The diachronic change of the word ‘Bank’

Origin

The origin of the word bank is originally a Germanic word that refers to a Bench. This word was then borrowed around 1150-1200 in the Middle English era and written as ‘banke’. This meaning was then adapted to mean the area around an area of water such as rivers. This could be because the original meaning was bench which is thought to be translated as ‘things in a row’ The river banks would be the row next to the sea so perhaps this is where this connotation had come from.. Hence the term ‘Riverbank’ we hear today. Gradually the word banke was becoming a word that could help describe a raised waterbed hence the name, ‘sandbank’ or ‘mudbank’.

 

However in 1425-75 benches were being used as table that people who were lending money or exchanging items. As the original Germanic translation meant bench, the word ‘banke’ in use in English at that time, had broadened its meaning as this was becoming a common word related to a place where money would be taken or given.  This then has developed into the bank that we now know today that give out loans and where we can deposit money. Equally this could be the reason why in board games, such as monopoly, why there is one person who looks after the money or tokens and they are called the banker.

NGram

This shows the pecentage of times the word ‘bank’ was used in books at certain times.

 

This graph helps show this broadening over time as the pecentage and line are getting higher  as the time goes one. As you can see there are small spikes from 1500 to 1700 but its after 1700 that the word gets used drastically more.  One reason why this may of happpened is because it was toward the end of the 1700s that the industrial revolution happened so there would be more people in work and having an income. This could mean that keeping money in a bank could have become more popoular at this time. But equally the spike may have occurred as the printing press and books genrerally were getting easily published.  These could have been part of the reasons combined with the wide range of meanings that this word has.

Phrases

‘Break the bank’-  This term was first used in the 1600s and this was used when someone who was gambling had won more than the banker could pay. This phrase has been used since this time however this it is now commonly used as a way of persuading someone that something wont cost much. ‘It wont break the bank to buy this’. Its used in the way that means that you would still have money if you did something.

‘laugh all the way to the bank’-  This is used to describe someone who has earnt money from something that orginally is thought less of or worthless. One example that is ‘ I don’t like that comedian but he will laugh all the way to the bank’.  It describes when someone thinks an idea or thing is worthless but someone will be making money from it. Hence the laughing to the bank. This phrases can also be used as ‘ cried all the way to the bank’ to mean the opposite.

-        1   https://books.google.com/ngrams/graph?content=bank&year_start=1200&year_end=2000&corpus=15&smoothing=3&share=&direct_url=t1%3B%2Cbank%3B%2Cc0

-      2     http://en.wikipedia.org/wiki/Bank

-      3     https://www.google.co.uk/search?q=word+%27bank%27+over+time&ie=utf-8&oe=utf-8&rls=org.mozilla:en-GB:official&client=firefox-a&channel=sb&gws_rd=cr&ei=IR8fU6O4DcPA7Aae9IGADA#channel=sb&q=bank+definition&rls=org.mozilla:en-GB:official

-     4      http://dictionary.reference.com/browse/bank

The use of 'Babe' over time

The original meaning of this word was to refer to a small child or infant child. However this word was becoming narrowed because it was less commonly used for this meaning, it was being used as a slang word of describing an attractive woman. One description of why this may of happened is because at this time women were seen to have less social status and lower. So this was a common word that men would use towards their partner. So it has also gained a more positive meaning. But recently it is becoming more common for men to be called 'babe' by their partners. Therefore the meaning has become more of a general slang word to that they can call someone that is close to them.

Two paragraphs on reading

From Tony Ross’s children’s book ‘I Want a Cat’

                Lineation is one way in which this book helps young children read, as the way that the words are thought through.  This is shown straight away in the first sentence as it is left on its on individual line. By doing this it helps the child understand that this is the end of that particularly sentence. If the next sentence had started on the first line there wouldn’t be a clear distinction between sentences and none of the words would stand out.  On the second line, it ends with the word ‘so’. Even though the next comma is on the third line, ending this line with so allows the reader to elongate the ‘oo’ sound which would interest the child but also give the child time for their eyes to move to the next line. This is useful to the child as it takes a microsecond for the child’s eye to move to the next line as if they don’t have this time they can often miss out lines. This especially happens when the child wants to find out the next part of the sentence, as seen in this text. The third clause of the second sentence is only found on the third line so the child doesn’t know yet what is going to happen.  Therefore by keeping the adverb ‘loudly’ on the third line it helps the transition to the next line as this is still part of the second clause.

               

Hairy Maclary from Donaldson Dairy 

                From this transcript you can hear that there are some miscues. One example of a miscue is when it is written ‘spots’ but she pronounces this as ‘spats’.  Even though the book is repetitive which would lead you to believe that she would be more likely to say this word correctly, but as towards the end when the amount she has to say in one go increases, is when she mispronounces. I feel that she may of made this miscue as she has more words she isn’t used to, so she focuses on these and makes a mistake on the ones she is used to as she isn’t focused on them as well. Another miscue that she makes is when the book says ‘scarface’ which is pronounced ‘ scare – face’ but she says ‘scar- face’. You can understand why she has said this as she has seen the two words ‘ scar’ and ‘face’ so she has just combined the pronunciation, as there was no ‘e’ in the word after the ‘r’ she hasn’t recognised the beginning of the word as scare.

Evie Plan

Overview

As Evie is guided by her grandmother in a known environment, Evie is comfortable to express and improve her zone of proximal development through local topics and the child direct speech techniques used by the grandmother. Through the virtuous errors, the grandmother can use scaffolding to improve her linguistic skills.

• The grandmother uses the camera in the task that they are doing to try and avoid the observer’s paradox affecting the way that Evie speaks. We also know that Evie has been before as there are other transcripts but whether this was the first isn’t known.

