This synchronic study presents a new onomasiological, frame-theoretical model for the description, classification and theoretical analysis of the cross-linguistic content category aspectuality. It deals specifically with those pieces of information, which, in their interplay, constitute the aspectual value of states of affairs. The focus is on Romance Languages, although the model can be applied just as well to other languages, in that it is underpinned by a principle grounded in a fundamental cognitive ability: the delimitation principle. Unlike traditional approaches, which generally have a semasiological orientation and strictly adhere to a semantic differentiation between grammatical aspect and lexical aspect (Aktionsart), this study makes no such differentiation and understands these as merely different formal realisations of one and the same content category: aspectuality.

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

This volume edited by Eddo Rigotti with the collaboration of Sara Cigada assembles papers presented at an international conference held at the University of Lugano in April 1997. From a variety of perspectives the papers address the question of meaning in argumentation, a phenomenon that has come to be regarded as belonging to the domain of rhetoric. Special attention is given to the connections between rhetoric, argumentation and reason as brought to light by the analysis of written and oral texts.

This is a book about comparison in linguistics in general, rather than "contrastive analysis" as a distinct branch of linguistics. It addresses the question "Does the analytical apparatus used by linguists allow comparisons to be made across languages?" Four major domains are considered in turn: derivational morphology, syntax, semantics & pragmatics, and discourse. Contributions cover a broad spectrum of linguistic disciplines, ranging from contrastive linguistics and linguistic typology to translation studies and historical linguistics.

Anaphora is the study of referential relationships in language. Given the great flowering of the study of this topic in the last decade, it is time for a book that reports on the major results of recent research and sets the stage for further inquiry.

The authors represented in "Anaphora: A Reference Guide" are among the world's leading researchers on anaphora and are ideally suited to meet this goal. Their work draws on theoretical principles and methodologies in linguistics, cognitive psychology, and philosophy, as well as the integrated, broad perspective of cognitive science.

These stimulating reports of cutting-edge research will be useful to both undergraduate and graduate students and will find a large audience among professional researchers of anaphora and scholars who want to catch up on what is new and exciting in the area.

This ground-breaking, provocative book presents an overview of research at the disciplinary intersection of psychoanalysis and linguistics. Understanding that linguistic activity, to a great extent, takes place in unconscious cognition, Thomas Paul Bonfiglio systematically demonstrates how fundamental psychoanalytic mechanisms-such as displacement, condensation, overdetermination, and repetition-have been absent in the history of linguistic inquiry, and explains how these mechanisms can illuminate the understanding of the grammatical structure, evolution, acquisition, and processing of language. Re-examining popular misunderstandings of psychoanalysis along the way, Bonfiglio further proposes a new theoretical configuration of language and expertly sets the future agenda on this subject with new conceptual paradigms for research and teaching. This will be an invaluable, fascinating resource for advanced students and scholars of theoretical and applied linguistics, the cognitive-behavioral sciences, metaphor studies, humor studies and play theory, anthropology, and beyond.

The purpose of this workbook is to provide students with practice in analyzing second language data. For the student of second language learning, "hands-on" experience with actual data is essential in understanding the processes involved in learning a second language. Working through exemplars of the kinds of interlanguages that learners do and do not create brings about a clearer understanding of the principles underlying these interlanguages, as well as the universal principles of language learning (those that are independent of particular languages and interlanguages).
The goal in this workbook is to present data organized in such a way that by working through pedagogically presented data-sets, students are led to a discovery and understanding of theoretical and/or methodological issues. In addition, they acquire the ability to interpret data and to begin to draw conclusions from them. The authors intend that students should go from the data to a conclusion that includes a 3-part statement:
*what else you should want to know about these data;
*why this, specifically, and not something else; and
*how one can empirically research what you want to find out.
This sequence of questions forces students to constantly keep in mind the important question of falsification: What kind of data would it take to falsify the particular conclusions the students come to?
As with the earlier edition of this workbook (Sorace, Gass, & Selinker), two audiocassettes provide language samples for use in the exercises. These cassettes and the teacher's manual are offered free of charge on adoption of the workbook for classroom use; a three-part set (workbook/manual/tapes) is also available.

Taking a cross-disciplinary approach, Suzanne Romaine's main concern is to show how language and discourse play key roles in understanding and communicating gender and culture. In addition to linguistics--which provides the starting point and central focus of the book--she draws on the fields of anthropology, biology, communication, education, economics, history, literary criticism, philosophy, psychology, and sociology. The text covers the "core" areas in the study of language and gender, including how and where gender is indexed in language, how men and women speak, how children acquire gender differentiated language, and sexism in language and language reform. Although most of the examples are drawn primarily from English, other European languages and non-European languages, such as Japanese are considered. The text is written in an accessible way so that no prior knowledge of linguistics is necessary to understand the chapters containing linguistic analysis. Each chapter is followed by exercises and discussion questions to facilitate the book's use as a classroom text.
The author reviews scholarly treatments of gender, and then uses her own data material from the corpora of spoken and written English usage. Special features include an examination of contemporary media sources such as newspapers, advertising, and television; a discussion of women's speculative fiction; a study of gender and advertising, with special attention paid to the role played by language in these domains; and a review of French feminist thought, particularly as it relates to the issue of language reform.

