New Horizons in the Analysis of Control and Raising (Studies in Natural Language and Linguistic Theory)
By William D. Davies, Stanley Dubinsky
* Publisher:Springer
* Number Of Pages:350
* Publication Date:2008-07-02
* ISBN-10 / ASIN:1402061773
* ISBN-13 / EAN:9781402061776
Product Description:
Raising and control have figured in every comprehensive model of syntax for forty years. Recent renewed attention to them makes this collection a timely one. The contributions, representing some of the most exciting recent work, address many fundamental research questions. What beside the canonical constructions might be subject to raising or control analyses? What constructions traditionally treated as raising or control might not actually be so? What classes of control must be recognized? How do tense, agreement, or clausal completeness figure in their distribution? The chapters address these and other relevant issues, and bring new empirical data into focus.
Narrative Progression in the Short Story: A corpus stylistic approach (Linguistic Approaches to Literature)
By Michael Toolan
* Publisher:John Benjamins Publishing Company
* Number Of Pages:223
* Publication Date:2009-01-14
* ISBN-10 / ASIN:9027233381
* ISBN-13 / EAN:9789027233387
A Dictionary of Medieval Terms and Phrases
By Christopher Corèdon, Ann Williams
* Publisher:D.S.Brewer
* Number Of Pages:318
* Publication Date:2004-09
* ISBN-10 / ASIN:1843840235
* ISBN-13 / EAN:9781843840237
Product Description:
This dictionary contains some 3,400 terms as headwords. It is aimed at the non-academic reader of history who often encounters technical words and phrases whose precise meaning is assumed by the writer. The subject matter ranges from the legal and ecclesiastic to the more humdrum words of daily life. As Latin was the language of the church, law and government records there are many Latin terms, frequently found in modern books of history of the period. Similarly, readers find Old English and Middle English terms used which may be familiar but of whose exact meaning they are uncertain. This dictionary endeavours to provide clarity to such readers. In addition to definition, etymologies of many words are offered because it is felt that knowing the origin and evolution of a word contributes to its better understanding; as a further illustration, some terms and phrases are shown in contemporary use.
Summary: Filled with all sorts of things I've wondered about.
Rating: 4
I have used this book several times as I read novels about the medieval period. It has helped me a great deal. It's filled with valuable information and good insight. But I have encountered a few times where I was not able to find something in particular, to my disappointment. I mean it is a pretty thick book and I assumed it would have everything in it. But not so.
But it is still a valuable addition to my collection and I know I will use it often.
Summary: Helpful Research Tool
Rating: 5
Not exactly bedtime reading, it is a dictionary after all, but what a fine dictionary of medieval terms and phrases. I am researching early Anglo-Saxon England and find this a very helpful tool indeed. For the price it is a real bargain.
Summary: Almost a mini-encyclopedia...addictive to browse!
Rating: 4
What a pity this book doesn't have the "look inside" feature enabled. I almost doubted it was worth its rather steep price. But when I got a nice fat Amazon gift certificate for Christmas, I took the plunge and found that yes, it is worth it.
I've been an amateur medievalist for about 8 years and have done considerable independent reading. There are words in this book that I've never seen before (ex. leaning staffs: crutch-like sticks that the old and infirm leaned on in church, where it was forbidden to sit). There are words in this book that I've seen but not quite understood, and couldn't find in any other reference work, online or print (ex. chevauchee: warfare by attrition). There are words I've seen conflicting definitions of elsewhere; the DICTIONARY clears up the confusion (ex. garderobe: first, a place to store clothing; only later was the word used as a euphemism for an indoor privy).
This book does more than define words. Many of its entries are so comprehensive (ex. mini-histories of sheriffs and the Cistercian order) as to be encyclopedic. These encapsulations go beyond simply clarifying a particular word or phrase; they actually enhance my understanding of key aspects of the Middle Ages. Topics covered in the DICTIONARY include culture, war, heraldry, church and law, to name just a few. Medieval Latin terms get substantial exposure as well.
