Linguistics Books

Book SynopsisAims to offer a fun and easy way to speak Spanish.Table of ContentsIntroduction 1 About This Book 1 Conventions Used in This Book 2 Foolish Assumptions 2 Icons Used in This Book 3 Where to Go from Here 4 Chapter 1: I Say It How? Speaking Spanish 5 You Already Know Some Spanish 6 Beware of false friends 6 Some crossover influence 7 Reciting Your ABC’s 8 Consonants 9 Vowels 16 The diphthongs 18 Pronunciation and Stress 19 Looking for stress, normally 20 Looking for accented vowels 20 Understanding accents on diphthongs 21 ¡Punctuation Plus! 21 Some Basic Phrases to Know 21 Chapter 2: Grammar on a Diet: Just the Basics. 23 Sentence Construction 23 Verbs 24 Regular verbs 24 Irregular verbs 26 Extra verbs charts 27 Forming Questions 31 Pronouns in Hiding 32 That Whole Gender Thing 33 Make It Two (or More): Plurals 35 Telling Tales with Adjectives 36 It’s You, You Know: The Tú/Usted Issue 36 Chapter 3: Numerical Gumbo: Counting of All Kinds 39 1, 2, 3: Cardinal Numbers 39 Discovering Ordinal Numbers 41 Telling Time 42 You can tell time 42 But are you on time? 44 Days, Months, Seasons 45 What day is it? 45 Living month to month 47 Counting Your Money 48 Carrying cash 48 ATMs 49 Credit cards 51 Exchanging your dollars 52 Chapter 4: Making New Friends and Enjoying Small Talk 55 Hello! Greetings and Introductions 55 Formal introductions 55 Informal introductions 57 Small-Talk Verbs 58 Llamarse: Calling 58 Ser: Being 59 Estar: The second being 62 Hablar: Speaking 64 Trabajar: Working 67 Entender: Understanding 67 Vivir: Living 68 Small-talk apologies 69 Grand Inquisitor: Questions 70 A Rainy Day: Talking Weather 72 How Is Your Family? 73 Chapter 5: Enjoying a Drink and a Snack (or Meal!) 75 Getting the Table and Meal Basics 75 Three Verbs Used at the Table 76 To take and to drink: The verb tomar 77 For drinking only: The verb beber 77 For eating: The verb comer 78 At the Restaurant 79 What’s on the Menu? 81 The Bill, Please 85 Chapter 6: Shop ’Til You Drop 87 Heading Out on the Town 87 Browsing around 87 Getting around the store 88 Requesting color and size 89 Getting the right fit 91 Using the shopping verb: Comprar 92 Wearing and taking: The verb llevar 93 Shopping the Traditional Market 94 Shopping for food 94 Scoping out special items 98 Visiting the Supermarket 100 Bartering for Your Goods 100 Getting the Right Quantity 102 Comparing Better or Best 102 Chapter 7: Making Leisure a Top Priority. 105 Having a Good Time 105 Using the inviting verb invitar 106 Using the dancing verb bailar 107 Having a Good Time at Shows and Events 108 Screening the cinema 109 Enjoying a concert 109 Enjoying the Outdoors 111 Taking a walk 111 Watching the animals 112 Sports, Sports, Sports 114 The most popular ball game: Fútbol 114 Béisbol: #2 116 The playing verb: Jugar 117 Chapter 8: When You Gotta Work 119 Picking Up the Phone 119 Opening lines 119 Leaving messages 121 Making a collect call 123 Outside the Office 123 Inside the Office 125 Getting a job 126 Scheduling and conducting a meeting 128 Using emplear: The hiring verb 131 Hacer: The doing, making verb 131 Packing a PC 133 Chapter 9: I Get Around: Transportation 135 On the Go: Transportation 135 Boarding the train 135 Hailing a taxi 137 Hopping a bus 137 Renting a car 138 Passing Passport Control 141 Transportation Verbs 146 The outgoing verb: Salir 146 Using the waiting verb: Esperar 147 Asking for Directions 148 ¿Adónde vamos? Where do we go? 148 Mapping the place 149 Getting directions from locals 150 Understanding spatial directions 152 Here, there, and everywhere 153 Chapter 10: Laying Down Your Weary Head: House or Hotel? 155 Speaking of Houses 155 Some rental wisdom 156 Furnishing your house 159 Scoping Out the Hotel 160 Registering for a Room 164 Dormir: The Sleeping Verb 167 Despertar: The Waking Up Verb 169 Chapter 11: Dealing with Emergencies 171 Shouting for Help 171 Handling Health Problems 172 Helping out 173 Painful phrases for when it hurts 174 Telling where it hurts 176 Describing symptoms 177 Talking to the doctor 179 Visiting the dentist 180 Ensuring that you get your money back 182 Getting Help with Legal Problems 182 Being under arrest 183 Stick ’em up: Words to know when you’re robbed 183 Reporting to the police 184 Dealing with Car Emergencies 185 Chapter 12: Favorite Spanish Expressions. 189 ¿Qué tal? 189 ¿Quiubo? 189 ¿Qué pasó? 190 ¿Cómo van las cosas? 190 ¡Del uno! 190 ¿Cuánto cuesta? 191 ¿A cuánto? 191 ¡Un asalto! 191 ¡Una ganga! 191 ¡Buen provecho! 192 ¡Salud! 192 ¡Buen viaje! 192 Chapter 13: Phrases That Make You Sound Like a Local 193 ¡Esta es la mía! 193 ¿Y eso con qué se come? 194 Voy a ir de farra 194 Caer fatal 194 Nos divertimos en grande 195 Ver negro para 195 Pasó sin pena ni gloria 195 ¡Así a secas! 196 ¡La cosa va viento en popa! 196 Index 197

