This book presents a challenge to the widely-held assumption that human languages are both similar and constant in their degree of complexity. For a hundred years or more the universal equality of languages has been a tenet of faith among most anthropologists and linguists. It has been frequently advanced as a corrective to the idea that some languages are at a later stage of evolution than others. It also appears to be an inevitable outcome of one of the central axioms of generative linguistic theory: that the mental architecture of language is fixed and is thus identical in all languages and that whereas genes evolve languages do not. Language Complexity as an Evolving Variable reopens the debate. Geoffrey Sampson's introductory chapter re-examines and clarifies the notion and theoretical importance of complexity in language, linguistics, cognitive science, and evolution. Eighteen distinguished scholars from all over the world then look at evidence gleaned from their own research in order to reconsider whether languages do or do not exhibit the same degrees and kinds of complexity. They examine data from a wide range of times and places. They consider the links between linguistic structure and social complexity and relate their findings to the causes and processes of language change. Their arguments are frequently controversial and provocative; their conclusions add up to an important challenge to conventional ideas about the nature of language. The authors write readably and accessibly with no recourse to unnecessary jargon. This fascinating book will appeal to all those interested in the interrelations between human nature, culture, and language.

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In this collection of essays, Bromberger explores the centrality of questions and predicaments they create in scientific research. He discusses the nature of explanation, theory, and the foundations of linguistics.

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A collection of nine papers, previously scattered across many publications, covering topics as diverse as the nature of explanation, the ambiguity of the word theory, the varieties of ignorance, the limits of rationality in the choice of questions, and the ontology of linguistics. More broadly, about how science struggles against limitations on the ability to conceive, formulate, connect, and assess questions and answers. --Book News

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This book examines key issues in designing semantics-oriented natural language processing systems. A broad conceptual framework for describing structured meanings of NL-texts is obtained by defining a new class of formal languages called standard knowledge languages (SK-languages) using a system theoretical approach. Readers will gain knowledge of these languages and will learn a way of building semantic representations using them.

With extensive use of examples and illustrations to clarify complex material and demonstrate practical applications, generous historical and bibliographical notes, end-of-chapter exercises, and glossaries, this book will serve as an ideal graduate-level textbook, as well as a good reference for researchers and practitioners who deal with the various problems involving semantics of natural language texts.

Already hailed as a masterpiece, Foundations of Language offers a brilliant overhaul of the last thirty-five years of research in generative linguistics and related fields. "Few books really deserve the cliche 'this should be read by every researcher in the field,'" writes Steven Pinker, author of The Language Instinct, "But Ray Jackendoff'sFoundations of Language does." Foundations of Language offers a radically new understanding of how language, the brain, and perception intermesh. The book renews the promise of early generativelinguistics: that language can be a valuable entree into understanding the human mind and brain. The approach is remarkably interdisciplinary. Behind its innovations is Jackendoff's fundamental proposal that the creativity of language derives from multiple parallel generative systems linked by interface components. this shift in basic architecture makes possible a radical reconception of mental grammar and how it is learned. As a consequence, Jackendoff is able to reintegrate linguistics with philosophy of mind, cognitive and developmental psychology, evolutionary biology, neuroscience, and computational linguistics. Among the major topics treated are language processing, the relation of language to perception, the innateness of language, and the evolution of the language capacity, as well as more standard issues in linguistic theory such as the roles of syntax and the lexicon. In addition, Jackendoff offers a sophisticated theory of semantics that incorporates insights from philosophy of language, logic and formal semantics, lexical semantics of various stripes, cognitive grammar, psycholinguistic and neurolinguistic approaches, and the author's own conceptual semantics. Here then is the most fundamental contribution to linguistic theory in over three decades.


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This book aims at describing the meaning, meaning extensions, and patterns of polysemy displayed by Ancient Greek prepositions. Accordingly, I will try to single out the semantic roles expressed by prepositions, possible affinities between semantic roles, and possible directions of semantic extension.
Since prepositions appear with different cases in Ancient Greek, and because plain cases can also encode semantic roles, I will also discuss the meaning of cases, under the assumption that cases and prepositions, and more in general all grammatical forms, are meaningful elements.As these assumptions make clear, in this book I mostly follow the lines of cognitive semantics.


