A SCHOLARLY BOOK REPOSITORY46 start with C start with C
By analyzing seven concrete models, the author examines each in regard to its logical structure, list of cases, derivational system, and use of covert case roles.
Case Marking and Grammatical Relations in Polynesian makes an outstanding contribution to both Polynesian and historical linguistics. It is at once a reference work describing Polynesian syntax, an investigation of the role of grammatical relations in syntax, and a discussion of ergativity, case marking, and other areas of syntactic diversity in Polynesian. In its treatment of the history of case marking in Polynesian, it attempts to specify what counts as evidence in syntactic reconstruction and how syntactic reanalysis progresses. It therefore represents a first step toward a general theory of syntactic change.
Chung first describes the basic syntax of the Polynesian languages, discussing Maori, Tongan, Samoan, Kapingamarangi, and Pukapukan in depth. She then presents an investigation of the grammatical relations of these languages and their relevance to syntax and shows that the syntax of all these languages—even those with ergative case marking—revolves around the familiar grammatical relations subject and direct object. Finally the book traces the historical development of the different case systems from their origins in Proto-Polynesian.
Spanish remains a large and constant fixture in the foreign language learning landscape in the United States. As Spanish language study has grown, so too has the diversity of students and contexts of use, placing the field in the midst of a curricular identity crisis. Spanish has become a second, rather than a foreign, language in the US, which leads to unique opportunities and challenges for curriculum and syllabus design, materials development, individual and program assessment, and classroom pedagogy. In their book, Brown and Thompson address these challenges and provide a vision of Spanish language education for the twenty-first century.
Using data from the College Board, ETS, and the authors’ own institutions, as well as responses to their national survey of almost seven hundred Spanish language educators, the authors argue that the field needs to evolve to reflect changes in the sociocultural, socioeducational, and sociopolitical landscape of the US. The authors provide coherent and compelling discussion of the most pressing issues facing Spanish post-secondary education and strategies for converting these challenges into opportunities. Topics that are addressed in the book include: Heritage learners, service learning in Spanish-speaking communities, Spanish for specific purposes, assessment, unique needs for Spanish teacher training, online and hybrid teaching, and the relevance of ACTFL’s national standards for Spanish post-secondary education. An essential read for Spanish language scholars, especially those interested in curriculum design and pedagogy, that includes supporting reflection questions and pedagogical activities for use in upper-level undergraduate and graduate-level courses.
Featuring a reference grammar and formal analysis of Cilungu, this volume will be a major contribution to our understanding of tonology, since several of the forty-four processes analyzed appear to be unique to the language. It also includes a discussion of morphology, both nominal and verbal.
In The Clan of the Flapdragon and Other Adventures in Etymology by B. M. W. Schrapnel, Ph.D., the pseudonymous critic satirizes a variety of subjects in and out of academe. These adventurous essays include lampoons on writing, language, and literature, and the collection is a delightful spoof of much in contemporary culture—especially areas of intellectual pretension. Readers will be entertained by anachronistic allusions, improbable parodies, whimsical etymologies, tongue-in-cheek word play, and stunning purple prose—examples of just some of the liberties Schrapnel takes with the language.
Dr. Schrapnel includes a wide array of audience reactions in the form of bogus letters from fictional readers, confirming that language and literature are everyone’s business. He also offers an annual list of words that writers and speakers should use more often—a lexicographer’s equivalent to the endangered species list—and coins terms such as prufrockery and grendelish.
In this book, Andrew Kehler provides an analysis of coherence relationships between utterances that is rooted in three types of 'connection among ideas' first articulated by the philosopher David Hume—Resemblance, Cause or Effect, and Contiguity. Kehler then shows how these relationships affect the distribution of a variety of linguistic phenomena, including verb phrase ellipsis, gapping, extraction from coordinate structures, tense, and pronominal reference. In each of these areas, Kehler demonstrates how the constraints imposed by linguistic form interact with those imposed by the process of establishing coherence to explain data that has eluded previous analyses. his book will be of interest to researchers from the broad spectrum of disciplines from which discourse is studied, as well as those working in syntax, semantics, computational linguistics, psycholinguistics, and philosophy of language.
This volume provides an update on the state of the art in the development and application of broad-coverage declarative grammars built on sound linguistic foundations - the 'deep' processing paradigm - and presents several aspects of an international research effort to produce comprehensive, re-usable grammars and efficient technology for parsing and generating with such grammars.