Subtitling serves two purposes: to translate the dialogue of foreign language films for secondary audiences (interlingual) and to transform the soundtrack of television programmes into written captions for deaf and hard-of-hearing viewers (intralingual). While both practices have strong linguistic roots, often being compared to text translation and editing, this book reveals the complex influences arising from the audiovisual environment. Far from being simply a matter of linguistic equivalence, the authors show how the effectiveness of subtitles is crucially dependent upon the hidden semiotic relations between text and image; relations which affect the meaning of the visual-linguistic message and the way in which that message is ultimately received. Focusing primarily on intralingual subtitling, The Semiotics of Subtitling adopts a holistic approach, combining linguistic theory with empirical eye-movement analysis in order to explore the full depth of the medium and the reading behaviour of viewers.

This work describes the way in which conversations between drug users vary and change according to context and circumstances in ways that suggest that there is no single "truth" about the state we call "addicted". The central thesis of the book is that the explanations that drug users give for their drug use make sense not so much as a source of facts, but as primarily functional statements shaped by a climate of moral and legal censure. Consequently, the signficance of drug conversations lies not in their literal semantics but in the purposes such conversation serve. The argument raises a number of fundamental issues about the performative rather than the informative nature of language, about the nature of the "scientific facts" concerning drug use, and about the very nature of science itself. Starting with a general overview of the problems arising from a mechanistic and deterministic view, the book identifies a need for a new approach to the understanding of verbal behaviour. Secondly, it gives an account of a new form of analysis, based on over 500 conversations carried out with drug users in Scotland and the north of England. In a final data section, evidence is presented link

"Validation in Language Assessment" contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.

This book focuses on the relationship between syntax and meaning. Terje Lohndal's core claim is that it is possible to create a transparent mapping from syntax to logical form such that each syntactic Spell-Out domain directly corresponds to a conjunct at logical form. The argument focuses on two domains of grammar - phrase structure and argument structure - and brings together two independently established but seemingly unconnected hypotheses: that verbs do not require arguments, and that specifiers are not required by the grammar. Following the introduction, the second chapter looks in detail at the separation of the verb from its thematic arguments, and presents data from argument structure, reciprocals, and adjectival passives, while the third examines the claim that specifiers do not play a role as the target of various grammatical operations. Chapter 4 then brings these arguments together and proposes a syntax that maps transparently onto logical forms where all thematic arguments are severed from the verb. Moreover, the broader consequences of this approach are outlined in terms of Spell-Out, movement, linearization, thematic uniqueness, and agreement. The book closes with an examination of the relationship between grammatical and conceptual meaning, and a detailed discussion of the nature of compositionality.

Ever since the notion of explanatory adequacy was promoted by Chomsky in his 1965 Aspects, linguists and psycholinguists have been in pursuit of a psychologically valid theory of grammar. To be explanatorily adequate, a theory of grammar can not only describe the general characteristics of a language but can also account for the underlying psychological processes of acquiring and processing that language. To be considered psychologically valid, a grammar must be learnable by ordinary children (the problem of acquisition) and must generate sentences that are parsable by ordinary people (the problem of processing). Ultimately, the fields of language acquisition and processing are concerned with the same goal: to build a theory that accounts for grammar as it is acquired by children; accessed in comprehension and production of speech; and represented within the human mind. Unfortunately, these two fields developed independently and have rarely been well-informed about each other's concerns. Both have experienced past difficulties as a result.
Recently, new models have been developed with full consideration to cross-linguistic diversity. Gone are many of the basic assumptions of conventional models, and in their place a variety of innovative and more flexible assumptions have emerged. However, in their attempt to address cross-linguistic issues, these processing models have yet to fully address the developmental challenge: How can a child without a stable grammar process language and still manage to acquire new grammar?
This book attempts to develop a model of language processing that addresses both cross-linguistic and developmental challenges. It proposes to link the setting of a basic configurational parameter during language acquisition to the different organization of processing strategies in left- and right-branching languages. Based primarily on Mazuka's doctoral dissertation, this volume incorporates various responses to the original proposal as well as the author's responses to the comments.

This book is the first in-depth examination of the application of theories of space to issues of second language learning. The author introduces the work of key thinkers on the theory of space and place and the relevance of their ideas to second language acquisition (SLA). He also outlines a new conceptual framework and set of terms for researching SLA that centre on the idea of 'language learning environments'. The book considers the spatial contexts in which language learning takes place and investigates how these spatial contexts are transformed into individualised language learning environments, as learners engage with a range of human and nonhuman, and physical and nonphysical, resources in their daily lives. Revisiting linguistics and language learning theory from a spatial perspective, the book demonstrates that the question of where people learn languages is equally as important as that of how they do so. This work is essential reading for any researcher wishing to research the role of the environment as an active player in SLA.

