This volume explores issues of memory, remembering and language in late colonial India. It is the first systematic historical sociolinguistic study of English private and public citizens who lived in and/or worked for India and the Indian cause from the 1920s to the 1940s. While some of the English have lived as common citizens and were committed to India, their voices and contributions have remained on the margins of Indian collective memory. This book offers microhistorical readings of extended language forms generally underexplored in sociolinguistics (such as letters, telegrams, missives, and oral histories) to reorient facets of individual memories, lives, and endeavours against larger officialised understandings of the past. Using previously unpublished corpus of archival material and interviews with English private citizens from that period, this volume on historical sociolinguistics will be of interest to scholars and researchers of language and linguistics, South Asian studies, post-colonial literary studies, culture studies, and modern history.

Spanish remains a large and constant fixture in the foreign language learning landscape in the United States. As Spanish language study has grown, so too has the diversity of students and contexts of use, placing the field in the midst of a curricular identity crisis. Spanish has become a second, rather than a foreign, language in the US, which leads to unique opportunities and challenges for curriculum and syllabus design, materials development, individual and program assessment, and classroom pedagogy. In their book, Brown and Thompson address these challenges and provide a vision of Spanish language education for the twenty-first century. Using data from the College Board, ETS, and the authors' own institutions, as well as responses to their national survey of almost seven hundred Spanish language educators, the authors argue that the field needs to evolve to reflect changes in the sociocultural, socioeducational, and sociopolitical landscape of the US. The authors provide coherent and compelling discussion of the most pressing issues facing Spanish post-secondary education and strategies for converting these challenges into opportunities. Topics that are addressed in the book include: Heritage learners, service learning in Spanish-speaking communities, Spanish for specific purposes, assessment, unique needs for Spanish teacher training, online and hybrid teaching, and the relevance of ACTFL's national standards for Spanish post-secondary education. An essential read for Spanish language scholars, especially those interested in curriculum design and pedagogy, that includes supporting reflection questions and pedagogical activities for use in upper-level undergraduate and graduate-level courses.

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

Negation is one of the main functions in human communication.A History of English Negation is the first book to analyse English negation over the whole of its documented history, using a wide database and accessible terminology. After an introductory chapter, the book analyses evidence from the whole sample of Old English documents available, and from several Middle English and Renaissance documents, showing that the range of forms used at any single stage is wider, and the pace of their change considerably faster, than previously commonly assumed. The book moves on to review current formalised accounts of the situation in Modern English, tracing the changes in rules for expressing negation that have intervened since the earliest documented history of the language. Since the standard is only one variety of a language, it also surveys the means of negation used in some non-standard and dialectal varieties of English. The book concludes with a look at relatively recently born languages such as Pidgins and Creoles, to investigate the degree of naturalness of the principles that rule the expression of English negation.

Medieval French, usually analyzed as a null subject language, differs considerably from modern Romance null subject languages such as Spanish in the availability of non-expressed subject pronouns; specifically, it shows characteristics reminiscent of non-null, rather than null subject languages, such as the expression of expletive subject pronouns. The central goal of this book is to put forward an account of these differences. On the basis of the analysis of an extensive, newly established data corpus, the development of the expression of both expletive and referential subject pronouns until the 17th c. is determined. Following a thorough discussion of previous approaches, an alternative approach is presented which builds on the analysis of Medieval French as a non-null subject language. The non-expression of subject pronouns, licit in specific contexts in non-null subject languages, is shown to be restricted to configurations generally involving left-peripheral focalization. These configurations - and, concomitantly, non-expressed subject pronouns - are finally argued to be eventually lost for good in the wake of the initial observation by 17th c. writers of pertinent instructions campaigned for in highly influential works of language use.

This is the first comprehensive account of prolonged hearing loss and its impact on a language that was once spoken fluently. Although it is currently assumed that hearing loss results in speech deterioration, it is shown that language loss occurs when speakers remain deaf for a long time. The reader is introduced to a significant deaf population - postlingually deafened Yoruba speakers who have been deaf for more than twenty years and who have no access to hearing aids or speech therapy. After becoming deaf, they continue to speak Yoruba from memory and "hear" visually through lip reading. These speakers exhibit phonological, lexical and syntactic losses which mirror acquisition patterns attested in the speech of Yoruba children. Based on these similarities, it is argued that a direct link exists between language loss and first language acquisition. It is further argued that prolonged deafness results in language reversal. Finally, the book presents the first description of the sign language and gestures used by deafened speakers to augment their spoken language. These findings will be of value to linguists, speech, language and hearing therapists, anthropologists, Africanists, deaf studies researchers, and non-specialists who are interested in hearing health and wellness.