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Book SynopsisHundreds of useful phrases at your fingertips Speak German - instantly! Traveling to Germany but don't know German? Taking German at school but need to kick up your conversation skills? Don't worry! This handy little phrasebook will have you speaking German in no time.Table of ContentsIntroduction 1 About This Book 1 Conventions Used in This Book 2 Foolish Assumptions 3 Icons Used in This Book 3 Where to Go from Here 4 Chapter 1: I Say It How? Speaking German 5 The German You Know 5 Friendly allies (perfect cognates) 5 Kissing cousins (near cognates) 7 False friends 9 Lenders and borrowers 11 Mouthing Off: Basic Pronunciation 13 Pronouncing vowels 14 Pronouncing umlauts 15 Pronouncing diphthongs 16 Pronouncing consonants 17 Identifying a new letter: ß 18 Pronouncing combinations of consonants 19 Using Popular Expressions 21 Chapter 2: Grammar on a Diet: Just the Basics 23 Looking at the Types of Words 23 Nouns 23 Adjectives 25 Verbs 26 Adverbs 27 Figuring Out Simple Sentence Construction 27 Arranging words in the right order 27 Independent clauses: Putting the verb in second place 28 Dependent clauses: Pushing the verb to the end 28 Forming questions 29 The Tenses: Present, Past, and Future 30 Looking at the present 30 Talking about the past: Using the perfect tense 31 Writing about the past: Using simple past tense 36 Talking about the future 37 Getting Funky: Reflexive and Separable Verbs 38 Right back at you: Reflexive verbs 38 Knowing when to separate your verbs 40 Putting the Language in the Right Case 41 Nominative case 41 Accusative case 42 Dative case 42 Genitive case 42 Why all these cases matter 42 Getting Formal or Informal 48 Chapter 3: Numerical Gumbo: Counting of All Kinds 49 1, 2, 3: Cardinal Numbers 49 The First, Second, Third, and So On 51 Telling Time 53 Telling time the “old-fashioned” way: From 1 to 12 54 Using the 24-hour routine: 0 to 24 55 Times of the day 56 Monday, Tuesday: Weekdays 56 Using the Calendar and Dates 58 Covering the units of the calendar 58 The basic names of the months 59 Describing events in specific months 59 Naming specific times in the months 60 Keeping track of dates 60 Money, Money, Money 62 Changing currency 63 Heading to the ATM 64 Chapter 4: Making New Friends and Enjoying Small Talk 67 Hello! Greetings and Introductions 67 Saying hello and good-bye 68 Asking “How are you?” 68 Replying to “How are you?” 69 Introducing yourself and others 70 So Where Are You From? 72 Asking people where they come from 73 Understanding nationalities 74 What Languages Do You Speak? 76 Talking about Yourself 78 Describing your work 78 Giving out your address and phone number 80 Talking about Your Family 81 Talking about the Weather 84 Chapter 5: Enjoying a Drink and a Snack (or Meal!) 85 Is It Time to Eat Yet? 85 Setting the Table 87 Going Out to a Restaurant 87 Distinguishing places to eat 88 Making reservations 89 Arriving and being seated 91 Deciphering the menu 92 Placing your order 96 Replying to “How did you like the food?” 97 Getting the Check 97 Chapter 6: Shop ’til You Drop 99 Heading Out on the Town 99 Getting around the store 100 Browsing with style 102 Getting assistance 102 Shopping politely 103 Shopping for Clothes 104 Color me German 105 Trying it on 107 Hitting the Markets 109 Finding what you need 110 Asking for amounts 111 Paying the Bill 113 Chapter 7: Making Leisure a Top Priority 115 Figuring Out What You Want to Do 115 Going to the movies 116 Going to the museum 118 Bringing down the (opera) house 118 How Was the Show? Talking about Entertainment 120 Going to a Party 122 Talking about Hobbies and Interests 124 Playing Sports 125 Exploring the Outdoors 127 Getting out and going 127 Things to see along the way 127 Going to the mountains 128 Going to the country 130 Going to the sea 130 Chapter 8: When You Gotta Work 131 Phoning Made Simple 131 Asking for your party 132 Making the connection 132 Leaving messages 133 Saying good-bye 134 Making Appointments 136 Sending a Letter, Fax, or E-Mail 137 Sending a letter or postcard 138 Sending a fax or an e-mail 140 Getting Around at the Office 140 Mastering your desk and supplies 141 Elsewhere in the office 142 Chapter 9: Getting Around: Transportation 143 On the Move: Types of Transportation 143 At the airport 144 At the train station 146 Catching the bus 148 Getting a taxi 150 Renting a car 150 Dealing with Passports, Visas, and Customs 152 Your passport and visa 152 Going through immigration 153 Going through customs 154 Asking for Help with Directions 155 Going Here and There 156 Asking “How Do I Get There?” 157 Describing a Position or Location 157 Going Right, Left, North, South, East, and West 159 Getting on the Move 160 Driving Around in German 161 Chapter 10: Finding a Place to Lay Your Weary Head 165 Scoping Out a Hotel 165 Reserving Rooms 166 Checking In: Names, Addresses, and Room Numbers 168 How long are you staying? 168 Filling out the registration form 169 Understanding the key game 170 Asking about amenities and facilities 170 Checking Out and Paying the Bill 173 Asking for your bill 173 Parting shots at the hotel 173 Chapter 11: Dealing with Emergencies 175 Asking for Help with Accidents 175 Shouting for help 175 Reporting a problem 176 Asking for English-speaking help 176 Going to the Doctor or Hospital 177 Describing what ails you 178 Announcing any special conditions 178 Getting an examination 179 Specifying parts of the body 180 Getting the diagnosis 181 Getting treatment 182 Talking to the Police 183 Describing what was stolen 184 Answering questions from the police 185 Protecting your rights abroad 186 Chapter 12: Ten Favorite German Expressions 187 Alles klar! 187 Geht in Ordnung 187 Kein Problem 188 Guten Appetit! 188 Deine Sorgen möchte ich haben! 188 Das darf doch wohl nicht wahr sein! 188 Mir reicht’s! 189 Wie schön! 189 Genau 189 Stimmt’s? 189 Chapter 13: Ten Phrases That Make You Sound Like a Local 191 Das ist ja toll! 191 Ruf mich an! / Rufen Sie mich an! 191 Was ist los? 192 Keine Ahnung 192 Gehen wir! 192 Nicht zu fassen! 192 Du hast Recht! / Sie haben Recht! 192 Auf keinen Fall! 193 Nicht schlecht! 193 Das ist mir (völlig) egal 193 Index 195

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Book SynopsisNow in its second edition, this is an invaluable manual for analysing sociolinguistic variation. Written by a leading scholar with over 30 years of experience, it introduces the methodology with straightforward instructions for conducting analyses using the R programming language. It is essential reading for anyone doing sociolinguistic research.

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Book SynopsisThis volume brings together perspectives from multimodal stylistics and adaptation studies for a unified theoretical analysis of adaptations of the work of Alice Munro, demonstrating the affordances of the approach in furthering interdisciplinary research at the intersection of these fieldsThe book considers films and television programmes as complex multimodal stylistic systems in and of themselves in order to pave the way for a clearer understanding of screen adaptations as expressions of modal, medial, and aesthetic change. In focusing on Munro, Francesconi draws attention to a writer whose body of work has been adapted widely across television and film for an international market over several decades, offering a diachronic overview and insights into the confluence of socio-cultural contexts, audiences, and dynamics of production and distribution across adaptations. The volume complements this perspective with a microanalysis of the adaptations themselves, exploring the va

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Book SynopsisUsing Chinese Classics for Intercultural Communicative Competence presents new strategies and tools for integrating Mandarin language teaching with fostering intercultural competencies through contemporary, global lenses on Chinese classic texts.Chinese classic texts are canonical works in Chinese culture published before 1911. They offer a window into deeply held cultural values which learners of the Chinese language would benefit from studying to facilitate meaningful intercultural dialogues. With chapters covering classic Chinese texts, such as Journey to the West, Dream of the Red Chamber, and The Romance of the Three Kingdoms, this book will demonstrate the value, importance, and feasibility of teaching Chinese classic works for ICC development in the Chinese world language classroom, and equip teachers with carefully planned, classroom-tested lesson models that demonstrate the innovative, integrative models advocated in this book.This

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Book SynopsisOriginally an edited collection, ULCM is to be read as a continuous multi-voiced work on what takes place when we forget that unlearning is a part of our existence as much as learning. As the world as we know it finds itself at a critical juncture yet again, how we talk about the continuously amassing genocidal invasions and authoritarian occupations of our minds, thoughts, bodies and environments will affect how we experience, process and counter them on a day to day basis. Based on this, ULCM offers its readers a singular interdisciplinary blueprint of the inner and outer workings of motivated language use when in service of mind engineering and engineered acting. As such, it is a valuable enabling resource for anyone looking to identify and unlearn the languages that mask belief traps and cognitive distortions set up by various anti-social actors to keep our day to day cognition and acting confined to society as engineered laboratory. With its interdisciplinary breadth and engaging multimodal content, this handbook breaks new grounds in actionable application of science as accessible community-enabling tool for seeing through, i.e. dismantling belief traps and mental distortions that turn language use into mindbody abuse.

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Book SynopsisCompleting Assignments in TESOL and Applied Linguistics: A Practical Guide is an invaluable companion for anyone dealing with assignments in these fields.This hands-on guide walks students through every stage of assignment preparation, from unpacking assignment briefs and engaging in critical reading, to synthesising sources and developing academic writing. With clear, step-by-step guidance, each chapter addresses key skills while offering targeted support for specific assignment types, including:â Critiquing a journal article, course, test, or digital applicationâ Language analysis assignmentsâ Designing and justifying a lesson planâ Reflective assignmentsâ Academic presentationsâ Research proposalsContributions from educators and previous students worldwide provide balanced perspectives on tackling tasks, enriched with real examples, feedback, and reflective commentaries as well as frequently asked questions. Designed to buil

