This collective volume contains a selection of research contributions, presented at the 30th Deutscher Romanistentag [German Conference on Romance languages and literatures] in 2007 in Vienna in the section "Mood and Modality in Romance". The Romance languages studied here include Portuguese, Italian, Spanish, Romanian, Catalan and French. All contributions thematically explore the status and importance of modality and mood and their reciprocal relationships with reference to theoretical approaches.

This collection of papers investigates two specific linguistic phenomena from the point of view of first- and second-language acquisition. While observations on the acquisition of scrambling or pronominal clitics can be found in the literature, up until the recent past they were sparse and often buried in other issues. This volume fills a long-existing gap in providing a collection of articles which focus on language acquisition but at the same time address the overarching syntactic issues involved (for example, the X-bar status of clitics, base-generation vs. movement accounts of scrambling). This volume contains an overview of L1 (and, in one case, L2) acquisition data from a number of different languages including Bernese, Swiss, German, Dutch, English, French, German, Italian, Spanish and Swedish, as well as from several theoretical points of view with these two clause-internal processes at its center. These language acquisition data are considered to be crucial in the validation of analyses of these specific linguistic phenomena in adult grammars. The contributions in this volume include the earliest thoughts in this vein and, for this reason, should be viewed as a starting point for discussions within theoretical linguistics and language acquisition alike.

Within the complex process of second language acquisition there lies a highly variable component referred to as the silent period, during which some beginning second language learners may not willingly produce the target language. Silence in Second Language Learning claims that the silent period might represent a psychical event, a non-linguistic as well as a linguistic moment in the continuous process of identity formation and re-formation. Colette Granger calls on psychoanalytic concepts of anxiety, ambivalence, conflict and loss, and on language learning narratives, to undertake a theoretical dialogue with the learner as a being engaged in the psychical work of making, and re-making, an identity. Viewed in its entirety, this study takes the form of a kind of triangulation of three elements: the linguistically described phenomenon of the silent period; the psychoanalytically oriented problem of the making of the self; and the real and remembered experiences of individuals who live in the silent space between languages.

Popular opinion has long assumed that learning a foreign language requires not only traditional classroom instruction but also immersion among native speakers of the language. This opinion is so strongly held that students who study through immersion are believed to become more proficient than those who do not. Study Abroad Contexts for Enhanced Foreign Language Learning is a critical scholarly publication that explores the importance and efficacy of international travel in the learning of a second or additional language. Including various topics such as auditory-orthographic training, grammatical ability, and learner autonomy, this book is geared toward academicians, students, and professionals seeking current and relevant research on language acquisition through immersion and its value.

The authors here promote the reintroduction of temporality into the description and analysis of spoken interaction. They argue that spoken words are, in fact, temporal objects and that unless linguists consider how they are delivered within the context of time, they will not capture the full meaning of situated language use. Their approach is rigorously empirical, with analyses of English, German, and Italian rhythm, all grounded in sequences of actual talk-in-interaction.

"Auch" and "noch" in Child and Adult German is an empirical study of the early acquisition of "auch" (also) and "noch" (also/still) in German, and the adult use of these additive particles in spoken language. It centres around the question of how children acquire these particles, but it also investigates the way in which adults use these particles in order to determine what children actually have to learn and what the input they get is like. Previous studies on focus particles in adult German mainly focused on the semantic and syntactic properties of primarily constructed examples. Based on several corpora of spoken German, this is the first comprehensive study of natural language data that systematically analyses the intonation of focus particle utterances as well as their semantic, syntactic and information structural properties. The study of the child data, an extensive longitudinal corpus of one German child, was carried out against the background of the adult data. It offers a thorough characterisation of the acquisition of the two additive particles that also takes into account results from previous studies on the acquisition of focus particles, mainly on their comprehension. In addition to studying the acquisition of these particles, the author also introduces an analysis of focus particles that emphasises the differences between stressed and unstressed particles, which makes this book not only interesting to researchers in language acquisition and psycholinguistics, but also to those interested in phonology/prosody, semantics, syntax and information structure.

In considering the ways in which current theories of language in use and communicative processes are applied to the analysis, interpretation and definition of literary texts, this book sets an agenda for the future of pragmatic literary stylistics and provides a foundation for future research and debate.

A new title in the Routledge Major Works series, Critical Concepts in Linguistics, Pragmatics II is a four-volume collection of the very best scholarship on pragmatics. It is an essential successor collection to the editor s Pragmatics (6 vols.) (978-0-415-11734-0), published in 1998 and described by The Linguist List as essential background reading for students of pragmatics and new researchers in the pragmatics of language .