More than 100 indigenous languages are spoken in Mexico and Central America. Each language partitions the color spectrum according to a pattern that is unique in some way. But every local system of color categories also shares characteristics with the systems of other Mesoamerican languages and of languages elsewhere in the world.
This book presents the results of the Mesoamerican Color Survey, which Robert E. MacLaury conducted in 1978-1981. Drawn from interviews with 900 speakers of some 116 Mesoamerican languages, the book provides a sweeping overview of the organization and semantics of color categorization in modern Mesoamerica.
Extensive analysis and MacLaury's use of vantage theory reveal complex and often surprising interrelationships among the ways languages categorize colors. His findings offer valuable cross-cultural data for all students of Mesoamerica. They will also be of interest to all linguists and cognitive scientists working on theories of categorization more generally.
Raute and Rawat are endangered languages belonging to the Raji-Raute language cluster within the large Sino-Tibetan family of languages spoken across Asia. The Raute and Rawat people are forest foragers in the central Himalayan region, living by hunting, gathering, and trade of wooden carvings to outsiders. Their remarkably conservative mother tongues contain a wealth of concepts about egalitarianism, religious animism, and aspects of forest life. Understanding these language concepts may provide a better appreciation of the cultural history of forest-dwelling peoples in Asia and a way of living that is in danger of becoming obsolete—as farming communities convert the forests to fields and people face pressure to assimilate.
The dictionary provides a full description of each entry, including a provenance of its speech community, the part of speech, and a gloss in English, Nepali, and Kumauni. In addition, most entries contain an example of usage in a sample sentence, notes on cultural significance, and a meticulously studied etymology. The book provides a useful reference work with previously unpublished information about the speakers’ ethnic identities and their culturally significant plants, animals, deities, and material culture.
Pye here applies the comparative method to three Mayan languages—K’iche’, Mam, and Ch’ol—showing how differences in the use of verbs are connected to differences in the subject markers and pronouns used by children and adults. His holistic approach allows him to observe how small differences between the languages lead to significant differences in the structure of the children’s lexicon and grammar, and to learn why that is so. More than this, he expects that such careful scrutiny of related languages’ variable solutions to specific problems will yield new insights into how children acquire complex grammars. Studying such an array of related languages, he argues, is a necessary condition for understanding how any particular language is used; studying languages in isolation, comparing them only to one’s native tongue, is merely collecting linguistic curiosities.
Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one's research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study.
A pragmatic scholar, Johanek moves easily across the boundaries that divide the field, and argues for contextualist theory as a lens through which to view composition research. This approach brings with it a new focus, she writes. "This new focus will call us to attend to the contexts in which rhetorical issues and research issues converge, producing varied forms, many voices, and new knowledge, indeed reconstructing a discipline that will be simultaneously focused on its tasks, its knowledge-makers, and its students."
Composing Research is a work full of personal voice and professional commitment and will be a welcome addition to the research methods classroom and to the composition researcher's own bookshelf.
2000 Outstanding Scholarship Award from the International Writing Centers Association.
A Conspiracy of Ravens presents readers with a compendium of collective bird nouns from the distant and not-so-distant past. Some of the nouns are portentous, like a tiding of magpies. Others, like a murmuration of starlings or a chattering of choughs, convey sound. Still more reflect with literary flourish the beauty of the bird: what could be more celebratory than a crown of kingfishers or an exaltation of larks? Featuring songbirds, aquatic birds, garden favorites, and birds of prey, this book collects more than one hundred of the best and most imaginative expressions and illustrates them with charming woodcuts by the eighteenth-century artist and naturalist Thomas Bewick.
A beautiful and entertaining read, A Conspiracy of Ravens will delight bird-lovers and word-lovers in equal measure.
This volume begins with an introduction to the recent research performed on Germanic syntax using constraint-based frameworks. It then goes on to investigate the linguistic phenomena found in the grammar of the German and Danish languages. Using such approaches as Lexical-Functional Grammar and Head-Driven Phrase Structure Grammar, contributors shed a different light on theoretical issues addressed by past studies, including semi-free word order, partial front phenomena, and complex predicate formation. While alternative approaches have assumed that meaning (semantics) is dependent on form (syntax), various analyses presented in this volume explore the idea that both form and meaning are equally constitutive for grammatical descriptions.
In this groundbreaking book, Michael Tomasello presents a comprehensive usage-based theory of language acquisition. Drawing together a vast body of empirical research in cognitive science, linguistics, and developmental psychology, Tomasello demonstrates that we don’t need a self-contained “language instinct” to explain how children learn language. Their linguistic ability is interwoven with other cognitive abilities.