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"In this work of sweeping erudition, one of our foremost historians of early Christianity considers a variety of theoretical critiques to examine the problems and opportunities posed by the ways in which history is written. Elizabeth Clark argues forcefully for a renewal of the study of premodern Western history through engagement with the kinds of critical methods that have transformed other humanities disciplines in recent decades.

History, Theory, Text provides a user-friendly survey of crucial developments in nineteenth- and twentieth-century debates surrounding history, philosophy, and critical theory. Beginning with the ""noble dream"" of ""history as it really was"" in the works of Leopold von Ranke, Clark goes on to review Anglo-American philosophies of history, schools of twentieth-century historiography, structuralism, the debate over narrative history, the changing fate of the history of ideas, and the impact of interpretive anthropology and literary theory on current historical scholarship. In a concluding chapter she offers some practical case studies to illustrate how attending to theoretical considerations can illuminate the study of premodernity.

Written with energy and clarity, History, Theory, Text is a clarion call to historians for richer and more imaginative use of contemporary theory.

Features:
- Students practice the most common challenges in sound/spelling patterns, syllables, word endings, linking, stress, rhythm, and intonation.
- Learner-centered and interactive activities progress from controlled practice to relevant, natural communicative contexts.
- New activities help students take their studies beyond the classroom and interact with native speakers.
- Readings, questionnaires, surveys, and interviews provide students with practical situations.
- Useful appendixes provide an overview of consonants and vowels, and offer intensive practice with the more troublesome sounds.

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Carlota S. Smith was a key figure in linguistic research and a pioneering woman in generative linguistics. This selection of papers focuses on the research into tense, aspect, and discourse that Smith completed while Professor of Linguistics at the University of Texas at Austin.
Smith’s early work in English syntax is still cited today, and her early career also yielded key research on language acquisition by young children. Starting in the mid-1970s, after her move to UT, she embarked on her most important line of research. In numerous papers—the first of which was published in 1975—and in a very important 1991 book (The Parameter of Aspect), Smith analyzed how languages encode time and how they encode the ways events and situations occur over time.

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How are words organized in the bilingual mind? How are they linked to concepts? How do bi- and multilinguals process words in their multiple languages? Contributions to this volume offer up-to-date answers to these questions and provide a detailed introduction to interdisciplinary approaches used to investigate the bilingual lexicon.


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Explores the defining element in the work of language teacher educators: language itself. The first part holds up to scrutiny concepts of language that underlie much practice in language teacher education including language as social institution, language as verbal practice, language as reflexive practice, language as school subject and language as medium of language learning. The chapters in the second part are written by language teacher educators working in a range of institutional contexts and on a variety of types of program.

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A corpus-based study of the formal and functional variation of a lexical phrase in different academic disciplines in English.


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Despite its potential influence on the standard language, there is still relatively little written about the language of the young. This book gives new insight into some important areas of their language, such as identity construction reflected, for instance, in prosodic patterns and language choice, the use of discourse markers and slang in a contrastive perspective, the pragmatics of fixed expressions and the impact of English on the teenage vernacular.

Multiple Voices: An Introduction to Bilingualism provides a comprehensive overview of all major aspects of bilingualism. It is primarily concerned with bilingualism as a socio-political phenomenon in the world and, as such, emphasizes languages in contact, language maintenance and shift, language policy (including educational policies), and language as a social identity marker. Other topics discussed include the grammatical or cognitive aspects of bilingualism, such as codeswitching and convergence, how bilingualism appears to be organized in the brain, and how child bilingualism differs from bilingualism acquired at a later age.

Designed for upper-level undergraduate or beginning graduate students, this textbook includes many detailed examples from all over the world and is written accessibly by a prominent bilingualism researcher.

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The studies in this volume suggest that every language has an adjective class, but these vary in character and in size. In its grammatical properties, an adjective class may beas similar to nouns, or to verbs, or to both, or to neither.ze. Whereas in some languages the adjective class is large and can be freely added to, in others it is small and closed. with just a dozen or so members. The book will interest scholars and advanced students of language typology and of the syntax and semantics of adjectives.