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisIt is increasingly important in our globalised world for people to successfully manage interpersonal relationships. This is the first book to tackle this vital topic, by taking an interdisciplinary approach to exploring the process of relating across cultures. Drawing together key concepts from politeness theory, intercultural communication, and cross-cultural/intercultural psychology, it provides a robust framework for analysing and understanding intercultural encounters. It explores the ways in which individuals make judgements about others, deal with offence and conflict, maintain smooth relations, and build new relationships. These processes are explained conceptually and illustrated extensively with authentic intercultural examples and empirical data. With accessible explanations and follow-up activities, it will appeal not only to academics working in the areas of intercultural communication, pragmatic theory, conflict research and other related academic disciplines, but also to students of these topics, as well as professionals such as intercultural trainers and those working in the third sector.Trade Review'With a firm focus on the negotiation of relationships in context, Helen Spencer-Oatey and Daniel Kadar provide an immensely useful discussion of theory, methodology, and applications in intercultural research on politeness. Their analyses draw on their extensive research experience and are illuminated by data from a wide range of sources, making this an engaging text which researchers, practitioners and students will find stimulating.' Janet Holmes, Emeritus Professor of Linguistics, Victoria University of Wellington'This is an extraordinarily rich textbook on the cross-cultural management of interpersonal relationships, embedded in a state-of-the-art knowledge of recent research on the impact of our many cultural identities on how we communicate with others and the cooperative or conflictual results that follow. Both authors are recognized scholars in their respective areas of social psychology and in linguistic pragmatics but also have extensive experience in living and working successfully across cultural lines. Their academic backgrounds and personal experience produce a book that is both sophisticated in its appreciation of culture and practical in its application to the real world of interacting across cultural lines. Reading this book would be informative and enlightening to academics and students in the disciplines of social psychology, intercultural communication, discourse analysis and socio-pragmatics, as well as to professionals working in contexts of cultural diversity. Eminently readable and readily applicable.' Michael Harris Bond, Hong Kong Polytechnic University'This wide-ranging multidisciplinary collation of research over-layered with original thinking is a jaw-droppingly impressive achievement. Both theoretical and applied, we (researchers, practitioners, students) are guided by the authors through the complexities of intercultural politeness with an easy yet assured hand, assisted by copious examples, diagrams and clarity of writing. This is a book that will reverberate through scholarship for many years to come.' Jonathan Culpeper, Lancaster University'Emphasizing interpersonal relationships in intercultural settings, the authors offer an elegant integration of theoretical inputs, empirical evidences, concrete experiential examples, and practical reflections questions on intercultural politeness. The book is a timely contribution to our world that is in need of enhanced competences for intercultural connection.' Yih-Teen Lee, IESE Business School, University of Navarra'As the world becomes a global village through increased intercultural contacts amidst the complexities of ethnic discriminations wrought by Covid-19 (Kulich et al, in press) the book Intercultural Politeness couldn't have come out at a better time. This book provides a thorough analysis of managing intercultural relations across cultures. Aside from their excellent pedagogical approach in laying bare the complex concepts of culture, politeness and intercultural relations, Spencer-Oatey and Kádár draw upon several experiential anecdotes from their travels and sojourns across the globe to make the issues real and timely. In two words, I will describe this book as 'interesting and educative'. The authors do an excellent job in taking the reader on a discovery journey. Across the 17 chapters, the authors take the reader from the barest rudimentary level to a rock-solid foundation of the intricacies of managing intercultural relations of modern societies. The reader simply cannot miss the finesse in the building blocks that the authors use when they intersperse each chapter with boxes of research report excerpts and their personal encounters. These research reports will undoubtedly wet any reader's appetite for going to the original source. The book is absolutely a must-read textbook by anyone interested in understanding intercultural relations.' David Sam, University of Bergen, Norway'If you are interested in a culture-sensitive and situationally-attuning scholarly book that weaves the domains of linguistic pragmatics, intercultural communication, and cross-cultural psychology seamlessly, read this book! Through a rigorous examination of the different approaches that contribute to an understanding of the various intercultural encountering processes, Dr Spencer-Oatey and Dr Kádár have succeeded in telling a compelling story of the multilayered dynamics of intercultural politeness and (im)politeness. Presenting extensive intercultural critical incidents, experiential discourse examples, and well-analysed research schemas, the book helps promote competent relationship-building sensibilities across cultures.' Stella Ting-Toomey, California State University, Fullerton, USA'Aware of diverse approaches to trans-, cross-, or inter-cultural communications, Helen Spencer-Oatey and Dániel Kádár remind us that no matter what our framework or approach, successful interactions happen when satisfying relationships are fostered, established, and maintained, and that 'intercultural politeness' is often a key part of those. Moving beyond classic 'politeness theory,' this work integrates a wide range of frameworks, provides data, and offers in-depth insights into the dynamics of politeness in different cultural contexts. The authors insightfully apply these to contexts like the workplace, small talk, intercultural friendships, as well how emics like guanxi are worked out in assumed etics like intercultural competence. Masterful, concise, and compelling - a must read for anyone who values a research base to enjoy better relationships!' Steve Kulich, President, The International Academy for Intercultural Research (IAIR)'The book is intended for researchers into intercultural theory, pragmatics and conflict research but is also relevant for intercultural trainers and language teachers. Each chapter ends with a summary and some with questions for reflection and discussion in class.' Maurice Cassidy, Training, Language and Culture'… a much-needed book … In our current globalised world, it could be argued that anyone could benefit from this book!' Dely L Elliot, Social Psychological Review'… the book appropriate for advanced students, scholars, and intercultural trainers.' L. B. Jabs, ChoiceTable of ContentsAcknowledgements; 1. Introduction; Part I. Conceptual Foundations: 2. Conceptualising politeness; 3. Conceptualising culture; Part II. Evaluating Politeness across Cultures: 4. Overview of the politeness evaluation process; 5. Contextual assessments and culture; 6. Norms, expectations and culture; 7. Evaluation warrant 1: culture and the bases of rapport; 8. Evaluation warrant 2: culture and conceptions of the socio-moral order; 9. Making judgements and culture; 10. Application: data analysis sample and practice; Part III. Managing Politeness across Cultures: 11. Managing politeness across cultures: an overview; 12. Responding to offencess and restoring relations; 13. Dealing with disagreement and conflict; 14. Maintaining smooth intercultural relations; 15. Initiating and fostering positive intercultural relations; Part IV. Implications and Concluding Comments: 16. Implications for politeness theory; 17. Implications for the intercultural field.

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Book SynopsisEssential study guides for the future linguist.Table of Contents1. Historical perspectives: 1.1. Introduction: the gender debate; 1.2. The 'deficit' approach; 1.3. The variationist approach to gender study; 1.4. The 'dominance' approach; 1.5. The 'difference' approach; 1.6. The 'diversity' approach; 1.7. Gendered language: censorship or correction; 1.8. The 'performance' approach; 1.9. Recognising and celebrating diverse identities; 1.10. Conclusion; 2. Language and gender: 2.1. Introduction; 2.2. Defining gender: it's all in the name; 2.3. Male firstness: word order and generic terms; 2.4. Marking gender; 2.5. Patterns and metaphors; 2.6. Cleaning up language; 2.7. Conclusion; 3. Gender and representation: 3.1. Introduction; 3.2. Exploring gender and discourse; 3.3. Semiotics: Signs and gender; 3.4. Representing gender through metaphor; 3.5. Gender and power; 3.6. Gender and social actor representation; 3.7. Different discourses about gender; 3.8. Gender representation in the media: health magazines; 3.9. Gender and argumentation theory; 3.10. Gender representation in corpus data: talking and writing about sports people; 3.11. Conclusion; 4. Gender and identity: 4.1. Introduction; 4.2. Identity in discourse: socially constructed selves in private talk; 4.3. Exploring identity and masculinities; 4.4. Identity and constructing selves through phonological choices; 4.5. Occupational talk: conveying a gendered identity in the workplace; 4.6. Social constructing self: performing gender in public and written contexts; 4.7. Performing and constructing gender identity in a modern world; 4.8. Conclusion; 5. Exploring gender: applying research methods to data: 5.1. Introduction; 5.2. Creating your own research project; 5.3. Finding spoken data; 5.4. Analysing conversations and making transcripts; 5.5. Reading about language and gender; 5.6. Acknowledging your sources; 5.7. Practising decision-making; 5.8. Conclusion; Ideas and answers; References.

