One of the liveliest forums for sharing psychological, linguistic, philosophical, and computer science perspectives on psycholinguistics has been the annual meeting of the CUNY Sentence Processing Conference. Documenting the state of the art in several important approaches to sentence processing, this volume consists of selected papers that had been presented at the Sixth CUNY Conference. The editors not only present the main themes that ran through the conference but also honor the breadth of the presentations from disciplines including linguistics, experimental psychology, and computer science. The variety of sentence processing topics examined includes:
* how evoked brain potentials reflect sentence comprehension
* how auditory words are processed
* how various sources of grammatical and nongrammatical information are coordinated and used
* how sentence processing and language acquisition might be related.
This distinctive volume not only presents the most exciting current work in sentence processing, but also places this research into the broader context of theorizing about it.

This volume is a direct result of the International Symposium on Japanese Sentence Processing held at Duke University. The symposium provided the first opportunity for researchers in three disciplinary areas from both Japan and the United States to participate in a conference where they could discuss issues concerning Japanese syntactic processing. The goals of the symposium were three-fold:
* to illuminate the mechanisms of Japanese sentence processing from the viewpoints of linguistics, psycholinguistics and computer science;
* to synthesize findings about the mechanisms of Japanese sentence processing by researchers in these three fields in Japan and the United States;
* to lay foundations for future interdisciplinary research in Japanese sentence processing, as well as international collaborations between researchers in Japan and the United States.
The chapters in this volume have been written from the points of view of three different disciplines, with various immediate objectives -- from building usable speech understanding systems to investigating the nature of competence grammars for natural languages. All of the papers share the long term goal of understanding the nature of human language processing mechanisms. The book is concerned with two central issues -- the universality of language processing mechanisms, and the nature of the relation between the components of linguistic knowledge and language processing. This volume demonstrates that interdisciplinary research can be fruitful, and provides groundwork for further research in Japanese sentence processing.

Many regional languages across the world are threatened by modernization and urbanization whilst the universal and rapid rise of migration has created new and unprecedented forms of multilingualism. Aspects of education, national policies and attitudes towards minority languages are documented.

The "Bilingual New Testament, English - Spanish" is derived from the 1901 American Standard Version and the 1909 Biblia Reina Valera translations.
Printed in 10-point text on white paper for easy reading, verses are paired in classic Biblical English and Spanish so you can follow both translations sentence by sentence.
Example verses:
John 3:16 "For God so loved the world, that he gave his only begotten Son, that whosoever believeth on him should not perish, but have eternal life."
Juan 3:16 "Porque de tal manera amo Dios al mundo, que ha dado a su Hijo unige nito, para que todo aquel que en e l cree, no se pierda, mas tenga vida eterna."
Matthew 28:18-20
"18. And Jesus came to them and spake unto them, saying, All authority hath been given unto me in heaven and on earth.
19. Go ye therefore, and make disciples of all the nations, baptizing them into the name of the Father and of the Son and of the Holy Spirit:
20. teaching them to observe all things whatsoever I commanded you: and lo, I am with you always, even unto the end of the world."
Mateo 28:18-20
"18. Y llegando Jesu s, les hablo, diciendo: Toda potestad me es dada en el cielo y en la tierra.
19. Por tanto, id, y doctrinad a todos los Gentiles, bautiza ndolos en el nombre del Padre, y del Hijo, y del Espi ritu Santo:
20. Ensen a ndoles que guarden todas las cosas que os he mandado: y he aqui, yo estoy con vosotros todos los di as, hasta el fin del mundo. Ame n."
Note that the texts have been edited to allow pairing of verses which can result in some verse numbers that differ from other Bibles.
Contents:
Matthew - Mateo
Mark - Marcos
Luke - Lucas
John - Juan
Acts - Hechos
Romans - Romanos
I Corinthians - I Corintios
II Corinthians - II Corintios
Galatians - Ga latas
Ephesians - Efesios
Philippians - Filipenses
Colossians - Colosenses
I Thessalonians - I Tesalonicenses
II Thessalonians - II Tesalonicenses
I Timothy - I Timoteo
II Timothy - II Timoteo
Titus - Tito
Philemon - Filemo n
Hebrews - Hebreos
James - Santiago
I Peter - I Pedro
II Peter - II Pedro
I John - I Juan
II John - II Juan
III John - III Juan
Jude - Judas
Revelation - Apocalipsis