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This book makes a fundamental contribution to phonology, linguistic typology, and the nature of the human language faculty. Distinctive features in phonology distinguish one meaningful sound from another. Since the mid-twentieth century they have been seen as a set characterizing all possible phonological distinctions and as an integral part of Universal Grammar, the innate language faculty underlying successive versions of Chomskyan generative theory. The usefulness of distinctive features in phonological analysis is uncontroversial, but the supposition that features are innate and universal rather than learned and language-specific has never, until now, been systematically tested. In his pioneering account Jeff Mielke presents the results of a crosslinguistic survey of natural classes of distinctive features covering almost six hundred of the world's languages drawn from a variety of different families. He shows that no theory is able to characterize more than 71 percent of classes, and further that current theories, deployed either singly or collectively, do not predict the range of classes that occur and recur. He reveals the existence of apparently unnatural classes in many languages. Even without these findings, he argues, there are reasons to doubt whether distinctive features are innate: for example, distinctive features used in signed languages are different from those in spoken languages, even though deafness is generally not hereditary.
The author explains the grouping of sounds into classes and concludes by offering a unified account of what previously have been considered to be natural and unnatural classes. The data on which the analysis is based are freely available in a program downloadable from the publisher's web site.

For decades it has been commonly believed that the English language has remained fairly static since the beginning of the eighteenth century, but recent research shows that this is far from true. An Introduction to Late Modern English focuses on the tail end of the standardization process (codification and prescription), during which such important social changes as the Industrial Revolution shaped the language. Late Modern English currently generates a lot of scholarly attention, mainly due to new developments in sociohistorical linguistics and corpus linguistics. By drawing on this research, Ingrid Tieken-Boon van Ostade offers a fuller account of the language than previously possible. Her volume is designed for students and beginning scholars and is grounded in recent research in which sociolinguistic models are applied to earlier stages of the language (1700-1900). It focuses on people as speakers and writers of English, and it provides research questions aimed at acquiring skills at working with such electronic research tools as Eighteenth Century Collections Online (ECCO), the Oxford English Dictionary, and the Oxford Dictionary of National Biography. The book also references electronically available texts and databases such as Martha Ballard's Diary, the Proceedings of the Old Bailey, and Mrs. Beeton's Book of Household Management.

Does temporal language depend on spatial language? This widespread view is intuitively appealing since spatial and temporal expressions are often similar or identical. Also, metaphors consistently express temporal phenomena in terms of spatial language, pointing to a close semantic and conceptual relationship. But what about the application of the two kinds of linguistic expressions in natural discourse? The book draws together findings on terms that describe the relation of objects or events to each other (such as in front / behind, before / after, etc.), highlighting the relationship between cognition and language usage. Using the method of cognitively motivated discourse analysis, novel empirical results are presented to complement earlier findings. The detailed investigation of a selected range of terms that appear to be parallel in space and time highlights both similarities and fundamental differences in their application. As a result, a new picture emerges: The concepts of space and time are represented in language usage in various systematic ways, reflecting how we understand the world - and at the same time reflecting how our concepts of space and time differ fundamentally. The volume contributes to a debate that has been of interest for cognitive linguists for several decades, concerning the understanding of transfer processes between two conceptually intertwined domains. The specific contribution of this work consists of addressing the novel question of how such processes come into play in the actual application of relevant expressions in natural discourse. By adopting established approaches from Discourse Analysis for issues that are deeply rooted in interdisciplinary research in Cognitive Science, insights are drawn together from two hitherto largely unrelated fields of research to approach the topic from an original perspective, leading to a deeper understanding of the relationship between the domains of space and time and their expression in language.

Throughout history, linguists and literary scholars have been impelled by curiosity about particular linguistic or literary phenomena to seek to observe them in action in original texts. The fruits of each earlier enquiry in turn nourish the desire to continue to acquire knowledge, through further observation of newer linguistic facts. As time goes by, the corpus linguist operates increasingly in the awareness of what has gone before. Corpus Linguistics, thirty years on, is less an innocent sortie into corpus territory on the basis of a hunch than an informed, critical reassessment of existing analytical orthodoxy, in the light of new data coming on stream.