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Book SynopsisProvides a critical introduction to the central ideas and perennial problems of morphology, fully revised and updated in a new edition What is Morphology? is a concise, student-friendly introduction to the fundamentals of contemporary morphological theory and practice. Requiring only a basic knowledge of linguistics, this popular textbook describes morphological phenomena and their interactions with phonology, syntax, and semantics while familiarizing students with the importance of linguistic morphology as a subject of research. Each chapter contains engaging examples and student-friendly explanations to support the development of the skills necessary to analyze a wealth of classic morphological problems. The third edition is fully updated to reflect the current state of the field, featuring a new chapter on morphology's intersections with typology and computational linguistics. Expanded coverage of morphological productivity and processing is supported by additional exercises, examples, and further reading suggestions. Thoroughly revised chapters cover essential topics including morphemes, the lexicon, phonology, inflection, syncretism, and derived lexemes. This accessible textbook: Introduces fundamental phenomena with a descriptive theme and minimal theoryUses cross-linguistic data to explain and clarify new conceptsProvides new and revised chapters written by prominent experts in their respective areas Includes answers to all exercises via a companion instructor's websiteThe latest edition of What is Morphology? remains the ideal textbook for undergraduate and graduate linguistics students, researchers and scholars unfamiliar with linguistic morphology, and professionals involved in industrial applications of linguistics such as speech recognition, natural language understanding, machine translation, text-to-speech, and natural language generation.Table of ContentsPreface viii Acknowledgments xiii Abbreviations xiv Remarks on Transcription xvii The International Phonetic Alphabet xix About the Companion Website xx 1 Thinking about Morphology and Morphological Analysis 1 1.1 What is Morphology? 1 1.2 Morphemes 2 1.3 Morphology in Action 4 1.4 Background and Beliefs 9 1.5 Introduction to Morphological Analysis 11 1.6 Summary 20 Introduction to Kujamaat Jóola 22 2 Words and Lexemes 32 2.1 What is a Word? 33 2.2 Empirical Tests for Wordhood 36 2.3 Types of Words 38 2.4 Inflection vs. Derivation 45 2.5 Two Approaches to Morphology: Item-and-Arrangement, Item-and-Process 47 2.6 The Lexicon 52 2.7 Summary 54 Kujamaat Jóola Noun Classes 55 3 Morphology and Phonology 69 3.1 Allomorphs 70 3.2 Prosodic Morphology 74 3.3 Primary and Secondary Affixes 77 3.4 Linguistic Exaptation, Leveling, and Analogy 81 3.5 Morphophonology and Secret Languages 87 3.6 Summary 89 Kujamaat Jóola Morphophonology 91 4 Derivation and the Lexicon 103 4.1 The Saussurean Sign 103 4.2 Motivation and Compositionality 104 4.3 Derivation and Structure 116 4.4 Lexicalization 122 4.5 Summary 125 Derivation in Kujamaat Jóola 126 5 Derivation and Semantics 131 5.1 The Polysemy Problem 132 5.2 The Semantics of Derived Lexemes 134 5.3 Summary 141 Derivation and Verbs in Kujamaat Jóola 142 6 Inflection 150 6.1 What is Inflection? 152 6.2 Inflection vs. Derivation 160 6.3 Inventory of Inflectional Morphology Types 163 6.4 Syncretism 170 6.5 Typology 171 6.6 Summary 173 Agreement in Kujamaat Jóola 174 7 Morphology and Syntax 187 7.1 Morphological vs. Syntactic Inflection 188 7.2 Structural Constraints on Morphological Inflection 189 7.3 Inflection and Universal Grammar 191 7.4 Grammatical Function Change 193 7.5 Summary 200 Kujamaat Jóola Verb Morphology 201 8 Morphological Productivity and the Mental Lexicon 217 8.1 What is Morphological Productivity? 218 8.2 Productivity and Structure: Negative Prefixes in English 220 8.3 Degrees of Productivity 221 8.4 Salience and Productivity 226 8.5 Testing Productivity 228 8.6 The Mental Lexicon, Psycholinguistics, and Neurolinguistics 235 8.7 Conclusion 240 9 Computational Morphology 246 9.1 Introduction 247 9.2 Early Work 247 9.3 Problem Specification 249 9.4 Knowledge-based Methods 252 9.5 Data-Driven Methods 260 9.6 Hybrid Models 266 9.7 Resources for Computational Morphology 267 Acknowledgments 268 Further Reading 269 Exercises 270 Glossary 274 References 289 Index 299

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Book SynopsisTrade Review“In summary, I can highly recommend this volume to all language instructors who incorporate pronunciation training in their classes. The depth and breadth covered here is excellent, and readers will become acquainted with the most influential research and the most effective teaching materials and resources.” - LINGUIST List 33.2743, September 2022Table of Contents1 Bridging the Research-Practice Gap in L2 Pronunciation 1Tracey M. Derwing, John M. Levis, and Sinem Sonsaat-Hegelheimer 2 Integrating Pronunciation into Language Instruction 19John M. Levis and Andrea Echelberger 3 Perception in Pronunciation Training 42Ron I. Thomson 4 Making the Teaching of Segmentals Purposeful 61Joshua Gordon 5 Making the Teaching of Suprasegmentals Accessible 85Mary Grantham O'Brien 6 Classroom Research for Pronunciation 107Veronica G. Sardegna and Alison McGregor 7 Using Technology to Explore L2 Pronunciation 129Dorothy M. Chun and Yan Jiang 8 Beyond Controlled, Guided, and Free Practice: Teaching Pronunciation Effectively Via a Coaching Model 151Donna M. Brinton, Michael Burri, and Amanda A. Baker 9 Effective Feedback for Pronunciation Teaching 174Graeme Couper 10 Pronunciation Assessment in Classroom Contexts 194Daniel R. Isbell and Mari Sakai 11 Pronunciation in Varied Teaching and Learning Contexts 215Mark Tanner and Lynn Henrichsen 12 Pronunciation Teaching in EFL K-12 Settings 235Elina Tergujeff 13 The Laboratory, the Classroom, and Online: What Works in Each Context 254Ines A. Martin and Solène Inceoglu 14 Teaching Pronunciation in the Context of Multiple Varieties of English 273Lucy Pickering and Meichan Huang 15 Research-Informed Materials for Pronunciation Teaching 293Sinem Sonsaat-Hegelheimer and Shannon McCrocklin Glossary 315 Index 329

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Book SynopsisEverything you need to master first-year English language essentialsâclear explanations, tons of practice exercises, and NEW audio to improve your speaking and listening skillsThe most effective way to learn any new language is to practice, practice, and practice some moreâand no other workbooks put as much emphasis on this as the Practice Makes Perfect series. In Practice Makes Perfect: Basic English, you'll find all the practice you need, presented in easily managed short units (each taking about 20 minutes to complete), along with clear explanations of grammar and a solid grounding in basic vocabulary.Supported by the McGraw Hill Language Lab app, this workbook also offers comprehensive digital support for speaking and listening to conversational English. Extensive audio recordings provide the answer key for select exercises, and will help you build your confidence in speaking and listening to the language. With the instruction, explanations, an

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Book SynopsisWhat do we need to know about language and why do we need to know it?Providing the essential tools with which to analyse and talk about language, this book demonstrates the relevance of linguistics to our understanding of the world around us. This second edition includes:- Discussion of key areas of contemporary interest, such as neo-pronouns, translanguaging, and communication in the digital arena-Two brand new chapters exploring language and identity, and language and social media- A range of new and international examples- New and updated references and suggested readings- Tasks to aid learning at the end of each chapter - A glossary of key terms.Introducing a set of practical tools for language analysis and using numerous examples of authentic communicative activity, such as overheard conversations, social media posts, advertisements and public announcements, Why Do Linguistics? explores language and language use from a social, intercultural and multilingual perspectTrade ReviewAppropriate for both aspiring linguists and those who simply find language fun, Why Do Linguistics? builds on readers’ natural curiosity about language by providing and analyzing multitudes of real-world examples. This is the perfect text to pique and maintain students’ interest about the linguistic world around them. -- Meghan Moran, Northern Arizona University, USAThis excellent book covers a wide range of topics and is suitable for students at all levels, anchoring the study of language in everyday experience. The accessible text will challenge, entertain, and inform, and will generate a keen interest in the further study of linguistics. -- Susan Hunston, University of Birmingham, UKTable of ContentsPreface to the second edition Introduction Part I: Reflective Linguistics Introduction to Part I – Reflective Linguistics 1. About Noticing: Becoming A Linguistic Ethnographer 2. About Correctness: What is Good Language? 3. About Belonging: How does Language Enact Community? 4. About Diversity: How do Societies Organize Language? 5. About Difference: Do All Languages Work the Same Way? Part II: The Study of Language Introduction to Part II – The Study of Language 6. Essential Linguistic Tools 7. A Framework for Analysis 8. Speaking and Spokenness 9. Writing and Writtenness 10. Choosing Our Words Part III: Why Do Linguistics? Introduction to Part III – Why Do Linguistics? 11. The Subject that isn’t a Subject: How Schools Deal With Language, and Why it Matters 12. Translanguaging: When the Mixed Code is the Code 13. The Self and Others: Language and Identity 14. Encounters in The Digital Arena: Language and Social Media 15. So: Why Do Linguistics? References Glossary