Researchers have looked into the role of individual differences in second language learning and found that differences between learners in areas such as language aptitude, language learning motivation and exposure to the language influence second language learning. Most of this research concerned adults. Far fewer studies have addressed the role of individual differences in second language learning of young learners. As second language learning programmes tend to start earlier than before and children are nowadays frequently exposed to a foreign language in social settings such as online games and social media, studying the role of individual differences in young learners can contribute both to SLA-theories and to evidence-based L2 education. This book discusses recent findings concerning the role of individual differences in language learning in young learners. The chapters in the book concern different topics linked to internal individual differences such as language aptitude, motivation, attitude and external individual differences such as exposure and type of instruction, the relative contribution of internal and external factors to language learning, and the interplay between the two types of individual differences.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse. It is unique in the extent of data which it analyzes-more than 250 texts from children and adults speaking five different languages-and in its crosslinguistic, typological focus. It is the first book to address the issue of how the structural properties and rhetorical preferences of different native languages-English, German, Spanish, Hebrew, and Turkish-impinge on narrative abilities across different phases of development. The work of Berman and Slobin and their colleagues provides insight into the interplay between shared, possibly universal, patterns in the developing ability to create well-constructed, globally organized narratives among preschoolers Contact Susan Barker at (201) 258-2282 for more information. from three years of age compared with school children and adults, contrasted against the impact of typological and rhetorical features of particular native languages on how speakers express these abilities in the process of "relating events in narrative." This volume also makes a special contribution to the field of language acquisition and development by providing detailed analyses of how linguistic forms come to be used in the service of narrative functions, such as the expression of temporal relations of simultaneity and retrospection, perspective-taking on events, and textual connectivity. To present this information, the authors prepared in-depth analyses of a wide range of linguistic systems, including tense-aspect marking, passive and middle voice, locative and directional predications, connectivity markers,null subjects, and relative clause constructions. In contrast to most work in the field of language acquisition, this book focuses on developments in the use of these early forms in extended discourse-beyond the initial phase of early language development. The book offers a pioneering approach to the interactions between form and function in the development and use of language, from a typological linguistic perspective. The study is based on a large crosslinguistic corpus of narratives, elicited from preschool, school-age, and adult subjects. All of the narratives were elicited by the same picture storybook, Frog, Where Are You?, by Mercer Mayer. (An appendix lists related studies using the same storybook in 50 languages.) The findings illuminate both universal and language-specific patterns of development, providing new insights into questions of language and thought.

Building on the success of previous editions, Focus on Grammar 5th Edition continues to leverage its successful four-step approach that lets learners move from comprehension to communication within a clear and consistent structure. Centred on thematic instruction, Focus on Grammar combines comprehensive grammar coverage with abundant practice, critical thinking skills, and ongoing assessment, helping students communicate confidently, accurately, and fluently in everyday situations. The 5th Edition continues to incorporate the findings of corpus linguistics in grammar notes, charts, and practice activities, while never losing sight of what is pedagogically sound and useful.

Research in cognitive psychology has contributed much to our understanding of reading and spelling. Most of this work has concentrated on the processes used by literate adults to comprehend and produce written language, but there is a growing interest in applying cognitive theories to the development of literacy, and to the understanfing of disorders of reading and writing. Such disorders may be acquired as a consequence of a brain injury to a previously literate adult, or may be developmental, occurring in otherwise normal children.; This textbook attempts to present this work to a non-specialist audience. Though written primarily with students of psychology and education in mind, it is accessible also to parents and teachers.; The broad organization of the first edition is retained. The book opens with a consideration of the history and nature of writing, then moves on to deal with the nature of skilled reading. Other chapters deal with: the different ways that brain injury in adulthood can disrupt the mature reading skill the "acquired dyslexias"; spelling and writing processes, both in skilled writers and in patients with "acquired dysgraphia"; the way children develop the skills of reading and writing; and developmental reading and writing problems.

Ever since attempts were made to describe and explain normal language development, references to exceptional circumstances have been made. Variations in the conditions under which language is acquired can be regarded as natural experiments, which would not be feasible or ethical under normal circumstances. This can throw light on such questions as:
*What language input is necessary for the child to learn language?
*What is the relationship between cognition and language?
*How independent are different components of language function?
*Are there critical periods for language development?
*Can we specify necessary and sufficient conditions for language impairment? This book covers a range of exceptional circumstances including: extreme deprivation, twinship, visual and auditory impairments, autism and focal brain damage?
Written in a jargon-free style, and including a glossary of linguistic and medical terminology, the book assumes little specialist knowledge. This text is suitable for both students and practitioners in the fields of psycholinguistics, developmental and educational psychology, speech pathology, paediatrics and special education.