I own Cosman's MEDIEVAL WORDBOOK and have found it to be passable as a reference, though not much for browsing. A DICTIONARY OF MEDIEVAL TERMS AND PHRASES is a book I could almost sit and read from cover to cover, just for the joy of discovery.
Representational Deficits in SLA: Studies in honor of Roger Hawkins (Language Acquisition and Language Disorders)
By Neal Snape, Yan-kit Ingrid Leung, Michael Sharwood Smith
* Publisher:John Benjamins Publishing Company
* Number Of Pages:275
* Publication Date:2009-01-14
* ISBN-10 / ASIN:9027253080
* ISBN-13 / EAN:9789027253088
Laura: A Case Study for the Modularity of Language (Issues in the Biology of Language and Cognition)
By Jeni Yamada
* Publisher:The MIT Press
* Number Of Pages:187
* Publication Date:1990-11-26
* ISBN-10 / ASIN:0262240300
* ISBN-13 / EAN:9780262240307
Product Description:
The case of Laura (also known as Marta), a young retarded woman with a testable IQ of 40, provides the opportunity to address key issues concerning the relationships between language and other mental functions as well and among the components of language use. The case shows that language can develop and function in spite of marked, pervasive cognitive deficiencies, and it provides clinical evidence in support of the notion that language is an independent cognitive ability. Possibly the most in-depth and comprehensive study of selectively intact language done to date, this case counters claims that cognitive, social/interactive, and perceptual factors can wholly account for language acquistion and upholds the notion that language is a highly evolved, specialized human ability driven at least in part by a set of principles seen in no other cognitive domains. Jeni Yamada presents Laura's provocative performance profile of relatively advanced linguistic abilities alongside significantly impaired nonlinguistic skills. Laura differs from other subjects studied in that her cognitive impairment is particularly marked. In addition, her syntactic and semantic knowledge are more dissociated than previously studied subjects. As the data on Laura unfold, they show that language can emerge and develop despite limited nonlinguistic cognitive abilities, including those hypothesized to be prerequisite for language or to reflect underlying principles necessary for both nonlinguistic and linguistic development. In addition, the case indicates that various components of language are separable and differentially related to nonlanguage abilities. Jeni E. Yamada is coauthor with Susan Curtiss of the Curtiss-Yamada Comprehensive Language Evaluation Test and is currently an independent scholar working in the Boston area.
English in Europe: The Acquisition of a Third Language (Bilingual Education and Bilingualism, 19)
By Jasone Cenoz, Ulrike Jessner
* Publisher:Multilingual Matters Limited
* Number Of Pages:271
* Publication Date:2000-04
* ISBN-10 / ASIN:1853594792
* ISBN-13 / EAN:9781853594793
Product Description:
This work is about the increasing use of English as a lingua franca in the multilingual European context. It provides an up-to-date overview of the sociolinguistic, psycholinguistic and educational aspects of research on third language acquisition by focusing on English as a third language.
Situating Composition: Composition Studies and the Politics of Location
By Lisa Ede
* Publisher:Southern Illinois University Press
* Number Of Pages:280
* Publication Date:2004-11-24
* ISBN-10 / ASIN:0809325829
* ISBN-13 / EAN:9780809325825
Product Description:
Responding to a growing pedagogical paralysis in debates over the nature and status of composition studies as an academic discipline, Lisa Ede offers a provocative inquiry into the politics of composition’s place in the academy. The result is a timely and engaging reflection on the rhetoric, ideology, and ethics of scholarship and instruction in composition studies today.
Situating Composition: Composition Studies and the Politics of Location delves into some of the most vexing issues presently facing the field: its status in relation to English studies, the nature and consequences of the writing process movement, the uneven professionalization of composition teachers, and the widening chasm between theory and practice. Ede interrogates key moments and texts in composition’s evolution, from the writing process movement to Susan Miller’s Textual Carnivals, through the interpretive lenses of historical analysis, theoretical critique, feminist and cultural theory, and Ede’s own two decades of experiences as a teacher and writing program administrator.