Tomasello argues that the essence of language is its symbolic dimension, which rests on the uniquely human ability to comprehend intention. Grammar emerges as the speakers of a language create linguistic constructions out of recurring sequences of symbols; children pick up these patterns in the buzz of words they hear around them.
All theories of language acquisition assume these fundamental skills of intention-reading and pattern-finding. Some formal linguistic theories posit a second set of acquisition processes to connect somehow with an innate universal grammar. But these extra processes, Tomasello argues, are completely unnecessary—important to save a theory but not to explain the phenomenon.
For all its empirical weaknesses, Chomskian generative grammar has ruled the linguistic world for forty years. Constructing a Language offers a compellingly argued, psychologically sound new vision for the study of language acquisition.
Meg Logan has not been farther than two miles from home in six years. She has agoraphobia, a debilitating anxiety disorder that entraps its sufferers in the fear of leaving safe havens such as home. Paradoxically, while at this safe haven, agoraphobics spend much of their time ruminating over past panic experiences and imagining similar hypothetical situations. In doing so, they create a narrative that both describes their experience and locks them into it.
Constructing Panic offers an unprecedented analysis of one patient's experience of agoraphobia. In this novel interdisciplinary collaboration between a clinical psychologist and a linguist, the authors probe Meg's stories for constructions of emotions, actions, and events. They illustrate how Meg uses grammar and narrative structure to create and recreate emotional experiences that maintain her agoraphobic identity.
In this work Capps and Ochs propose a startling new view of agoraphobia as a communicative disorder. Constructing Panic opens up the largely overlooked potential for linguistic and narrative analysis by revealing the roots of panic and by offering a unique framework for therapeutic intervention. Readers will find in these pages hope for managing panic through careful attention to how we tell the story of our lives.
This book offers concrete and practical ideas for implementing content-based instruction—using subject matter rather than grammar—through eleven case studies of cutting-edge models in a broad variety of languages, academic settings, and levels of proficiency.
The highly innovative models illustrate content-based instruction programs for both commonly and less-commonly taught languages—Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish—and for proficiency levels ranging from beginners to fluent speakers. They include single-teacher and multi-teacher contexts and such settings as typical language department classrooms, specialty schools, intensive language programs, and university programs in foreign languages across the curriculum.
All of the contributors are pioneers and practitioners of content-based instruction, and the methods they present are based on actual classroom experiences. Each describes the rationale, curriculum design, materials, and evaluation procedures used in an actual curriculum and discusses the implications of the approach for adult language acquisition.
While the core of the book remains the same, new features discuss important CBI-related research and modifications to the pedagogy in the past many years.
Content-Based Second Language Instruction, Michigan Classics Edition, now includes:
a new preface
a glossary of key terms
an updated bibliography
an epilogue highlighting the major developments in the field since 1989.
Compares the sounds, phonology, and prosody of General American English and Southeastern Brazilian Portuguese.
By illuminating Jonathan Swift’s fascination with language, Marilyn Francus shows how the linguistic questions posed by his work are at the forefront of twentieth-century literary criticism: What constitutes meaning in language? How do people respond to language? Who has (or should have) authority over language? Is linguistic value synonymous with literary value?
Francus starts with a detailed analysis of Swift’s linguistic education, which straddled a radical transition in linguistic thought, and its effect on his prose. This compelling beginning includes sometimes surprising historical information about the teaching and learning of linguistics and language theory in the seventeenth and eighteenth centuries. Swift’s academic studies reflected the traditional universalist view that seeks an Adamic language to reverse the fragmentation of Babel and achieve epistemological unity. But Swift’s tutor also exposed him to the contemporary linguistics of the scientific societies and of John Locke, who argued that the assignment of linguistic meaning is arbitrary and subjective, capturing an individual’s understanding at a particular instant. These competing theories, Francus maintains, help explain the Irish writer’s conflicting inclinations toward both linguistic order and freewheeling creativity.
To develop a complete vision of Swiftian linguistics, Francus focuses on A Tale of a Tub as the archetypal linguistic text in the Swift canon, but she also includes evidence from his other famous works, including Gulliver’s Travels, A Modest Proposal, Journal to Stella, and The Bickerstaff Papers, as well as from his lesser known religious and political tracts and his correspondence. In addition, Francus draws on the relevant work of contemporary linguists (such as Wilkins, Watts, Dyche, and Stackhouse), philosophers (Hobbes and Locke), and authors (including Temple, Sprat, Dryden, Pope, Addison, and Defoe).
