The book examines the formal characterization of multiple association from the perspective of a declarative constraint-based phonological framework. Both the autosegmental and constraint-based aspects of the book are highly relevant to recent developments in phonological theory, predating the current interest in constraint interaction and optimization. Inspired by the empirical and formal success of Unification-Based grammars, all phonological rules and representations are interpreted as hard constraints on well-formedness.

In general then, constraints are simply conjoined, and faithfulness to the lexical entry is obligatory. Alternations arise from underspecification. The multiple sequenced tiers of Autosegmental Phonology are shown to be redundant, and linear order is limited to the root tier. Association is then defined as the inverse of dominance within the feature geometry, so multiple association is co-dominance of a feature by two roots. The No Crossing Constraint is not applicable since non-root features are not on sequenced tiers, and the Sharing Constraint is introduced instead as the key means of forcing locality on co-dominance: it bans co-dominance by non-adjacent roots. Thus, because features and association lines are indestructible, the key Autosegmental properties of Integrity and Inalterability are predicted to occur.

Long distance dependencies are then considered. From the perspective of structural integrity, discontinuous geminates in planar morphologies are more like fake geminates than true geminates, which is predicted by the Sharing Constraint. Only a tiny amount of nontonal data can be presented in favor of non-local multiple association which feedsphonological rules: Chaha displays non-local inalterability and Javanese, the opposite (side-effects). Thus the balance of evidence is against a single mechanism uniting local and non-local multiple association.

An Introduction to Applied Semiotics presents nineteen semiotics tools for text and image analysis. Covering a variety of different schools and approaches, together with the author's own original approach, this is a full and synthetic introduction to semiotics. This book presents general tools that can be used with any semiotic product. Drawing on the work of Fontanille, Genette, Greimas, Hebert, Jakobson, Peirce, Rastier and Zilberberg, the tools deal with the analysis of themes and action, true and false, positive and negative, rhythm narration and other elements. The application of each tool is illustrated with analyses of a wide range of texts and images, from well-known or distinctive literary texts, philosophical or religious texts or images, paintings, advertising and everyday signs and symbols. Each chapter has the same structure - summary, theory and application, making it ideal for course use. Covering both visual and textual objects, this is a key text for all courses in semiotics and textual analysis within linguistics, communication studies, literary theory, design, marketing and related areas.

Corpora are well-established as a resource for language research; they are now also increasingly being used for teaching purposes. This book is the first of its kind to deal explicitly and in a wide-ranging way with the use of corpora in teaching. It contains an extensive collection of articles by corpus linguists and practising teachers, covering not only the use of data to inform and create teaching materials but also the direct exploitation of corpora by students, both in the study of linguistics in general and in the acquisition of proficiency in individual languages, including English, Welsh, German, French and Italian. In addition, the book offers practical information on the sources of corpora and concordances, including those suitable for work on non-roman scripts such as Greek and Cyrillic.

This book outines the aims listed in the National Criteria for Modern Languages, which appears in all GCSE language syllabuses. It examines the changes these have brought about in course and lesson planning and content, and the teaching of the various language skills. Detailed descriptions of teaching techniques are provided and each chapter contains a further reading list to help both established and trainee teachers review and develop their classroom practice.

In Arabic in Israel, Muhammad Amara analyses the status of Arabic following the creation of the State of Israel and documents its impact on the individual and collective identity of Israel's Palestinian Arab citizens. The interplay of language and identity in conflict situations is also examined. This work represents the culmination of many years of research on Arabic linguistic repertoire and educational policy regarding the language of the Palestinian citizens of Israel. It draws all of these factors together while linking them to local, regional and global developments. Its perspective is interdisciplinary and, as such, examines the topic from a number of angles including linguistic, social, cultural and political.

The area covered by this book, originally published in 1953, is one that has long been recognized as presenting many problems from the point of view of Bantu linguistic studies. Almost all the material set out in this present work is based on notes taken in the field, and in many cases presented completely new facts. The sources of the information used are listed at the end of the linguistic description of each of the groups of languages dealt with. Since there are so many languages to be covered it would be impracticable to give even an outline of the main features of each of them, so an outline is given of the main characteristics of each separate group. One language is used as the type for each group, for the purpose of listing examples of the nominal prefixes, verbal conjugation, and personal prefixes. Other features are illustrated from whichever language is the most suitable.

The area covered by this book, originally published in 1953, is one that has long been recognized as presenting many problems from the point of view of Bantu linguistic studies. Almost all the material set out in this present work is based on notes taken in the field, and in many cases presented completely new facts. The sources of the information used are listed at the end of the linguistic description of each of the groups of languages dealt with. Since there are so many languages to be covered it would be impracticable to give even an outline of the main features of each of them, so an outline is given of the main characteristics of each separate group. One language is used as the type for each group, for the purpose of listing examples of the nominal prefixes, verbal conjugation, and personal prefixes. Other features are illustrated from whichever language is the most suitable.