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Paul Kiparsky's work in linguistics has been wide-ranging and fundamental. His contributions as a scholar and teacher have transformed virtually every subfield of contemporary linguistics, from generative phonology to poetic theory. This collection of essays on the word—the fundamental entity of language—by Kiparsky's colleagues, students, and teachers reflects the distinctive focus of his own attention and his influence in the field.

As the editors of the volume observe, Kiparsky approaches words much as a botanist approaches plants, fascinated equally by their beauty, their structure, and their evolution. The essays in this volume reflect these multiple perspectives. The contributors discuss phonology, morphology, syntax and semantics bearing on the formal composition of the word; historical linguistic developments emphasizing the word's simultaneous idiosyncratic character and participation in a system; and metrical and poetic forms showing the significance of Kiparsky's ideas for literary theory. Collectively they develop the overarching idea that the nature of the word is not directly observable but nonetheless inferable.

Contributors:
Stephen R. Anderson, Arto Anttila, Juliette Blevins, Geert Booij, Young-mee Yu Cho, Cleo Condoravdi, B. Elan Dresher, Andrew Garrett, Carlos Gussenhoven, Morris Halle, Kristin Hanson, Bruce Hayes, Larry M. Hyman, Sharon Inkelas, S. D. Joshi, René Kager, Ellen Kaisse, Aditi Lahiri, K. P. Mohanan, Tara Mohanan, Cemil Orhan Orgun, Christopher Piñón, William J. Poser, Douglas Pulleyblank, J. A. F. Roodbergen, Háj Ross, Patricia Shaw, Galen Sibanda, Donca Steriade, John Stonham, Stephen Wechsler, Dieter Wunderlich, Draga Zec.

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By bringing together the emphases and techniques of modern linguistics and literary criticism and applying them to a range of poetry, from Shakespeare to the present day, A Linguistic History of English Poetry argues that poetry is uniquely and intrinsically different from other linguistic discourses and non-linguistic sign systems. A variety of approaches, including New Criticism, Formalism, Structuralism and Poststructuralism, are used to show how poetic structure and poetic signification have changed since the sixteenth century and interpretive models and methods are offered for criticizing poetry. Particular emphasis is placed on the texts' contexts, both in relation to literary history, and social, cultural and aesthetic considerations.

The book contains detailed readings of individual texts, including poems by Donne, Herbert, Marvell, Milton, Pope, Wordsworth, Coleridge, Blake, Keats, Shelly, Tennyson, Browning, Arnold, Hopkins, Pound, Eliot, William Carlos Williams, Dylan Thomas, Auden, e. e. cummings, Larken and E. J. Thribb, as well as a full glossary.

How We Write combines new explanations of creativity with insights into writing as design. Topics include how children learn to write, the visual design of text, and the impact of technology on writing.
Review
'This book will help pave the way for a new trend in writing research/learning/teaching in the 21st century - International Journal for Language and Documentation

In this study, Ronald Berman examines the work of the critic/novelist Edmund Wilson and the art of F. Scott Fitzgerald and Ernest Hemingway as they wrestled with the problems of language, experience, perception and reality in the "age of jazz." By focusing specifically on aesthetics - the ways these writers translated everyday reality into language - Berman challenges and redefines many routinely accepted ideas concerning the legacy of these authors. Fitzgerald is generally thought of as a romantic, but Berman shows that we need to expand the idea of Romanticism to include its philosophy. Hemingway, widely viewed as a stylist who captured experience by simplifying language, is revealed as consciously demonstrating reality's resistance to language. Between these two renowned writers stands Wilson, who is critically influenced by Alfred North Whitehead, as well as Dewey, James, Santayana and Freud. By patiently mapping the correctness of these philosophers, historians, literary critics and writers, Berman aims to open a gateway into the era. This work should be of interest to scholars of American literature, philosophy and aesthetics; to academic libraries; to students of intellectual history; and to general readers interested in Fitzgerald, Hemingway and Wilson.

