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1.0 BACKFGROUND
Comparative and historical linguistics are often treated as a single discipline, although they
actually differ considerably with respect to their goals and methods. Comparative linguistics is the
scientific study of language from a comparative point of views, which involved in comparing and
classifying languages. The main focus is to discover the features they share, while the classification
of languages proceeds by discovering the relevant defining principles for various classes of
languages. Languages can be compared and classified according to three different principles:
genetic, typological and areal. The basic unit of genetic classification is the language family, the
set of languages for which it can be proved that they developed from a single ancestor, called the
proto-language of that family. The basic unit of areal classification is the language area for which
it can be shown that they developed number of features as a consequence of mutual contacts.
Finally, the basic unit of typological classification is the language type, which refers to the set of
Whereas, historical linguistics is the historical study of language change and development.
Its results are directly relevant to comparative linguistics, because only by taking into account the
history of languages can we understand why some of them share some of the features they do. Due
1. Because they stem from some common source, in which case we speak about genetic
relatedness of languages.
2. Because they influenced each other during other periods of intensive language contact, in
3. Because their failure to share the features in question would violate some basic and non-
obvious principles determining the structure of a possible human language; in that case we
claim that languages are typologically related or belong to same linguistics type.
Historical and Comparative linguistics commonly begin with Sir William Jones’ 1792 speech
to the Royal Asiatic Society. However, many before him had noticed the connections between the
European languages and even had connected them with Sanskrit, and by the end of the 18th century
most scholars had stopped regarding Biblical Hebrew a priori as the mother tongue. Jones is
usually credited with voicing the thought that the "original Indo-European tongue" was not Latin,
not Greek, not Sanskrit, but some language for which no written evidence existed. This was a
crucial turning point for “comparative philologists” (as historical linguists were then called), for
they had a new task before them: to reconstruct a language from scratch.
Jones’ reputation as a scholar helped his hypothesis catch on. However, although the goal was
now in mind, the pathway was not. Etymologists still pieced together word-histories haphazardly,
one by one, and fell into many errors through lack of a method. A method of scientific inquiry was
not to be found until three Germanic philologists advanced the concept of systematic sound
correlations between the various members of the IE family. The works of Rasmus Rask (1818),
Franz Bopp (1816), and Jakob Grimm (1819) began the formulation of sound laws: rules of
alternative to August Schleicher’s Tree Model (Stammbaumtheorie). Wellentheorie was not only
included to the Tree Model, but also to the whole Comparative Method.
A synthesis should be possible, which preserves the principle of regularity and other useful
tenets of the Comparative Method, yet replaces the simplistic tree representations with a wave-
inspired approach. Under the Wave Model, each instance of language change arises somewhere
within the network, and from there diffuses to adjacent speaker groups. The propagation of the
change can thus be compared to a ‘wave’ which expands away from its centre as the new feature
is adopted across a broader territory. These waves are independent of each other, and are not
necessarily nested. Likewise, an innovation targeting a small cluster of dialects can be followed
by a later one targeting a larger group. Each event of language change defines its own isogloss, i.e.
a (typically) geographically contiguous zone, representable on a map, within which the innovation
intelligibility across adjacent dialects, the normal situation is for these isoglosses to intersect
80% 70%
1 0 0 % 1 0 0 %
100% 90%
As shown at the diagram above the waves represent languages from the same family.
Languages which are geographically located further away from the original source (pink circle)
also contain similar features with the parent language. The changes that occurred in the
languages were based on two factors, social factors whish related to status, lifestyle, gender
and others; and geographical factors that caused by migration factors. It stated that the further
away from the original source (pink circle), the more changes occur in the languages. Over
time, the layered innovations leave their footprint in each local dialect.