Questioning the narratives of progress and paradigm shifts that inform the field’s highly regarded recent theoretical studies, Ede urges scholars to carefully reconsider these claims, to honor the roles of teachers and students as more than dupes of ideology, and to more fully acknowledge—and utilize—the differences between the practice of theory and the practice of teaching. As academic hierarchies of knowledge increasingly privilege scholarship over instruction, Ede warns researchers to be cognizant of the politics and power inherent in their own location in the academy, particularly when professing to speak for teachers and students. To that end, the volume’s conclusion advocates pragmatic avenues for change and proffers topics for future discussion and debate.
Summary: Okay, but repetitive
Rating: 3
I am being forced to read this book for my Comps exam to finish my MA degree. I'm sure that at some point in my career (if I do pursue teaching) I would have had to read this book, but it would not be my first choice. While she does have some really interesting points, Ede is too repetitive. She repeats phrases often and constantly reminds the reader that the stuff she discusses is true for her, but not necessarily all Comp depts. or Comp professors.
The one thing that bugs me is that she gives about 3 intros before she gets to the point. Example, "I'm about to discuss X, but before I get to X, let me say this. (Next graph) Oh, before I get to X, let me remind you of this too (Next graph) oh, one more thing before I get to X."
Also, there are typos, which is comical considering one of her requirements for her Advanced Comp students is to have papers with very few errors in order to make a good grade. I understand that editors should catch that kind of stuff, but I found it so odd that a comp book would have several errors while talking about how to teach students how to write--although "process" is the focus.
I'm all for process over product and I'm glad I'm reading it, but I wish I weren't being tested on it that way I could read it and chew it over.
If you're interested in process writing and believe we are not living in a post process era, then this is the book for you. If you're on the fence, this is still the book for you.
Situating Composition: Composition Studies and the Politics of Location
By Lisa Ede
* Publisher:Southern Illinois University Press
* Number Of Pages:280
* Publication Date:2004-11-24
* ISBN-10 / ASIN:0809325829
* ISBN-13 / EAN:9780809325825
Product Description:
Responding to a growing pedagogical paralysis in debates over the nature and status of composition studies as an academic discipline, Lisa Ede offers a provocative inquiry into the politics of composition’s place in the academy. The result is a timely and engaging reflection on the rhetoric, ideology, and ethics of scholarship and instruction in composition studies today.
Situating Composition: Composition Studies and the Politics of Location delves into some of the most vexing issues presently facing the field: its status in relation to English studies, the nature and consequences of the writing process movement, the uneven professionalization of composition teachers, and the widening chasm between theory and practice. Ede interrogates key moments and texts in composition’s evolution, from the writing process movement to Susan Miller’s Textual Carnivals, through the interpretive lenses of historical analysis, theoretical critique, feminist and cultural theory, and Ede’s own two decades of experiences as a teacher and writing program administrator.
Questioning the narratives of progress and paradigm shifts that inform the field’s highly regarded recent theoretical studies, Ede urges scholars to carefully reconsider these claims, to honor the roles of teachers and students as more than dupes of ideology, and to more fully acknowledge—and utilize—the differences between the practice of theory and the practice of teaching. As academic hierarchies of knowledge increasingly privilege scholarship over instruction, Ede warns researchers to be cognizant of the politics and power inherent in their own location in the academy, particularly when professing to speak for teachers and students. To that end, the volume’s conclusion advocates pragmatic avenues for change and proffers topics for future discussion and debate.
Summary: Okay, but repetitive
Rating: 3
I am being forced to read this book for my Comps exam to finish my MA degree. I'm sure that at some point in my career (if I do pursue teaching) I would have had to read this book, but it would not be my first choice. While she does have some really interesting points, Ede is too repetitive. She repeats phrases often and constantly reminds the reader that the stuff she discusses is true for her, but not necessarily all Comp depts. or Comp professors.
The one thing that bugs me is that she gives about 3 intros before she gets to the point. Example, "I'm about to discuss X, but before I get to X, let me say this. (Next graph) Oh, before I get to X, let me remind you of this too (Next graph) oh, one more thing before I get to X."
Also, there are typos, which is comical considering one of her requirements for her Advanced Comp students is to have papers with very few errors in order to make a good grade. I understand that editors should catch that kind of stuff, but I found it so odd that a comp book would have several errors while talking about how to teach students how to write--although "process" is the focus.