-In the transcript she is often asking ‘who else should we take a picture of’ so it’s part of the game they are playing.

•   The grandmother uses positive and negative reinforcement (Skinner) to inspire Evie so talk about what she likes.

-          Also uses this to encourage social skills as when Evie smiled she praises Evie and laughs which shows that it’s a positive thing to do.

-          Shows Evie understands that her appearance can have an effect on people.

-          ‘G-… picture haha of you smiling?  E- ha yes  G- yeah that’s good’

-          This subtly shows that the grandmother could have the some power throughout as she can correct and hint at what is right and wrong.

• Interrogatives are used by the grandmother to create open questions for Evie to respond.

-As they are open questions it allows Evie to respond in the way she wants leading to child led discourse.

- Appears that Evie is the powerful participant as she sets the agenda due to her being able to respond and say what she is interested in

- This also links to Bruner’s interaction theory as without the questions she wouldn’t be able to practise these questions.

- However the grandmother tries to bring the conversation on after he smiling but Evie carries on talking about the smiling again shows that Evie

•  The use of local topics (Nelson) help Evie stay engaged in the conversation.

-          Using topics that Evie likes and knows vocabulary for, in this case its animals.

-          As there are local topics Evie becomes very interested in the idea of putting the animals in the bath and engages in imaginative play. This is one of Haliday’s functions under Imaginative.

-          The grandmother goes along with the role play so Evie continues to talk.

• Multiple phonetic pronunciations of Kangaroo show that she is trying to change her pronunciation to match her grandmothers.

-          The grandmother scaffolds and pronounces kangaroo multiple times so Evie can hear it more often to help her make those sounds

-          The skill of saying kangaroo is in her ZPD due to multiply pronunciations which is also seen when she is asked to count ‘how many’

-          ‘ E- he’s kangaroo [kaeneru:]  G- hello kangaroo’ ‘[kaeniru]’

Media Text Progress

“Could it be magic” the way that lyrics affects us? 

   How can songs make us bawl our eyes out or jump for joy just by what they say?

                From as long as we remember, music has always been there to help us no matter what mood we are in. Whether it’s a sad love song when we are feeling down with a tub of ice cream, or an upbeat song to get us in the party mood, music affects us all. But what is it about music that can control our emotions like a remote? It’s the lyrics that are written.

                Yes I hear what you’re saying, that it’s the people who sing that make them great. To be honest in part that is true. Take That’s songs for example wouldn’t be the same if Gary Barlow didn’t sing them… but think. Would Gary be the same if he sang lyrics that were insensitive or plain boring such as watching paint dry? Well maybe yes there is that chance, but it’s the lyrics that pull on our heart strings and release our emotions (and tears) not just who sings it.

                Bands such as Boyzone or Westlife all use techniques that have us women on an emotional rollercoaster where our makeup can’t help but run. They specifically use words and themes that would make us women blabber like a baby but not affect the builder doing the conservatory. They purposely do this to us. By choosing emotive phrases that are known to be close to women the writers can make us feel things just in the form of a song.  Sneaky isn’t it? Though think about it, changing what we say depending on who we are talking to is natural. We wouldn’t speak to our boss the same way as we would to our friends; imagine the trouble we would be in, even though we may feel better about it!

                You might have noticed these already in songs, especially in boy bands as it’s these groups that are targeting us women with their emotional ways.  We all know the songs I mean, the ones that speak about love and take you through a story throughout. These are the ones that make us laugh and cry, so tears either way, and call the audience ‘angels’. So by using these emotional phrases they can make the audience and band feel like they are close as if almost sharing an experience.

                 This is why typically men don't tend to like these types of songs, or just don’t admit to it, as the writers just use words that affect women, such as saying ‘you’ in the songs make us feel special and like they are singing it to you and no one else. That’s a dream most of us have. 

                As Take That have said ‘Could it be magic?’ No it’s not magic it’s a clever way of writing in a way that makes women swoon and directed at them, instead of everyone. 

Phonological development notes

While learning to speak they use many ways of making language more accessible to them so they can learn it.

The main points in each age gap are:-

0-3 months

• When first born they have a birth cry that is undifferentiated which progresses to coos and gurgling.
• From this they then use sounds to try and communicate what they mean.
• Parents use blowing raspberries as a way of getting babies to use their tongue and lips.

1-2 years

• Children can start to use intonation which is using pitch and tone in different ways such as children raising their pitch to ask a question.
• They can repeat sounds or words but don’t necessarily understand what they mean.
• They omit consonant clusters as some combinations can be too hard to pronounce.
• Towards 2 years old they understand about 65% of what they are saying.

3-4

• At this age children miss out the last consonant such as ‘walkin’ and miss the ‘g’ sound off.
• Also their speech becomes ‘intelligible’ which means that through speech they can be understood by people.

There are also many techniques that are used by children to help develop their speech. These are a few of them.

Velar Fronting (fronting)

This means that children will use sounds that are made at the front of the mouth instead of those that would normally be made at the back of their mouth. For example ‘cup’ would then be pronounced ‘tub’ as the‘t’ sound is easier to make instead of the ‘c’ sound.

Unstressed Syllable Deletion

This means that when they say a particular word they would remove the syllable in the word that is stressed the least when pronounced. Therefore ‘telephone’ would become ‘tefon’ as the ‘le’ sound is the least stressed so considered not as important.

Reduplication

When a child has a word they would like to say they would then use one syllable repeated twice to represent what they mean. One example would be ‘baba’ which could mean ‘bottle’

Dimunization (dim)

This occurs when a child adds the sound ‘-ee’ to the end of a word like a suffix. So a normal word such as ‘book’ would then become ‘book-ee’