This book provides evidence for the importance of auditory properties of speech sounds in phonology. The basic evidence derives from phonological processes which group together classes of sounds which have no articulatory commonality, but do share auditory features. The book contains analyses of such phenoma drawn from diverse languages.

Contents:
Table of Contents
List of Abbreviations
1. Introduction
2. Laryngeal and Phonatory Features and Representations
3. Assimilation
4. Deglottalization
5. Debuccalization
6. Dissimilation
7. Ejective Voicing
8. Fission and Fusion
9. Conclusion
Endnotes
References

The topic of the book is the relationship between mind and language on all levels of linguistic research. Over the past decade, the cognitive approach to language and its methodology have started to permeate other areas of linguistic study, which, in turn, is opening up room for new types of research and resulting in new knowledge that contributes to explaining not only the linguistic phenomena, but also how they function in a linguistic community and contemporary society. The book tries to reflect these new developments. It consists of 11 chapters organized into three thematic sections: language and mind from linguistic perspective, the language and mind of the translator, and language and mind from the teacher's perspective.

"What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?"
This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by "zooming in" on one facet to analyze it closely:
*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?
*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?
*The children. What are their roles and positions during the lesson? What are they learning?
*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose?
* Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?
*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?
*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?
The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

Contents:
Preface
Acknowledgements
List of Figures
List of Tables
1. Introduction
2. Articulatory Effort
3. Representational Issues
4. Spirantization and Stridency
5. Germinates
6. Effort-Based Contexts
7. Tumposia Shoshone
8. Florentine Italian
9. Conclusion. Stabilization of Lenition Patterns
Notes
References
Index

Contents:
Acknowledgments
List of Abbreviations
List of symbols
1. Introduction
2. General Methodology
3. Bernese
4. Cross-language Study. Phonological Overview
5. Cross-language Study. Acoustic Investigations
6. Suprasegmental Timing
7. An Integrated Timing Model
Appendix 1. Bernese Word List
Appendix 2. Levantine Word List
Appendix 3. Hungarian Word List
Appendix 4. Maudrese Word List
References
Index

Breaking away from previously rigid descriptions of the linguistic system of the English language, Crossing Linguistic Boundaries explores fascinating case studies which refuse to fall neatly within the traditional definitions of linguistic domains and boundaries. Bringing together leading international scholars in English linguistics, this volume focusses on these controversies in relation to seeking to overcome the temporal and geographical limits of the English language. Approaching tensions in the areas of English phonology and phonetics, pragmatics, semantics, morphology and syntax, chapters discuss not only British and American English but also a wide variety of geographical variants. Containing synchronic and diachronic studies covering different periods in the history of English, Crossing Linguistic Boundaries will appeal to anyone interested in linguistic variation in English.

"What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?"
This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by zooming in on one facet to analyze it closely:
*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?
*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?
*The children. What are their roles and positions during the lesson? What are they learning?
*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose?
* Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?
*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?
*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?
The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.

This book investigates the nature of the relationship between phonology and syntax and proposes a theory of Minimal Indirect Reference that solves many classic problems relating to the topic. Seidl shows that all variation across languages in phonological domain size is due to syntactic differences and a single domain parameter specific to phonology.

This volume proposes a unified weight theory that challenges traditionally held beliefs regarding the vowel/consonant dichotomy inherent in moraicity and illuminates many previously intractable issues.