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Book SynopsisToshiko Yamaguchi was previously an Assistant Professor at the National University of Singapore, Singapore, and an Associate Professor at the University of Malaya, Malaysia.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book SynopsisTrade Review"Contemporary Linguisticsis a reader- and instructor-friendly book. It is well paced and clearly written, and each chapter ends with a concise summary of the material, up-to-date recommendations for further reading and an extensive set of exercises. The individual chapters are nicely linked, allowing the reader to integrate information that is presented in different contexts and parts of the book. An excellent primary textbook for beginning linguistics undergraduates; it will also be a useful reference work for more advanced students... Accessible and informative, with tried and tested sequencing of material." - Reviewed in Times Higher EducationTable of Contents Chapter 1: Language: A Preview Chapter 2: Phonetics: The Sounds of Language Chapter 3: Phonology: The Function and Patterning of Sounds Chapter 4: Morphology: The Analysis of Word Structure Chapter 5: Syntax: The Analysis of Sentence Structure Chapter 6: Semantics: The Analysis of Meaning Chapter 7: Cognitive Grammar Chapter 8: Historical Linguistics: The Study of Language Change Chapter 9: The Classification of Languages Chapter 10: First Language Acquisition Chapter 11: Second Language Acquisition Chapter 12: Psycholinguistics: The Study of Language Processing Chapter 13: Brain and Language Chapter 14: Language in Social Contexts Chapter 15: Writing and Language Chapter 16: Animal Communication Chapter 17: Computational Linguistics

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Book SynopsisWe spend much of our days talking. Yet we know little about the conversational engine that drives our everyday lives. We are pushed and pulled around by language far more than we realize, yet are seduced by stereotypes and myths about communication.This book will change the way you think about talk. It will explain the big pay-offs to understanding conversation scientifically. Elizabeth Stokoe, a social psychologist, has spent over twenty years collecting and analysing real conversations across settings as varied as first dates, crisis negotiation, sales encounters and medical communication. This book describes some of the findings of her own research, and that of other conversation analysts around the world. Through numerous examples from real interactions between friends, partners, colleagues, police officers, mediators, doctors and many others, you will learn that some of what you think you know about talk is wrong. But you will also uncover fresh insights

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Book SynopsisFerdinand de Saussure is commonly regarded as one of the fathers of 20th Century Linguistics. His lectures, posthumously published as the Course in General Linguistics ushered in the structuralist mode which marked a key turning point in modern thought. Philosophers such as Jacques Derrida and Roland Barthes, psychoanalysts such as Jacques Lacan, the anthropologist ClaudeLevi-Strauss and linguists such as Noam Chomsky all found an important influence for their work in the pages of Saussure''s text. Published 100 years after Saussure''s death, this new edition of Roy Harris''s authoritative translation is now available in the Bloomsbury Revelations series with a substantial new introduction exploring Saussure''s contemporary influence and importance.Table of ContentsIntroduction to the Bloomsbury Revelations Edition Preface to the First Edition Preface to the Second Edition Preface to the Third Edition Editor's Introduction, Roy Harris Introduction 1. A Brief Survey of the History of Linguistics 2. Data and Aims of Linguistics: Connexions with Related Sciences 3. The Object of Study 4. Linguistics of Language Structure and Linguistics of Speech 5. Internal and External Elements of a Language 6. Representation of a Language by Writing 7. Physiological Phonetics Appendix: Principles of Physiological Phonetics 1. Sound Types 2. Sounds in Spoken Sequences Part One: General Principles 1. Nature of the Linguistic Sign 2. Invariability and Variability of the Sign 3. Static Linguistics and Evolutionary Linguistics Part Two: Synchronic Linguistics 1. General Observations 2. Concrete Entities of a Language 3. Identities, Realities, Values 4. Linguistic Value 5. Syntagmatic Relations and Associative Relations 6. The Language Mechanism 7. Grammar and Its Subdivisions 8. Abstract Entities in Grammar Part Three: Diachronic Linguistics 1. General Observations 2. Sound Changes 3. Grammatical Consequences of Phonetic Evolution 4. Analogy 5. Analogy and Evolution 6. Popular Etymology 7. Agglutination 8. Diachronic Units,Identities and Realities Appendices Part Four: Geographical Linguistics 1. On the Diversity of Languages 2. Geographical Diversity: Its Complexity 3. Causes of Geographical Diversity 4. Propagation of Linguistic Waves Part Five: Questions of Retrospective Linguistics Conclusion 1. The Two Perspectives of Diachronic Linguistics 2. Earliest Languages and Prototypes 3. Reconstructions 4. Linguistic Evidence in Anthropology and Prehistory 5. Language Families and Linguistic Types Index

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Book SynopsisTakes a sociological approach to the history of linguistics

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Book SynopsisAre standards of English alright - or should that be all right?To knowingly split an infinitive or not to?And what about ending a sentence with preposition, or for that matter beginning one with 'and'?We learn language by instinct, but good English, the pedants tell us, requires rules. Yet, as Oliver Kamm demonstrates, many of the purists' prohibitions are bogus and can be cheerfully disregarded. ACCIDENCE WILL HAPPEN is an authoritative and deeply reassuring guide to grammar, style and the linguistic conundrums we all face.'A unique and indispensable guide to usage' STEVEN PINKER'An immensely intelligent and playful polemic, cheeky and erudite by turns...certainly gets the blood pumping, so do read it' THE TIMES'A superb book' INDEPENDENTTrade ReviewA unique and indispensable guide to usage. It's distinguished by the author's keen discernment, his reliance on scholarship rather than dogma and superstition, and an ability to cite literary examples of contested constructions that is literally (yes, literally) awesome (yes, awesome) -- STEVEN PINKERAn immensely intelligent and playful polemic, cheeky and erudite by turns...certainly gets the blood pumping, so do read it * THE TIMES *Entertaining and refreshing...a welcome corrective to the notion that there is an objective standard we should strive for, and a celebration of a language in flux * THE SUNDAY TIMES *Kamm's tolerance is certainly more preferable to the bigotry of sticklers who treat grammatical lapses as crimes or sins * OBSERVER *A joyous and joyously liberating assault on the 'rules' of grammar which are little more than a hodgepodge of contradictory superstitions. Kamm's weapons are erudition and raw polemical vigour...It is the most sensible style guide I have read, not least because Kamm always puts clarity first. I have only had ACCIDENCE WILL HAPPEN for a week, and have already referred to it dozens of times * THE SPECTATOR *Delights by its puncturing of pomposity...and its identification of pronouncements that have no foundation in scholarship. It leaves the reader clear that debate in print about English usage is a branch of both entertainment and politics * TIMES LITERARY SUPPLEMENT *A superb book, and I challenge any pedant to read it and not emerge with a more liberal view on usage * INDEPENDENT *[Kamm's] case against the pedants is compelling: peddling made-up rules, they either stray into contradiction or are forced to denounce Milton as sloppy * THE SUNDAY TELEGRAPH *This book came as a great relief. Although I feared I had a shaky grasp of formal grammar, Kamm reassures me that I have - in fact - acquired mastery as a native English speaker. With bracing confidence, he lays into pedants, sticklers and prescriptivists everywhere. Nevertheless, he's no anarchist: this book provides invaluable advice on writing with style, wit and verve * TIMES HIGHER EDUCATION SUPPLEMENT *

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Book Synopsis"If you know someone who missed out on Latin at school and wants to live a happier life, you could do no better than give them Harry Mount's entertainingly educative Latin primer." Daily Mail"Amo, Amas, Amat is a diverting meander and Mount's love of Latin shines out on every page." The Spectator"Latin without the pain." Guardian"If you studied Latin at school this will bring back fond memories, but even newcomers will be captivated by this witty and entertaining book..." Yorkshire Evening PostHave you ever found yourself irritated when a sine qua non or a mea culpa is thrown into the conversation by a particularly annoying person? Or do distant memories of afternoons spent struggling to learn obscure verbs fill you with dread? Never fear! Or, as a Latin show-off might say, Nil desperandum!Those endless afternoons where you struggled to remember the third person singular present indicative of volo (vult) may be a long time ago. But, if you have the vaguest memory of the ablative absolute, the locative and the gerund, you mastery of Latin will spring back to life with Amo, amas, amat...and all that. In his trip through the world's most influential language, Harry Mount uncorks its magic, drawing on Latin lovers from Kingsley Amis to John Cleese, from Evelyn Waugh to Donna Tart. Read this book and you will know Latin. Know Latin and - mirabile dictu - you will know Wilfred Owen's misery, Catullus's aching heart and the comedy of a thousand bachelor schoolmasters.Trade ReviewIf you know someone who missed out on Latin at school and wants to live a happier life, you could do no better than give them Harry Mount's entertainingly educative Latin primer * Daily Mail *a diverting meander... Mount's love of Latin shines out on every page * The Spectator *Latin without the pain * The Guardian *If you studied Latin at school this will bring back fond memories, but even newcomers will be captivated by this witty and entertaining book * Yorkshire Evening Post *

