This volume on language contact is a corpus-based descriptive and theoretical study of the Polish translations of English one- and multi-word polymorphemic expressions. The formation of loan translations is unique among strategies in lexical development as it involves three processes: borrowing, word-formation and semantic change. The study explores morphosyntactic, semantic and extralinguistic issues in the context of set expressions that are loan translated from a foreign language. It offers a typology of loan translations, loan identification criteria as well as a dictionary of over 500 loan translations from the English language.

The monograph discusses the relation between language and visual culture, focusing on two Chaucerian narratives, "Knight's Tale" and "Troilus and Criseyde". The study highlights the significance of the continuity of imagery in language and material culture for cultural transmission, providing insights into the relation between Chaucer's linguistic usage and the late medieval symbolic tradition. Undertaken within the Cognitive Linguistic framework, the research indicates the usefulness of adopting a panchronic perspective on the development of language and culture.

This book argues that many of the most prominent features of oral epic poetry in a number of traditions can best be understood as adaptations or stylizations of conversational language use, and advances the claim that if we can understand how conversation is structured, it will aid our understanding of oral traditions. In this study that carefully compares the "special grammar" of oral traditions to the "grammar" of everyday conversation as understood in the field of conversation analysis, Raymond Person demonstrates that traditional phraseology, including formulaic language, is an adaptation of practices in turn construction in conversation, such as sound-selection of words and prosody, and that thematic structures are adaptations of sequence organization in talk-in-interaction. From this he concludes that the "special grammar" of oral traditions can be understood as an example of institutional talk that exaggerates certain conversational practices for aesthetic purposes and that draws from cognitive resources found in everyday conversation. Person's research will be of interest to conversation analysts as well as literary scholars, especially those interested in ancient and medieval literature, the comparative study of oral traditions and folklore, and linguistic approaches to literature. This volume lays the groundwork for further interdisciplinary work bridging the fields of literature and linguistics.

Instruments for Research into Second Languages is an accessible introduction to understanding and evaluating existing and emerging methodologies in L2 research. The book provides an introduction to the data collection materials available in the IRIS database. IRIS is an open access, searchable repository of instruments used to elicit data for research into second and foreign language learning and teaching. The book is aimed at graduate students, researchers and educators in the fields of Applied Linguistics and Second Language Acquisition. Featuring contributions from top scholars in the field, this dynamic volume includes empirical research carried out using innovative instruments held in IRIS, offering insights into their basic mechanics, how and why they are used, as well as the challenges they can present. The chapters describe the kinds of data (evidence about knowledge, processing, interaction, learning, and motivation) that result from these methods, and they discuss conditions that lead to reliable and valid data collection and analysis. This unique collection provides researchers, professionals, and students with up-to-date responses to practical and theoretical questions about how second language learning and teaching can be investigated using the IRIS database of instruments. IRIS was funded by the Economic and Social Research Council and is a long term British Academy Research Project.

Instruments for Research into Second Languages is an accessible introduction to understanding and evaluating existing and emerging methodologies in L2 research. The book provides an introduction to the data collection materials available in the IRIS database. IRIS is an open access, searchable repository of instruments used to elicit data for research into second and foreign language learning and teaching. The book is aimed at graduate students, researchers and educators in the fields of Applied Linguistics and Second Language Acquisition. Featuring contributions from top scholars in the field, this dynamic volume includes empirical research carried out using innovative instruments held in IRIS, offering insights into their basic mechanics, how and why they are used, as well as the challenges they can present. The chapters describe the kinds of data (evidence about knowledge, processing, interaction, learning, and motivation) that result from these methods, and they discuss conditions that lead to reliable and valid data collection and analysis. This unique collection provides researchers, professionals, and students with up-to-date responses to practical and theoretical questions about how second language learning and teaching can be investigated using the IRIS database of instruments. IRIS was funded by the Economic and Social Research Council and is a long term British Academy Research Project.