Yet crucially, whereas the Tree Model assigns linguistic diversify cation to social splits
with loss of contact, the Wave Model is compatible with scenarios where communities remain
in contact. In fact, it treats linguistic contact – in the form of multiple, crisscrossing events of
diffusion across mutually intelligible dialects – as the very key to understanding patterns of
the Wave Model is that a given language can perfectly well belong to several partially
time when they were mutually intelligible. Crucially, nothing in this definition entails that
subgroups should be discrete or nested, and indeed my claim is that genealogical subgroups
formulated by Jacob Grimm in his Deutsche Grammatik (Germanic Grammar). It pointed out
prominent correlations between the Germanic and other Indo-European Languages of Europe
and Western Asia. The law was a systematic and coherent formulation, well supported by
examples, recognized as early as 1814 by the Danish philologist Rasmus Kristian Rask. It is
important for historical linguistics because it clearly demonstrates the principle that sound
change is a regular phenomenon and not a random process affecting only some words, as had
It consists of three parts which from consecutive phases in the sense of a chain shift. The
phases are constructed as follows: (1) Proto-Indo-European (PIE) voiceless stops change into
voiceless fricatives, (2) PIE voiced stops become voiceless stops, and (3) PIE voiced aspirated
stops become voiced stops or fricatives. This chat can be represented as below:
Here each sound moves one position to the right to take on its new sound value. Note that
within Proto-Germanic, the sounds denoted by ⟨b⟩, ⟨d⟩, ⟨g⟩ and ⟨gw⟩ were stops in some
environments and fricatives in others, so bʰ > b should be understood here as bʰ > b/β, and
likewise for the others. The voiceless fricatives are customarily spelled ⟨f⟩, ⟨þ⟩, ⟨h⟩ and ⟨hw⟩ in
the context of Germanic. The steps could also have occurred somewhat differently. Another
possible sequence of events could have been: (1) Voiceless stops are allophonically aspirated
under most conditions, (2) voiced stops become voiceless stops, (3) aspirated stops become
fricatives. This sequence would lead to the same end result. This variety of Grimm's Law is
often suggested in the context of the glottalic theory of Proto-Indo-European, which is followed
by a minority of linguists. This theoretical framework assumes that "voiced stops" in PIE were
actually voiceless to begin with, so that the second phase did not actually exist as such, or was
not actually devoicing but a loss of some other articulatory feature such as glottalization. This
alternative sequence also accounts for the phonetics of Verner's law (see below), which are
easier to explain within the glottalic theory framework when Grimm's Law is formulated in this
manner.
LEE CHING SIEW TEC150004 ADRIAN LIM JIN HONG TEG140001
GOH KEE HANG TEC140009 WONG CHIN WEE TEN150008
Cognates
(omphē)
Each phase involves one single change which applies equally to the labials (b, bʰ) and their
equivalent dentals (t, d, dʰ, þ), velars (k, g, gʰ, h) and rounded velars (gʷ, gʷʰ). The first phase left
the phoneme repertoire of the language without voiceless stops, the second phase filled this gap,
but created a new one, and so on until the chain had run its course.
LEE CHING SIEW TEC150004 ADRIAN LIM JIN HONG TEG140001
GOH KEE HANG TEC140009 WONG CHIN WEE TEN150008
Jacob Grimm discovered a series of distinctive and related sound changes involving certain
Indo-European consonants, which was known as Grimm’s Law (Schendl, 2001). This was a big
discovery, saying that there might be some kind of genetic relationships between Germanic
languages, such as English, Frisian, Dutch et cetera. This had started a new method in historical
While all the Germanic languages descended from Proto-Germanic, started out as regional
dialects of Proto-Germanic (Trask, 1998), Proto-Germanic was spoken around 500 BC. It is
possible that there are more stages during the development before it became modern languages.
Furthermore, within Germanic languages, there are some languages that were not closely related
or even totally different from others. Thus, to explain this situation, the tree model had been
introduced by August Schleicher. The tree model illustrated genetic relation of Indo-European
languages are grouped into different families that share a common ancestor (Trask, 1998). This
tree model was adopted by the historical linguists and helped them to classify 6000 living
languages and some recorded dead languages into genetic families (Trask, 1998).
LEE CHING SIEW TEC150004 ADRIAN LIM JIN HONG TEG140001
GOH KEE HANG TEC140009 WONG CHIN WEE TEN150008
introduced wave theory, which shows the occurring and disappearing of language changes (Trask,
1998). The wave model are considered as complementing tree model since the tree model represent
the genealogical relations between separate languages whereas waves theory would only be
concerned with the complex relations between dialects within the boundaries of each language
(Francois, 2014). Therefore, wave theory are favored by dialectologists in observing the fine-
References
Bowern, & B. Evans, The Routledge Handbook of Historical Linguistics, Routledge (pp.
http://www.eolss.net/sample-chapters/c04/e6-20b-05-00.pdf
Rytting, A. (1998). The Student’s Guide to Indo-European. Retrieved from Brigham Young
University: http://linguistics.byu.edu/classes/ling450ch/reports/indo-european.html