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Book SynopsisThis book, like others in the series, provides both theory and practical tools for TESOL educators (and others) to use as they guide pre-service teachers of English to reflect in meaningful ways in a service-learning context. Service-learning in TESOL is valuable because it enables pre-service teachers to collaborate with a community partner in implementing projects that benefit culturally and linguistically diverse learners, while concomitantly improving their own academic and professional skills through increased opportunities to practice and reflect on teaching and learning. Effectively reflecting on service-learning experiences helps pre-service teachers develop an inquiring disposition and transform their learning, enabling them to question their beliefs and challenge existing norms and work towards a more just future for learners of English. In this book, interpretations of service-learning are presented along with the crucial role that reflective practice plays in it. Challenges in defining and implementing reflective practice in TESOL service-learning contexts are explored and practical tools and strategies to help address them are shared.Table of ContentsIntroduction Chapter 1: What is Service-Learning? Chapter 2: Characterizing Reflective Practice in TESOL Service-Learning Chapter 3: Analyzing and Assessing Reflections in TESOL Service-Learning Chapter 4: Facilitating Reflective Practice in TESOL Service-Learning Chapter 5: Learning from Reflections in TESOL Service-Learning Chapter 6: Impacts of Technology on Reflective Practice in TESOL Service-Learning Chapter 7: Ways Forward in Reflective Practice in TESOL Service-Learning

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Book SynopsisAre you bewildered by Betws-y-coed? Perplexed by Penrhyndeudraeth? Mystified by Machynlleth? A book aimed at encouraging visitors to Wales and non-Welsh speakers to attempt to pronounce Welsh place-names, as well as spurring them into learning the correct pronunciation in due course. A new and updated edition of a volume first published in 1998.

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Book SynopsisA revelatory and exhilarating tour de force, Nicholas Ostler's The Last Lingua Franca: The Rise and Fall of World Languages explores the rise of a linguistic diversity we could never before have imagined. In the twenty-first century, can we really take the dominance of English for granted? In their time, Greek, Latin, Arabic, Sanskrit and Persian have each been world languages, sweeping the globe for centuries at a time. And yet they have all been displaced, just as Nicholas Ostler predicts English will be. What forces drive these linguistic currents? What characteristics do lingua francas share? And most importantly, how do they lose their power? 'Frequently jaw-dropping and never less than convincing' Henry Hitchings, Financial Times 'Sweepingly learned and engagingly garrulous' Sunday Times 'A much-needed challenge to conventional wisdom' Guardian A linguist of astonishing voracity ... the predictions are striking' Economist Nicholas Ostler is the author of Empires of the Word: A Language History of the World and Ad Infinitum: A Biography of Latin. He studied Greek, Latin and Philosophy at the University of Oxford and holds a Ph.D. in Linguistics from MIT. With a working knowledge of twenty-six languages, Nicholas now runs an institute for the protection of endangered languages.Trade ReviewFrequently jaw-dropping and never less than convincing -- Henry Hitchings * Financial Times *A linguist of astonishing voracity ... the predictions are striking * Economist *Extensive and engaging...A sweepingly learned and garrulous guide to historical curiosities -- James McConnachie * Sunday Times *A wide-ranging linguistic perspective. -- Robert McCrum * The Observer *As Nicholas Ostler exhaustively documents...history shows that no language will dominate the world conversation forever...More provocatively, Ostler argues that, once the dominance of English has waned, no lingua franca will replace it. -- Jonathon Keats * New Scientist *A thorough analysis of the rise and fall of different lingua francas, Ostler provides us with a series of rich examples showing how these 'common languages' achieve prominence and how they subsequently, and inevitably, lose this, left to shrivel for use only as mother tongues. -- Colin Fraser * Scotsman *

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Book SynopsisA concise, accessible introduction to the great linguist who shaped the study of language for the 20th century, SAUSSURE FOR BEGINNERS puts the challenging ideas of Ferdinand de Saussure (1857-1913) into clear and illuminating terms, focusing on the unifying principles of his teachings and showing how his thoughts on linguistics migrated to anthropology.Ferdinand de Saussure''s work is so powerful that it not only redefined modern linguistics, but it, also, opened our minds to new ways of approaching anthropology, literary criticism and psychoanalysis. Saussure felt that 19th century linguistics avoided hard questions about what language is and how it works. By 1911, he had taught a general linguistics course only three times. Upon his death, however, his students were so inspired by his teachings that they published them as the Course in General Linguistics. SAUSSURE FOR BEGINNERS takes you through this course, points out the unifying principles and shows how these ideas migrated from linguistics to other subjects.

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Book SynopsisThis book explores embodiment in second language education, sociocultural theory and research. It focuses on process drama, an embodied approach that engages learners’ imagination, body and voice to create a felt-experience of the second language and culture. Divided into three parts, it begins by examining the aesthetic and intercultural dimension of performative language teaching, the elements of drama and knowing-in-action. The central part of the book examines issues related to play, emotions, classroom discourse and assessment when learning a language through process drama, in a sociocultural perspective. The third part is an analysis of the author’s qualitative research, which informs a subtle discussion on reflective practitioner methodology, learner engagement and teacher artistry. Each chapter includes a drama workshop, illustrating in practice what embodying language in action can look like when working with asylum seekers, adult learners with intellectual disabilities, pre-service teachers, international students and children involved in a Content and Language Integrated Learning (CLIL) programme. A unique combination of theory, research and reflective practice, this book provides valuable insights for teacher/artists, teacher educators and researchers in the fields of performative and sociocultural language learning.Table of ContentsChapter 1: Introduction: What is ‘Artistry’ and Why Do we Need it in Second Language Education?.- PART I.- Chapter 2: Drama as Process in L2 Education.- Chapter 3: Aesthetic and Intercultural Engagement.- Chapter 4: The Elements of Drama: An Intercultural Perspective.- Chapter 5: Knowing-in-Action.- PART II.- Chapter 6: Play as Mediation in L2/Process Drama.- Chapter 7: Classroom Discourse in L2/Process Drama.- Chapter 8: Language Assessment and L2/Process Drama.- PART III.- Chapter 9: Performative Research: Methodology and Methods.- Chapter 10: Learner Engagement in L2/process drama.- Chapter 11: Teacher Artistry.- Chapter 12: Conclusion.

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Book SynopsisThis book delivers essential skills in “spoken” professional communications, presenting theoretical and applied frameworks for business talk using English as a lingua franca. Adopting a role-playing approach mimicking various professional settings, it assesses the strength of the well-reasoned argument, the logical links that convince the audience of the coherence of the speaker’s argument and the necessary linguistics competencies. This book centers on a variety of situations that commonly take place in business organizations (such as relational talk; call center talk; job application talk) and addresses key skills such as conflict resolution and collaborative problem solving through communication, which are key for both students and practitioners. In addition it analyses spoken business discourse data with the four main sources of communicative competence: grammatical competence, discourse competence, sociolinguistic competence and strategic competence in order to highlight how they are used in business speaking practices. Table of Contents

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Book SynopsisAn examination of the changes in the language used by the media in Greece since the fall of the dictatorship, Greek Media Discourse demonstrates the way language provokes critical debate, questions the forces that shape a discourse, and leaves unanswered: How pedagogical can a public discourse be when it loses its democracy as a social good?