This book explores aspects of the Arabic Grammatical Tradition and Arabic Linguistics from both a theoretical and descriptive perspective. It also touches on issues of relevance to other disciplines, particularly Qur'anic exegesis and jurisprudence. The links between the fields of language and religion are historically strong in the Arabic and Islamic traditions as so much time and effort was spent by grammarians in interpreting the precise meanings of two of the main sources of Islamic jurisprudence - the Quran and Hadith. Prof Suleiman has assembled an international team of experts in this area and presents a thorough review of the sources and arguments. The book will be of interest to all students, researchers and teachers of Arabic Language and Culture.

Originally published in 1970, this was Peter Herriot's first book. In this objective, critical evaluation of a rapidly expanding field, Professor Herriot examines language as skilled behaviour, generative linguistics and psychology, behaviourist approaches to meaning, language acquisition and impairment, and language and thought. He stresses throughout the necessity for empirical research and for experimental verification of hypotheses; he also feels that language behaviour should be analysed in a comprehensive form, placing emphasis not only on structural aspects but also on the importance of meaning and context to any account of language. Today it can be read and enjoyed in its historical context.

How is speech produced and understood in the context of everyday communication? First published in 1975, this book is considered one the best of the early books in this field. The task of psycholinguistics is to discover how people produce and comprehend speech. This encompasses virtually all aspects of psychology, including perceptual, conceptual, and social processes. The authors tried to capture the flavour of this approach to the psychology of language by describing the major contemporary issues, problems, and phenomena, of the time, being dealt with in laboratories and in field studies, and by trying to make sense of the data they had. Experimental Psycholinguistics: An Introduction does not try to deal exhaustively with any one issue in linguistics or in psychology. Rather it tries to integrate the authors' knowledge of language and language behaviour so that someone entering the field has an intelligible framework with which to start.

Originally published in 1978, the contributors to this volume, including the leading figures in experimental psychopathology, were largely concerned with deducing the behaviour of schizophrenics from general psychological theories of language, learning and cognition. Their emphasis on deduction reflected a modern reliance on laboratory experimentation, and, taken as a whole, the chapters cover the breadth and variety of current approaches of the time to the study of schizophrenic language and cognition. The first part of the volume is concerned with recent developments in the study of schizophrenic language. The second part deals with various aspects of schizophrenic cognition. The final chapter, by the editor, attempts to review and integrate what was currently known about schizophrenic cognition and language. This chapter contrasts the various experimental methodologies used to validate theories by pointing out areas of agreement and disagreement as well as possible directions for future theory and research. Here is a book that at the time presented the most up-to-date overview available on language and thought in schizophrenia. Today it can be read and enjoyed in its historical context.

The study of opacity falls under the general programme of showing how the meaning of any complex sentence is composed from the meanings of its constituent clauses, phrases and words. Opaque constructions are special from this point of view because the compositional principles that determine their meaning are so intricate. The main argument of this book is that the systematic ambiguity of opaque constructions has generally been underestimated.

In the ten years prior to its original publication in 1987, cognitive psychology uncovered the increasingly important role of knowledge stored in memory and the integrated nature of cognitive processes. In Memory, Thinking and Language the author takes these three traditional topics and places them within the new cognitive approach. Judith Greene's 1975 book Thinking and Language, proved to be a highly successful student resource. This book provides an equally clear introduction to complex ideas. It also emphasises the practical applications of cognitive psychology for teaching and learning as well as for everyday life.

Originally published in 1990, this comprehensive volume addresses the central issues of sentence and discourse processes, with particular emphasis placed on reading and listening comprehension. The text material is accessible to both upper-level undergraduate and graduate students and informative for professionals and educators. In this regard, this uncommon volume identifies the logic of both the specific experimental manipulations that are described, and the more general on-line and memory measures frequently invoked. The principles presented in the text are supported by hundreds of numbered and unnumbered examples, and by precise tables and figures.

