Originally published in 1926, this title is a summary in English of the works of the great French graphologist Jules Crepieux-Jamin. He was recognised at the time in France as the first authority on the subject of graphology, but was less well-known in England and America. This title brought his work to the English speaking world and he went on to be known as one of the most important exponents of graphology.

In "Literature About Language", Valerie Shepherd brings together linguistic theory and literary criticism and examines languages as a theme in a range of literary texts. By looking at the work of writers such as Swift, Joyce and Sontag, she discusses the power of story-telling and metaphor to shape our thinking and examines the communicative capacities of non-standard English and the strengths of women's writing in a male language world. By turning to the work of writers such as Hardy, Cummings, Lodge and Gordimer, however, she also demonstrates the ways in which language can be constrained by its users and by social and cultural pressures. Written specifically for a student audience, " Literature About Language" presumes no prior knowledge of linguistic theory and each chapter concludes with a set of practical exercises. The author has also published "Language Variety and the Art of the Everyday" (Pinter, 1990) and "Playing the Language Game" (Open University Press, 1993).

Reflexive language - the capacity of language to speak about itself - is unique to human languages; yet little is known of its use in actual dialogue. Fundamental features of language are manifest in dialogic speech and in lingua francas. Both are taken on board in this book, which radically widens our conception of reflexivity in discourse. Reflexivity, or metadiscourse, is central to successful communication. It is also vital in understanding academic argumentation, essential to academic self-understanding, and at the same time it has wide applications.

The English teacher today works in an area whose very identity as a subject for study in secondary schools is open to doubt. Increasingly, it is becoming clear that the values and beliefs which have formed traditional English tend to devalue, or at least to exclude the experience of most students. At the same time, the tools of critical theory have become, in the context of higher education, the means to make the subject still more rarefied and more distant from everyday experience. In this exploration, Nick Peim, himself a practising English teacher, shows how the insights of discourse theory, psychology of language and deconstruction can be used on the material of modern culture from the news media to advertisements and pop songs, as well as on literature, traditionally defined, and in oral work. Throughout, he writes in a style which even those with no background in critical theory should find approachable, and backs his arguments with practical classroom examples.

Internationally, there is increasing research and interest in the processes of the production and reception of texts for specific purposes and in the historical development of genres and registers within Languages for Specific Purposes (LSP), psycholinguistics, sociolinguistics, anthropology and the sociology of science. Studies of professional communication have traditionally been biased towards the written medium and have been carried out with little, if any, connection to LSP. Disciplinary boundaries and interest groupings have thus kept these different approaches to the study of professional communication and interaction separate. The editors of this volume unite these different perspectives and approaches and bring together recent research from linguistics, sociolinguistics, ethnography of communication, anthropology and sociology to provide an up-to-date analysis of different varieties of professional discourse and their historical development. Chapters written by leading exponents in the field deal with the core theoretical issue of how language, written genres and spoken discourse are constructed as a successive and continuous interplay between language and social realities. The volume includes chapters on the moral construction of discourse in the social care profession, the discourse of dispute negotiation, narrative accounts in clinical research, doctor-patient interaction, legal and other kinds of institutional discourse. A key text for students of applied linguistics and sociolinguistics at both advanced, undergraduate and MA levels.

Introducing the English translations of 8 selected research articles originally written in Chinese by Professor Yuan Yulin, Cognition-based Studies on Chinese Grammar is an essential reading for researchers in Chinese syntax. Yuan Yulin is one of the very first Chinese scholars who introduced cognitive sciences into the study of Chinese language some twenty years ago, and his work is well-known and highly regarded in China for its originality and theoretical contribution. The collection covers the core of his engagement with Chinese language studies, ranging from lexical exploration to grammatical discussion. Cognition-based Studies on Chinese Grammar is designed for students or researchers who specialize in the Chinese language, contemporary Chinese grammar and cognitive linguistics. It can also serve as a reference book for instructors or teachers engaged in Chinese language pedagogy or in teaching Chinese as a second or foreign language.

By bringing together the emphases and techniques of modern linguistics and literary criticism and applying them to a range of poetry, from Shakespeare to the present day, "A Linguistic History of English Poetry" argues that poetry is uniquely and intrinsically different from other linguistic discourses and non-linguistic sign systems. A variety of approaches, including New Criticism, Formalism, Structuralism and Poststructuralism, are used to show how poetic structure and poetic signification have changed since the sixteenth century and interpretive models and methods are offered for criticizing poetry. Particular emphasis is placed on the texts' contexts, both in relation to literary history, and social, cultural and aesthetic considerations.
The book contains detailed readings of individual texts, including poems by Donne, Herbert, Marvell, Milton, Pope, Wordsworth, Coleridge, Blake, Keats, Shelly, Tennyson, Browning, Arnold, Hopkins, Pound, Eliot, WilliamCarlos Williams, Dylan Thomas, Auden, e. e. cummings, Larken and E. J. Thribb, as well as a full glossary.

