 1 (January 1, 2001): 174–95. http://dx.doi.org/10.1093/ywes/79.1.174.

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41

Armstrong, D. "III Middle English: Excluding Chaucer." Year's Work in English Studies 84, no. 1 (August 5, 2005): 163–221. http://dx.doi.org/10.1093/ywes/mai003.

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42

Duffell, Martin J. "The Italian line in English after Chaucer." Language and Literature: International Journal of Stylistics 11, no. 4 (November 2002): 291–305. http://dx.doi.org/10.1177/096394700201100401.

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This article argues that the English iambic pentameter (EIP) has other important features in addition to the five parameters identified by Hanson and Kiparsky’s (1996) parametric theory ( position number and size, orientation, prominence site and type). One of these features is that EIP contains a mixture of pausing (French) and running (Italian) lines, as determined by whether the syllable in position 4 is word-final. A study of the frequency with which the Italian line is used in the two centuries after Chaucer’s death reveals that Hoccleve and the Scots poets, Henryson, Dunbar and Douglas, adhered fairly closely to Chaucer’s EIP verse design. On the other hand, several generations of English poets, Lydgate, Wyatt, Surrey and Sidney, experimented with alternative types of line that might well have developed into the canonical English long-line metre. Ultimately, however, the examples of Spenser and Shakespeare proved decisive in ensuring the victory of Chaucer’s metre. Between the 17th and 19th centuries, Donne, Milton, Dryden, Pope, Wordsworth, Keats and Browning were among the major poets who consolidated that victory and exploited the Italian line in order to accommodate their own or their age’s choice of diction. The mixture of French and Italian lines in decasyllabic verse is one of the distinguishing features of EIP. Although other factors affect the proportions in this mixture to a small extent, they are primarily the result of individual poets’ aesthetic choice. Significantly, all the English poets after Spenser whose verse is analysed in this article have favoured a more evenly balanced mixture of French and Italian lines than the random deployment of their lexicon would have produced.

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43

Sklar, Elizabeth S. "Guido, the Middle English Troy books, and Chaucer: The English connection." Neophilologus 76, no. 4 (October 1992): 616–28. http://dx.doi.org/10.1007/bf00209878.

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44

Masson, Cynthea. "Intention to Write, Intention to Teach: Vernacular Poetry and Pedagogy in Thomas Norton's Ordinal of Alchemy." Florilegium 17, no. 1 (January 2000): 45–58. http://dx.doi.org/10.3138/flor.17.003.

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Connections made by scholars between language and alchemy generally focus on the enigmatic or obscure technical jargon used by alchemists throughout alchemy's extensive history. Only occasionally do critical studies of medieval alchemical texts examine these works for their contribution to the canon of medieval vernacular literature or literary theory. Not surprisingly, scholarly discussions of alchemical writing in Middle English literature focus primarily on Chaucer. As recently as a 1999 article in the Chaucer Review, Mark J. Bruhn in "Art, Anxiety, and Alchemy in the Canon's Yeoman's Tale" discusses alchemy as "a metaphor for Chaucer's poetry." "[W] e should have no difficulty," say_s Bruhn, in "construing the ground of the metaphor between Chaucerian letters and alchemical multiplication" (p. 309). Jane Hilberry in a 1987 article on the technical language of the Canon's Yeoman's Tale argues that alchemy's "primary attraction lies in the language that surrounds the practice." She concludes her article: "While Chaucer in the Canon's Yeoman's Tale confirms alchemy's failure to change base metals into gold, he succeeds in transmuting the language of alchemy into poetry" (p. 442). We do find, then, an effort by medievalists to explore the relationship between language and alchemy in English literature, albeit seemingly limited to an interest in Chaucer's poetry rather than in his specific use of the English language.

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45

Phillips, Helen, and W. A. Davenport. "Chaucer and His English Contemporaries: Prologue and Tales in 'The Canterbury Tales'." Modern Language Review 95, no. 3 (July 2000): 794. http://dx.doi.org/10.2307/3735506.

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46

Smyth, Karen, Andrew James Johnston, and Nicholas Perkins. "Clerks and Courtiers: Chaucer, Late Middle English Literature and the State Formation Process." Modern Language Review 99, no. 2 (April 2004): 458. http://dx.doi.org/10.2307/3738764.

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47

Karpova, Olga. "English Author Dictionaries as Contribution to National Heritage." Respectus Philologicus, no. 39 (44) (April 23, 2021): 11–20. http://dx.doi.org/10.15388/respectus.2020.39.44.73.

