Verbings, superlatives, and film catchphrases

November 7, 2017

In my monthly column at Macmillan Dictionary Blog, I’ve been writing about various aspects of language use and innovation. Here are excerpts from the latest three posts, in chronological order. Click the titles to read the rest:

Verbing weirds language – but in a good way

When contact gained popular use as a verb (‘Please contact us later’), critics rejected it as a corruption and a ‘hideous vulgarism’. Nowadays most people are unaware it was ever a problem. But the same controversy has clung to the verbs impact and architect – even though both have been around for centuries. At major athletics events, there is always ‘harrumphing from the stickler brigade’, as Liz Potter reports, over the verbing of podium, medal, final and gold. For some, it’s still a tough ask.

Party on, film catchphrases!

Some films are so popular and linguistically memorable that their lines enter widespread use. It can happen with a line in a classic film, such as ‘Frankly, my dear, I don’t give a damn’ (Gone with the Wind), ‘I’ve a feeling we’re not in Kansas anymore’ (The Wizard of Oz), ‘I’ll be back’ (The Terminator), and ‘Play it again, Sam’ (Casablanca – even though that line is never used in the film). Sometimes it’s not a catchphrase but a new word that enters the language indirectly: gaslight from the 1944 film is a good example.

Good, better and best rules for comparatives and superlatives

Easyeasier and easiest illustrates another rule, one of spelling. When the adjective ends in a consonant plus y, the y changes to i (heavy heavier, not *heavyer). There are two other spelling rules. When the adjective ends in a mute e, add –r or –st, not –er or –est (latelater, not *lateer). And when it ends in a consonant after a stressed, single-letter vowel, double the consonant (fit fitter, not *fiter). Once we learn these rules, we can apply them broadly.

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Real World English: a video series

September 7, 2017

Over the last year or so, Macmillan Dictionary (for whom I write a column on language) published 11 videos and blog posts in a series titled Real World English. I wrote the video scripts, which were then revised by the editors, jazzed up by the graphics team, and presented by Ed Pegg of the London School of English.

Like the dictionary itself, this material is aimed at English-language learners but may be of use or interest to others too. Its focus is on dialect differences in the workplace, mainly UK/US. The entries focus on vocabulary (greetings, education, holidays, etc.) or pragmatics (irony, directness, politeness, etc.). The introductory video gives the gist:

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You can access all 11 videos and blog posts (plus video scripts) on this page, or you can use the playlist above. Each clip is 2–3 minutes long, and the whole series comes in under 30 minutes. Real World English follows the popular Real Grammar and Real Vocabulary series of previous years. I hope you enjoy it.


Dictionary style labels: a Macmillan series

November 11, 2016

For my column at Macmillan Dictionary, I’ve been looking at its style labels – supplementary terms like ‘humorous’, ‘formal,’ ‘offensive’, and ‘literary’ that are not part of a word’s definition but lend useful detail about it, especially for English-language learners:

Style labels help us become more familiar with the many varieties of English, especially if we’re learning the language. They enable us to use English more effectively and to interpret it more accurately when we hear or see it.

It’s a three-part series.

Part I looks at the formal–informal axis, with particular focus on the Scottish word bawbag. @MacDictionary’s tweet about bawbag – which stressed its ‘very informal’ status – made news headlines a few months ago.

Part II looks at the ‘offensive’ label, including the euphemism treadmill that sees terms like retarded go from acceptable to taboo, and words like lunatic that are now in a grey area. I also show how geographical and social factors can affect a word’s offensiveness.

Part III looks at other common labels, such as ‘spoken’, ‘journalism’, and ‘old-fashioned’. One interesting pair for pragmatics is the ‘showing approval’ and ‘showing disapproval’ labels. I also explain why Macmillan does not use the ‘obsolete’ label often found in dictionaries.

All my older posts can be viewed in my Macmillan Dictionary archive. Thanks for reading.


From language to life

September 15, 2015

Find a way to make beauty necessary; find a way to make necessity beautiful. —Anne Michaels, Fugitive Pieces

anne michaels - fugitive pieces - book coverJust a quick post to praise Anne Michaels’ novel Fugitive Pieces, which I recommend without reservation. As a general reference point I might suggest Primo Levi, or Eva Hoffman’s Lost in Translation, but these are only approximate markers.

