First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Introducing Linguistics brings together the work of scholars working at the cutting-edge of the field of linguistics, creating an accessible and wide-ranging introductory level textbook for newcomers to this area of study. The textbook: * Provides broad coverage of the field, comprising five key areas: language structures, mind and society, applications, methods, and issues; * Presents the latest research in an accessible way; * Incorporates examples from a wide variety of languages - from isiZulu to Washo - throughout; * Treats sign language in numerous chapters as yet another language, rather than a 'special case' confined to its own chapter; * Includes recommended readings and resource materials, and is supplemented by a companion website. This textbook goes beyond description and theory, giving weight to application and methodology. It is authored by a team of leading scholars from the world-renowned Lancaster University department, who have drawn on both their research and extensive classroom experience. Aimed at undergraduate students of linguistics, Introducing Linguistics is the ideal textbook to introduce students to the field of linguistics.

This volume provides an introduction to word and paradigm models of morphology and the general perspectives on linguistic morphology that they embody. The recent revitalization of these models is placed in the larger context of the intellectual lineage that extends from classical grammars to current information-theoretic and discriminative learning paradigms. The synthesis of this tradition outlined in the volume highlights leading ideas about the organization of morphological systems that are shared by word and paradigm approaches, along with strategies that have been developed to formalize these ideas, and ways in which the ideas have been validated by experimental methodologies. An extended comparison of contemporary word and paradigm variants isolates the central assumptions about morphological units and relations that distinguish implicational from realizational models and clarifies the relation of these models to morpheme-based accounts. Designed to be accessible to a wide readership, this book will serve both as an introduction to morphology and morphological theory from the word and paradigm perspective for non-specialists, and for morphologists, as a detailed account of the history of the ideas that underlie these models.

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1981. Routledge is an imprint of Taylor & Francis, an informa company.

Statistics and hypothesis testing are routinely used in areas (such as linguistics) that are traditionally not mathematically intensive. In such fields, when faced with experimental data, many students and researchers tend to rely on commercial packages to carry out statistical data analysis, often without understanding the logic of the statistical tests they rely on. As a consequence, results are often misinterpreted, and users have difficulty in flexibly applying techniques relevant to their own research they use whatever they happen to have learned. A simple solution is to teach the fundamental ideas of statistical hypothesis testing without using too much mathematics.

This book provides a non-mathematical, simulation-based introduction to basic statistical concepts and encourages readers to try out the simulations themselves using the source code and data provided (the freely available programming language R is used throughout). Since the code presented in the text almost always requires the use of previously introduced programming constructs, diligent students also acquire basic programming abilities in R.

The book is intended for advanced undergraduate and graduate students in any discipline, although the focus is on linguistics, psychology, and cognitive science. It is designed for self-instruction, but it can also be used as a textbook for a first course on statistics. Earlier versions of the book have been used in undergraduate and graduate courses in Europe and the US.

Vasishth and Broe have written an attractive introduction to the foundations of statistics. It is concise, surprisingly comprehensive, self-contained and yet quite accessible. Highly recommended.

Harald Baayen, Professor of Linguistics, University of Alberta, Canada

By using the text students not only learn to do the specific things outlined in the book, they also gain a skill set that empowers them to explore new areas that lie beyond the book s coverage.

Colin Phillips, Professor of Linguistics, University of Maryland, USA

This study breaks new ground in describing how various linguistic and pragmatic mechanisms affect both the form of the narrative clause and the arrangement of the grammatical elements. The various possible forms that a narrative clause can take are classified in terms of their 'topic-comment' and 'focus-presupposition', and it is argued that the way in which these are articulated dictates the word order in the clause. The outcome of the study demonstrates that the traditional binary distinction between foreground and background, based purely on verb forms, is inadequate. A new model is offered showing how foregrounding is achieved by exploiting cognitive structures or by using specific evaluative devices.>

This volume explores the linguistic expression of modality in natural language from a cross-linguistic perspective. Modal expressions provide the basic tools that allow us to dissociate what we say from what is actually going on, allowing us to talk about what might happen or might have happened, as well as what is required, desirable, or permitted. Chapters in the book demonstrate that modality involves many more syntactic categories and levels of syntactic structure than traditionally assumed. The volume distinguishes between three types of modality: 'low modality', which concerns modal interpretations associated with the verbal and nominal cartographies in syntax; 'middle modality', or modal interpretation associated to the syntactic cartography internal to the clause; and 'high modality', relating to the left periphery. It combines cross-linguistic discussions of the more widely-studied sources of modality with analyses of novel or unexpected sources, and shows how the meanings associated with the three types of modality are realized across a wide range of languages.

Safir's monograph develops a theory about the role of anaphora in the formulation of general syntax. He presents the following proposals: firstly, that the complementary distribution of forms that support anaphoric readings is not accidental; secondly, that dependent identity relations are always possible where they are not prohibited by a constraint; and lastly, that there are no parameters for ana phora - that all anaphora-specific principles are universal, and that the patterns of anaphora across languages arise entirely from lexical properties. The goal of this thoroughly comprehensive look at the phenomenon of anaphora is to fundametally redirect current thinking on the subject.