Long regarded as a peripheral issue, phraseology is now taking centre stage in a wide range of fields. This recent explosion of interest undoubtedly has a great deal to do with the development of corpus linguistics research, which has both demonstrated the key role of phraseological expressions in language and provided researchers with automated methods of extraction and analysis. The aim of this volume is to take stock of current research in phraseology from a variety of perspectives: theoretical, descriptive, contrastive, cultural, lexicographic and computational.It contains overview chapters by leading experts in the field and a series of case studies focusing on a wide range of multiword units: collocations, similes, idioms, routine formulae and recurrent phrases. The volume is an invitation for experienced phraseologists to look at the field with different eyes and a useful introduction for the many researchers who are intrigued by phraseology but need help in finding their way in this rich but complex domain.

“A convincing case is made in this book for more information on both the internal (co-textual) and external (contextual) situations in which words occur in various combinations as well as for more criteria that are required in their identification, interpretation, classification and codification.”
Reinhart Hartmann, University of Exeter, in International Journal of Lexicography, 2008

“Phraseology – An interdisciplinary perspective is a finely-edited volume, which will provide its readers with a lot of food for thought if they wish to know more about an area of language description which was long neglected and is now undergoing a vivid and welcome revival.”
Thierry Fontenelle, Microsoft Natural Language Group, in the International Journal of Translation, Vol. 21:1-2, Jan-Dec 2009, pp.189-193.

In the twenty-first century, technological resources to support language instruction are within the reach of the majority of educational institutions at every level. Yet while schools may have easy access to technology, both its newness and rapid evolution make it difficult for instructors to meet the challenge of effectively incorporating these technologies into the language curriculum.
Recognizing the need for a close link between research, practice and program development, Changing Language Education Through CALL is an important text advocating change that makes effective use of new research into learning styles, as well as new technology. Bringing together sixteen internationally respected experts in second-language acquisition and computer technologies, it presents teachers with user-friendly, flexible ways to incorporate technology into the language-learning process, and provides both the theoretical and practical basis for CALL applications across a broad spectrum of teaching styles, textbooks, and courses.
Practical and clearly presented, each chapter in this book concentrates on the learning process and the teacher's role in facilitating this through the proper and effective use of technology - thus ensuring that the partnership of pedagogical expertise and technological innovation remains the work's focus.
($140.00)


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In this highly original reanalysis of minimalist syntax, Thomas Stroik considers the optimal design properties for human language. Taking as his starting point Chomsky's minimalist assumption that the syntactic component of a language generates representations for sentences that are interpreted at perceptual and conceptual interfaces, Stroik investigates how these representations can be generated most parsimoniously. Countering the prevailing analyses of minimalist syntax, he argues that the computational properties of human language consist only of strictly local Merge operations that lack both look-back and look-forward properties. All grammatical operations reduce to a single sort of locally defined feature-checking operation, and all grammatical properties are the cumulative effects of local grammatical operations.
As Stroik demonstrates, reducing syntactic operations to local operations with a single property—merging lexical material into syntactic derivations—not only radically increases the computational efficiency of the syntactic component, but it also optimally simplifies the design of the computational system. Locality in Minimalist Syntax explains a range of syntactic phenomena that have long resisted previous generative theories, including that-trace effects, superiority effects, and the interpretations available for multiple-wh constructions. It also introduces the Survive Principle, an important new concept for syntactic analysis, and provides something considered impossible in minimalist syntax: a locality account of displacement phenomena.

Due to the complex diversity and multi-disciplinary nature of computer-mediated communication, a reference source solely dedicated to the subject's direct influence on literacy and language becomes imperative among educators.

Computer-Mediated Communication for Linguistics and Literacy: Technology and Natural Language Education fills a void within research due to its clear and direct focus on the interactions between human language and communication technologies. Containing extensive research and analysis, this authoritative collection examines the practical implications and applications of how computers can be used to process natural languages for the design of communication systems and devices.


Table of Contents:

Chapter I: Definitions and Basic Conceptual Notions

Chapter II: Is Technology Changing the Way We Communicate?

