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Books > Language & Literature > Language & linguistics > Historical & comparative linguistics
This monograph brings together important research that the author
and his colleagues at the University of New England have been
conducting into the early stages of reading development, and makes
a valuable contribution to the debate about literacy education. It
should appeal to a broad audience since it is written in an
entertaining and accessible style, with chapter summaries, and
where appropriate short tutorials in relevant topics, in particular
Learnability Theory (Chapter 1), levels of language structure
(Chapter 2) and writing systems (Chapter 2).
Encounters involving different cultures and languages are increasingly the norm in the era of globalization. While considerable attention has been paid to how languages and cultures transform in the era of globalization, their characteristic features prior to transformation are frequently taken for granted. This pioneering book argues that globalization offers an unprecedented opportunity to revisit fundamental assumptions about what distinguishes languages and cultures from each other in the first place. It takes the case of global Korea, showing how the notion of 'culture' is both represented but also reinvented in public space, with examples from numerous sites across Korea and Koreatowns around the world. It is not merely about locating spaces where translingualism happens but also about exploring the various ways in which linguistic and cultural difference come to be located via translingualism. It will appeal to anyone interested in the globalization of language and culture.
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.
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.
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.
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.
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.
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.
The recent evolution of western societies has been characterized by
an increasing emphasis on information and communication. As the
amount of available information increases, however, the user --
worker, student, citizen -- faces a new problem: selecting and
accessing relevant information. More than ever it is crucial to
find efficient ways for users to interact with information systems
in a way that prevents them from being overwhelmed or simply
missing their targets. As a result, hypertext systems have been
developed as a means of facilitating the interactions between
readers and text. In hypertext, information is organized as a
network in which nodes are text chunks (e.g., lists of items,
paragraphs, pages) and links are relationships between the nodes
(e.g., semantic associations, expansions, definitions, examples --
virtually any kind of relation that can be imagined between two
text passages). Unfortunately, the many ways in which these
hypertext interfaces can be designed has caused a complexity that
extends far beyond the processing abilities of regular users.
Therefore, it has become widely recognized that a more rational
approach based on a thorough analysis of information users' needs,
capacities, capabilities, and skills is needed. This volume seeks
to meet that need.
This book presents a set of contributions to the current flow of psycholinguistic research, with new and challenging data gathered from Spanish that may illuminate issues about the generality of language processing models. Although it is possible to find a considerable amount of papers on psycholinguistic research with the Spanish language published in English-speaking journals, unfortunately, the scientific community does not have access to an overview of psycholinguistics in Spain. This book overcomes these limitations because it brings together state-of-the-art descriptions of the research and theory of the different subareas of psycholinguistics currently being studied in Spain. Spanish, the third most widely-used language in the world, differs from English in a number of important respects. Since English has been predominant in psycholinguistic research, contrasting properties of Spanish may help to test the generality of language processing mechanisms and to refine their description. The set of contrasting features considered in this book includes acoustical and syllabic transparency, shallow orthography, a much richer morphology, flexibility in word order, less variability in intonational contours, and the existence of null pronominal subjects for inflected verbs. There are also interesting contrasts in the frequency of different linguistic units, whose impact on language processing is also evaluated. One of the main lines of argument throughout this book deals with the tension between universality and variation as a way of characterizing the functioning of language capacities and processes. The variety of topics covered by this book ranges from one end of the spectrum of language related behavior to the other: speech perception, lexical access in word recognition, relations between phonological and orthographic representations, sentence processing, discourse comprehension, and language production. All chapters focus on questions of general interest within each topic, and in most cases they appeal to one particular feature of the Spanish language that is relevant for a given question. Most chapters show the indisputable importance of crosslinguistic research in psycholinguistics to improve understanding on whether universal cognitive mechanisms and language specific routines underlie the ability of understanding and producing language.
Idioms have always aroused the curiosity of linguists and there is
a long tradition in the study of idioms, especially within the
fields of lexicology and lexicography. Without denying the
importance of this tradition, this volume presents an overview of
recent idiom research outside the immediate domain of
lexicology/lexicography. The chapters address the status of idioms
in recent formal and experimental linguistic theorizing.
Interdisciplinary in scope, the contributions are written by
psycholinguists and theoretical and computational linguists who
take mutual advantage of progress in all disciplines. Linguists
supply the facts and analyses psycholinguists base their models and
experiments on; psycholinguists in turn confront linguistic models
with psycholinguistic findings. Computational linguists build
natural language processing systems on the basis of models and
frameworks provided by theoretical linguists and, sometimes
psycholinguists, and set up large corpora to test linguistic
hypotheses. Besides the fascination for idioms that make up such a
large part of our knowledge of language, interdisciplinarity is one
of the attractions of investigations in idiomatic language and
language processing.
The first serious attempt that challenges the theoretical foundation of Bernhard Karlgren’s system which has dominated Chinese phonological study for a century Proposes a new theory of dental-pivot hypothesis in the deng-rhyme studies A clear account of the difference of the two major arguments on the nature of qieyun, the basic material in Chinese phonological study
*An approachable and engaging introduction to Historical Linguistics with up-to-date pedagogy including exercises, further reading and online support material. *Historical Linguistics is a core part of most linguistics programmes. With the more experienced linguistics student in mind, this book covers many subjects in considerable depth while not sacrificing an appreciation of the whole. *Includes examples and datasets from a wide variety of languages and language families, whereas most historical linguistics textbooks tend to just focus on the language family the author works on.
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:
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.
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:
Asia is now home to some 800 million multilingual speakers of English, more than the total number of native English speakers, and how they use English is continuously evolving and changing to reflect their cultural backgrounds and everyday experiences. Can English, therefore, be considered an Asian language? Drawing upon the Asian Corpus of English, this book will be the first comprehensive account of the roles, uses and features of English in Asia, encompassing several different varieties of Asian English. Chapters cover the distinctive linguistic features of English in different settings, such as in law, religion and popular culture, as well as the use of local rhetorical, pragmatic and cultural styles and its use as a lingua franca among Asian multilinguals. It will also examine the role of English in education - from primary through to higher education - and consider the implications of this for other languages of Asia.
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.
Containing around 17,000 headwords and detailed phonetic descriptions, this book makes available for the first time the material gathered by the historic "Survey of English Dialects," fully alphabetized. A separate section provides a systematic analysis of the syntactic patterns of various dialects. The book is an indispensable tool for dialectologists worldwide.
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:
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.
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. |
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