This book traces the changes in argument alignment that have taken place in Aramaic during its 3000-year documented history. Eastern Aramaic dialects first developed tense-conditioned ergative alignment in the perfect, which later developed into a past perfective. However, while some modern dialects preserve a degree of ergative alignment, it has been eroded by movement towards semantic/Split-S alignment and by the use of separate marking for the patient, and some dialects have lost ergative alignment altogether. Thus an entire cycle of alignment change can be traced, something which had previously been considered unlikely. Eleanor Coghill examines evidence from ancient Aramaic texts, recent dialectal documentation, and cross-linguistic parallels to provide an account of the pathways through which these alignment changes took place. She argues that what became the ergative construction was originally limited mostly to verbs with an experiencer role, such as 'see' and 'hear', which could encode the experiencer with a dative. While this dative-experiencer scenario shows some formal similarities with other proposed explanations for alignment change, the data analysed in this book show that it is clearly distinct. The book draws important theoretical conclusions on the development of tense-conditioned alignment cross-linguistically, and provides a valuable basis for further research.

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.

This book offers reconstructions of various syntactic properties of Proto-Germanic, including verb position in main clauses, the syntax of the wh-system, and the (non-)occurrence of null pronominal subjects and objects. Although previous studies have looked at the lexical and phonological reconstruction of Proto-Germanic, little is currently known about the syntax of the language, and it has even been argued that the reconstruction of syntax is impossible. Dr Walkden uses extensive evidence from the early Germanic languages - Old English, Old High German, Old Saxon, Old Norse, and Gothic - to show that syntactic reconstruction is not only possible but also profitable. He argues that while the reconstruction of syntax differs from lexical-phonological reconstruction due to the so-called 'correspondence problem', this is not insurmountable. In fact, the approach taken in current Minimalist theories, in which syntactic variation is attributed to the properties of lexical items, opens the door for syntactic reconstruction as lexical reconstruction. The book also discusses practical solutions for circumventing the correspondence problem, in particular the use of both distributional properties of lexical items and the phonological forms of such items in order to establish cognacy. The book will be of interest to historical linguists working on syntactic reconstruction and the Germanic languages, from graduate level upwards, as well as to advanced students of syntactic change more generally.

In this outstanding collection of new work, the methods and theories of formal syntax are focussed on grammatical variation and change. The editors open the volume with an extensive and accessible introduction to the ideas and techniques deployed in the book and the phenomena and issues on which they are brought to bear. Seventeen chapters follow, divided into two parts, the first concerned with grammaticalization and the second with parametric variation. These show what the application of contemporary theories of syntax and language variation can reveal about syntactic change and variation and the processes of parametric change which lie behind them. They also demonstrate the value of testing and constructing synchronic theories on the basis of historical data. The analyses range over many languages and language families, including Germanic, Romance, Greek, and Chinese.
This book will interest scholars and students of grammatical change and theory at graduate level and above

Nominative-accusative and ergative are two common alignment types found across languages. In the former type, the subject of an intransitive verb and the subject of a transitive verb are expressed the same way, and differently from the object of a transitive. In ergative languages, the subject of an intransitive and the object of a transitive appear in the same form, the absolutive, and the transitive subject has a special, ergative, form. Ergative languages often follow very different patterns, thus evading a uniform description and analysis. A simple explanation for that has to do with the idea that ergative languages, much as their nominative-accusative counterparts, do not form a uniform class. In this book, Maria Polinsky argues that ergative languages instantiate two main types, the one where the ergative subject is a prepositional phrase (PP-ergatives) and the one with a noun-phrase ergative. Each type is internally consistent and is characterized by a set of well-defined properties. The book begins with an analysis of syntactic ergativity, which as Polinsky argues, is a manifestation of the PP-ergative type. Polinsky discusses diagnostic properties that define PPs in general and then goes to show that a subset of ergative expressions fit the profile of PPs. Several alternative analyses have been proposed to account for syntactic ergativity; the book presents and outlines these analyses and offers further considerations in support of the PP-ergativity approach. The book then discusses the second type, DP-ergative languages, and traces the diachronic connection between the two types. The book includes two chapters illustrating paradigm PP-ergative and DP-ergative languages: Tongan and Tsez. The data used in these descriptions come from Polinsky's original fieldwork hence presenting new empirical facts from both languages.

Honoured with the 2017 AESLA Research Award of the Spanish Association of Applied Linguistics. Corpus linguistics on the move: Exploring and understanding English through corpora comprises fourteen contributions by leading scholars in the field of English corpus linguistics, covering areas of central concern in corpus research and corpus methodology. The topics examined in the different chapters include issues related to corpus compilation and annotation, perspectives from specialized corpora, and studies on grammatical and pragmatic aspects of English, all these examined through a broad range of corpora, both synchronic and diachronic, representing both EFL and different native varieties of English worldwide. The volume will be of primary interest to students and researchers working on English corpus linguistics, but is also likely to have a wider general appeal. Contributors are: Bas Aarts, Sian Alsop, Anita Auer, Jill Bowie, Eduardo Coto-Villalibre, Pieter de Haan, Johan Elsness, Moragh Gordon, Hilde Hasselgard, Turo Hiltunen, Magnus Huber, Marianne Hundt, Mikko Laitinen, Martti Makinen, Beatriz Mato-Miguez, Mike Olson, Antoinette Renouf, and Bianca Widlitzki.