I'm all for process over product and I'm glad I'm reading it, but I wish I weren't being tested on it that way I could read it and chew it over.
If you're interested in process writing and believe we are not living in a post process era, then this is the book for you. If you're on the fence, this is still the book for you.
A War of Words in the Discourse of Trade: The Rhetorical Constitution of Metaphor
By Philip Eubanks PhD
* Publisher:Southern Illinois University Press
* Number Of Pages:208
* Publication Date:2000-09-20
* ISBN-10 / ASIN:0809323346
* ISBN-13 / EAN:9780809323340
l
Product Description:
This study by Philip Eubanks challenges traditional accounts of metaphor and significantly expands theories of "conceptual" metaphor by examining Trade Is War as it occurs in concrete discourse.
Although scholarly interest in metaphor as an aesthetic, linguistic, and cognitive phenomenon has long endured, Eubanks is among the first to consider metaphor in its sociohistorical role. Questioning major accounts of metaphor from Aristotle to the present, Eubanks argues that metaphor is not just influenced by but actually is constituted by its concrete operation.
Far-reaching in its implications for our understanding of metaphor, Eubanks's premise enables us to see metaphor as a sweeping rhetorical entity even as it accounts for the more localized operations of metaphor of interest to linguists, philosophers of language, and cognitive scientists. Providing a new model of metaphoric functioning, Eubanks reconsiders the most promising account of metaphor to date, the notion of "conceptual metaphor."
Eubanks focuses on the conceptual metaphor Trade Is War-a metaphor found wherever people discuss business and commerce-to develop his rhetorical model of metaphor. He analyzes Trade Is War as it occurs in the print news media, on television discussion shows, in academic works, in popular nonfiction and novels, in historic economic commentary, and in focus group talk. While these examples do reveal a rich variety in the make-up of Trade Is War, much more than mere variety is at stake.
Trade Is War is implicated in an extended and rhetorically complex conversation with other metaphors and literal concepts: trade is peace, Trade Is a Game, Trade Is Friendship, Trade is a Journey, and Markets Are Containers. The recognition and analysis of this constituting conversation furthers a reevaluation theory. What also emerges, however, is a valuable portrait of the discourse of trade itself, a discourse that depends importantly upon a responsive interchange of metaphors.
Encyclopedia of Language and Education (10 volume set)
By Kendall A. King; Nancy H. Hornberger
* Publisher:Springer
* Number Of Pages:4176
* Publication Date:2007-12-07
* ISBN-10 / ASIN:0387328750
* ISBN-13 / EAN:9780387328751
Product Description:
In 1997, the Encyclopedia of Language and Education was published as an award-winning collection of eight volumes, under the general editorship of David Corson. This reference set signaled the maturity of language and education as an international and interdisciplinary field of significance and cohesion. Now in a second, fully revised edition, this 10 volume set of the Encyclopedia of Language and Education brings forth the newest developments in the field, including two new volumes of research and scholarly content essential to the field of language teaching and learning in the age of globalization. The publication of this work charts the deepening and broadening of the field of language and education since the publication of the first Encyclopedia
In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of sociogeographic experience in our field. Volumes on language socialization and language ecology have been added, reflecting these growing emphases in language education theory, research and practice, alongside the enduring emphases on language policy, literacies, discourse, language acquisition, bilingual education, knowledge about language, language testing, and research methods. Throughout all the volumes, there is a greater inclusion of scholarly contributions from non-English speaking and non-western parts of the world, providing truly global coverage of the issues in the field. Furthermore, we have sought to integrate these voices more fully into the whole, rather than as special cases or international perspectives in separate sections.
The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education. The Encyclopedia aims to speak to a prospective readership that is multinational, and to do so as unambiguously as possible. Because each book-size volume deals with a discrete and important subject in language and education, these state-of-the-art volumes also offer highly authoritative course textbooks in the areas suggested by their titles.
