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This accessibly written and pedagogically rich text delivers the most comprehensive examination of its subject, carefully drawing on the most up-to-date research and covering a breadth of the central topics including communication, language acquisition, language processing, language disorders, speech, writing, and development. This book also examines an array of other progressive areas in the field neglected in similar works such as bilingualism, sign language as well as comparative communication. Based on her globally-orientated research and academic expertise, author Shelia Kennison innovatively applies psycholinguistics to real-world examples through analysing the hetergenous traits of a wide variety of languages. With its engaging easy-to-understand prose, this text guides students gently and sequentially through an introduction to the subject. The book is designed for undergraduate and graduate students taking courses in psycholinguistics.
Almost four decades have passed since "Formal Grammars "first appeared in 1974. At that time it was still possible to rather comprehensively review for (psycho)linguists the relevant literature on the theory of formal languages and automata, on their applications in linguistic theory and in the psychology of language. That is no longer feasible. In all three areas developments have been substantial, if not breathtaking. Nowadays, an interested linguist or psycholinguist opening any text on formal languages can no longer see the wood for the trees, as it is by no means evident which formal, mathematical tools are really required for natural language applications. An historical perspective can be helpful here. There are paths through the wood that have been beaten since decades; they can still provide useful orientation. The origins of these paths can be traced in the three volumes of "Formal Grammars," brought together in the present re-edition. In a newly added postscript the author has sketched what has become, after all these years, of formal grammars in linguistics and psycholinguistics, or at least some of the core developments. This chapter may provide further motivation for the reader to make a trip back to some of the historical sources.
This book covers different aspects of speech and language pathology and it offers a fairly comprehensive overview of the complexity and the emerging importance of the field, by identifying and re-examining, from different perspectives, a number of standard assumptions in clinical linguistics and in cognitive sciences. The papers encompass different issues in phonetics, phonology, syntax, semantics, and pragmatics, discussed with respect to deafness, stuttering, child acquisition and impairments, SLI, William’s Syndrome deficit, fluent aphasia and agrammatism. The interdisciplinary complexity of the language/cognition interface is also explored by focusing on empirical data from different languages: Bantu, Catalan, Dutch, English, German, Greek, Hebrew, Italian, Japanese, and Spanish. The aim of this volume is to stress the growing importance of the theoretical and methodological linguistic tools developed in this area; to bring under scrutiny assumptions taken for granted in recent analyses, which may not be so obvious as they may seem; to investigate how even apparently minimal choices in the description of phenomena may affect the form and complexity of the language/cognition interface.
Along with coverage of phonics, phonology, morphology, semantics and syntax, the text covers more unconventional topics including language and culture, and language evolution."--BOOK JACKET.
This book is about Positioning Theory (Davies & Harré, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language. By using Positioning Theory as a theoretical lens and analytical approach, the author illustrates how various social and poststructural concepts in applied linguistics and language teacher education, including identity, agency, language socialization, classroom participation, and intercultural communication, can be investigated and better understood. The book adds a new perspective to the growing body of multidisciplinary literature in the areas of L2 teacher education and classroom learning, and includes step-by-step guidelines for positioning analysis, insights and implications for classroom practice, as well as suggested directions for future research. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics more broadly.
The present text is a re-edition of Volume I of Formal Grammars in Linguistics and Psycholinguistics, a three-volume work published in 1974. This volume is an entirely self-contained introduction to the theory of formal grammars and automata, which hasn't lost any of its relevance. Of course, major new developments have seen the light since this introduction was first published, but it still provides the indispensible basic notions from which later work proceeded. The author's reasons for writing this text are still relevant: an introduction that does not suppose an acquaintance with sophisticated mathematical theories and methods, that is intended specifically for linguists and psycholinguists (thus including such topics as learnability and probabilistic grammars), and that provides students of language with a reference text for the basic notions in the theory of formal grammars and automata, as they keep being referred to in linguistic and psycholinguistic publications; the subject index of this introduction can be used to find definitions of a wide range of technical terms. An appendix has been added with further references to some of the core new developments since this book originally appeared.
Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike. Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.
By integrating cognitive linguistics and sociocultural theories, this groundbreaking book presents empirical studies on selected grammatical and semantic aspects that are challenging for second/foreign language learners. Through in-depth studies exploring eight different languages, this book offers insights generated through the synergy between cognitive linguistics and sociocultural theories that can be readily incorporated into teaching.
The volume presents current views on the achievements made in the study of Systemic Functional Linguistics in both theory and application, and on the potential domains and directions for its further development. The first part addresses issues on strengthening theoretical research and description in system network, on deepening our understanding of the concept of choice and of consequences arising from making choices in particular social contexts. It also makes comparisons of different models within SFL and if similarities and differences between SFL and another linguistic model. Part Two deals with issues on further developing SFL as an applicable linguistics. After summing up its fifty years of refinement as a theory through constant endeavours of application, the volume offers an explicit definition of Applicable Discourse Analysis, and presents views on the potential areas, methods and criteria for verbal and multimodal discourse analysis, with examples. The final part of the volume discusses potential directions for SFL, including expanding SFL typological research into other languages than English, an in other countries than the major English speaking ones, exploring solutions to the challenges faced by multimodal discourse, extending traditional translation studies to other modes, making stylistics studies across different disciplines, exploring the potential of SFL to tackle the challenges confronting language education at both macro and micro levels, and seeking the road of globalizing SFL by developing an ideal software and establishing a global cyberspace institution.
This book focuses on learner-computer interactions (LCI) in second language learning environments drawing largely on sociocultural theories of language development. It brings together a rich and varied range of theoretical discussions and applications in order to illustrate the way in which LCI can enrich our comprehension of technology-mediated communication, hence enhancing learners' digital literacy skills. The book is based on the premise that, in order to fully understand the nature of language and literacy development in digital spaces, researchers and practitioners in linguistics, sciences and engineering need to borrow from each others' theoretical and practical toolkits. In light of this premise, themes include such aspects as educational ergonomics, affordances, complex systems learning, learner personas and corpora, while also describing such data collecting tools as video screen capture devices, eye-tracking or intelligent learning tutoring systems. The book should be of interest to applied linguists working in CALL, language educators and professionals working in education, as well as computer scientists and engineers wanting to expand their work into the analysis of human/learner interactions with technology communication devices with a view to improving or (re)developing learning and communication instruments. As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.