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This book examines relations which hold between morphosyntactic form and communicative function in discourse by examining form-function correlations of noninterrogative questions in ordinary English conversation. So-called nontypical declarative and nonclausal questions are identified functionally. The role morphosyntax plays in the production and interpretation of these forms as doing questioning is then considered. Speakers are shown to use specific patterns of morphosyntactic marking to enable recipients to interpret noninterrogatives as functional questions. Explanations for morphosyntactic patterns found in the data are stated in terms of discourse use.
The intellectual reversals of the recent period. The book concludes with a survey of the political conjuncture after the fall of Thatcher, which considers the prospects of the Labour Party within the context of the wider changes that have reshaped European social democracy in these years.
This book examines relations which hold between morphosyntactic form and communicative function in discourse by examining form-function correlations of noninterrogative questions in ordinary English conversation. So-called nontypical declarative and nonclausal questions are identified functionally. The role morphosyntax plays in the production and interpretation of these forms as doing questioning is then considered. Speakers are shown to use specific patterns of morphosyntactic marking to enable recipients to interpret noninterrogatives as functional questions. Explanations for morphosyntactic patterns found in the data are stated in terms of discourse use.
As featured in 'The Times' (18 Feb 2017). Professor Michael McCarthy, internationally renowned applied linguist, co-author of the 900-page 'Cambridge Grammar of English', author, co-author and editor of more than 50 books and 100 articles on the English language and the teaching of English, winner of an English-Speaking Union prize for one of his dictionaries, answers the awkward questions that regularly bother us all about English grammar. Most of us only vaguely remember what we were taught at school and are put off by long, tedious, dense and pedantic grammar manuals. This book is written in a concise, chatty, humorous and informal style. The A to Z format makes it easy to access and to find what you're looking for. It tells you in simple, plain language the difference between things that look similar (for example, 'alternate' versus 'alternative', 'made of' versus 'made from', 'its' versus 'it's'). It explains how to avoid going wrong with issues such as agreement between subjects and verbs or the choice of pronouns after prepositions. It presents solutions to a host of common, everyday grammatical problems and gives guidance on appropriate usage where more than one way of saying something exists. The entries also include advice on vocabulary, spelling, pronunciation, punctuation and style.Mike McCarthy believes in describing present-day standard English as it really is, not how people think it is or how they think it should be. He has worked for the last 35 years with computerised corpora of everyday written and spoken English texts and is known especially for his work on the differences between the grammar of speaking and the grammar of writing. The example sentences he presents are clear, transparent illustrations of the grammatical conventions, based on his work with corpora and his extensive, detailed field-notes covering decades, gleaned from literature, correspondence, the media and ordinary conversation. He tells you what the traditional rules are as well as what people are writing or saying now, and gives reasons why you might choose one or the other. He is not afraid of change and sees the grammar of English as a living, evolving organism, which he demonstrates with occasional glances at grammars written in the distant and recent past. He loves and respects the many accents, varieties and dialects of English but tells you what the educated standard forms are, so that you can speak and write appropriately in different situations. He shows that speaking is not the same as writing, and that what can often pass unnoticed in speech may stick out like a grammatical sore thumb in formal writing. This book helps you to navigate the maze of grammatical alternatives and to make the right choice for the right occasion. It is a book to browse and enjoy, as well as being a useful reference work to keep on your bookshelf.
Why is "night" spelled with "gh"? Why can't sentences end with prepositions? Why does English have so many words that express the same ideas? Questions like these can be difficult for teachers to answer when they do not know the historical background of the English language. Why Is English Like That? gives teachers a brief and accessible history of the English without assuming any prior knowledge of the subject. The book outlines the historical events that shaped English; describes how its grammar, vocabulary, spelling, and pronunciation developed over time; and highlights the "quirks" and "exceptions" in English that can be explained on a historical basis. By understanding how the English of today evolved from the English of past times, both teachers and students will be more comfortable with the many conventions of the English language. Why Is English Like That? also contains reproducible grammar and vocabulary exercises that will help teachers incorporate some of this historical knowledge into classroom activities. This book was written with English language teachers in mind, and the exercises are designed for ESL/EFL students, but it may also be used by teachers in training (L1 and L2).
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For the last 400 years, since the birth of the Stuart Dynasty in England with James VI in the early 17th century, when the contraction of negative forms of the English sentence began in earnest, (canonical) tag questions have been a great fascination to many users of English. Within the last sixty years, beginning with the birth of the generative paradigm, tag questions have equally been of particular interest to many scholars of linguistics from a variety of perspectives, especially those concerned with the syntax-semantics and socio-pragmatics of the English sentence. With the spread of English to other countries and the emergence of new Englishes in the post-colonial context of the non-native varieties spoken in former British colonies, it is particularly interesting to see how and why tag questions have evolved over time in daily usage in both form and function in different English speech communities around the world. The essays gathered here focus on this evolutionary trend of English tag questions, with special attention on the exoticisms that characterize current usage.
A comprehensive source of ideas and advice for enhancing the learning of all students in all subject areas and at all grade levels.
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