This book examines the topic of communication strategies, the ways in which people seek to express themselves or understand what someone else is saying or writing. Typically, the term has referred to the strategies that non-native speakers use to address the linguistic and pragmatic problems encountered in interactions with native and non-native speakers of the language in question. Studies adopting a psycholinguistic perspective are well represented and updated in this volume. Other chapters re-examine communication strategies from a sociolinguistic perspective, exploring the strategies non-native speakers and their conversational partners use to create shared meanings in ongoing discourse. These studies reveal how communication strategies can serve to construct participants' identities and social relationships. Finally, the book incorporates a number of chapters which cover strategy-like behaviour in other related areas, such as language pathology, child bilingualism, normal native adult interaction, and mother tongue education. These studies add fresh dimensions to the study of communication strategies, showing how the concept can usefully be extended beyond the realm of second language acquisition and use, and pointing out the commonalities in many domains of language behaviour.

Corpus Annotation gives an up-to-date picture of this fascinating new area of research, and will provide essential reading for newcomers to the field as well as those already involved in corpus annotation. Early chapters introduce the different levels and techniques of corpus annotation. Later chapters deal with software developments, applications, and the development of standards for the evaluation of corpus annotation. While the book takes detailed account of research world-wide, its focus is particularly on the work of the UCREL (University Centre for Computer Corpus Research on Language) team at Lancaster University, which has been at the forefront of developments in the field of corpus annotation since its beginnings in the 1970s.

This volume, originally published in 1957, contains the linguistic evidence for the classification of the languages encountered by the western team of the Northern Bantu Borderland Survey. To appreciate fully its implications it should be read in close conjunction with the appropriate sections of Volume 1 of the Survey, dealing with the demography of this area. The inclusion of some languages over others in this volume in no way reflects its demographic or linguistic importance, but simply indicates that the evidence was available to the Survey. The material is original and except where otherwise indicated was taken down by the team in phonetic script from local informants in situ.

Part of a series that offers mainly linguistic and anthropological research and teaching/learning material on a region of great cultural and strategic interest and importance in the post-Soviet era.

Projects in Linguistics and Language Studies, Third Edition, is your essential guide when embarking on a research project in linguistics or English language.It is clearly divided into the subject areas that most appeal to you as a student: psycholinguistics; first- and second-language acquisition; structure and meaning; sociolinguistics; language and gender; accents and dialects; and the history of English. New chapters on researching computer-mediated communication (CMC) and on preparing and delivering oral presentations are also included.It offers practical advice on - identifying a topic - making background reading more effective - planning and designing a project - collecting and analysing data - writing up and presenting findings.With over 350 project ideas that you can use directly or adapt to suit different contexts and interests, and with chapters on how to reference effectively and how to avoid plagiarism, this third edition of Projects in Linguistics and Language Studies is a reference guide that you will use again and again during your studies.

Beowulf and Other Stories was first conceived in the belief that the study of Old English and its close cousins, Old Icelandic and Anglo-Norman can be a genuine delight, covering a period as replete with wonder, creativity and magic as any other in literature. Now in a fully revised second edition, the collection of essays written by leading academics in the field is set to build upon its established reputation as the standard introduction to the literatures of the time. Beowulf and Other Stories captures the fire and bloodlust of the great epic, Beowulf, and the sophistication and eroticism of the Exeter Riddles. Fresh interpretations give new life to the spiritual ecstasy of The Seafarer and to the imaginative dexterity of The Dream of the Rood, andprovide the student and general reader with all they might need to explore and enjoy this complex but rewarding field. The book sheds light, too, on the shadowy contexts of the period, with suggestive and highly readable essays on matters ranging from the dynamism of the Viking Age to Anglo-Saxon input into The Lord of the Rings, from the great religious prose works to the transition from Old to Middle English. It also branches out into related traditions, with expert introductions to the Icelandic Sagas, Viking Religion and Norse Mythology. Peter S. Baker provides an outstanding guide to taking your first steps in the Old English language, while David Crystal provides a crisp linguistic overview of the entire period. With a new chapter by Mike Bintley on Anglo-Saxon archaeology and a revised chapter by Stewart Brookes on the prose writers of the English Benedictine Reform, this updated second edition will be essential reading for students of the period.

English Spelling explores the rules and conventions on which present-day English spelling is based.
This Language Workbook:
* Examines how speech-sounds map onto each other
* Explores the extent to which words sound identical or look identical
* Analyzes various kinds of spelling mistakes
* Looks at the main differences between American and British spelling
* Shows how and why the names of people and places may vary from expected spelling conventions
* Deals with the punctuation of words by apostrophes, hyphens and capitalisation
* Considers several possible approaches to spelling reform

eBook available with sample pages: 0203138481

A Social History of English is the first history of the English language to utilize the techniques, insights and concerns of sociolinguistics. Written in a non-technical way, it takes into account standardization, pidginization, bi- and multilingualism, the issues of language maintenance and language loyalty, and linguistic variation.
This new edition has been fully revised. Additions include: * new material about 'New Englishes' across the world
* a new chapter entitled 'A Critical Linguistic History of English Texts'
* a discussion of problems involved in writing a history of English
All terms and concepts are explained as they are introduced, and linguistic examples are chosen for their accessibility and intelligibility to the general reader.
It will be of interest to students of Sociolinguistics, English Language, History and Cultural Studies.