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Book SynopsisTrade Review"What makes [Goffman] compelling is not just the aptness of his observations or the rigors of his theoretical scheme but also his considerable gifts for rendering the everyday as bizarre and amusing." * New York Times *"[Goffman] writes like an angel . . . with a keen feeling for social reality." * New York Review of Books *

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Book SynopsisComprehensibility is considered central to successful communication (Munro & Derwing, 1995a, 2007). Yet, despite the crucial role it plays in communication and the contribution it makes towards the assessment of spoken language ability, comprehensibility has occupied an ambiguous position in language testing. At times, it is feature-driven, taking a linguistically-atomistic approach with little reference to context or communicative purpose, treating comprehensibility as an abstract construct made up only of linguistic components. At other times, the assessment of comprehensibility is an intuitive action, relying on a holistic sense of understanding by the assessor and rarely going beyond the speaker's utterances to include listener characteristics. The lack of a perspective that encompasses broader linguistic and socio-pragmatic factors that contribute to achieving meaning in spoken language has motivated us to propose the current manuscript as an approach to understanding, defining and assessing comprehensibility. In this monograph, we argue that conceptualising comprehensibility as a multidimensional construct and adopting a broader perspective to understanding and analysing it for communication purposes would benefit the fields of second language assessment and second language acquisition.Table of Contents1. Introduction 2. Comprehensibility at the Phonological Level 3. Comprehensibility at Discourse / Text Level 4. Comprehensibility at a Pragmatic Level 5. Comprehensibility and Fluency 6. Technology and Comprehensibility 7. Teaching towards a Comprehensibility Goal 8. Conclusion Appendices 1. Cambridge B2 First Speaking Task 2. TOEFL iBT Speaking 3. IELTS Descriptors 4. Fluency Indicators 5. Examples of Tests

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Book SynopsisThis audio recording, which accompanies the Luath Scots Language Learner book, conveys the authentic pronunciation, especially important to readers from outside Scotland. It is suitable as an introductory course or for those interested in reacquainting themselves with the language of childhood and grandparents. There are dictionaries and grammar books but this is the first-ever language course. The book assumes no prior knowledge on the reader's part. Starting from the most basic vocabulary and constructions, the reader is guided step-by-step through Scots vocabulary and the subtleties of grammar and idiom that distinguish Scots from English.Trade ReviewThis invaluable language course has proved to be much in demand among the public, both at home and abroad. SCOTS LANGUAGE CENTRETable of Contents1 Introduction;2 Whit's thon? What's that?;3 Whit dae yea dae? What do you do?;4 Rare tae see ye Great to see you;5 Bye for noo Goodbye for now; 6 There's them There they are;7 That's richt kind; That's very kind; 8 Whit are ye haein? What are you having?;9 It's about twa mile It's about two miles; 10 Dae ye mind? Do you remember?;11 A'm nae carin I don't care; 12. Dinna be lang! Don't be long!; 13 It rins weel yet It still runs well; 14; Whit dis it cost? How much is it; 15. The back o twal Shortly after twelve; 16 Ten Year? Then lang years. Ten years? Ten long years; 17 Helen waukens quicker Helen wakes more quickly; 18 Wha lockit the door? Who locked the door?; 19 Something byordinar. Something extraordinary; 20 A wull say I must say; 21 Whit a fowk! What a lot of people!; 22 A canna bit fash I can't help worrying; 23 Wha wad ye dance wi? With whom would you dance?; 24 A'v tint it I've lost it; 25 Haaste ye back! Come again soon!.

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Book SynopsisThis work presents a concise account of the history of the English language, from the point of view of current theories of language variation and change. It provides a socio-historical background for each period, followed by a discussion of its major linguistic developments.Trade Review"[Fennell] gives an excellent account of the global spread of modern English." Times Higher Education Supplement "Offers an excellent background in the history of the world's second language." GeolinguisticsTable of ContentsList of Maps and Figures xii Acknowledgements xiii 1 Introduction 1 1.1 The Time Periods of English 1 1.2 Language Change 3 1.3 Sources of Information on Language Change 7 1.4 Linguistic Preliminaries 9 1.5 The Sounds of English, and Symbols Used to Describe Them 11 1.5.1 Consonants 11 1.5.2 Vowels 12 1.5.2.1 Monophthongs 12 1.5.2.2 Diphthongs 12 1.6 Structure of the Book 13 2 The Pre-history of English 15 Timeline: The Indo-European Period 15 2.1 The Indo-European Languages and Linguistic Relatedness 17 2.1.1 The Beginnings 17 2.1.2 The Development of Historical Linguistics 18 2.1.3 Genetic Relatedness 19 2.2 Linguistic Developments: The Indo-European Language Family 23 2.2.1 Family-Tree Relationships 23 2.2.2 The Indo-European Family 23 2.2.2.1 Indo-Iranian 25 2.2.2.2 Armenian 26 2.2.2.3 Albanian 26 2.2.2.4 Balto-Slavonic 26 2.2.2.5 Hellenic 28 2.2.2.6 Italic 28 2.2.2.7 Celtic 29 2.2.2.8 Germanic 31 2.3 From Indo-European to Germanic 34 2.3.1 Prosody 35 2.3.2 The Consonant System: Sound Shifts 35 2.3.2.1 Grimm’s Law 36 2.3.2.2 Verner’s Law 37 2.3.2.3 The Second Consonant Shift 38 2.3.3 The Vowel System 40 2.3.4 Morphology 40 2.3.5 Syntax 41 2.3.6 Lexicon 41 2.3.7 Semantics 42 2.3.8 Indo-European/Germanic Texts 42 2.3.9 Neogrammarians, Structuralists and Contemporary Linguistic Models 43 2.4 Typological Classification 44 2.4.1 Universals 45 2.4.1.1 Syntactic Universals 45 2.4.2 Morphological Typology 46 2.5 Sociolinguistic Focus. The Indo-European Tribes and the Spread of Language. Language Contact and Language Change. Archaeological Linguistics 49 2.5.1 Language Contact 50 2.5.2 Archaeological Linguistics 51 2.6 Conclusion 53 3 Old English 55 Timeline: The Old English Period 55 3.1 Social and Political History 55 3.1.1 Britain before the English 55 3.1.2 The Anglo-Saxon Invasions 56 3.1.3 Anglo-Saxon Influence 56 3.1.4 Scandinavian Influence 57 3.2 Linguistic Developments: The Sounds, Structure and Typology of Old English 59 3.2.1 The Structure of Old English 59 3.2.1.1 OE Consonants 60 3.2.1.2 Vowels: from Germanic to Old English 62 3.2.1.3 Old English Gender 64 3.2.1.4Inflection in Old English 64 3.2.1.5 Old English Syntax 72 3.2.1.6 Old English Vocabulary 77 3.3 Linguistic and Literary Achievements 79 3.3.1 Texts 79 3.3.1.1 Prose 80 3.3.1.2 Poetry 82 3.4 The Dialects of Old English 85 3.5 Sociolinguistic Focus 86 3.5.1 Language Contact 86 3.5.1.1 Latin and Celtic 88 3.5.1.2 The Scandinavians 90 4 Middle English 94 Timeline: The Middle English Period 94 4.1 Social and Political History 94 4.1.1 Political History: The Norman Conquest to Edward I 94 4.1.2 Social History 96 4.1.2.1 The Establishment of Towns and Burghs and the Beginnings of Social Stratification 96 4.2 Linguistic Developments: Middle English Sounds and Structure, with Particular Emphasis on the Breakdown of the Inflectional System and its Linguistic Typological Implications 97 4.2.1 Major Changes in the Sound System 97 4.2.1.1 The Consonants 97 4.2.1.2 Consonant Changes from Old to Middle English 98 4.2.1.3 Vowels in Stressed Syllables 98 4.2.1.4 Vowels in Unstressed Syllables 99 4.2.1.5 Lengthening and Shortening 99 4.2.1.6 Summary Table of Vowel Changes from Old to Middle English 100 4.2.1.7 The Formation of Middle English Diphthongs 100 4.2.2 Major Morphological Changes from Old to Middle English 101 4.2.2.1 Loss of Inflections 101 4.2.2.2 Other Changes in the Morphological System 102 4.2.2.3 Verbs 103 4.2.3 Middle English Syntax 104 4.2.3.1 Word Order 106 4.2.4 The Lexicon: Loan Words from French 106 4.2.4.1 Numbers and Parts of the Body 107 4.2.4.2 Two French Sources 108 4.3 Middle English Dialects 108 4.3.1 Linguistic and Literary Achievements 114 4.3.1.1 Middle English Literature 114 4.3.2 Language 114 4.3.3 Genre 115 4.4 Sociolinguistic Focus: Social Stratification, Multilingualism and Dialect Variation. Language Contact: The Myth of Middle English Creolization 116 4.4.1 English Re-established 116 4.4.1.1 Language and the Rise of the Middle Class 120 4.4.2 The Development of Standard English 122 4.4.2.1 The Evolution of ME ‘Standard’ English 123 4.4.3 Middle English Creolization: Myth? 125 4.4.3.1 Definitions 126 4.4.3.2 Pidgins and Creoles in England? 128 4.5 Conclusion 133 5 Early Modern English 135 Timeline: The Early Modern English Period 135 5.1 Social and Political History 136 5.1.1 Historical and Political Background 136 5.1.1.1 Internal Instability and Colonial Expansion 137 5.2 Linguistic Developments: The Variable Character of Early Modern English 138 5.2.1 Phonology 138 5.2.1.1 Consonants 139 5.2.1.2 Vowels 140 5.2.1.3 The Great Vowel Shift 141 5.2.2 Morphology 141 5.2.2.1 Nouns 141 5.2.2.2 Pronouns 142 5.2.2.3 Adjectives and Adverbs 142 5.2.2.4 Verbs 143 5.2.2.5 The Spread of Northern Forms 143 5.2.3 Syntax 144 5.2.3.1 Periphrastic do 144 5.2.3.2 Progressive Verb Forms 145 5.2.3.3 Passives 145 5.2.4 Sample Text 146 5.2.5 Vocabulary 147 5.2.6 The Anxious State of English: The Search for Authority 147 5.2.6.1 Dictionaries and the Question of Linguistic Authority: Swift’s and Johnson’s View of Language 149 5.3 Linguistic and Literary Achievement 152 5.4 Sociolinguistic Focus 154 5.4.1 Variation in Early Modern English 154 5.4.2 Standardization 156 5.4.2.1 The Printing Press 156 5.4.2.2 The Renaissance and the Protestant Reformation 156 5.4.2.3 English Established 157 5.4.3 The Great Vowel Shift 158 5.4.3.1 Phonological Change 158 5.4.4 Case Study: Power and Solidarity Relations in Early Modern English 162 5.5 Conclusion 166 6 Present-Day English 167 Timeline: Present-Day English 167 Introduction 168 6.1 Social and Political History 169 6.1.1 The Age of Revolutions, Wars and Imperialism 169 6.1.2 Urbanization, Industrialization and Social Stratification 170 6.2 Linguistic Developments 172 6.2.1 Morphology and Syntax 172 6.2.1.1 Morphology 172 6.2.1.2 Syntax 173 6.2.2 The Lexicon 175 6.2.2.1 Colonialism, Contact and Borrowings 175 6.2.2.2 Neologisms 176 6.2.2.3 Illustrative Texts 178 6.3 Modern English Dialects 179 6.3.1 Traditional Dialects 180 6.3.2 Modern Dialects 182 6.3.3 Received Pronunciation (RP): The Social Background 185 6.3.3.1 Characteristics of RP 187 6.3.4 RP, Estuary English and ‘the Queen’s English’ 188 6.4 Sociolinguistic Focus: English in Scotland, Ireland and Wales – Multilingualism in Britain 191 6.4.1 English in the British Isles 191 6.4.1.1 English in Scotland 191 6.4.1.2 English in Wales 195 6.4.1.3 English in Ireland 198 6.4.2 Immigrant Varieties of English in Britain 200 6.4.2.1 Immigration to Britain in the PDE Period 200 6.4.2.2 Colonial Immigration and Language 202 7 English in the United States 208 Timeline: America in the Modern Period 208 7.1 Social and Political History 209 7.1.1 Settlement and Language 209 7.1.2 Settlement by Region 210 7.1.2.1 The Original Thirteen Colonies 210 7.1.2.2 The Middle West 213 7.1.2.3 The South and West 214 7.2 The Development of American English 216 7.2.1 The Strength and Maintenance of Dialect Boundaries 216 7.2.2 How, Why and When American English Began to Diverge from British English 217 7.2.2.1 Physical Separation 217 7.2.2.2 The Different Physical Conditions Encountered by the Settlers 218 7.2.2.3 Contact with Immigrant Non-Native Speakers of English 219 7.2.2.4 Developing Political Differences and the Growing American Sense of National Identity 219 7.3 Language Variation in the United States 222 7.3.1 Uniformity and Diversity in Early American English 222 7.3.2 Regional Dialect Divisions in American English 223 7.3.2.1 The Lexicon 223 7.3.2.2 Phonology: Consonants 226 7.3.2.3 Phonology: Vowels 227 7.3.3 Social and Ethnic Dialects 229 7.3.3.1 Social Class and Language Change 231 7.3.3.2 Ethnicity 231 7.3.3.3 African-American Vernacular English 232 7.3.3.4 Traditional Dialects and the Resistance to Change 237 8 World-Wide English 241 Timeline: World-Wide English 241 8.1 Social and Political History: The Spread of English across the Globe 243 8.1.1 British Colonialism 244 8.1.1.1 Canada 244 8.1.1.2 The Caribbean 245 8.1.1.3 Australia 246 8.1.1.4New Zealand 247 8.1.1.5 South Africa 247 8.1.1.6 South Asia 248 8.1.1.7 Former Colonial Africa: West Africa 250 8.1.1.8 East Africa 252 8.1.1.9 South-East Asia and South Pacific 253 8.1.2 An Overview of the Use of English throughout the World 255 8.2 English as a Global Language 256 8.2.1 The Industrial Revolution 256 8.2.2 American Economic Superiority and Political Leadership 257 8.2.3 American Technological Domination 257 8.2.4 The Boom in English Language Teaching 258 8.2.5 The Need for a Global Language 259 8.2.6 Structural Considerations 260 8.2.7 Global and at the Same Time Local 261 8.3 English as a Killer Language 264 8.3.1 Language Death 265 8.3.2 Language and Communication Technology 266 8.4 The Future of English 267 Bibliography 270 Index 280