This introductory book takes the reader through literary history from the Renaissance to Postmodernism, and considers individual texts as paradigms which can both reflect and unsettle their broader linguistic and cultural contexts. Richard Bradford provides detailed readings of individual texts which emphasize their relation to literary history and broader socio-cultural contexts, and which take into account developments in structuralism and postmodernism. Texts include poems by Donne, Herbert, Marvell, Milton, Pope, Wordsworth, Coleridge, Blake, Keats, Hopkins, Browning, Pound, Eliot, Carlos Williams, Auden, Larkin and Geoffrey Hill.

The fourth edition of General Linguistics provides a comprehensive and accessible introduction to linguistics. The book considers: - semantics and pragmatics - dialect and style - phonetics and phonology - morphology and syntax, with reference both to traditional and current theories - comparative-historical linguistics and linguistic typology - linguistics' relation to other disciplines - the practical application of linguistics - the 2,500 years of linguistic thought that lies behind what we do and think today

The first serious typological survey of the lenition process in modern phonological literature.

This dictionary of grammatical terms covers both current and traditional terminology in syntax and morphology. It includes descriptive terms, the major theoretical concepts of the most influential grammatical frameworks, and the chief terms from mathematical and computational linguistics. It contains over 1500 entries, providing definitions and examples, pronunciations, the earliest sources of terms and suggestions for further reading, and recommendations about competing and conflicting usages. The book focuses on non-theory-boumd descriptive terms, which are likely to remain current for some years.
Aimed at students and teachers of linguistics, it allows a reader puzzled by a grammatical term to look it up and locate further reading with ease.

eBook available with sample pages: 0203393368

In the reality of the global marketplace and of 1993, language acquisition and training is a key concern for businesses of all types and sizes. This directory provides a resource for anyone needing information on language training for business. The directory also provides information on services for business such as translation and interpreting. Ordered A-Z by institution, it aims to enable speedy identification of providers from a bank of "over 400" institutional and other contacts across the UK and provides: information on the training and services offered and in which languages; details of specialisms; types of courses available; learning facilities available and specialists resources; contact name, telephone and fax numbers; and access to "over 60 languages," from French, Italian and Japanese to Chinese, Polish and Urdu to Estonian, Korean and Uzbek. Features include: a guide for users providing guidance on assessing training needs and possible providers and pointing out pitfalls to be avoided; a matrix of languages and institutions designed to enable rapid initial searching by institution or by language; and an index of providers ordered by country.

Contents:
Part 1 Theoretical background: 1. Preliminaries; the aim of this book, 2. ANCs as non-finite noun clauses, 3. Noun phrases vs. finite clauses in different languages. Part 2 The Data: 4. The data base, 5. Type 1:'Sentential', 6. Type 2:'Possessive-Accusative', 7. Type 3: 'Ergative-Possessive', 8. Type 4:'Nomimal', 9. Less frequent types, 10. Splits and variations. Part 3 Discussion: 11. Explanation of type-membership 12.Explanantion of the attested types; Summary; Appendix A: Alphabetical language index; Appendix B: ANC types with examples; Notes; Bibliography; Index

A delightfully discursive, Bill Bryson-esque and personal journey through the groves and the thickets of the English language, by our foremost scholar of the history and structure of the English language. David Crystal has been described (by the Times Higher Education Supplement) as a sort of 'latter day Dr Johnson', a populist linguist who has promoted the study of the English language in an academic and broadcasting career that has so far spanned 40 years and nearly 100 books. Now he has written an engaging travel book of more general appeal. Inspired by W. G. Sebald's 'The Rings of Saturn' and by Bill Bryson's books, he has combined personal reflections, historical allusions and traveller observations to create a mesmerising (and entertaining) narrative account of his encounters with the English language and its speakers throughout the world - from Bangor to Bombay and from Stratford to San Francisco. 'By Hook or by Crook' is an attempt to capture the exploratory, seductive, teasing, tantalising nature of language study. As such, it will appeal to the ever-growing market who like to be entertained as well as instructed.

In the period A.D. 400-1100, perhaps more than in any other, it is necessary to bring together the results of historical, archaeological and place-name studies. Each provides information that is either badly preserved or not preserved at all in the other two, but it is not always realised how great are the difficulties involves in co-ordination and integration. This book, originally published in 1962, draws attention to the problems and provides a basis for discussion.

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

'"Textual Practice" contains some of the most path-breaking, adventurous critical writing currently to be found in Britain' - "Terry Eagleton, Linacre College, Oxford"

Series Information:
Romance Linguistics

Nepali has also been adopted by peoples of the Himalayan region who belong to different linguistic groups, and is now understood throughout the whole of Nepal, the Darjeeling region of West Bengal, Sikkim, Bhutan and parts of Tibet, where it has functioned as a language of trade and commerce for well over two centuries. The aim of this course, which covers the whole grammar and all the constructions of modern Nepali, is to present a full description of both the spoken and written forms of modern standard Nepali, and to enable the student to understand, speak and read most types of Nepali he or she is likely to encounter. The earlier lessons concentrate mainly on the spoken style, and the conversation passages whilst the later lessons concern religious, political and literary topics. Nepal is a land which already provides great enjoyment to the increasing number of visitors from the west. A knowledge of the language leads to a deeper understanding of the culture of its people, and the object of A Course in Nepali is to provide the means of learning it without much difficulty. Earlier editions of this course have been the standard book for students at the School of Oriental and African Studies, and it is without question the established market leader.