For a proper flavour of this extraordinary book, see her Guardian interview and the excerpts below, which I’ve chosen only because they’re language related; every page contains treasure of a different sort – on memory, loss, love, longing, pain, grace, and connection.

The narrator of part I, a Polish child hiding from Nazi forces in ‘a delirium of sleep and attention’, starving and terrified, remembers his sister, Bella, crying at the end of Jack London and Romain Rolland stories:

Read the rest of this entry »


German-speaking-proficiency shame

February 2, 2015

The last novel I read, Ivan Turgenev’s Liza (Everyman’s Library edition, translated by W.R.S. Ralston) has a counterintuitive comment on how proficiency in different European languages was held in Russian society, or at least a certain part of it, at the time of the story’s telling:

The young Vladimir Nikolaevich spoke excellent French, good English, and bad German. That is just as it should be. Properly brought-up people should of course be ashamed to speak German really well; but to throw out a German word now and then, and generally on facetious topics – that is allowable; “c’est même très chic,” as the Petersburg Parisians say.

That these preferences are more a matter of etiquette than anything merely practical is shown by the next line, where Nikolaevich is praised for having learned, by age fifteen, “how to enter any drawing-room whatsoever without becoming nervous, how to move about it in an agreeable manner, and how to take his leave exactly at the right moment.”

Imagine the faux pas of slightly mistiming one’s departure from the room while speaking good German. Drawing room, incidentally, has nothing etymologically to do with drawing – it’s short for withdrawing room, which is the older name: a room to withdraw to. But I’m all for drawing there anyway.


Anaïs Nin on learning a new language

July 31, 2014

Despite their Whorfian tang I enjoyed these reflections on language learning from Anaïs Nin. They’re from A Woman Speaks: The Lectures, Seminars and Interviews of Anaïs Nin, edited by Evelyn J. Hinz (1975):

Language to me is like the discovery of a new world, really a new state of consciousness. A new word to me was a new sensation. Reading the dictionary, anything at all, can add not only to your knowledge but also to your perceptions.

Do new languages bestow new states of consciousness? The idea that bilingual (and multilingual) people inhabit different personalities in different languages has much anecdotal evidence to support it – many bilinguals report feeling like different people when they speak different tongues.

Researchers who have studied the phenomenon are equivocal about its implications – it probably has far less to do with grammar than with the environments and cultures associated with the languages.

Read the rest of this entry »


British Council seminar on language learning

June 4, 2014

Yesterday evening I watched a seminar from the British Council on language learning, which took place in Cardiff and was broadcast live on YouTube (video below). There were two talks, each followed by brief Q&As, and both are well worth watching if the topics interest you.

First, Miguel Angel Muñoz explored whether learning a foreign language makes you smarter – and if so, how. He reports on research into the cognitive benefits of bi- and multilingualism, and clears up some of the uncertainty in this area. Miguel wrote a post for the British Council blog which will give you an idea of the content of his talk.

Next, Michael Rundell of Macmillan Dictionary spoke about the difference between real rules and mere usage peeves, and how we should therefore teach grammar. For a flavour, see his excellent related post where, referring to Nevile Gwynne’s championing of pre-modern grammar books, he writes:

It is hard to imagine any other field of study in which a source is recommended precisely because it is out of date.

Here’s a slide from Michael’s presentation. The reference to “Heffer 2014” will be familiar to anyone who has read my recent posts at Macmillan Dictionary Blog.

michael rundell - british council seminars - language learning - using data vs claims

The video is 2½ hours long. If you want to skip around, introductions begin at 3:20, Miguel starts at 7:45, and there’s an interval from 1:02:45 to 1:13:18. Michael’s talk starts (after a technical hitch) at 1:16:15 and ends at 2:20:00, at which point there’s a few minutes of closing remarks.*

It’s almost like being there, except you have to make your own tea.

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Other British Council seminars and videos are available here.

* Or there are, if you’re twitchy about it.