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Books > Language & Literature > Language & linguistics > Semantics (meaning) > Lexicography
The vast majority of work in theoretical linguistics from a
generative perspective is based on first language acquisition and
performance. The vast majority of work on second language
acquisition is carried out by scholars and educators working within
approaches other than that of generative linguistics. In this
volume, this gap is bridged as leading generative linguists apply
their intellectual and disciplinary skills to issues in second
language acquisition. The results will be of interest to all those
who study second language acquisition, regardless of their
theoretical perspective, and all generative linguists, regardless
of the topics on which they work.
This book is the first to summarize the voluminous literature on
the development of cognitive, codification, language, and
expressive/affective (CCCE) skills "from a clinical standpoint."
Emphasizing the need to ground services in research and theory, the
author constructs three basic clinical models--a conceptual model
for understanding, a descriptive model for formal assessment, and a
facilitative model for intervention. These models have major
implications for the work of all those who deal with CCCE problems
in a professional capacity.
Here together for the first time are all of Frederick J. Newmeyer's writings on the origins and development of generative grammar. Spanning a period of fifteen years the essays address the nature of the "Chomskian Revolution," the deep structure debates of the 1970s, and the attempts to apply generative theory to second language acquisition. Written by one of America's most prominent linguists, these articles provide a challenging reappraisal of the "Chomskian Revolution"--the implications of which are still being debated some three decades on.
Referential communication is the term given to communicative acts,
generally spoken, in which some kind of information is exchanged
between one speaker and another. This information exchange is
typically dependent on successful acts of reference, whereby
entities (human and non-human) are identified (by naming or
describing), are located or moved relative to other entities (by
giving instructions or directions), or are followed through
sequences of locations and events (by recounting an incident or a
narrative). These "activities" are examples of events that are more
typically described as "tasks" in the area of second language
studies. These might be real world tasks encountered in everyday
experience or pedagogical tasks specifically designed for second
language classroom use.
Salience in Second Language Acquisition brings together contributions from top scholars of second language acquisition (SLA) in a comprehensive volume of the existing literature and current research on salience. In the first book to focus exclusively on this integral topic, the editors and contributors define and explore what makes a linguistic feature salient in sections on theory, perpetual salience, and constructed salience. They also provide a history of SLA theory and discussion on its contemporary use in research. An approachable introduction to the topic, this book is an ideal supplement to courses in SLA, and a valuable resource for researchers and scholars looking for a better understanding of the subject.
Referential communication is the term given to communicative acts,
generally spoken, in which some kind of information is exchanged
between one speaker and another. This information exchange is
typically dependent on successful acts of reference, whereby
entities (human and non-human) are identified (by naming or
describing), are located or moved relative to other entities (by
giving instructions or directions), or are followed through
sequences of locations and events (by recounting an incident or a
narrative). These "activities" are examples of events that are more
typically described as "tasks" in the area of second language
studies. These might be real world tasks encountered in everyday
experience or pedagogical tasks specifically designed for second
language classroom use.
The topics of autonomy and independence play an increasingly important role in language education. They raise issues such as learners' responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education. This volume offers new insights into the principles of autonomy and independence and the practices associated with them focusing on the area of EFL teaching. The editors' introduction provides the context and outlines the main issues involved in autonomy and independence. Later chapters discuss the social and political implications of autonomy and independence and their effects on educational structures. The consequences for the design of learner-centred materials and methods is discussed, together with an exploration of the practical ways of implementing autonomy and independence in language teaching and learning . Each section of the book opens with an introduction to give structure to the development of ideas and themes, with synopses to highlight salient features in the text and help build upon the material of previous chapters.
Who compiles dictionaries and other reference works? Which are used by whom? How do they achieve their purpose?Lexicography is a very important subject and the product of lexicography, the Dictionary, is a valuable resource in language learning.Teaching and Researching Lexicography explains the relations between lexicographic practice (dictionary-making) and theory (dictionary research), with special reference to the perspectives of: dictionary history dictionary criticism dictionary typology dictionary structure dictionary use The final section of the book contains a variety of useful resources, including relevant related websites, a glossary of terms and a bibliography of cited dictionaries. This section can also be found on the Teaching and Researching Lexicography companion web-site.Written in a highly accessible style, Teaching and Researching Lexicography provides the most comprehensive, up-to-date and international coverage of this field in English, and will be of great interest to lexicographers, language teachers and applied linguists.
In an original and wide-ranging study, Rhian Jones documents the unique contribution which picturebooks and stories make to the development of the infant mind between the ages of nine months and two years, using video recorded data to chart the children's progress. She then analyzes the connection between these very early behaviors and subsequent achievements in literacy. The work integrates research from a number of disciplines: linguistics, psychology, literary theory, and anthropology, to draw out the different levels at which book-based interactions may be seen to be "working."