Chapter III: Digital Literacy: Reading in the Age of ICT

Chapter IV: TeLCU: A Model for Technology-Conditioned Language and Literacy Change

Chapter V: Insights from an MSN Corpus

Chapter VI: Insights from Mobile Phone Voice Communication

Chapter VII: The Grammar of Mobile Phone Written Language

Chapter VIII: New Forms of Reading and Writing: Cell Phone Novels

Chapter IX: New Languages, New Literacies and the School Curriculum

Chapter X: Educational Technologies (WebCT): Creating Constructivist and Interactive Learning Communities

Chapter XI: Evaluating Learning Technologies

Chapter XII: Computer-Mediated Communication: Emerging Media and Themes

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The book contains studies on second language lexical processes based on empirical findings by authors mostly from Central Europe. The reader may have access to the storage and working of second language lexicons. Questions of integration, storage, vocabulary acquisition and assessment, word retrieval, and lexical access are the focus of the studies, which include reference to language users from Finno-Ugric (Hungarian) and Slavic (Croatian, Polish) language backgrounds.

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This collection is an important contribution to the semantic and syntactic analysis of the expression of existence. The volume focuses on the three main linguistic constructions expressing existence: copular clauses, existential sentences, and (in)definiteness. The papers analyze the interaction between the basic notion of existence and pervasive phenomena of natural language, such as quantification and presupposition. The contributions represent state of the art research on theoretical and comparative issues related to the expression of existence, and make extensive reference to the semantic and syntactic facts of English and of various other languages. The richness of new data and the juxtaposition of different theoretical stances bring a number of new questions into focus.

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Language in Cognition argues that language is based on the human construal of reality. Humans refer to and quantify over virtual entities with the same ease as they do over actual entities: the natural ontology of language, the author argues, must therefore comprise both actual and virtual entities and situations. He reformulates speech act theory, suggesting that the primary function of language is less the transfer of information than the establishing of socially binding commitments or appeals based on the proposition expressed. This leads him first to a new analysis of the systems and structures of cognitive language machinery and their ecological embedding, and finally to a reformulation of the notion of meaning, in which sentence meaning is distinguished from lexical meaning and the vagaries and multifarious applications of lexical meanings may be explained and understood.
This is the first of a two-volume foundational study of language, published under the title, Language from Within. Pieter Seuren discusses and analyses such apparently diverse issues as the ontology underlying the semantics of language, speech act theory, intensionality phenomena, the machinery and ecology of language, sentential and lexical meaning, the natural logic of language and cognition, and the intrinsically context-sensitive nature of language - and shows them to be intimately linked. Throughout his ambitious enterprise, he maintains a constant dialogue with established views, reflecting on their development from Ancient Greece to the present. The resulting synthesis concerns central aspects of research and theory in linguistics, philosophy, and cognitive science.

The papers in this volume reflect current trends in international research in pragmatics over recent years. The unique feature of the book is that the authors coming from ten different countries represent all aspects of pragmatics and address issues that have emerged as the result of recent research in pragmatics proper and neighboring fields such as cognitive psychology, philosophy, and communication. Recent theoretical work on the semantics/pragmatics interface, empirical work within cognitive and developmental psychology, intercultural communication and bilingual pragmatics have directed attention to issues that warrant reexamination and revision of some of the central tenets and claims of the field of pragmatics. In addition, cultural changes originating from globalization have affected the relation of language to the wider world. In particular, the spread of English as a global language has led to the emergence of issues of usage, power, and control that must be dealt with in a comprehensive pragmatics of language.


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Raising and control have figured in every comprehensive model of syntax for forty years. Recent renewed attention to them makes this collection a timely one. The contributions, representing some of the most exciting recent work, address many fundamental research questions. What beside the canonical constructions might be subject to raising or control analyses? What constructions traditionally treated as raising or control might not actually be so? What classes of control must be recognized? How do tense, agreement, or clausal completeness figure in their distribution? The chapters address these and other relevant issues, and bring new empirical data into focus.

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A cogent, clearly-written synthesis of new and classic work on crosslinguistic influences on language and thought, this book is intended as a text for upper-level undergraduates and graduate students, as well as a resource for instructors and scholars in applied linguistics, linguistics, and psycholinguistics courses. This topic is a perennial favorite in courses on bilingualism, psycholinguistics, and even cognitive psychology, and has come into even sharper focus over the past decade or so with the rapid increase in the availability of crosslinguistic data from languages other than English.