This book brings together for the first time a series of previously published papers featuring Ian Roberts' pioneering work on diachronic and comparative syntax over the last thirty years in one comprehensive volume. Divided into two parts, the volume engages in recent key topics in empirical studies of syntactic theory, with the eight papers on diachronic syntax addressing major changes in the history of English as well as broader aspects of syntactic change, including the introduction to the formal approach to grammaticalisation, and the eight papers on comparative syntax exploring head-movement, the nature and distribution of clitics, and the nature of parametric variation and change. This comprehensive collection of the author's body of research on diachronic and comparative syntax is an essential resource for scholars and researchers in theoretical, comparative, and historical linguistics.

This book presents a new reconstruction of Proto-Basque, the mother language of modern Basque varieties, historical Basque, and Aquitanian, grounded in traditional methods of historical linguistics. Building on a long tradition of Basque scholarship, the comparative method and internal reconstruction, informed by the phonetic bases of sound change and phonological typology, are used to explain previously underappreciated alternations and asymmetries in Basque sound patterns, resulting in a radically new view of the proto-language. The comparative method is then used to compare this new Proto-Basque with Proto-Indo-European, revealing regular sound correspondences in basic vocabulary and grammatical formatives. Evaluation of these results supports a distant genetic relationship between Proto-Basque and Proto-Indo-European, and offers new insights into specific linguistic properties of these two ancient languages. This comprehensive volume, which includes a detailed appendix including Proto-Basque/Proto-Indo-European cognate sets, will be of general interest to linguists, archeologists, historians, and geneticists, and of particular interest to scholars in historical linguistics, phonetics and phonology, language change, and Basque and Indo-European studies. Errata for the book can be found at: https://julietteblevins.ws.gc.cuny.edu/proto-basque/

The issue of how interpretation results from the form and type of syntactic structures present in language is one which is central and hotly debated in both theoretical and descriptive linguistics. This volume brings together a series of eleven new cutting-edge essays by leading experts in East Asian languages which shows how the study of formal structures and functional morphemes in Chinese, Japanese and Korean adds much to our general understanding of the close connections between form and interpretation. This specially commissioned collection will be of interest to linguists of all backgrounds working in the general area of syntax and language change, as well as those with a special interest in Chinese, Japanese and Korean.

Analysis of the relationship between the Winchester manuscript and Caxton's edition. Detailed linguistic analysis of the two versions of the Morte Darthur, charting important changes in the development of the English language. Malory's Morte Darthursurvives in two versions: the Winchester manuscript, which has been dated 1469-70, and the edition Caxton published in 1485. These versions were thought to be collaterally related through a common source to an original lost manuscript, until in 1977 new evidence suggested a linear descent. Dr Tieken-Boon van Ostade's study supports this argument, first through a detailed refutation of Vinaver's arguments for collateral descent,then through an analysis of the incidence of multiple negation in both versions of the Morte Darthurand the conclusions to be drawn from it. A reconstruction of the events leading to Caxton's publication of the text at a politically hazardous time completes the volume.Dr INGRID TIEKEN-BOON VAN OSTADEis lecturer in English at the University of Leiden. Two books already published centre on the history of the English language.

Research monograph explaining how language is learnt, stored and used by the brain from the perspective of neurolinguistics. This book assesses current assumptions about how language is acquired, remembered and retained as impulses in the brain, from the perspective of neurolinguistics, which is based on neuroanatomy and neurophysiology. Fred C. C. Peng argues that language is behaviour, which has evolved in human genetics through time. Like all behaviours, language utilises many body parts which are controlled by the cortical and subcortical structures of the brain. Language in the brain is memory-governed, meaning-centred, and multifaceted. This view is a challenge to conventional neuroscience, which sees language and speech as separate entities; such a convention is not consistent with how the brain functions. Dr Peng's study of language in the brain has wide-reaching implications for the study of language disorders, neurolinguistics, and psycholinguistics in dealing with dementia, aphasia, and schizophrenia. This cutting-edge research monograph presents challenging new insights in the field of neuroscience to a linguistic audience and will also benefit neuroscientists. It will be essential reading for academics researching any aspect of language and the brain.