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Book SynopsisAn engaging and authoritative guide to the impact of reading medium on learning, from a foremost expert in the fieldWe face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is often based on cost or convenience, not on educational evidence. Now more than ever it is imperative to understand how reading medium actually impacts learning--and what strategies we need in order to read effectively in all formats. In How We Read Now, Naomi Baron draws on a wealth of knowledge and research to explain important differences in the way we concentrate, understand, and remember across multiple formats. Mobilizing work from international scholarship along with findings from her own studies of reading practices, BaroTrade ReviewBaron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase. * José Antonio Cordón, University of Salamanca, Escola de Llibreria *Beyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers. * P. Finley, University of Nevada, Las Vegas, CHOICE *A well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrowâs generations is of urgent importance to all of us, and for that reason, How We Read Now is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen. * Bárbara Mujica, Washington Independent Review of Books *How We Read Now is a wonderful guide to the complicated landscape where our minds meet the written word; it helps us understand how we read, how we learn, and how we navigate a changing world of text, information, stories, and connection, for ourselves and for our children. * Perri Klass, Professor of Journalism and Pediatrics, New York University, and author A Good Time to Be Born *Naomi Baron has done a huge service to everyone involved in the study, teaching, and practice of reading-which means all of us. Written in a friendly and informal style, with well-placed signposts and summaries, her succinct synthesis of research findings provides a wealth of timely and relevant advice for policy-makers, teachers, students, parents, and children. * David Crystal, Honorary Professor of Linguistics, Bangor University, and author of Let's Talk *Naomi Baron has done it again. She has enticed us to take a long, hard look at reading in this technological age. How We Read Now brings the advantages and disadvantages of each medium into the light, and guides us on what, when, or why to read in one medium or another. This eye-opening book is truly a 'must read' for educators, parents, and students. * Patricia Alexander, Distinguished University Professor, University of Maryland *Dr. Baron clearly synthesizes the issues surrounding how we read from printed and screen texts. Everyone needs to read this book. * Larry D. Rosen, Professor Emeritus of Psychology, California State University, Dominguez Hills, and co-author of The Distracted Mind *Naomi Baron expertly presents the latest research on the cognitive and behavioral facets of 'reading to learn' in multiple formats. She offers an accessible translation of points and strategies for policymakers and educators, including parents, to consider for readers at all levels. This book is essential reading in a time of transition to digital publishing. * Diane Mizrachi, UCLA Library, and Alicia Salaz, Carnegie Mellon University Libraries *Table of ContentsForeword by Maryanne Wolf List of Tables and Figures Introduction: The New Great Debate in Reading Part I Sizing Up Reading What's at Stake? Chapter 1: What Do We Mean by "Reading" and "Reader"? Chapter 2: What are You Reading? Chapter 3: Print Reading: A Gold Standard? Part II Reading in Print versus Onscreen What's at Stake? Chapter 4: What Research Tells Us: Single Texts Chapter 5: What Research Tells Us: Multiple Texts Chapter 6: Strategies for Effective Reading Onscreen Part III Reading with Audio What's at Stake? Chapter 7: What Research Tells Us about Audio (and Video) Chapter 8: Strategies for Effective Reading with Audio (and Video) Part IV What's Next? What's at Stake? Chapter 9: Strategizing Reading in a Digital World Chapter 10: The Road Ahead Acknowledgments Notes References Index

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