The volume comprises papers that were presented at the 14th European conference on "Formal Description of Slavic Languages 10.5" at Masaryk University in Brno, Czech Republic. The conference focuses on formal approaches to Slavic phonology, morphology, syntax and semantics. The present contributions describe interesting data patterns found in Slavic languages and analyze them from the perspective of formal grammar, including generative syntax, Distributed Morphology, formal semantics and others.

Those working on the description of disordered speech are bound to be also involved with clinical phonology to some extent. This is because interpreting the speech signal is only the first step to an analysis. Describing the organization and function of a speech system is the next step. However, it is here that phonologists differ in their descriptions, as there are many current approaches in modern linguistics to undertaking phonological analyses of both normal and disordered speech. Much of the work in theoretical phonology of the last fifty years or so is of little use in either describing disordered speech or explaining it. This is because the dominant theoretical approach in linguists as a whole attempts elegant descriptions of linguistic data, not a psycholinguistic model of what speakers do when they speak. The latter is what is needed in clinical phonology. In this text, Martin J. Ball addresses these issues in an investigation of what principles should underlie a clinical phonology. This is not, however, simply another manual on how to do phonological analyses of disordered speech data, though examples of the application of various models of phonology to such data are provided. Nor is this a guide on how to do therapy, though a chapter on applications is included. Rather, this is an exploration of what theoretical underpinnings are best suited to describing, classifying, and treating the wide range of developmental and acquired speech disorders encountered in the speech-language pathology clinic.

Since the early days of performance assessment, human ratings have been subject to various forms of error and bias. Expert raters often come up with different ratings for the very same performance and it seems that assessment outcomes largely depend upon which raters happen to assign the rating. This book provides an introduction to many-facet Rasch measurement (MFRM), a psychometric approach that establishes a coherent framework for drawing reliable, valid, and fair inferences from rater-mediated assessments, thus answering the problem of fallible human ratings. Revised and updated throughout, the Second Edition includes a stronger focus on the Facets computer program, emphasizing the pivotal role that MFRM plays for validating the interpretations and uses of assessment outcomes.

Those working on the description of disordered speech are bound to be also involved with clinical phonology to some extent. This is because interpreting the speech signal is only the first step to an analysis. Describing the organization and function of a speech system is the next step. However, it is here that phonologists differ in their descriptions, as there are many current approaches in modern linguistics to undertaking phonological analyses of both normal and disordered speech. Much of the work in theoretical phonology of the last fifty years or so is of little use in either describing disordered speech or explaining it. This is because the dominant theoretical approach in linguists as a whole attempts elegant descriptions of linguistic data, not a psycholinguistic model of what speakers do when they speak. The latter is what is needed in clinical phonology. In this text, Martin J. Ball addresses these issues in an investigation of what principles should underlie a clinical phonology. This is not, however, simply another manual on how to do phonological analyses of disordered speech data, though examples of the application of various models of phonology to such data are provided. Nor is this a guide on how to do therapy, though a chapter on applications is included. Rather, this is an exploration of what theoretical underpinnings are best suited to describing, classifying, and treating the wide range of developmental and acquired speech disorders encountered in the speech-language pathology clinic.

This book examines the coding of the three coordination relations of combination, contrast and alternative between states of affairs on the basis of a 74 language sample, with special focus on the languages spoken in Europe. It constitutes the first systematic inquiry so far conducted on the cross-linguistic coding of coordination, as defined in cognitive and pragmatic terms. This research shows that the 'and-but-or' coding system which is typical of Central-Western Europe appears to be extremely rare outside Europe, where a great variation in the coding of coordination is attested. This cross-linguistic variation, however, is not random, but is crucially constrained by the interaction of economic principles with the semantic properties of the individual relations expressed. A fine-grained functional systematization of coordination is proposed and described by means of implicational patterns and semantic maps. This work brings together a broad cross-linguistic perspective and a detailed semantic analysis, largely based on new and comparable data collected by means of questionnaires, all accessible in the appendix of the book. It represents the first systematic attempt towards a unified typology of coordination relations.