First published in 1816 and revised in 1916, this edition of George Crabb's English Synonyms contains the entirety of his most enduring work. The revised edition is supplemented by a large number of words, the applications of which had grown into the language in the preceding years or had taken on a deeper significance in light of the First World War. It also contains comprehensive cross-referencing, which brings closely related words together and facilitates the quick location of a desired term.

The Comprehension of Jokes consolidates and develops the tradition of analysing jokes, by defining a framework of concepts which are suited to capturing what happens when someone understands a joke. The collection of concepts presented improves upon past work on joke analysis, outlining a simple model of text comprehension which supports all the assumptions necessary for a model of joke-understanding. This proposed framework encompasses and integrates a relatively wide range of disparate factors, including incongruity, superiority, and impropriety. Written by an expert in the field of humour, it provides a conceptual basis which will help to map out the landscape of joke comprehension. The book draws on past suggestions in many areas, primarily philosophy, psychology, linguistics, and artificial intelligence. Current theories of how people understand non-humorous texts offer some important ideas, such as the need for representations of differing beliefs about the world, or the way that predictions may occur during the understanding of a text. The framework improves the clarity and coherence of some existing theoretical proposals and combines these ideas into a well-defined way of describing how a person understands a newly-encountered joke. All this is illustrated using typical textual jokes, some analysed in considerable detail. The book enables hypotheses about why jokes are funny to be stated more precisely and compared more easily, and should contribute to the development of a fuller cognitive model of joke comprehension. The Comprehension of Jokes will be of great interest to academics and postgraduate students in humour research, as well as those in disciplines like linguistics, psychology, and cognitive science who wish to explore the field of jokes and humour.

In the first comprehensive study of the relationship between music and language from the standpoint of cognitive neuroscience, Aniruddh D. Patel challenges the widespread belief that music and language are processed independently. Since Plato's time, the relationship between music and language has attracted interest and debate from a wide range of thinkers. Recently, scientific research on this topic has been growing rapidly, as scholars from diverse disciplines, including linguistics, cognitive science, music cognition, and neuroscience are drawn to the music-language interface as one way to explore the extent to which different mental abilities are processed by separate brain mechanisms. Accordingly, the relevant data and theories have been spread across a range of disciplines. This volume provides the first synthesis, arguing that music and language share deep and critical connections, and that comparative research provides a powerful way to study the cognitive and neural mechanisms underlying these uniquely human abilities.

The exciting recent developments in our understanding of the history of the Indo-Iranian languages and their speakers are surveyed and assessed by a group of internationally renowned linguists and archaeologists. In the last few years the materials available for the study of the older Indo-Iranian languages have increased dramatically: there have been sensational discoveries of texts in the ancient languages of north-west India and northern Afghanistan. Previously known data has been exploited in new ways using innovative techniques for compiling, manipulating and disseminating electronic text and digital images. And archaeological finds in India, Pakistan and Central Asia have given rise to new hypotheses concerning the history and pre-history of the Indo-Iranian peoples.

The volume deals with the topic of illocutionary shell nouns in English, i.e. nouns that encapsulate a content that is usually expressed in a complement or in a separate sentence or clause, and report or characterize it as a specific speech act. The book reports a usage-based study of the complementation patterns in a corpus of 335 illocutionary nouns distributed across the five Searlean classes of assertive, commissive, directive, expressive, and declarative nouns. The investigation aims to verify the association between the meaning of these nouns and their complementation patterns, and between their semantic similarity and the similarity in the distribution of complementation patterns.

Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time. All the fundamental aspects of reading are considered: visual attention, visual feature analysis, visual masking, letter and word recognition, priming effects, eye movements in reading, phonological processing, working memory and reading, parsing, sentence comprehension, and text integration. The subject of reading is approached from a variety of different theoretical perspectives, including cognitive psychology, connectionism, neuropsychology and linguistics. This broad and comprehensive review will still be of value for undergraduate and graduate teaching as well as research workers engaged in experimental or theoretical investigations of any aspect of the psychology of reading.

This book examines the powerful role of writing in society. The invention of writing, independently at various places and times in history, always stood at the cradle of powerful civilizations. It is impossible to imagine modern life without writing. As individuals and social groups we hold high expectations of its potential for societal and personal development. Globally, huge resources have been and are being invested in promoting literacy worldwide. So what could possibly be tyrannical about writing? The title is inspired by Ferdinand de Saussure's argument against writing as an object of linguistic research and what he called la tyrannie de la lettre. His critique denounced writing as an imperfect, distorted image of speech that obscures our view of language and its structure. The chapters of the book, written by experts in language and literacy studies, go beyond this and explore tyrannical aspects of writing in society through history and around the world: from Medieval Novgorod, the European Renaissance and 19th-century France and Germany over colonial Sudan to postcolonial Sri Lanka and Senegal and present-day Hong Kong and Central China to the Netherlands and Spain. The metaphor of 'tyranny of writing' serves as a heuristic for exploring ideologies of language and literacy in culture and society and tensions and contradictions between the written and the spoken word.