This book outlines a system of phonological features that is minimally sufficient to distinguish all consonants and vowels in the languages of the world. The extensive evidence is drawn from datasets with a combined total of about 1000 sound inventories. The interpretation of phonetic transcriptions from different languages is a long-standing problem. In this book, San Duanmu proposes a solution that relies on the notion of contrast: X and Y are different sounds if and only if they contrast in some language. He focuses on a simple procedure to interpret empirical data: for each phonetic dimension, all inventories are searched in order to determine the maximal number of contrasts required. In addition, every unusual feature or extra degree of contrast is re-examined to confirm its validity. The resulting feature system is surprisingly simple: fewer features are needed than previously proposed, and for each feature, a two-way contrast is sufficient. Nevertheless, the proposal is reliable in that the notion of contrast is uncontroversial, the procedure is explicit, and the result is repeatable. The book also offers discussion of non-contrastive differences between languages, sound classes, and complex sounds such as affricates, consonant-glide units, consonant-liquid units, contour tones, pre-nasalized stops, clicks, ejectives, and implosives.

This volume examines the role of logic in cognitive psychology in light of recent developments. Gonzalo Reyes's new semantic theory has brought the fields of cognitive psychology and logic closer together, and has shed light on how children master proper names and count nouns, and thus acquire knowledge. The chapters highlight the inadequacies of classical logic in its handling of ordinary language and reveal the prospects of applying these new theories to cognitive psychology, cognitive science, linguistics, the philosophy of language and logic.

This dictionary gives the origins of some 20,000 items from the modern English vocabulary, discussing them in groups that make clear the connections between words derived by a variety of routes from originally common stock. As well as giving the answers to questions about the derivation of individual words, every page points out links with other entries. Longer articles are written as continuous prose and are divided up by means of numbered paragraphs and subheadings. There are lists of prefixes, suffixes and elements used in the creation of new vocabulary.

This book is a comprehensive introduction to the statistical analysis of word frequency distributions, intended for computational linguists, corpus linguists, psycholinguists, and researchers in the field of quantitative stylistics. It aims to make these techniques more accessible for non-specialists, both theoretically, by means of a careful introduction to the underlying probabilistic and statistical concepts, and practically, by providing a program library implementing the main models for word frequency distributions.

Children in the Marshall Islands do many things that adults do not. They walk around half naked. They carry and eat food in public without offering it to others. They talk about things they see rather than hiding uncomfortable truths. They explicitly refuse to give. Why do they do these things? Many think these behaviors are a natural result of children's innate immaturity. But Elise Berman argues that children are actually taught to do things that adults avoid: to be rude, inappropriate, and immature. Before children learn to be adults, they learn to be different from them. Berman's main theoretical claim therefore is also a novel one: age emerges through interaction and is a social production. In Talking Like Children, Berman analyzes a variety of interactions in the Marshall Islands, all broadly based around exchange: adoption negotiations, efforts to ask for or avoid giving away food, contentious debates about supposed child abuse. In these dramas both large and small, age differences emerge through the decisions people make, the emotions they feel, and the power they gain. Berman's research includes a range of methods - participant observation, video and audio recordings, interviews, children's drawings - that yield a significant corpus of data including over 80 hours of recorded naturalistic social interaction. Presented as a series of captivating stories, Talking Like Children is an intimate analysis of speech and interaction that shows what age means. Like gender and race, age differences are both culturally produced and socially important. The differences between Marshallese children and adults give both groups the ability to manipulate social life in distinct but often complementary ways. These differences produce culture itself. Talking Like Children establishes age as a foundational social variable and a central concern of anthropological and linguistic research.

This book examines historical changes in the grammar of the Indo-Aryan languages from the period of their earliest attestations in Vedic Sanskrit (around 1000 bc) to contemporary Hindi. Uta Reinoehl focuses specifically on the rise of configurational structure as a by-product of the grammaticalization of postpositions: while Vedic Sanskrit lacks function words that constrain nominal expressions into phrasal units - one of the characteristics of a non-configurational language - New Indo-Aryan languages have postpositions which organize nominal expressions into postpositional phrases. The grammaticalization of postpositions and the concomitant syntactic changes are traced through the three millennia of Indo-Aryan attested history with a focus on Vedic Sanskrit, Middle Indic Pali and Apabhramsha, Early New Indic Old Awadhi, and finally Hindi. Among the topics discussed are the constructions in which the postpositions grammaticalize, the origins of the postpositional template, and the paradigmatization of the various elements involved into a single functional class of postpositions. The book outlines how it is semantic and pragmatic changes that induce changes on the expression side, ultimately resulting in the establishment of phrasal, and thus low-level configurational, syntax.