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In this volume an international roster of scholars offer theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion education. Editors clearly define the term "immersion" and bring together research from three distinct branches, including foreign language ("one-way"), bilingual ("two-way") and indigenous immersion programs. This collection aims to facilitate cross-context dialogue and knowledge exchange.


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This book, addressed primarily to students and researchers in semantics, cognitive linguistics, English, and Australian languages, is a comparative study of the polysemy patterns displayed by percussion/impact ('hitting') verbs in English and Warlpiri (Pama-Nyungan, Central Australia). The opening chapters develop a novel theoretical orientation for the study of polysemy via a close examination of two theoretical traditions under the broader cognitivist umbrella: Langackerian and Lakovian Cognitive Semantics and Wierzbickian Natural Semantic Metalanguage. Arguments are offered which problematize attempts in these traditions to ground the analysis of meaning either in cognitive or neurological reality, or in the existence of universal synonymy relations within the lexicon. Instead, an interpretative rather than a scientific construal of linguistic theorizing is sketched, in the context of a close examination of certain key issues in the contemporary study of polysemy such as sense individuation, the role of reference in linguistic categorization, and the demarcation between metaphor and metonymy.


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This book collects the contributions presented at the international congress held at the University of Bologna in January 2007, where leading scholars of different persuasions and interests offered an up-to-date overview of the current status of the research on linguistic universals. The papers that make up the volume deal with both theoretical and empirical issues, and range over various domains, covering not only morphology and syntax, which were the major focus of Greenberg’s seminal work, but also phonology and semantics, as well as diachrony and second language acquisition. Diverse perspectives illustrate and discuss a huge number of phenomena from a wide variety of languages, not only exploring the way research on universals intersects with different subareas of linguistics, but also contributing to the ongoing debate between functional and formal approaches to explaining the universals of language. This stimulating reading for scientists, researchers and postgraduate students in linguistics shows how different, but not irreconcilable, modes of explanation can complement each other, both offering fresh insights into the investigation of unity and diversity in languages, and pointing to exciting areas for future research.

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Language in Use creatively brings together, for the first time, perspectives from cognitive linguistics, language acquisition, discourse analysis, and linguistic anthropology. The physical distance between nations and continents, and the boundaries between different theories and subfields within linguistics have made it difficult to recognize the possibilities of how research from each of these fields can challenge, inform, and enrich the others. This book aims to make those boundaries more transparent, and encourages more collaborative research. The unifying theme is studying how language is used in context and explores how language is shaped by the nature of human cognition and social-cultural activity. Language in Use examines language processing and first language learning and illuminates the insights that discourse and usage-based models provide in issues of second language learning. Using a diverse array of methodologies, it examines how speakers employ various discourse-level resources to structure interaction and create meaning. Finally, it addresses issues of language use and creation of social identity. Unique in approach and wide-ranging in application, the contributions in this volume place emphasis on the analysis of actual discourse and experimental results that provide fresh insights into language learning and the nature of language, as well as how language shapes and reflects social identity - making it an invaluable addition to the library of anyone interested in cutting-edge linguistics.

Over the past decade, generative grammarians have viewed language acquisition as a process of fixing option points or parameters defined in Universal Grammar. Here David Lightfoot addresses the crucial question of what it takes to set a parameter - of what kind of experience is needed to trigger the emergence of a natural kind of grammar. Lightfoot asserts that parameter setting is not sensitive to embedded material, and that it is triggered only by robust elements that are structurally simple. He observes that morphological properties play a significant role in setting parameters which have widespread syntactic effects. Using evidence from data on diachronic changes and from current work in syntactic theory, Lightfoot makes precise claims about the triggering experience that can explain a number of historical puzzles. He argues that the changes could have taken place in the way they did only if language acquisition proceeds on the basis of simple, unembedded experiences. David Lightfoot is Professor and Chairman of the Linguistics Department at the University of Maryland.

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A Linguistics Workbook is a supplement to Linguistics: An Introduction to Language and Communications, fifth edition. It can also be used with other introductory and intermediate linguistics texts. Whereas most of the examples in Linguistics are based on English, the workbook provides exercises in the major areas of linguistics (for example, syntax and morphology) drawn from a wide variety of languages. This edition includes new exercises, as well as refinements to some of the original ones.