This collection of 13 original papers focuses on the phenomemon of politeness in language. It presents the most important problems in developing a theory of linguistic politeness, which must deal with the crucial differences between lay notions of politeness in different cultures and the term "politeness" as a concept within a theory of lingustic politeness. The universal validity of the term itself is called into question, as are models by Brown and Levison, Lakoff and Leech. New approaches are suggested. In addition to this theoretical discussion, an empirical section presents a number of case studies and research projects in linguistic politeness. These show what has been achieved within current models and what still remains to be done, in particular with reference with cross-cultural studies in politeness and differences between a Western and a non-Western approach to the subject.

The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

This groundbreaking book offers a new and compelling perspective on the structure of human language. The fundamental issue it addresses is the proper balance between syntax and semantics, between structure and derivation, and between rule systems and lexicon. It argues that the balance struck by mainstream generative grammar is wrong. It puts forward a new basis for syntactic theory, drawing on a wide range of frameworks, and charts new directions for research. In the past four decades, theories of syntactic structure have become more abstract, and syntactic derivations have become ever more complex. Peter Culicover and Ray Jackendoff trace this development through the history of contemporary syntactic theory, showing how much it has been driven by theory-internal rather than empirical considerations. They develop an alternative that is responsive to linguistic, cognitive, computational, and biological concerns. Simpler Syntax is addressed to linguists of all persuasions. It will also be of central interest to those concerned with language in psychology, human biology, evolution, computational science, and artificial intelligence.

First published in 1936, this book is intended to provide an outline of Anglo-Saxon grammar for beginners, focusing on well-selected, succinctly stated rules rather than giving a detailed survey. It focuses on the West-Saxon dialect as this is best suited to beginners due to its uniformity in phonology and inflection, the fact it forms the basis of Anglo-Saxon grammar, and its prominence in the extant literature. Extracts have been selected from this literature to provide a sufficient basis, via the study of the easier to grasp later form of the dialect, to prepare the reader for the more difficult early West-Saxon dialect and further chronological study of the texts.

The adaptation of Late Latin grammars from the schools of the Roman Empire for use in a foreign Christian society culminated in the British Isles in the 7th and 8th centuries in the development of two distinct types of grammar designed respectively for elementary and for more advanced students. These works, whether they take the form of elaborate commentaries on the classical grammarians, or of simple collections of paradigms, reflect the reading and intellectual preoccupations of their authors, the first teachers in the West to face the problem of large-scale formal foreign-language teaching. The influence of the Insular grammarians extended far beyond their own time: their works, taken to the Continent by Irish and Anglo-Saxon missionaries, shaped both the latinity and the pedagogical technique of their pupils the Carolingians, and their influencein foreign-language teaching has persisted until our own time.

Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.

In the last few years a lively discussion on information packaging has arisen, where traditional dichotomies Theme/Rheme, Topic/Comment and Focus/Background have been taken up again and partly reinterpreted. The discussion is mainly being held in syntax, but also in the fields of semantics and pragmatics. Some remarkable progress has been made especially in Focus phonology. Even if the role of information conveying and information packaging in the Indoeuropean languages was hinted at as early as in the classical studies of the Neogrammarians, this field has remained neglected in today's historical linguistics. This volume tries to partly cover this lack with a sample of papers which offer a various range of new empirical data analyzed from the point of view of information structure. The novelty of the papers consists in the modern theoretical perspective from which the data are analyzed and in the various phenomena considered, which range from the rise of clitic elements to word order change and verb movement. Editorial board Dr. habil. Kai Alter (Newcastle University Medical School) Prof. Dr. Ulrike Demske (Universitat des Saarlandes) Prof. Dr. Ewald Lang (Humboldt-Universitat zu Berlin) Prof. Dr. Rosemarie Luhr (Friedrich-Schiller-Universitat Jena) Prof. Dr. Thomas Pechmann (Universitat Leipzig) Prof. em. Dr. Anita Steube (Universitat Leipzig)