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41
UNIT V. OLD ENGLISH TEXTS AND TASKS
Let’s try to analyze some Old English texts of prose and
poetry, using the glossary, given by our great professors, as well
as the manuals, written by Clark J. W. and Mitchell Bruce plus
our key answers to all the 25 exercises of the five texts recorded
on CD-RW.
So our aim is to teach our students to analyze some
texts both in Old English and Early Modern English by doing
exercises on pronunciation, spelling and Grammar, using the
Glossary, as well as the textbooks [5, 6, 10, 13].
“It is easy to forget or even not to realize that language is
originally and primarily speech, not writing: that it is something
heard before it is something seen. And even when it becomes
visible, i.e. when it gets written, the tendency of speech to change
and the contrary tendency of writing (i.e., chiefly spelling) not to
change always produce an increasing lack of correspondence
between sound and symbol. Generally speaking, the longer a
language has been written, the less exactly…the spelling reflects
the speech; and the earlier the record we are trying to read, the
more likely we are to misinterpret what the spelling was meant to
tell us of the sounds” [5, 39].
Word Stress
The stress usually falls on the first syllable, as in Modern
English. e.g.morgen "morning". The prefix Ʒe- is always
unaccented; e.g. Ʒetimbred, Ʒereorde, Ʒehāten.
Two main difficulties occur:
1. Prepositional prefixes, e.g. for-, ofer-, can be either
accented usually in nouns or adjectives, e.g. forwyrd "ruin" or
unaccented (usually in verbs, e.g. forwiernan ‘refuse’).
2. Compound words in which both elements retain their full
meaning, e.g. sǣ-weall "sea-wall", have a secondary stress on the
root syllable of the second element. [Mitchel Bruce, 10]
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