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The paper is devoted to cultural heritage dictionaries with special reference to the oldest branch of English lexicography – author lexicography, comprising three hundred reference books of different types: concordances, glossaries, lexicons, indices, thesauri, etc. The article describes the main trends in developing author linguistic dictionaries for general and special purposes to single and complete works of G. Chaucer, W. Shakespeare, J. Milton, other famous English writers since the 16th c. up to the present days. The architecture of author encyclopedic dictionaries (guides, encyclopedias, companions) and onomasticons (dictionaries of characters and place names, who is who in … series) and their significant contribution to the English language, culture and society are discussed. The main accent is made on the digital era of English heritage lexicography, innovative features of modern printed and Internet author reference resources, aimed at certain target groups users’ needs and demands.

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48

Cannon, Christopher. "From Literacy to Literature: Elementary Learning and the Middle English Poet." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 349–64. http://dx.doi.org/10.1632/pmla.2014.129.3.349.

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Literary practice may be more deeply shaped by basic literacy training than we have noticed. This is particularly true for English writers of the late fourteenth century, when the constant movement out of Latin into English in schoolrooms both ensured that translation exercises became a method for making vernacular poetry and demonstrated that English had a grammar of its own. As the most basic grammatical concepts and the simplest exercises of literacy training evolved into resources for literary technique, the style of writers such as Chaucer, Langland, and Gower became “grammaticalized.” For this reason, a more detailed understanding of the forms of pedagogy employed in grammar schools can be equivalent to a genealogy of the important elements of a style.

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49

Duffell, Martin J. "Some observations on English binary metres." Language and Literature: International Journal of Stylistics 17, no. 1 (February 2008): 5–20. http://dx.doi.org/10.1177/0963947007082986.

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In an earlier article ( Language and Literature, 11(4)) the author argued that Hanson and Kiparsky's parametric theory failed to account for some statistically verifiable features of the English iambic pentameter, in particular, the far from random distribution of mid-line word boundaries in this metre. The present article argues that there are a series of other features of English binary metres that can only be identified and explained if parametric theory is supplemented by quantitative techniques borrowed from Russian linguistic metrics. It analyses samples of verse in various binary metres by Chaucer, Shakespeare, Milton, Pope, Wordsworth, Tennyson, Longfellow, and Browning, and identifies some peculiar properties of each poet's use of tension. It measures inversion and erosion in iambic pentameters, and in iambic, trochaic and mixed tetrameters, and concludes that: (1) more than 85 percent of strong positions in the English iambic pentameter contain a stressed syllable; (2) English iambic verse contains a constraint against two consecutive strong positions lacking stress; (3) the tetrameter is more regularly iambic than the pentameter; (4) the English trochaic tetrameter allows up to half of its lines to have a non-trochaic opening; and (4) Milton's `L'Allegro' and `Il Penseroso' contain a balanced mixture of the metrical features of iambic and trochaic verse.

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50

VENNEMANN, THEO. "Celtic influence in English? Yes and No." English Language and Linguistics 13, no. 2 (July 2009): 309–34. http://dx.doi.org/10.1017/s1360674309003049.

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Compared to German Ja and Nein, English Yes and No are used less frequently, and often in combination with short sentences consisting of a pronoun and an auxiliary or modal verb: Yes I will; No I won't. When such a short sentence is used, Yes and No may be omitted: I will; I won't; I do; I don't; He can; They certainly won't. This difference in usage is established (1) by comparing the marriage vow in German and English, where the officiant's question is answered by Ja in German but by I will or I do in English; (2) by citing material from a practical grammar for German students of English; and (3) by studying the way Shakespeare has his figures answer decision questions, or Yes/No-questions, in comparison with Schlegel's way of rendering their answers in his German translation. Next it is shown that Shakespeare's way, which is essentially the same as modern usage, differs radically from earlier English usage up to Chaucer's Canterbury Tales (1388–1400) and Troilus and Cresseide (1382–6) and the anonymous York Plays (fourteenth century) and Towneley Plays (late fourteenth century), which all reflect the Germanic usage, essentially the same as in German. It is concluded that the modern English usage arose during the two centuries between Chaucer and Shakespeare, as a Late Middle English and Early Modern English innovation. As for the reason why English developed this un-Germanic way of answering decision questions, reference is made to Insular Celtic: decision questions are answered with short sentences in both Irish and Welsh, and this usage is old in both languages. The viability of this contact explanation is underlined by Irish English, where Yes and No are used even less frequently than in Modern Standard English, and short sentences are the normal way of answering decision questions.

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