The more than 250 scholars contributing to the Encyclopedia hail from all continents of our globe and from 41 countries; they represent a great diversity of linguistic, cultural, and disciplinary traditions. For all that, what is most impressive about the contributions gathered here is the unity of purpose and outlook they express with regard to the central role of language as both vehicle and mediator of educational processes and to the need for continued and deepening research into the limits and possibilities that implies.
Volume 1: Language Policy and Political Issues in Education
Stephen May and Nancy H. Hornberger
Volume 2: Literacy
Brian Street and Nancy H. Hornberger
Volume 3: Discourse and Education
Marilyn Martin-Jones, Anne-Marie de Mejia, and Nancy H. Hornberger
Volume 4: Second and Foreign Language Education
Nelleke Van Deusen-Scholl and Nancy H. Hornberger
Volume 5: Bilingual Education
Jim Cummins and Nancy H. Hornberger
Volume 6: Knowledge About Language
Jasone Cenoz and Nancy H. Hornberger
Volume 7: Language Testing and Assessment
Elana Shohamy and Nancy H. Hornberger
Volume 8: Language Socialization
Patricia Duff and Nancy H. Hornberger
Volume 9: Ecology of Language
Angela Creese, Peter Martin, and Nancy H. Hornberger
Volume 10: Research Methods in Language and Education
Kendall A. King and Nancy H. Hornberger
Writing Workplace Cultures: An Archaeology of Professional Writing
By Jim Henry Phd
* Publisher:Southern Illinois University Press
* Number Of Pages:272
* Publication Date:2000-11-29
* ISBN-10 / ASIN:0809323206
* ISBN-13 / EAN:9780809323203
Product Description:
In Writing Workplace Cultures: An Archaeology of Professional Writing, Jim Henry analyzes eighty-three workplace writing ethnographies composed over seven years in a variety of organizations. He views the findings as so many shards in an archaeology on professional writing at the beginning of the twenty-first century.
These ethnographies were composed by either practicing or aspiring writers participating in a Master's program in professional writing and editing. Henry solicited the writers' participation in "informed intersubjective research" focused on issues and questions of their own determination. Most writers studied their own workplace, composing "auto-ethnographies" that problematize these workplaces' local cultures even as they depict writing practices within them.
Henry establishes links between current professional writing practices and composition instruction as both were shaped by national economic development and local postsecondary reorganization throughout the twentieth century. He insists that if we accept basic principles of social constructionism, the text demonstrates ways in which writers "write" workplace cultures to produce goods and services whose effects go far beyond the immediate needs of its clients.
Metonymy and Pragmatic Inferencing (Pragmatics & Beyond New Series)
By Klaus-Uwe Panther, Linda L. Thornburg
* Publisher:John Benjamins Publishing Co
* Number Of Pages:272
* Publication Date:2003-09
* ISBN-10 / ASIN:9027253552
* ISBN-13 / EAN:9789027253552
Product Description:
In recent years, conceptual metonymy has been recognized as a cognitive phenomenon that is as fundamental as metaphor for reasoning and the construction of meaning. The thoroughly revised chapters in the present volume originated as presentations in a workshop organized by the editors for the 7th International Pragmatics Conference held in Budapest in 2000. They constitute, according to an anonymous reviewer, "an interesting contribution to both cognitive linguistics and pragmatics." The contributions aim to bridge the gap, and encourage discussion, between cognitive linguists and scholars working in a pragmatic framework. Topics include the metonymic basis of explicature and implicature, the role of metonymically-based inferences in speech act and discourse interpretation, the pragmatic meaning of grammatical constructions, the impact of metonymic mappings on and their interaction with grammatical structure, the role of metonymic inferencing and implicature in linguistic change, and the comparison of metonymic principles across languages and different cultural settings.
