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This book serves as a welcome addition to the better known English Dictionary from Cawdrey to Johnson, 1604-1755, by Starnes & Noyes (new edition published by Benjamins 1991). Whereas Starnes & Noyes describe the history of English lexicography as an evolutionary progress-by-accumulation process, Professor Hayashi focuses on issues of method and theory, starting with John Palsgrave’s Lesclarissement de la langue francoyse (1530), to John Walker’s A Critical Pronouncing Dictionary and Expositor of the English Language (1791). This book also includes a detailed discussion of Dr. Johnson’s influential Dictionary of the English Language (1755).
This study by Starnes and Noyes was immediately recognized as a unique and pioneering work of scholarship and has long been the standard work on the emergence and early flowering of English lexicography. Within the last 20 years we have been witnessing a remarkable scholarly interest in the study of dictionary-making and the role played by dictionaries in the transmission and preservation of knowledge and learning. It is therefore essential to have this classic work available again to all students of linguistic history. In its new edition the book has been vastly enhanced by a lengthy and invaluable introduction by Gabriele Stein, Professor of English Linguistics in Heidelberg and author of The English Dictionary before Cawdrey (1985). In her introduction to the present volume she sets out in scholarly detail the work that has emerged since 1946, which makes this study of the English dictionary from Cawdrey to Johnson as complete as the original authors themselves would have wished.
This title was first published in 2001: Although 17th- and 18th-century English language theorists claimed to be correcting errors in grammar and preserving the language from corruption, this new study demonstrates how grammar served as an important cultural battlefield where social issues were contested. Author Linda C. Mitchell situates early modern linguistic discussions, long thought to be of little interest, in their larger cultural and social setting to show the startling degree to which grammar affected, and was affected by, such factors as class and gender. In her examination of the controversies that surrounded the teaching and study of grammar in this period, Mitchell looks especially at changing definitions and standardization of "grammar", how and to whom it was taught, and how grammar marked the social position of marginal groups. Her comprehensive study of the contexts in which grammar was intended or thought to function is based on her analysis of the ancillary materials - prefaces, introductions, forewords, statements of intent, organization of materials, surrounding materials, and manifestos of pedagogy, philosophy, and social or political goals - of more than 300 grammar texts of the time. The book is intended as a landmark study of an important movement in the foundation of the modern world.