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English Sentence Constructions departs from a usage-based
theoretical perspective in which all language units -- which we
refer to as constructions -- have both a meaning and form, and
context is all-important in determining the function and form of
these constructions. As a starting-level module, English Sentence
Constructions guides students of English or Language at tertiary
level through different levels of analysis at the sentence, clause,
phrase, and word level. The book starts with an explanation of
different sentence types and structures (Chapters 1 and 2), zooms
in on the verb phrase as the central component of any sentence (in
Chapters 3 and 4), before zooming in even closer, discussing word
classes (Chapter 5) and phrases (Chapter 6). The next two chapters
explicate the intricacies of sentence constituents that function as
clauses (Chapter 7) and aid students in integrating all chapters by
discussing sentence analysis at all levels (Chapter 8). The last
chapter (Chapter 9) shows how knowledge about sentence
constructions can be applied to effective writing in English.
English Sentence Constructions can be used in teacher-led modules,
but the many exercises in each chapter, the clearly worked out
answer keys, and a comprehensive glossary of terminology also make
it suitable for self-study. For each chapter, there is an online
test in which students can check their understanding.
This book honours the contribution of Marjolijn Verspoor to the
development and implementation of dynamic usage-based (DUB)
approaches in second language (L2) research and pedagogy. With
chapters written by renowned experts in the field, the book
addresses the dynamics of language, language learning and language
teaching from a usage-based perspective. The book contains both
theory and empirical work: the initial theoretical chapters present
cutting-edge thinking in relation to both the scope of DUB theory
and its applications, providing conceptual perspectives from
cognitive grammar and linguistics, thinking-for-speaking (TFS), and
Complex Dynamic Systems Theory (CDST) approaches, united by their
shared underpinnings of language as a dynamic system of
conventionalized routines. The second half of the volume showcases
state-of-the-art methodologies to study dynamic trajectories of
language learning, empirical investigations into the
above-mentioned theoretical concepts, and innovative classroom
implementations of DUB language pedagogy.
This book honours the contribution of Marjolijn Verspoor to the
development and implementation of dynamic usage-based (DUB)
approaches in second language (L2) research and pedagogy. With
chapters written by renowned experts in the field, the book
addresses the dynamics of language, language learning and language
teaching from a usage-based perspective. The book contains both
theory and empirical work: the initial theoretical chapters present
cutting-edge thinking in relation to both the scope of DUB theory
and its applications, providing conceptual perspectives from
cognitive grammar and linguistics, thinking-for-speaking (TFS), and
Complex Dynamic Systems Theory (CDST) approaches, united by their
shared underpinnings of language as a dynamic system of
conventionalized routines. The second half of the volume showcases
state-of-the-art methodologies to study dynamic trajectories of
language learning, empirical investigations into the
above-mentioned theoretical concepts, and innovative classroom
implementations of DUB language pedagogy.
Linguists have always been interested in studying imperfect
language systems, such as child language or the grammar of second
language learners, because it is only when 'things are not quite
right' that we can see how language must be organized in the brain.
In more recent years, studies have tried to uncover similarities
and divergences between various of these fluctuating language
systems in an attempt to find out more about the mystery that is
language. This book fits in that tradition. It compares the Dutch
first language acquisition of children with the non-pathological
language attrition of Dutch emigrants in Anglophone Canada, with a
focus on morphology and syntax. In particular, it seeks to answer
the question whether language loss in emigrants follows the reverse
pattern of language acquisition in children, i.e. whether language
attrition is the mirror image of language acquisition. This work is
of interest to anyone who wants to know more about language systems
in flux and in particular to those interested in first and second
language acquisition, language attrition, multilingualism and
language change.
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