Directions in Sign Language Acquisition (Trends in Language Acquisition Research)
By Gary Morgan, Bencie Woll
* Publisher:John Benjamins Publishing Co
* Number Of Pages:358
* Publication Date:2002-07
* ISBN-10 / ASIN:9027234728
* ISBN-13 / EAN:9789027234728
Metaphor in Context (Bradford Books)
By Josef Stern
* Publisher:The MIT Press
* Number Of Pages:405
* Publication Date:2000-11-13
* ISBN-10 / ASIN:0262194392
* ISBN-13 / EAN:9780262194396
Product Description:
The many philosophers, linguists, and cognitive scientists writing on metaphor over the past two decades have generally taken for granted that metaphor lies outside, if not in opposition to, received conceptions of semantics and grammar. Assuming that metaphor cannot be explained by or within semantics, they claim that metaphor has little, if anything, to teach us about semantic theory. In this book Josef Stern challenges these assumptions. He is concerned primarily with the question: Given the received conception of the form and goals of semantic theory, does metaphorical interpretation, in whole or part, fall within its scope? Specifically, he asks, what (if anything) does a speaker-hearer know as part of her semantic competence when she knows the interpretation of a metaphor? According to Stern, the answer to these questions lies in the systematic context-dependence of metaphorical interpretation. Drawing on a deep analogy between demonstratives, indexicals, and metaphors, Stern develops a formal theory of metaphorical meaning that underlies a speaker's ability to interpret a metaphor. With his semantics, he also addresses a variety of philosophical and linguistic issues raised by metaphor. These include the interpretive structure of complex extended metaphors, the cognitive significance of metaphors and their literal paraphrasability, the pictorial character of metaphors, the role of similarity and exemplification in metaphorical interpretation, metaphor-networks, dead metaphors, the relation of metaphors to other figures, and the dependence of metaphors on literal meanings. Unlike most metaphor theorists, however, who take these problems to be sui generis to metaphor, Stern subsumes them under the same rubric as other semantic facts that hold for nonmetaphorical language.
Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill (Bradford Books)
By Diane McGuinness
* Publisher:The MIT Press
* Number Of Pages:508
* Publication Date:2005-06-01
* ISBN-10 / ASIN:0262134527
* ISBN-13 / EAN:9780262134521
Product Description:
Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields—developmental psychology, psycholinguistics, and the speech and hearing sciences—and provide a new perspective on which language functions matter most for reading and academic success.
McGuinness first examines the phonological development theory—the theory that phonological awareness follows a developmental path from words to syllables to phonemes—which has dominated reading research for thirty years, and finds that research evidence from other disciplines does not support the theory. McGuinness then looks at longitudinal studies on the development of general language function, and finds a "tantalizing connection" between core language functions and reading success. Finally, she analyzes mainstream reading research, which links reading ability to specific language skills, and the often flawed methodology used in these studies. McGuinness's analysis shows the urgent need for a shift in our thinking about how to achieve reading success.
Summary: Highly recommended!
Rating: 5
I can't say enough about this book. It's fantastic! Very well written and enjoyable reading as well! The chapter on statistics is one of the best introductions to the topic I've ever read. As a school psychologist with 25+ years of experience, I was thrilled to find this book that puts it all in one place. It's the kind of book that after you read it, you go around telling everyone, "You've got to read this book!" If you really want to understand the process of how children learn to read, this is the book to read.