Pragmatics has experienced dramatic growth since its first flourishing early in the twentieth century. Pragmatics (1998) was the first comprehensive collection of the field s canonical and cutting-edge research, and this new collection now takes full account of the many important developments that have taken place since its appearance. Pragmatics II also includes coverage of areas without the scope of the first collection.

With a full index, together with a comprehensive introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Pragmatics II is an indispensable work of reference. It is destined to be valued by scholars, students, and researchers as a vital research resource.

The essays in this important collection explore wide-ranging aspects of the syntax and semantics of human languages. Key topics covered include movement phenomena and the syntax of logical form, methods in generative linguistics and the role of rules vs. principles in syntactic theory. This volume makes a vital contribution to substantive and methodological debates in linguistic theory.

Laying the foundations for the first monolingual dictionaries of English, the sixteenth century in English lexicography is here shown to form a bridge between the glossarial compilations which had slowly evolved during the Middle Ages, and the more recognisably modern dictionary incorporating synonymy, illustrative citations and other standard features. The articles collected here treat general lexicography and dictionaries in this period, their uses, and the state of research in this field. The volume also covers a fascinating and diverse collection of lexicographers, from the well known - John Palsgrave, Thomas Cooper, Thomas Elyot and John Florio - to those about whom next to nothing is known - Richard Howlet, John Baret and Peter Levens.

Bilingual Selection of Syntactic Knowledge motivates a more formal approach in theoretical linguistics by investigating the parameters of syntactic variation and simultaneous acquisition of multiple languages. Taking the behavior of the Null Subject Parameter (NSP) across languages as an illustration, the book raises important questions concerning the adequacy of standard parameter-setting models in the face of compelling evidence from both mono- and bilingual child speech data. Teresa Satterfield argues convincingly that so-called universal' premises guiding well-known parametric approaches greatly complicate attempts to construct an economical bilingual analysis. Further, she demonstrates the compatibility of more recent formulations in linguistic theory (i.e. the Minimalist Program) and studies on language learnability (Clark, 1992, 1993; Kapur, 1994) which present the view that while initially convincing, standard parameter models are potentially costly and less than effective in terms of monolinguals as well. Using Clark's application of the Genetic Algorithm as a point of departure, Bilingual Selection of Syntactic Knowledge describes a number of computational simulations. These simulations not only demonstrate the robustness of the GA-as-language-learner, they offer a more detailed account of the parameter-setting task confronting the bilingual child while also making more precise predictions regarding the process of syntactic knowledge.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

Addressing issues which are critical for language planning, this is an overview of research on the age factor in foreign language learning. It presents research on foreign language learning within bilingual communities in formal instruction settings focusing on syntax, phonology, writing, oral skills and learning strategies. The work discusses learning English as a third language in two bilingual communities.

This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies.

This title offers a clearly written and comprehensive set of definitions of key terms in discourse analysis, a core area of all linguistics and language studies courses. Unlike many other areas of linguistics, Discourse analysis is a complex field to define, comprising a number of related but different theoretical and methodological frameworks. Discourse can mean many different things to different people. Students often find these multiple meanings to be confusing and this book attempts to spell out and reconcile the different approaches, to give a holistic picture of Discourse Analysis as a branch of several disciplines. As well as comprising a glossary of key terms, the book provides clear, illustrative examples, a section on key thinkers and their ideas, and key texts for further reading. This book is essential reading for students on linguistics, language studies and media and cultural studies courses who are engaging in discourse analysis. "The Key Terms" series offers undergraduate students clear, concise and accessible introductions to core topics. Each book includes a comprehensive overview of the key terms, concepts, thinkers and texts in the area covered and ends with a guide to further resources.

Interactions of Degree and Quantification is a collection of chapters edited by Peter Hallman that deal with superlative, equative and differential constructions cross-linguistically, interactions of the comparative with both individual quantifiers and event structure, the use of the individual quantifier 'some' as a numeral, and the question of whether the very notion of 'degree' is reducible to a relation between individuals. These issues all represent semantic parallels and interactions between individual quantifiers (every, some, etc.) and degree quantifiers (more, most, numerals, etc.) in the expression of quantity and measurement. The contributions presented here advance the analytical depth and cross-linguistic breadth of the state of the art in semantics and its interface with syntax in human language.

What is meaning? Paul Horwich presents an original philosophical theory, demonstrates its richness, and defends it against all comers. At the core of his theory is the idea, made famous by Wittgenstein, that the meaning of a word derives from its use; Horwich articulates this idea in a new way that will restore it to the prominence that it deserves. He surveys the diversity of valuable insights into meaning that have been gained in the twentieth century, and seeks to accommodate them within his theory. His aim is not to correct a common-sense view of meaning, but to vindicate it: he seeks to take the mystery out of meaning. Horwich's 1990 book Truth stablished itself both as the definitive exposition and defence of a notable philosophical theory, `minimalism', and as a stimulating, straightforward introduction to philosophical debate about truth. Meaning now gives the broader context in which the theory of truth operates, and is published simultaneously with a revised edition of Truth, in which Horwich refines and develops his treatment of the subject in the light of subsequent discussions, while preserving the distinctive format which made the book so successful. The two books together present a compelling view of the relations between language, thought, and reality. They will be essential reading for all philosophers of language.

