Exercises (work sheet)
1) Please fill in the gaps:
| food | ME [o:] | EModE [ __ ] | PDE [ __ ] |
| boat | ME [ɔ:] | EModE [ __ ] | PDE [ __ ] |
| tide | ME [i:] | EModE [ __ ] | PDE [ __ ] |
| make | ME [æ:] | EModE [ __ ]/EModE [ __ ] | PDE [ __ ] |
| green | ME [e:] | EModE [ __ ] | PDE [ __ ] |
| meat | ME [ɜ:] | EModE [ __ ] | PDE [ __ ] |
| house | ME [u:] | EModE [ __ ] | PDE [ __ ] |
2) Please read the following Early Modern text. Some words are marked.
a) Compare their pronunciation to the PDE pronunciation and write down the development of their vowels (example: make EModE [æ:] - PE [eɪ]).
b) Which of these developments belong to the GVS? Which of them belong to other changes described above? (example: make EModE [æ:] - PE [eɪ] belongs to the GVS)
T3 Lily/Colet (1549)
(48) The first and chieffest poynte is, that the diligente
mayster make not the scholar haste to muche, but that he
(50) in contynuance and dilygence of teachynge, make hym re-
herse so, that whyle he haue perfectely that, that is be-
hynde, he suffre hym not to go forwarde. For this postynge
haste, ouerthroweth and hurteth a greate sorte of wyttes,
and casteth them into an amasednesse, whan they knowe not,
(55) howe they shall eyther goe forewarde or backewarde[…]
(Görlach, Manfred (1994). Einführung ins Frühneuenglische. 2., erw. Aufl. Heidelberg:
Winter. S. 174)
| muche | EModE [ ___ ] | PDE [ ___ ] | Development belongs to: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ |
| but | EModE [ ___ ] | PDE [ ___ ] | Development belongs to: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ |
| teachynge | EModE [ ___ ] | PDE [ ___ ] | Development belongs to: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ |
| greate | EModE [ ___ ] | PDE [ ___ ] | Development belongs to: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ |
| backewarde | EModE [ ___ ] | PDE [ ___ ] | Development belongs to: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ |
3) Please fill in the gaps:
| ME [e:] | EModE [ __ ] | as in geese |
| ME [i:] | EModE [ __ ] | as in mice |
| ME [ɔ:] | EModE [ __ ] | as in stone |
| ME [ɑ:] | EModE [ __ ] | as in name |
| ME [u:] | EModE [ __ ] | as in mouse |
| ME [o:] | EModE [ __ ] | as in moon |
| ME [ɜ:] | EModE [ __ ] | as in sea |
4. Please fill in the gaps and note phonological changes from ME to EModE.
| ME→ | EModE→ | PDE |
| [_______]→ | [_______] as in fellowship:['felau'Sip]→ | [_________________________] |
| [_______]→ | [_______] as in bowl: [bɔʊl]→ | [_________________________] |
| [_______]→ | [_______] as in true: [triʊ]→ | [_________________________] |
| [_______]→ | [_______] as in beauty: [beʊte]→ | [_________________________] |
| [_______]→ | [_______] as in day: [dai]→ | [_________________________] |
| [_______]→ | [_______] as in fourth: [fɔʊrθ:]→ | [_________________________] |
| [_______]→ | [_______] as in make: [makə]→ | [_________________________] |
| [_______]→ | [_______] as in but:[bʊt]→ | [_________________________] |
| [_______]→ | [_______] as in well: [wɜl]→ | [_________________________] |
5. Please read the text and note some phonological changes from ME to EModE and compare them to PDE; some words are marked.
Geoffrey Chaucer Canterbury Tales (1387- 1400)
Bifel that in that seasoun on a day
bi'fel ğat 'in ğat 'sɜ:zun 'ɔn a 'dai
(20) In Southwerk at the Tabard as I lay
In 'su:θwerk 'at ğə 'tabard 'az i:'lai
Redy to wenden on my pilgrimage
'rɜ:di tɔ: 'wendən 'ɔn mi: 'pilgri'ma:dʒə
To Caunterbury with ful deuout corage,
tɔ: 'kauntər'bri wiθ 'ful de'vu:t ku'ra:dʒ
At nyght were come into that hostelrye
At 'niXt wɜ:r 'kum in'tɔ: ğat 'hostel'rIə
Wel nyne and twenty in a compaignve
wel 'nin and 'twenti 'in a 'kumpai'nIə
(25) Of soundry folk, by autenture yfalle
Of 'sundri 'fɔlk bi: 'aventi'ur i'fallə
In felaweshipe, and pilgrymes were they alle
In 'felau'ʃip and 'pilgrimz 'wɜ:r ğai 'allə
That toward Canterbury wolden ryde.
ğat 'tɔ:ward 'kauntər'buri 'wɔldən 'ridə
The chambers and the stables were wyde
ğə 'tʃa:mbrəz 'and ğə 'sta:bləz 'wɜ:rən 'widə
And wel we weren esed atte beste
And 'wel wɜ: 'wɜ:rən 'ɜzəd 'attə 'bestə
(30) And shortly, whan the sonne was to reste,
And 'ʃortli 'wan ğə 'sunnə 'was tɔ: 'restə
So hadde I spoken with hem euerichon
sɔ: 'had i: 'spɔ:kən 'wiğ hem 'ɜvri'tSɔ:n
That I was of hir felawshipe anon,
ğat 'I waz 'ɔv hir 'felau'ʃip a'nɔ:n
And made forward erly for to ryse,
And 'ma:də 'forward 'ɜ:rli 'for tə 'rizə
To take oure wey ther as I yow deuyse.
tɔ: 'ta:k u:r 'wai 'ğɜ:r 'az i: 'ju: de'vizə
(35) But nathelees, whil I haue tyme and space,
But 'nağə'lɜ:s wi:l i: hav 'tim and spa:sə
Er that I ferther in this tale pace, […]
'ɜ:r ğat i: 'ferğər 'in ğis 'ta:lə 'pa:sə
(Berndt, Rolf (1960). ''Einführung in das Studium des Mittelenglischen unter
Zugrundelegung des Prologs der "Canterbury Tales"''. Halle/Saale: Niemeyer. S. 235f)
Please fill in the gap and note some changes from ME to EModE and compare them to PDE.
| ME | EModE | PDE | |
| [______]→ | [___________]→ | [____________] | day |
| [______]→ | [___________]→ | [____________] | I |
| [______]→ | [___________]→ | [____________] | lay |
| [______]→ | [___________]→ | [____________] | take |
| [______]→ | [___________]→ | [____________] | time |
| [______]→ | [___________]→ | [____________] | space |
| [______]→ | [___________]→ | [____________] | pace |
Kerstin Silwedel und Lena Jesper