This book relates the author's stories about how languages have integrated her being, and defined and formed her sense of self. The idea of writing autobiographical stories of her multilingual life came from her long-term commitment to foreign language teaching and from a recent, extremely rich and valuable experience teaching English to immigrants in the U.S. While reading and studying various aspects of second-language-related-theory -- linguistics, psychology, anthropology, and sociolinguistics literature -- the author realized how estranged language learners are from all the research, speculations, hypotheses, and achievements of scholarship. A Russian immigrant, the author tells stories to her ESL students to help them understand why and at what price successful language acquisition and acculturation is realistic. Not only can students learn from her stories which encourage discoveries about their own behaviors or problems, but they might want to respond and tell about their own struggles with a foreign language. By becoming writers and interpreters of her text and by making it their own, students can construct their own virtual texts. The stories told throughout are those of a language learner, who is also a linguist and language teacher. As such, they can bridge the gap between second language research and practical teaching and learning. Moreover, this book can help initiate language learners along with their teachers into scholarship. Second language teachers and graduate students preparing for a teaching career might see this book as an illustration and validation of the studied theory and an inner voice of their students at the same time. Multidisciplinary by nature, it can also be used in several college courses such as cultural anthropology, anthropo- and socio-linguistics, sociology, multicultural education, ethnography, bilingualism, and the study of immigrant experience. There are numerous applications of the book in the education
This volume brings together the work of 32 scholars from 13
countries -- investigations of children learning 15 different
languages, in some instances more than one at a time. The scope of
this work -- as broad as it is -- only partially represents the
research interests and approaches of the more than 350 scholars
from 34 countries who contributed papers or posters to the Sixth
International Congress for the Study of Child Language. This
investigative power and diversity are, for the most part, focused
on topics and issues of modern day child language research that
have been under discussion for the last 30 years or so. Some even
go beyond that in early diary studies and philosophers'
speculations.
Contextualizing College ESL Classroom Praxis: A Participatory Approach to Effective Instruction provides pre-service and in-service teachers with a model for engaging in effective instruction with the variety of students encountered in college English as a second language or foreign language classrooms. Along with the model, the text is designed to help readers develop the tools to use it within a participatory approach. This approach, based on the principles of Paulo Freire's critical pedagogy, is combined with multicultural education and the general tenets of a communicative approach to language teaching. From the philosophical to the theoretical to the practical, these strands are combined into a cohesive whole.The underlying premise is that the best way to develop an understanding of a participatory approach is to engage in it. Throughout the book, readers are asked to apply problem-posing--a learning process that begins with naming issues, reflecting on them and possible solutions, and acting upon one's ideas. Questions addressed include:What is the nature of process over product?Is a new definition of effective instruction necessary?What are the factors that can affect second language acquisition?What do teachers believe about effective language instruction?What do students believe about effective language instruction?What makes pedagogy effective?How do teachers and students relate in the classroom?What does instruction mean for students?How can effective praxis be adapted to various contexts?Each chapter includes Pre-Reading Questions, Post-Reading Questions, a topic for a Reflective Journal, and Follow-Up Activities. These provide opportunities to enhance comprehension of the material, to co-construct new knowledge with classmates, and to review personal beliefs and ideas in an effort to modify or reinforce them in one's own de
For decades, research on children's literacy has been dominated by
questions of how children learn to read. Especially among
Anglophone scholars, cognitive and psycholinguistic research on
reading has been the only approach to studying written language
education. Echoing this, debates on methods of teaching children to
read have long dominated the educational scene. This book presents
an alternative view. In recent years, writing has emerged as a
central aspect of becoming literate. Research in cognitive
psychology has shown that writing is a highly complex activity
involving a degree of planning unknown in everyday conversational
uses of language. At the same time, developmental studies have
revealed that when young children are asked to "write," they show a
surprisingly sophisticated understanding of the representational
constraints of alphabetic writing systems. They show this
understanding long before they can read conventional writing on
their own.
In the beginning, before there are words, or syntax, or discourse,
there is speech. Speech is an infant's gateway to language. Without
exposure to speech, no language--or at most only a feeble facsimile
of language--develops, regardless of how rich a child's biological
endowment for language learning may be. But little is given
directly in speech--not words, for example, as anyone who has ever
listened to fluent conversation in an unfamiliar language can
attest. Rather, words and phrases, or rudimentary categories--or
whatever other information is required for syntactic and semantic
analyses to begin operating--must be pulled from speech through an
infant's developing perceptual capacities. By the end of the first
year, an infant can segment at least some words from fluent speech.
Beyond this, how impoverished or rich an infant's representations
of input may be remains largely unknown. Clearly, in the debate
over determinants of early language acquisition, the input speech
stream has too often been offhandedly dismissed as a potential
source of information.
In the beginning, before there are words, or syntax, or discourse,
there is speech. Speech is an infant's gateway to language. Without
exposure to speech, no language--or at most only a feeble facsimile
of language--develops, regardless of how rich a child's biological
endowment for language learning may be. But little is given
directly in speech--not words, for example, as anyone who has ever
listened to fluent conversation in an unfamiliar language can
attest. Rather, words and phrases, or rudimentary categories--or
whatever other information is required for syntactic and semantic
analyses to begin operating--must be pulled from speech through an
infant's developing perceptual capacities. By the end of the first
year, an infant can segment at least some words from fluent speech.
