Episode 41: New Words From Old English

The Anglo-Saxons created new words within Old English through the use of compound words, as well as standard prefixes and suffixes.   This process expanded the vocabulary of Old English and enabled the language to emerge as an important literary language. In this episode, we explore many of the words created in this manner during the period of Old English.

7 thoughts on “Episode 41: New Words From Old English

  1. Hi again,

    thanks for your podcast. However, the words that you described as compounds are not always compound nouns, but kennings. For instance, compound nouns have a socalled head. So for instance a “school book” is a kind of book, it is not a kind of school. So the head of “school book” is book. It denotes its main meaning which is modified by “school”. The “whale road” (sea), however, is neither a kind of “road” nor a kind of “whale”. It does not have a head and therefore cannot be classified as a compound noun. It denotes the sea, something related to the concept of “whale road”, because whales travel through the sea like people travel on roads. It is therefore a kenning. Some of the terms you called compounds are actually kennings. Like for instance “Beowulf” (bee-wulf = bear).

    Again many thanks for the interesting podcast.

    • I think that’s a fair distinction. My sources variously describe kennings as “poetic compounds,” “compound expressions,” and simply “compounds.” None seem to use the term “compound word.” I don’t think it affects the overall message of the episode, but the distinction is duly noted.

  2. Hi Kevin,
    I discovered this podcast earlier this year, and have gotten this far using it as an accompaniment to my daily commute. I want to commend you on a valiant effort, especially with the historical aspects and your brave attempts to reproduce Old English pronunciations. Unfortunately, some of the linguistics, language knowledge (French, German, Latin), European geography and even logic show frequent mistakes or glaring omissions. If you could team up with a professional linguist to clean it up, you would have the makings of college course material on your hands. The content would also need to be less repetitive; the way it is now is actually ideal for listening to while driving, since if you miss a point because of attending to traffic you know you’ll hear it again 10 seconds later, and then again 10 seconds after that!

    Don’t mean to come off sounding negative, just offering some friendly advice. Keep up the good work,

    John

    • John,

      Thanks for the feedback. If you have any specific corrections, please feel free to send them to me. I consider all such feedback, and I have actually gone back and revised some old episodes in cases where I thought the material needed to be revised.

      As ‘Human’ noted, this is a podcast, so I don’t feel the need to structure the episodes in the same way as a college course. A college course is presented to a captive audience in a classroom setting. A podcast is presented to listeners who are walking their dog, doing the dishes, driving in the car, etc. So given those distractions, and given that the material is sometimes a bit dense, I sometimes repeat certain ideas to make sure that the listener is following the important parts of the story. I appreciate the suggestion, but I prefer to leave the university lectures to the college professors.

  3. Kevin,
    That’s a fair point, it’s your podcast, do what you like with it. I was trying to make the point that it is rich enough that with a little editing you could repurpose it – get a wider audience and maybe a bit of extra cash. Online courses are very popular nowadays.
    Anyway, the glitches don’t stop me from listening. I’ll be happy to send you corrections/suggestions separately.
    Thanks,
    John.

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