Provides an overview of the causes and treatment approaches for counseling families under stress, and focuses on several examples of extreme tension.

Understanding Reading revolutionized reading research and theory when the first edition appeared in 1971 and continues to be a leader in the field. In the sixth edition of this classic text Smith's purpose remains the same: to shed light on fundamental aspects of the complex human act of reading - linguistic, physiological, psychological, and social - and of what is involved in learning to read. The text critically examines current theories, instructional practices, and controversies, covering a wide range of disciplines but always remains accessible. Careful attention is given to the ideological clash that continues between whole language and direct instruction and currently permeates every aspect of theory and research into reading and reading instruction. In every edition, including the present one, Smith has steadfastly resisted giving teachers a recipe for teaching reading, while aiming to help them make their own decisions, based on research about reading, which is accessible to anyone, and their experience and personal knowledge of their students, which only they possess. To aid readers in making up their own minds, each chapter concludes with a brief statement of "Issues." Understanding Reading, Sixth Edition is matchless in integrating a wide range of topics relative to reading while, at the same time, being highly readable and user-friendly for instructors, students, and practitioners.

This book brings together Latinx scholars in Rhetoric and Composition to discuss keywords that have been misused or appropriated by forces working against the interests of minority students. For example, in educational and political forums, rhetorics of identity and civil rights have been used to justify ideas and policies that reaffirm the myth of a normative US culture that is white, Eurocentric, and monolinguistically English. Such attempts amount to a project of neo-colonization, if we understand colonization to mean not only the taking of land but also the taking of culture, of which language is a crucial part. The editors introduce the concept of epistemic delinking and argue for its use in conceptualizing a kind of rhetorical and discursive decolonization, and contributors offer examples of this decolonization in action through detailed work on specific terms. Specifically, they draw on their training in rhetoric and on their own experiences as people of color to help reset the field's agenda. They also theorize new keywords to shed light on the great varieties of Latinx writing, rhetoric, and literacies that continue to emerge and circulate in the culture at large, in the hope that the field will feel more urgently the need to recognize, theorize, and teach the intersections of writing, pedagogy, and politics.

This study analyzes the indicative and subjunctive da-complements in the Serbian language while comparing and contrasting them with similar finite constructions in other Slavic and Balkan languages. In complex structures, semantic properties of the matrix verb, homophonous da, and aspectual and tense properties of the embedded verb all contribute to interpretations of the morphologically unmarked subjunctive and indicative moods in the Serbian language. Merging Giannakidou's theory of mood and veridicality with Progovac's clausal structure, the author suggests that the choice of the indicative or subjunctive complement determines negation interpretation and implies that clitics in Serbian are not always restricted to the second position.

* The debate about the effects of bilingualism on executive control is one of the most controversial and contentious issues in the field of bilingualism, so the topic is timely. * Includes coverage of the methodologies used in this area of investigation. * Offers a critical review of the research literature to balance the record about bilingual advantage.

Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook's practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.

One of the most intriguing features of languages is that speakers can produce novel grammatical utterances that they have never heard before. Consequently, most linguists agree that the mental grammars of speakers are complex systems that must be more abstract than the input they are exposed to. Yet, linguists differ as to how general and abstract speakers' mental representations have to be to allow this grammatical creativity. This book addresses this issue by empirically investigating one specific construction, English comparative correlatives (e.g., the more you eat, the fatter you get). Drawing on authentic corpus data from Old English to Present-day English varieties around the world, it shows how input frequency and domain-general cognitive principles affect the complex mental network of constructions that underlies speakers' linguistic behaviour. This pioneering and original study will be of interest to scholars and students of English syntax and English historical linguistics.