How do we learn to produce and comprehend non-literal language? Competing theories have only partially accounted for the variety of language comprehension evoked in metaphor, irony, and jokes. Rachel Giora has developed a novel and comprehensive theory, the Graded Salience Hypothesis, to explain figuative language comprehension. Giora contends that the salience of meanings (i.e., the cognitive priority we ascribe to words encoded in our mental lexicon) has the primary role in language comprehension and production.

This volume presents contributions to the conference Old English Runes Workshop, organised by the Eichstatt-Munchen Research Unit of the Academy project Runic Writing in the Germanic Languages (RuneS) and held at the Catholic University of Eichstatt-Ingolstadt in March 2012. The conference brought together experts working in an area broadly referred to as Runology. Scholars working with runic objects come from several different fields of specialisation, and the aim was to provide more mutual insight into the various methodologies and theoretical paradigms used in these different approaches to the study of runes or, in the present instance more specifically, runic inscriptions generally assigned to the English and/or the Frisian runic corpora. Success in that aim should automatically bring with it the reciprocal benefit of improving access to and understanding of the runic evidence, expanding and enhancing insights gained within such closely connected areas of study of the Early-Mediaeval past.

This book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or 'named' languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.

The modern world began with the clash of civilisations between Spaniards and native Americans. Their interplay and struggles ever since are mirrored in the fates of the very languages they spoke. The conquistadors wrought theirs into a new 'world language'; yet the Andes still host the New World's greatest linguistic survivor, Quechua. Historians and linguists see this through different - but complementary - perspectives. This book is a meeting of minds, long overdue, to weave them together. It ranges from Inca collapse to the impacts of colonial rule, reform, independence, and the modern-day trends that so threaten native language here with its ultimate demise.

This book is an introduction to Vygotsky and his theories of language and second language acquisition. Employing a dual framework of metatheory and metaphor, the author focuses on Vygotsky's cultural-historical perspective (contrasted with the sociocultural heritage more prevalent in the West) and its emphasis on history as change and thought as related to action. Included also is a comparison of Vygotskyan and Chomskyan theories of language and grammar.

Linguistic Morphology is a unique collection of cutting-edge research in the psycholinguistics of morphology, offering a comprehensive overview of this interdisciplinary field. This book brings together world-leading experts from linguisics, experimental psychology and cognitive neuroscience to examine morphology research from different disciplines. It provides an overview of how the brain deals with complex words; examining how they are easier to read, how they affect our brain dynamics and eye movements, how they mould the acquisition of language and literacy, and how they inform computational models of the linguistic brain. Chapters discuss topics ranging from subconscious visual identification to the high-level processing of sentences, how children make their first steps with complex words through to how proficient adults make lexical identification in less than 40 milliseconds. As a state-of-the-art resource in morphology research, this book will be highly relevant reading for students and researchers of linguistics, psychology and cognitive neuroscience. It will also act as a one-stop shop for experts in the field.

Andreas Stokke presents a comprehensive study of lying and insincere language use. He investigates how lying relates to other forms of insincerity and explores the kinds of attitudes that go with insincere uses of language. Part I develops an account of insincerity as a linguistic phenomenon. Stokke provides a detailed theory of the distinction between lying and speaking insincerely, and accounts for the relationship between lying and deceiving. A novel framework of assertion underpins the analysis of various kinds of insincere speech, including false implicature and forms of misleading with presuppositions, prosodic focus, and semantic incompleteness. Part II sets out the relationship between what is communicated and the speaker's attitudes. Stokke develops the view of insincerity as a shallow phenomenon that is dependent on conscious attitudes rather than deeper motivations. The various of ways of speaking while being indifferent toward what one communicates are covered, and the phenomenon of 'bullshitting' is distinguished from lying and other forms of insincerity. Finally, an account of insincere uses of interrogative, imperative, and exclamative utterances is also given.

This is the most comprehensive account of Catalan phonology ever published. Catalan is a Romance language, occupying a position somewhere between French, Spanish, and Italian. It is the first language of six and a half million people in the northeastern Spain and of the peoples of Andorra, French Catalonia, the Balearic Islands, and a small region of Sardinia. Dr Wheeler describes Barcelona pronunciation and the major varieties of western Catalonia, Valencia, and Majorca, and considers social and stylistic variation.
The author's approach is through a clear, pragmatic version of orthodox Optimality Theory and is informed by close attention to articulatory phonetics. He includes a substantial account of post-lexical (phrasal) phonology and has designed his approach to be of maximum use to those seeking either to understand the phonology and morphology of Catalan and its varieties or to set these within a comparative or typological perspective. After an introduction to the varieties of Catalan the author devotes chapters to segment inventories; syllable structure; phrasal phonology; coda voicing; coda place; cluster reduction; epenthesis; stress and prosody; word phonology and allomorphy; and the syllabification of pronominal clitics. The book is fully referenced and contains a comprehensive bibliography. It is likely to be the standard account of its subject for many years.