Francus concludes that Swift occupies a pivotal place in literary history: his conscious emphasis on textuality and extended linguistic play anticipates not only the future of satiric prose but the modern novel as well.
Agard provides an historical comparison of the major Romance languages with a reconstruction of their common source and a chronological account of their development through changes and splits.
A strictly descriptive—or synchronic—approach to romance linguistics.
Andreasen explains here how the brain produces creative breakthroughs in art, literature, and science, revealing that creativity is not the same thing as intelligence. She scrutinizes the complex factors involved in the development of creativity, including the role of patrons and mentors, "non-standard" educations, and the possession of an "omnivorous" vision. A fascinating interview with acclaimed playwright Neil Simon sheds further light on the creative process.The relationship between genius and insanity also plays an important role in Andreasen's examination. Drawing on her studies of writers in the Iowa Writers' Workshop and other scientific evidence, Andreasen asserts that while creativity may sometimes be linked to mental disorders and may be partially due to familial/genetic factors, neither is inevitable nor needed for creativity to flourish.
Scientist's increasing understanding of the brain's plasticity suggests even more possibilities for nurturing the creative drive, and Andreasen looks ahead to exciting implications for child-rearing and education. The Creating Brain presents an inspiring vision for a future where everyone—not just artists or writers—can fulfill their creative capacity.
Cross-Language Relations in Composition brings together the foremost scholars in the fields of composition, second language writing, education, and literacy studies to address the limitations of the tacit English-only policy prevalent in composition pedagogy and research and to suggest changes for the benefit of writing students and instructors throughout the United States. Recognizing the growing linguistic diversity of students and faculty, the ongoing changes in the English language as a result of globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled a groundbreaking anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research.
The nine chapters comprising part 1 of the collection focus on the origins of the “English only” bias dominating U.S. composition classes and present alternative methods of teaching and research that challenge this monolingualism. In part 2, nine composition teachers and scholars representing a variety of theoretical, institutional, and professional perspectives propose new, compelling, and concrete ways to understand and teach composition to students of a “global,” plural English, a language evolving in a multilingual world.
Drawing on recent theoretical work on genre, complexity, performance and identity, as well as postcolonialism, Cross-Language Relations in Composition offers a radically new approach to composition teaching and research, one that will prove invaluable to all who teach writing in today’s multilingual college classroom.
Presenting cutting-edge research in syntax and semantics, this important volume furthers theoretical claims in generative linguistics and represents a significant addition to present scholarship in the field. Leading scholars present crosslinguistic studies dealing with clausal architecture, negation, and tense and aspect, and the issue of whether a statistical model can by itself capture the richness of human linguistic abilities. Taken together, these contributions elegantly show how theoretical tools can propel our understanding of language beyond pretheoretical descriptions, especially when combined with the insight and skills of linguists who can analyze difficult and complex data.
Crosslinguistic Research in Syntax and Semantics covers a range of topics currently at the center of lively debate in the linguistic literature, such as the structure of the left periphery of the clause, the proper treatment of negative polarity items, and the role of statistical learning in building a model of linguistic competence. The ten original contributions offer an excellent balance of novel empirical description and theoretical analysis, applied to a wide range of languages, including Dutch, German, Irish English, Italian, Malagasy, Malay, and a number of medieval Romance languages. Scholars and students of semantics, syntax, and linguistic theory will find it to be a valuable resource for ongoing scholarship and advanced study.
Despite the significant presence of Cuban immigrants in the United States, current research on Cuban Spanish linguistics remains underexplored. This volume addresses this lacuna in Cuban Spanish research by providing a state-of-the-art collection of articles from a range of theoretical perspectives and linguistic areas, including phonological and phonetic variation, morphosyntactic approaches, sociolinguistic perspectives, and heritage language acquisition. Given increasing interest in Cuban Spanish among graduate students and faculty, this volume is a timely and highly relevant contribution to Hispanic linguistics and Cuban Spanish dialectology in particular.
In this invited volume, experts in Spanish linguistics who subscribe to the Chomskyian thory of Universal Grammar, along with the editors, approach the general applicability of this model from the perspectives of their subdisciplines: language acquisition, syntax, semantics, phonology, and morphology. Their research points to the verification of the Chomskyian linguistic theory as a general framework for explaining phenomena in language acquistion and use—and, more generally, to the possible development of a model of mind based on linguistic theory. Current Studies in Spanish Linguistics will interest all specialists in Spanish and theoretical linguistics, as well as those interested in cognitive science, psychology, philosophy of mind, and artificial intelligence.
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