Dynamic Antisymmetry (Linguistic Inquiry Monographs)
By Andrea Moro
* Publisher:The MIT Press
* Number Of Pages:152
* Publication Date:2000-12-26
* ISBN-10 / ASIN:0262632012
* ISBN-13 / EAN:9780262632010
Product Description:
The central idea of Dynamic Antisymmetry is that movement and phrase structure are not independent properties of grammar; more specifically, that movement is triggered by the geometry of phrase structure. Assuming a minimalist framework, movement is traced back to the necessity for natural language to organize words in linear order at the interface with the perceptual-articulatory module. Andrea Moro uses this innovative perspective to analyze several empirical domains, focusing on small clauses, split wh-movement, and clitic constructions. In a final speculative chapter, he examines the general consequences for the design of grammar implied by Dynamic Antisymmetry. The book is self-contained, with a synopsis of current theories of movement and a synthetic presentation of the theory of antisymmetry. An appendix presents the essentials of a unified theory of copular sentences, which plays a central role in the argument and has several important consequences for syntax, for example, for expletives and locality. Linguistic Inquiry Monograph No. 38
Complex Demonstratives: A Quantificational Account
By Jeffrey C. King
* Publisher:The MIT Press
* Number Of Pages:214
* Publication Date:2001-04-02
* ISBN-10 / ASIN:0262112639
* ISBN-13 / EAN:9780262112635
Product Description:
Since the late 1970s, the orthodox view of complex ‘that’ phrases (e.g., ‘that woman eating a granola bar’) has been that they are contextually sensitive devices of direct reference. In Complex Demonstratives, Jeffrey King challenges that orthodoxy, showing that quantificational accounts not only are as effective as direct reference accounts but also handle a wider range of data. After providing arguments against direct reference accounts of ‘that’ phrases and developing a quantificational theory of them, King looks at the interaction of ‘that’ phrases with modal operators, negation, and verbs of propositional attitude. He argues for evidence of scope interaction between ‘that’ phrases and other scoped elements. King also addresses semantic properties of ‘that’ and other determiners, and the possibility of extending the semantics of ‘that’ phrases to ‘that’ as a syntactically simple demonstrative. Finally, he argues against what he calls ambiguity approaches, theories that hold that the various uses of ‘that’ phrases cannot be treated by a single semantical theory.
Verbal Complexes
By Hilda Koopman, Anna Szabolcsi
* Publisher:The MIT Press
* Number Of Pages:262
* Publication Date:2000-11-13
* ISBN-10 / ASIN:0262112531
* ISBN-13 / EAN:9780262112536
Product Description:
The central idea of Dynamic Antisymmetry is that movement and phrase structure are not independent properties of grammar; more specifically, that movement is triggered by the geometry of phrase structure. Assuming a minimalist framework, movement is traced back to the necessity for natural language to organize words in linear order at the interface with the perceptual-articulatory module.
Andrea Moro uses this innovative perspective to analyze several empirical domains, focusing on small clauses, split wh-movement, and clitic constructions. In a final speculative chapter, he examines the general consequences for the design of grammar implied by Dynamic Antisymmetry.
The book is self-contained, with a synopsis of current theories of movement and a synthetic presentation of the theory of antisymmetry. An appendix presents the essentials of a unified theory of copular sentences, which plays a central role in the argument and has several important consequences for syntax, for example, for expletives and locality.
Linguistic Inquiry Monograph No. 38
Empirical Methods for Exploiting Parallel Texts
By I. Dan Melamed
* Publisher:The MIT Press
* Number Of Pages:209
* Publication Date:2001-01-22
* ISBN-10 / ASIN:0262133806
* ISBN-13 / EAN:9780262133807
Product Description:
Parallel texts (bitexts) are a goldmine of linguistic knowledge, because the translation of a text into another language can be viewed as a detailed annotation of what that text means. Knowledge about translational equivalence, which can be gleaned from bitexts, is of central importance for applications such as manual and machine translation, cross-language information retrieval, and corpus linguistics. The availability of bitexts has increased dramatically since the advent of the Web, making their study an exciting new area of research in natural language processing. This book lays out the theory and the practical techniques for discovering and applying translational equivalence at the lexical level. It is a start-to-finish guide to designing and evaluating many translingual applications.
Reading Between the Lines: Perspectives on Foreign Language Literacy (Yale Language Series)
By Dr. Peter C. Patrikis
* Publisher:Yale University Press
* Number Of Pages:192
* Publication Date:2003-03-11
* ISBN-10 / ASIN:0300097816
* ISBN-13 / EAN:9780300097818
Product Description:
This book presents a collection of new and stimulating approaches to reading in a foreign language. The contributors to the volume all place reading at the heart of learning a foreign language and entering a foreign culture, and they consider issues and methods of language education from such diverse perspectives as cognitive theory, applied linguistics, technology as hermeneutic, history, literary theory, and cross-cultural analysis. The contributors—teachers of French, German, Greek, Japanese, and Spanish—call for language teachers and theorists to refocus on the importance of reading skills. Emphasizing the process of reading as analyzing and understanding another culture, they document various practical methods, including the use of computer technology for enhancing language learning and fostering cross-cultural understanding.