Rather than offering variations in "world view" as evidence for linguistic relativity, this book views language related differences in terms of the facility with which information is processed. Distinctive perceptual, memory, and neurolinguistic aspects of the Chinese language are discussed, as is the cognitive style of the Chinese people. Chinese orthography and other features of morphology and syntax are examined in relation to both bottom-up and top-down cognitive processes. While providing an extensive review of the experimental literature published in English on the Chinese language, this volume also offers a significant sample of the literature originally published in Chinese.

A compilation of the proceedings of a conference held to honor Alvin M. Liberman for his outstanding contributions to research in speech perception, this volume deals with two closely related and controversial proposals for which Liberman and his colleagues at Haskins Laboratories have argued forcefully over the past 35 years. The first is that articulatory gestures are the units not only of speech production but also of speech perception; the second is that speech production and perception are not cognitive processes, but rather functions of a special mechanism. This book explores the implications of these proposals not only for speech production and speech perception, but for the neurophysiology of language, language acquisition, higher-level linguistic processing, the visual perception of phonetic gestures, the production and perception of sign language, the reading process, and learning to read. The contributors to this volume include linguists, psycholinguists, speech scientists, neurophysiologists, and ethologists. Liberman himself responds in the final chapter.

This volume offers a timely collection of original research papers on the various features and issues surrounding Chinese English, one of the varieties in World Englishes with a large and increasing number of learners and users. The five sections entitled 'Researching Chinese English Pronunciation', 'Researching Chinese English Lexis, Grammar and Pragmatics', 'Researching Perceptions, Attitudes and Reactions towards Chinese English', 'Researching Cultural Conceptualizations and Identities in Chinese English', and 'Chinese Scholarship on Chinese English', bring together three generations of Chinese and overseas researchers, both established and emerging, who offer lively dialogues on the current research, development and future of Chinese English. The introductory chapter by the editors on the state-of-the-art of researching Chinese English, and a concluding chapter by a leading researcher in World Englishes on the future directions for researching Chinese English make this an essential title for those who wish to gain insights on Chinese English.

Comprehension Processes in Reading addresses the interrelationship among several areas relevant to understanding how people comprehend text. The contributors focus on the on-line processes associated with text understanding rather than simply with the product of that comprehension -- what people remember from reading. Presenting the latest theories and research findings from a distinguished group of contributors, Comprehension Processes in Reading is divided into four major sections. Each section, concluding with a commentary chapter, discusses a different aspect of reader understanding or dysfunction such as individual word comprehension, sentence parsing, text comprehension, and comprehension failures and dyslexia .

Comprehension Processes in Reading addresses the interrelationship among several areas relevant to understanding how people comprehend text. The contributors focus on the on-line processes associated with text understanding rather than simply with the product of that comprehension -- what people remember from reading. Presenting the latest theories and research findings from a distinguished group of contributors, Comprehension Processes in Reading is divided into four major sections. Each section, concluding with a commentary chapter, discusses a different aspect of reader understanding or dysfunction such as individual word comprehension, sentence parsing, text comprehension, and comprehension failures and dyslexia .

This manual is the first comprehensive account of Brazilian Portuguese linguistics written in English, offering not only linguists but also historians and social scientists new insights gained from the intensive research carried out over the last decades on the linguistic reality of this vast territory. In the 20 overview chapters, internationally renowned experts give detailed yet concise information on a wide range of language-internal as well as external synchronic and diachronic topics. Most of this information is the fruit of large-scale language documentation and description projects, such as the project on the linguistic norm of educated speakers (NURC), the project "Grammar of spoken Portuguese", and the project "Towards a History of Brazilian Portuguese" (PHPB), among others. Further chapters of high contemporary interest and relevance include the study of linguistic policies and psycholinguistics. The manual offers theoretical insights of general interest, not least since many chapters present the linguistic data in the light of a combination of formal, functional, generative and sociolinguistic approaches. This rather unique feature of the volume is achieved by the double authorship of some of the relevant chapters, thus bringing together and synthesizing different perspectives.