Beyond this, how impoverished or rich an infant's representations
of input may be remains largely unknown. Clearly, in the debate
over determinants of early language acquisition, the input speech
stream has too often been offhandedly dismissed as a potential
source of information.
A volume on second-language acquisition theory and pedagogy is, at
the same time, a mark of progress and a bit of an anomaly. The
progress is shown by the fact that the two disciplines have
established themselves as areas of study not only distinct from
each other, but also different from linguistic theory. This was not
always the case, at least not in the United States. The anomaly
results from the fact that this book deals with the relationship
between L2 theory and pedagogy despite the conclusion that there is
currently no widely-accepted theory of SLA.
Designed to provide practical information to those who are
concerned with the development of young children, this book has
three goals. First, the authors offer details about patterns of
language development over the first three years of life. Although
intensive studies have been carried out by examining from one to 20
children in the age range of zero to three years, there has been no
longitudinal study of a sample as large as this--53 children--nor
have as many measures of language development been obtained from
the same children. Examining language development from a broad
perspective in this size population allows us to see what
generalizations can be made about patterns of language development.
Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants and relates this systematically to individual participants' social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students' own agency and skill and the negotiation of identity in multilingual and lingua franca environments.
The correct use of English verb argument structure is crucial for foreign learners of the English language. Based on an experimental study recruiting 162 Chinese English learners at different proficiency levels, this book suggests that the acquisition of English transitivity alternation follows as a consequence of the cognitive processing of language input, which is induced by the nature of task requirements in different learning conditions and influenced by individual differences in language learning aptitude and proficiency level. Readers of this book will have a deeper understanding of all these variables involved and will learn that pedagogical issues should be considered in a more thorough, comprehensive manner to explore better solutions for English learning and teaching.
Originally published in 1983, the aim of this book was to discuss some fundamental problems of cognitive developmental psychology at the time. The theme which underlies the discussion is that scientific knowledge of the cognitive characteristics of other people starts from the cognitive instruments that we psychologist employ, viz. our theories, models, assumptions, methods of enquiry etc. Thus our scientific cognitive equipment not only provides the format in which cognition in other people is expressed, it also exemplifies, in some abstract sense, this cognition. The first part of the book deals with the concept of development in relation to the structure of developmental theories. It is argued that theories originate from (implicit) conceptual analyses of (implicit) final state definitions. Starting from this specific view on the nature of developmental theories, the second part of the book discusses perception and perceptual development.
Each child is spoken to by genetic heritage and by the rich current
set of interactional environments -- familial, local community, and
broader cultural voices. Using past structures and paradigms of
scholarship, scholars seek to understand what the child achieves in
language and how. The tools available for this research are not
static but evolve jointly through the sharing of information, and
with each "brief moment in time" in efforts to look at children's
languages "just as they are."
Universal Grammar (UG) is a theory of both the fundamental
principles for all possible languages and the language faculty in
the "initial state" of the human organism. These two volumes
approach the study of UG by joint, tightly linked studies of both
linguistic theory and human competence for language acquisition. In
particular, the volumes collect comparable studies across a number
of different languages, carefully analyzed by a wide range of
international scholars.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "initial state" of the human organism. These two volumes approach the study of UG by joint, tightly linked studies of both linguistic theory and human competence for language acquisition. In particular, the volumes collect comparable studies across a number of different languages, carefully analyzed by a wide range of international scholars. The issues surrounding cross-linguistic variation in "Heads, Projections, and Learnability" (Volume 1) and in "Binding, Dependencies, and Learnability" (Volume 2) are arguably the most fundamental in UG. How can principles of grammar be learned by general learning theory? What is biologically programmed in the human species in order to guarantee their learnability? What is the true linguistic representation for these areas of language knowledge? What universals exist across languages? The two volumes summarize the most critical current proposals in each area, and offer both theoretical and empirical evidence bearing on them. Research on first language acquisition and formal learnability theory is placed at the center of debates relative to linguistic theory in each area. The convergence of research across several different disciplines -- linguistics, developmental psychology, and computer science -- represented in these volumes provides a paradigm example of cognitive science.
Originally published in 1982, the editors felt that their field was clearly in need of explanatory accounts for many different areas. This volume presents statements of the status of research in several areas by scholars at the forefront of the discipline. It tries at the same time to juxtapose theoretical and experimental perspectives in order to display some of the major lines of tension in the field. Divided into 5 parts it covers: Theoretical Perspectives; Experimental Studies in Processing; Neuropsychological Studies in Processing; Studies in Development; followed by Commentary on some specific chapters.
Second Language Learning is an up-to-date survey and analysis of second language acquisition theory, from the early seventies through to the present day. It discusses the development of ideas in this expanding area of language study and looks at the implications of these ideas and directions for future research. Requiring some previous knowledge of second language acquisition research, this book will be of interest to advanced students and teachers of applied linguistics, second language learning and language pedagogy. Its study questions and activities, together with its useful bibliography and list of resources for the researcher, provide practical opportunities for replicating and extending the studies reported, as well as exploring further the principles presented in the book. |
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