Connections between time, technology, and the processes of reading and writing make clear the links between experiences of what appear to be quite different phenomena. Reading and writing have functioned together in a particular way to build the world as we have known it for three thousand years. These interacting processes have now been transformed at their core and are building a different world, one where certainties of the previous era are disappearing and being displaced by what the author sees as a chronic and pervasive mode of cognitive distraction. Robert Hassan offers a perspective permeated by a sense of history, beginning with the invention of writing and the development of the skill of reading. Together with technological developments, these provide a unique view of the trajectory of modernity into late-modernity, and illustrate how the arc of progress has transformed. New modes of time, technology, and reading and writing are helping create a faster world where we know less about more and forget what we know evermore quickly. What is the "time" of a thought? Is it possible to measure thinking? Can we consider knowledge or information, or reading and writing, as having temporal "rhythms"? These are questions Hassan tries to answer. So unfamiliar are we to thinking in such terms that they sound impossible. To a significant degree, time, thinking, and many forms of knowledge are the fruits of subjective experience. We connect experiences at superficial levels, where people have different experiences that may be objectively the same, but our interpretations will always diverge in respect of the "reality" we confront. This intersection of philosophy and communication takes the reader into new realms of analysis.

Volume 1 of African Languages include articles originally published in 1975 and written in French and English on educational, literary, cultural, historical and socio-linguistic aspects of language in Africa, as well as descriptive and comparative studies. Among others there are chapters on African oral literature, the standardization of languages and education in Nigeria and a description of Shona spelling.

A Social History of English is the first history of the English language to utilize the techniques, insights and concerns of sociolinguistics. Written in a non-technical way, it takes into account standardization, pidginization, bi- and multilingualism, the issues of language maintenance and language loyalty, and linguistic variation.
This new edition has been fully revised. Additions include: * new material about 'New Englishes' across the world
* a new chapter entitled 'A Critical Linguistic History of English Texts'
* a discussion of problems involved in writing a history of English
All terms and concepts are explained as they are introduced, and linguistic examples are chosen for their accessibility and intelligibility to the general reader.
It will be of interest to students of Sociolinguistics, English Language, History and Cultural Studies.

First Published in 1997. The purpose of this doctoral study was to address the properties of thematic roles in the context of an event semantics. With specific interest in whether it was possible to show that thematic roles were indispensable objects in compositional semantics, and what a syntax/semantics map which incorporated such objects might look like.

The full story of Frank Ramsey's extraordinary life. When he died in 1930 aged 26, Frank Ramsey had already invented one branch of mathematics and two branches of economics, laying the foundations for decision theory and game theory. Keynes deferred to him; he was the only philosopher whom Wittgenstein treated as an equal. Had he lived he might have been recognized as the most brilliant thinker of the century. This amiable shambling bear of a man was an ardent socialist, a believer in free love, and an intimate of the Bloomsbury set. For the first time, Cheryl Misak tells the story of his tragically short, but extraordinary life.

Series Information:
History of Linguistic Thought

Understanding Language Testing presents an introduction to language tests and the process of test development that starts at the very beginning. Assuming no knowledge of the field, the book promotes a practical understanding of language testing using examples from a variety of languages. While grounded on solid theoretical principles, the book focuses on fostering a true understanding of the various uses of language tests and the process of test development, scoring test performance, analyzing and interpreting test results, and above all, using tests as ethically and fairly as possible so that test takers are given every opportunity to do their best, to learn as much as possible, and feel positive about their language learning. Each chapter includes a summary, suggestions for further reading, and exercises. As such this is the ideal book for both beginning students of linguistics and language education, or anyone in a related discipline looking for a first introduction to language testing.

This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Listening is now regarded by researchers and practitioners as a highly active skill involving prediction, inference, reflection, constructive recall, and often direct interaction with speakers. In this new theoretical and practical guide, Michael Rost and JJ Wilson demonstrate how active listening can be developed through guided instruction. With so many new technologies and platforms for communication, there are more opportunities than ever before for learners to access listening input, but this abundance leads to new challenges: how to choose the right input how to best use listening and viewing input inside and outside the classroom how to create an appropriate syllabus using available resources Active Listening explores these questions in clear, accessible prose, basing its findings on a theoretical framework that condenses the most important listening research of the last two decades. Showing how to put theory into practice, the book includes fifty innovative activities, and links each one to relevant research principles. Sample audio recordings are also provided for selected activities, available online at the series website www.pearsoned.co.uk/rostwilson. As a bridge between theory and practice, Active Listening will encourage second language teachers, applied linguists, language curriculum coordinators, researchers, and materials designers to become more active practitioners themselves, by more fully utilising research in the field of second language listening.