The Substance of Language Volume I: The Domain of Syntax Volume II: Morphology Paradigms, and Periphrases Volume III: Phonology-Syntax Analogies John M. Anderson The three volumes of The Substance of Language collectively overhaul linguistic theory from phonology to semantics and syntax to pragmatics and offer a full account of how the form/function relationship works in language. Each explores the consequences for the investigation of language of a conviction that all aspects of linguistic structure are grounded in the non-linguistic mental faculties on which language imposes its own structure. The first and third look at how syntax and phonology are fed by a lexical component that includes morphology and which unites representations in the two planes. The second examines the way morphology is embedded in the lexicon as part of the expression of the lexicon-internal relationships of words. Morphology , Paradigms, and Periphrases is concerned with the role of the lexicon, in particular its inflectional morphology, in mediating between the substantively different categories of syntax and phonology. In the first part of the book Professor Anderson looks at the central role of the paradigm in reconciling the demands of syntactic categorization with the available means of expression. He examines the expressive role of inflection, illustrating his argument with Old English verb morphology. In the second part of the book the author pursues the notion of grammatical periphrasis. He starts out from its role as a solver of the problem of defective or incomplete paradigms and then compares it with other analytic expressions. He concludes with a discussion of why studies of grammatical periphrasis have focused on verbal constructions. He looks at the mechanism by which grammatical periphrases compensate for gaps in the finite verb paradigm and what this reveals about the substantive differences between verbs and nouns. The many detailed proposals of John Anderson's fine trilogy are derived from an over-arching conception of the nature of linguistic knowledge that is in turn based on the grounding of syntax in semantics and the grounding of phonology in phonetics, both convincingly subsumed under the notion of cognitive salience. The Substance of Language is a major contribution to linguistic theory and the history of linguistic thought.

Even though second-language learners may master the grammar and vocabulary of the new languages, they almost never achieve a native phonology (accent). Scholars and professionals dealing with second-language learners would agree that this is one of the most persistent challenges they face.
Now, for the first time, Roy Major's "Foreign Accent" covers the exploding scholarship in this area and lays out the issues specifically for audiences in the second language acquisition and applied linguistics community.

This book provides a detailed examination of the phonetics and phonology of consonant strength, drawing data from parallel acoustic and articulatory studies of English and Spanish, as well as a cross-linguistic survey of lenition and fortition. Explicit predictions about strength are tested for consonants of all manners of articulation, revealing evidence for aspects of several prevalent phonological views of lenition.
This book will be of interest to scholars of phonology, phonetics, and the phonetics-phonology interface. It includes a detailed discussion of methodology, as well as illustrative spectrograms and palatograms.

The main focus of this timely volume is phonological acquisition or the process of mastering a second language facilitated by guidance and direction. This thematic volume of recent research in the field comes at a time when phonology - always one of the liveliest areas of theoretical linguistic inquiry - is starting to enjoy a much-deserved resurgence of interest and writings within the realm of second-language acquisition. The scope of coverage in this volume includes phonological acquisition as well as requirements of language education where phonology refers not only to linguistically relevant dimensions of speech but related concerns of psychology as well.

This book focuses on a century of language change, starting early in the 20th century when Standard Afrikaans first emerged. Different areas of language use are explored, such as pronoun use, tenses, possession, and connectives. The changes in these areas are divided into three categories of types of change: paradigmatic changes, grammaticalization, and discursive and socio-cultural changes. The book also includes a short history of the standardization of Afrikaans and brief discussions of some relevant ideological issues. The second and final chapters include an in-depth discussion of the theory of language change and language evolution, as well as reflections on what language change is and how it proceeds. The role of language contact in language change, and language-external influences, are also considered.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This work is an investigation of the relation between prosodic structure, intonational structure and focus realisation in European Portuguese and is discussed from a cross-linguistic perspective, with special reference to languages like English, Dutch, German, different varieties of Italian, and Bengali. Also relevant to a general understanding of the prosodic reflexes of focus are languages like Hungarian, Korean, Basque and Wolof.

The Sounds of Language provides an accessible, general introduction to phonetics with a special emphasis on English.

Volume I is the first of two volumes that document the three components of the CHILDES Project. It is divided into two parts which provide an introduction to the use of computational tools for studying language learning. The first part is the CHAT manual, which describes the conventions and principles of CHAT transcription and recommends specific methods for data collection and digitization. The second part is the CLAN manual, which describes the uses of the editor, sonic CHAT, and the various analytic commands. The book will be useful for both novice and experienced users of the CHILDES tools, as well as instructors and students working with transcripts of child language.
Volume II describes in detail all of the corpora included in the CHILDES database. The conversational interactions in the corpora come from monolingual children and their caregivers and siblings, as well as bilingual children, older school-aged children, adult second-language learners, children with various types of language disabilities, and aphasic recovering from language loss. The database includes transcripts in 26 different languages.
The CD-ROM that accompanies these volumes includes the transcript files described in Volume II. It runs on both Windows and Macintosh platforms. For more information or updates to the files, visit the CHILDES Web site at http: //childes.psy.cmu.edu