Love it or hate it, the five-paragraph essay is perhaps the most frequently taught form of writing in classrooms of yesterday and today. But have you ever actually seen five-paragraph essays outside of school walls? Have you ever found it in business writing, journalism, nonfiction, or any other genres that exist in the real world? Kimberly Hill Campbell and Kristi Latimer reviewed the research on the effectiveness of the form as a teaching tool and discovered that the research does not support the five-paragraph formula. In fact, research shows that the formula restricts creativity, emphasizes structure rather than content, does not improve standardized test scores, inadequately prepares students for college writing, and results in vapid writing. In "Beyond the Five-Paragraph Essay," Kimberly and Kristi show you how to reclaim the literary essay and create a program that encourages thoughtful writing in response to literature. They provide numerous strategies that stimulate student thinking, value unique insight, and encourage lively, personal writing, including the following: Close reading (which is the basis for writing about literature)Low-stakes writing options that support students' thinking as they readCollaboration in support of discussion, debate, and organizational structures that support writing as explorationA focus on students' writing process as foundational to content development and structureThe use of model texts to write in the form of the literature students are reading and analyzing

The goal of reading and writing about literature is to push and challenge our students' thinking. We want students to know that their writing can convey something important: a unique view to share, defend, prove, delight, discover, and inspire. If we want our students to be more engaged, skilled writers, we need to move beyond the five-paragraph essay.

Functional Grammar is a linguistic theory in which language is regarded intrinsically as a vehicle of communicative interaction. As such it has a strongly pragmatic orientation, and this book presents the results of some of the most recent research into pragmatics within the Functional Grammar framework. A good deal of attention is paid, in particular, to the treatment of discourse-level phenomena. manifestations.

A selection of papers presented at the conference Expert Systems, Culture and Semiotics, held in Groningen, the Netherlands, December 1990. The volume is divided into three parts. The first part is about signs and representations, the second about reasoning and search, and the third about communicat

In the spring of 1978, one of the authors of this book was sitting in on a course in logic for linguists given by the other author. In attempting to present some of Montague's insights in an elementary way (hopefully avoid ing the notation which many find difficult at first), the authors began dis cussions aimed towards the construction of a simple model-theoretical semantic apparatus which could be applied directly to a small English-like language and used to illustrate the methods of formal logical interpretation. In these discussions two points impressed themselves on us. First, our task could be simplified by using boolean algebras and boolean homomorphisms in the models; and second, the boolean approach we were developing had much more widespread relevance to the logical structure of English than we first thought. During the summer and fall of 1978 we continued work on the system, proving the more fundamental theorems (including what we have come to call the Justification Theorem) and outlining the way in which an intensional interpretation scheme could be developed which made use of the boolean approach (which was originally strictly extensional). We presented our findings in a monograph (Keenan and Faltz, 1978) which the UCLA Linguistics Department kindly published as part of their series called Occa sional Papers in Linguistics; one of the authors also presented the system at a colloquium held at the Winter Meeting of the Linguistic Society of America in December 1978."

This book looks at changes in the first language of people who know a second language, thus seeing L2 users as people in their own right differing from the monolingual in both first and second languages. It presents theories and research that investigate the first language of second language users from a variety of perspectives including vocabulary, pragmatics, cognition, and syntax and using a variety of linguistic and psychological models.

This handbook focuses on the interpersonal aspects of language in use, exploring key concepts such as face, im/politeness, identity, or gender, as well as mitigation, respect/deference, and humour in a variety of settings. The volume includes theoretical overviews as well as empirical studies from experts in a range of disciplines within linguistics and communication studies and provides a multifaceted perspective on both theoretical and applied approaches to the role of language in relational work. views pragmatics from both theoretical and applied perspectives meets the needs of the international pragmatic community includes pragmatically relevant entries from adjacent fields such as philosophy, anthropology and sociology, neuroscience and psychology, semantics, grammar and text and discourse analysis provides reliable overviews useful not only to researchers but also to students and teachers

Empirically validated techniques to accelerate learners' uptake of 'chunks' demonstrate that pathways for insightful chunk-learning become available if one is willing to question the assumption that lexis is arbitrary. Care is taken to ensure that the pedagogical proposals are in accordance with insights from vocabulary research generally.