The History of Linguistics, to be published in five volumes, aims to provide the reader with an authoritative and comprehensive account of the attitudes to language prevailing in different civilizations and in different periods by examining the very varied development of linguistic thought in the specific social, cultural and religious contexts involved. Issues discussed include the place of language in education, variation and prestige, and approaches to lexical and grammatical description. The authors of the individual chapters are specialists who have analysed the primary sources and produced original syntheses by exploring the linguistic interests and assumptions of particular cultures in their own terms, without seeking to reinterpret them as contributions towards the development of contemporary western conceptions of linguistic science. In Volume IV: Nineteenth Century Linguistics, Anna Morpurgo Davies shows how linguistics came into its own as an independent discipline separated from philosophical and literary studies and enjoyed a unique intellectual and institutional success tied to the research ethos of the new universities, until it became a model for other humanistic subjects which aimed at 'scientific status'. The linguistics of the nineteenth century abandons earlier theoretical discussions in favour of a more empirical and historical approach using new methods to compare languages and to investigate their history. The great achievement of this period is the demonstration that languages such as Sanskrit , Latin and English are related and derive from a parent language which is not attested but can be reconstructed. This book discusses in detail the theories developed and the individual findings obtained. In contrast with earlier historiographical trends it denies that the new approach originated entirely from German Romanticism, and highlights a form of continuity with the eighteenth century, while stressing that a deliberate break took place round the 1830s. By the end of the century the results of comparative and historical linguistics had been generally accepted, but it soon became clear that a historical approach could not by itself solve all questions that it raised. At this point the new interest in description and theory which characterizes the twentieth century began to gain prominence.

Seeks to demonstrate that the study of English poetry is enriched by the insights of modern linguistic analysis, and that linguistic and critical disciplines are not separate but complementary. Examining a wide range of poetry, Professor Leech considers many aspects of poetic style, including the language of past and present, creative language, poetic licence, repetition, sound, metre, context and ambiguity.

The importance and richness of the Arabic linguistic tradition, largely neglected by Western literature, is amply demonstrated by this book, first published in 1990. Written by three experts in the field, it provides us with a comprehensive survey of the historical constitution and theoretical structure of the Arabic linguistic tradition from its beginnings in the eighth century to its mature state around the fourteenth and fifteenth centuries. Besides grammar, the book covers such fields as rhetoric, grammatical semantics, and methodological issues, and pays particular attention to the most representative works of the classical period. It also has the unique benefit of containing the historical background.

The Language of Poetry: * develops the student's ability to read and evaluate poetic texts of many kinds * includes activities, commentaries and extensions to each extract * covers a variety of poetic language, ranging from songs, advertisements and spoken language to the more traditional forms of the sonnet, ode and free verse * includes poetry from Philip Larkin, Maya Angelou, Dylan Thomas and Tony Harrison.

The use of large, computerized bodies of text for linguistic analysis and description has emerged in recent years as one of the most significant and rapidly-developing fields of activity in the study of language. This book provides a comprehensive introduction and guide to Corpus Linguistics. All aspects of the field are explored, from the various types of electronic corpora that are available to instructions on how to design and compile a corpus. Graeme Kennedy surveys the development of corpora for use in linguistic research, looking back to the pre-electronic age as well as to the massive growth of computer corpora in the electronic age.

Since it was first established in the 1970's the Applied Linguistics and Language Study series has become a major force in the study of practical problems in human communication and language education. Drawing extensively on empirical research and theoretical work in linguistics, sociology, psychology and education, the series explores key issues in language acquisition and language use. English as a Second Language learners are now a considerable and increasing part of the mainstream of urban schools in English-speaking countries. Beyond the learning of English, this development raises broader questions of language as a medium of education in a multilingual, multicultural environment. Drawing on their experience as researchers and educators in Australia, Canada and England, the authors of English as a Second Language in the Mainstream present an up-to-date account of advances in theory and practice. Their analysis of system-wide provision however, suggests that a truly responsive educational vision is lacking: government policy is inadequate, educational practices for ESL students are either underdeveloped or poorly coordinated with practices for other students, and the rhetoric of reform fails to engage significantly with issues of teaching and resources. The authors argue towards a more comprehensive vision which can acknowledge the relation between issues concerning ESL students and issues concerning the educational system as a whole, which can coordinate reforms in ESL education with general reforms, which can explicitly and systematically integrate language learning and content learning, and which can build more positively on the multilingual and multicultural nature of modern education for all students.