Tuvaluan is a Polynesian language spoken by the 9000 inhabitants of the nine atolls of Tuvalu in the Central Pacific, as well as small and growing Tuvaluan communities in Fiji, New Zealand, and Australia. This grammar is the first detailed description of the structure of Tuvaluan, one of the least well-documented languages of Polynesia. While the language shares features commonly found amongst Polynesian languages, it exhibits a number of divergent features of interest to scholars of Pacific languages, comparative linguistics, language typology, and language universals. The text explores the syntax, morphology, and phonology of the language, as well as selected features of the lexicon. It pays particular attention to discourse and sociolinguistics factors at play in the structural organization of the language.

This collection of papers addresses new trends in Cognitive Linguistics. Three parts of the book focus on Conceptual Metaphor Theory and Integration Network Analysis. Both the theoretical contributions and the empirical case studies stress the importance of contextual factors in the meaning making processes. They employ qualitative methods to analyze the use of metaphor in political discourse and in the conceptualization of emotions. The data sets include multimodal data, sign languages and co-speech gestures. The fourth part of the book contains two corpus-based studies. The fifth part concentrates on the grammatical categories of passive voice and aspect. One contribution discusses the problem of categorization in phonology.

This book presents a comprehensive, contrastive account of the phonological structures and characteristics of Icelandic and Faroese. It is written for Nordic linguists and theoretical phonologists interested in what the languages reveal about phonological structure and phonological change and the relation between morphology, phonology, and phonetics. The book is divided into five parts. In the first Professor Arnason provides the theoretical and historical context of his investigation. Icelandic and Faroese originate from the West-Scandinavian or Norse spoken in Norway, Iceland and part of the Scottish Isles at the end of the Viking Age. The modern spoken languages are barely intelligible to each other and, despite many common phonological characteristics, exhibit differences that raise questions about their historical and structural relation and about phonological change more generally. Separate parts are devoted to synchronic analysis of the sounds of the languages, their phonological oppositions, syllabic structure and phonotactics, lexical morphophonemics, rhythmic structure, intonation and postlexical variation. The book draws on the author's and others' published work and presents the results of original research in Faroese and Icelandic phonology.

This book is an attempt to define the concept of metrical foot in acoustic terms. The foot constituent has been approached from various theoretical standpoints. Little attention, however, has been devoted to its empirical justification. The author explores the possiblity that the foot is a purely vocalic constituent and can be described as a complex network of inter- and intravocalic relations between duration, pitch and intensity. He argues that a number of quantitative processes, like pre-fortis clipping or final lengthening, are inexplicable without reference to the foot. Convincing arguments are provided for the vowel-based isochrony which is derivative of the quantitative processes operating within the foot. The author also points out ways in which these empirical results may be incorporated into phonological theory.

First published in 1988. This study examines a number of issues arising in multitiered nonlinear phonology in the light of the Obligatory Contour Principle (OCP), which prohibits adjacent identical elements at the melodic level, and aims to provide another kind of evidence for segment-internal tier articulation. This title will be of particular interest to students of linguistics.

This volume is the most comprehensive reference work to date on Lexical Functional Grammar. The authors provide detailed and extensive coverage of the analysis of syntax, semantics, morphology, prosody, and information structure, and how these aspects of linguistic structure interact in the nontransformational framework of LFG. The book is divided into three parts. The first part examines the syntactic theory and formal architecture of LFG, with detailed explanations and comprehensive illustration, providing an unparalleled introduction to the fundamentals of the theory. Part two explores non-syntactic levels of linguistic structure, including the syntax-semantics interface and semantic representation, argument structure, information structure, prosodic structure, and morphological structure, and how these are related in the projection architecture of LFG. Chapters in the third part illustrate the theory more explicitly by presenting explorations of the syntax and semantics of a range of representative linguistic phenomena: modification, anaphora, control, coordination, and long-distance dependencies. The final chapter discusses LFG-based work not covered elsewhere in the book, as well as new developments in the theory. The volume will be an invaluable reference for graduate and advanced undergraduate students and researchers in a wide range of linguistic sub-fields, including syntax, morphology, semantics, information structure, and prosody, as well as those working in language documentation and description.