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Written by a team based at one of the world's leading centres for linguistic teaching and research, the second edition of this highly successful textbook offers a unified approach to language, viewed from a range of perspectives essential for students' understanding of the subject. Using clear explanations throughout, the book is divided into three main sections: sounds, words, and sentences. In each, the foundational concepts are introduced, along with their application to the fields of child language acquisition, psycholinguistics, language disorders, and sociolinguistics, giving the book a unique yet simple structure that helps students to engage with the subject more easily than other textbooks on the market. This edition includes a completely new section on sentence use, including an introduction and discussion of core areas of pragmatics and conversational analysis; new coverage of sociolinguistic topics, introducing communities of practice; a wealth of new exercise material and updated further reading.

This book presents a cross-linguistic investigation of the behaviour of negation in gapping sentences. Sophie Repp focusses on German and English with reference to Dutch, Japanese, Polish, Russian, and Slovak. She shows that these languages exhibit important differences in the interaction of gapping and negation and further that no account in the literature explains why this should be. Dr Repp also argues that the precise interpretation of an elided negation depends on varying combinations of syntactic, semantic, pragmatic, and prosodic factors. Illustrating her argument by the interpretation of the negation in examples such as "Pete hasn't got a video and John a DVD", "Pete didn't clean the whole flat and John laze around all afternoon", and "To Mary, Pete didn't say anything and to Sue, only that he was hungry", Dr Repp questions a basic assumption in the analysis of gapping: that the meaning of the two conjuncts must be parallel in the elided material. This leads her to a wide-ranging discussion of the interpretation of scope and the nature of negation. She then proposes a syntactic analysis that both takes into account the interaction of the grammatical interfaces and is at the same time compatible with more general assumptions of current generative theory. She concludes by considering the implications of her findings for linguistic theory more generally.

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Investigations of the Syntax-Semantics-Pragmatics Interface presents on-going research in Role and Reference Grammar in a number of critical areas of linguistic theory: verb semantics and argument structure, the nature of syntactic categories and syntactic representation, prosody and syntax, information structure and syntax, and the syntax and semantics of complex sentences. In each of these areas there are important results which not only advance the development of the theory, but also contribute to the broader theoretical discussion. In particular, there are analyses of grammatical phenomena such as transitivity in Kabardian, the verb-less numeral quantifier construction in Japanese, and an unusual kind of complex sentence in Wari’ (Chapakuran, Brazil) which not only illustrate the descriptive and explanatory power of the theory, but also present interesting challenges to other approaches. In addition, there are papers looking at the implications and applications of Role and Reference Grammar for neurolinguistic research, parsing and automated text analysis.

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All teachers are meeting more pupils with special needs in mainstream classrooms. Although there are general issues to be aware of subject specialists will always want specific guidance and examples. This series combines SEN expertise with subject knowledge to produce practical and immediate support. Covers:
Policy writing and how to do it
Simply explanation of SEN labels
Creating an inclusive classroom environment
Working with TA’s

A veritable pallette of words and phrases to choose from if you want to bring colour and texture to the English Language. Essential if you are to understand, or speak as, native English speakers. Equally good if you want to use it personally or as a teaching aid. Organised in every conceivable way for easy reference.

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WE WANT TO HELP YOU SUCCEED ON THE ACT* VERBAL SECTIONS
If the verbal skills sections of the ACT are the hardest parts of the test for you, we're here to help. McGraw-Hill's Conquering ACT English, Reading, and Writing has been specially designed and created by experienced ACT coaches. They'll give you test-smart strategies for answering every kind of ACT verbal question. You'll also get intensive practice with every question type to help you build your test-taking confidence. With McGraw-Hill's Conquering ACT English, Reading, and Writing, you'll have everything you need to get test-ready-and achieve your best ACT verbal score.
Includes:
9 full-length practice tests with complete explanations
Hundreds of sample questions just like those on the real test
Strategies for answering every question type: grammar and usage, punctuation, paragraph organization, reading comprehension, and more
18 sample ACT essays with scoring explanations
*ACT is a registered trademark of ACT, Inc., which was not involved in the production of, and does not endorse, this product.


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