English literature -- Middle English, 1100-1500; Great Britain -- History -- 14th century -- Sources
(ii) OE. _ȳ̆_ (deriving from Germanic _ū̆_ followed by _i_)
appears _normally_ in E. Midlands and the North as _ī̆_ (_ȳ̆_):
e.g. _kȳn_, _hill_ (OE. _cȳ_, _hyll_). In the South-East,
particularly Kent, it appears as _ẹ̆̄_: _kēn_, _hell_. In the
South-West, and in W. Midlands, it commonly appears as _u_, _ui_ (_uy_),
with the sound of short or long _ü_. London was apparently at a meeting
point of the _u_, _i_, and _e_ boundaries, because all the forms appear
in fourteenth-century London texts, though _ṻ̆_ and _ē̆_ gradually
give place to _ī̆_. The extension of _ṻ̆_ forms to the North-West
is shown by _Gawayne_, and a line drawn from London to Liverpool would
give a rough idea of the boundary. But within this area unrounding of
_ṻ̆_ to _ī̆_ seems to have been progressive during the century.
N.B.—It is dangerous to jump to conclusions from isolated examples.
Before _r_ + consonant _e_ is sometimes found in all dialects, e.g.
_schert_ II 230. _Church_, spelt with _u_, _i_, or _e_, had by etymology
OE. _i_, not _y_. And in Northern texts there are a number of
_e_-spellings in open syllables, both for OE. _y_ and _i_.
(_c_) #Consonants#:
(i) _f_ > _v_ (initial): this change, which dates back to OE. times, is
carried through in _Ayenbyte_: e.g. _uele uayre uorbisnen_ = Midland
'_fele fayre forbisnes_'. In some degree it extended over the whole of
the South.
(ii) _s_ > _z_ (initial), parallel to the change of _f_ to _v_, is
regularly represented in spelling in the _Ayenbyte_: _zome_ 'some', &c.
Otherwise _z_ is rare in spelling, but the voiced initial sound probably
extended to most of the Southern districts where it survives in modern
dialect.
§ 8. PRONUNCIATION. One of the best ways of studying ME. pronunciation
is to learn by heart a few lines of verse in a consistent dialect, and
to correct their repetition as more precise knowledge is gained. The
spelling can be relied on as very roughly phonetic if the exceptional
usages noted in § 6 are kept in mind. Supplementary and controlling
information is provided by the study of rimes, of alliteration, and of
the history of English and French sounds.
Public-domain text, read in full here on John Shaqi.
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