This book is a collection of eleven chapters which together represent an original contribution to the field of (multimodal) spoken dialogue systems. The chapters include highly relevant topics, such as dialogue modeling in research systems versus industrial systems, evaluation, miscommunication and error handling, grounding, statistical and corpus-based approaches to discourse and dialogue modeling, data analysis, and corpus annotation and annotation tools. The book contains several detailed application studies, including, e.g., speech-controlled MP3 players in a car environment, negotiation training with a virtual human in a military context, application of spoken dialogue to question-answering systems, and cognitive aspects in tutoring systems. The chapters vary considerably with respect to the level of expertise required in advance to benefit from them. However, most chapters start with a state-of-the-art description from which all readers from the spoken dialogue community may benefit. Overview chapters and state-of-the-art descriptions may also be of interest to people from the human-computer interaction community.

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.

This volume is intended for students who desire a practical introduction to the use of language in daily and professional life. It may be used either as part of a course or as an aid to independent study. Readers will find that concepts relating to language and discourse are highlighted in the text, explained clearly, illuminated through examples and practice exercises, and defined in the "Glossary/Index" at the back of the book.
Divided into two parts, this text presents an introduction to the elements and practice of discourse analysis in general, as well as an introduction to the actual kinds of discourse crucial to personal and professional life. In Part I, examples and practice exercises are used which make use of a variety of genres common in daily and professional life. Genres included are advertising, biography, travel guide, news clipping, prose fiction, students' writing, telephone conversation, poetry, police-suspect interview, face-to-face conversation, war cry, political speech, medical text, legislation, textbook, discourse of the mentally disturbed, and detective fiction among others. Wherever feasible, authentic examples are used. Part II of the book applies the principles and techniques of Part I to an investigation of discourse in daily use. Chapters include discourse in education, medicine, law, the media, and literature. Not only will these be of particular interest to students planning to enter any of these professions, but will also be of general interest, since all of us encounter them in daily life. As a result, this is a very practical book.

"Approaches to Discourse Particles" serves as a unique reference by presenting the spectrum of approaches to discourse particles / markers in their richness and variability, whilst ensuring that the differences and similarities between the approaches are clear and comparable. With the hundreds of studies now published on discourse particles / markers, it is becoming increasingly difficult to make such comparisons. Fischer addresses this problem by asking renowned researchers from different linguistic backgrounds to describe their particular ways of accounting for some of the most important problem areas by addressing issues such as:
*definition
*the functional spectrum of the items considered
*the model of polyfunctionality proposed
*the broader framework of the model
Discourse particles fulfil many different functions; they contribute to text structuring, dialogue management, turn-taking, politeness, and more. Their investigation is, thus, relevant from many different perspectives within pragmatics and linguistics as a whole. "Approaches to Discourse Particles" constitutes an important orientation for newcomers to the field, as well as providing the necessary guidance and reference for the many scholars now working in the growing research community.
"Wide-ranging and useful.... Places the assumptions underlying divergent approaches in sharp relief."
--Lawrence Schourup, Osaka Prefecture University, Japan

Continuing the tradition of this series, which has become a standard reference work in language acquisition, Volume 4 contains chapters on three additional languages/language groups--Finnish, Greek, and Korean. The chapters are selective, critical reviews rather than exhaustive summaries of the course of development of each language. Authors approach the language in question as a case study in a potential crosslinguistic typology of acquisitional problems, considering those data which contribute to issues of general theoretical concern in developmental psycholinguistics and linguistic theory. Each chapter, therefore, provides the following:
* "Grammatical Sketch of Language." Brief grammatical sketch of the language or language group, presenting those linguistic facts which are relevant to the developmental analysis.
* "Sources of Evidence." Summary of basic sources of evidence, characterizing methods of gathering data, and listing key references.
* "Overall Course of Development." Brief summary of the overall course of development in the language or language group, giving an idea of the general problems posed to the child in acquiring a language of this type, summarizing typical errors, domains of relatively error-free acquisition, and the timing of acquisition--areas of the grammar that show relatively precocious or delayed development in crosslinguistic perspective.
* "Data." Specific developmental aspects of the language examined in depth, depending on each individual language and available acquisition data.
* "Conclusions." An interpretive summary of theoretical points raised above, attending to general principles of language development and linguistic organization suggested by the study of a language of this type, plus comparisons with development of other languages.

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.

Authors are very experienced in the field Techniques are easy to follow and comprehensive allowing therapists to direct families to continue exercises at home Additional printable resources for families Testimonials from families supported by the Total Speech approach are included The advantage of the proposed book is the combining of clinical experience with describing techniques that are not commonly used or acknowledged (i.e. using tactile input in addition to auditory and visual) to support the speech of children with additional or complex needs.