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This guide draws on English-related errors from around 6000 papers written by non-native authors, 500 abstracts written by PhD students, and over 2000 hours of teaching researchers how to write and present research papers. This new edition has chapters on exploiting AI tools such as ChatGPT, Google Translate, and Reverso, for generating, paraphrasing, translating and correcting texts written in English. It also deals with contemporary issues such as the use of gender pronouns. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. Such errors are related to the usage of articles, countable vs. uncountable nouns, tenses, modal verbs, active vs. passive form, relative clauses, infinitive vs. "-ing" form, the genitive, link words, quantifiers, word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling.

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (Mª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (Mª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]

This volume sheds empirical light on Complex Dynamic Systems Theory (CDST) by providing five sets of analyses of two longitudinal, interactional datasets, involving two dyads exchanging emails over one academic semester. The collective study on CDST is the first of its kind, in that it delves into multiple subsystems of learner language, traversing the domains of morphosyntax, semantics, pragmatics and discourse. The data analyses expose the dynamics of the interactional process, offering evidence of core characteristics of complex dynamic systems: sensitive dependence on initial conditions, interconnectedness of subsystems, the emergence of attractor states over time and variation in and between the individuals. Together, the analyses, each alone an engaging description, capture fine-grained patterns of change over time. More importantly, they demonstrate the impact of the ecosystem on individuals' use of language. The book offers critical insights relevant to CDST researchers, theorists and empiricists alike, as well as to teachers seeking a nuanced understanding of the learning benefits of computer-mediated interactional activities. This book is organized into the following chapters: (1) Profiling Learner Language from a Complex Dynamic System Perspective: An Introduction (ZhaoHong Han and Jing Liu); (2) A Dynamic View on Morphosyntactic Accuracy and Complexity in Dyadic Interaction (Yuan-Yuan Meng); (3) A Dynamic View on Prepositions, Modal Auxiliaries and Metaphorical Functions in Dyadic Interaction (Natalia Sáez); (4) A Dynamic View on Advice Giving in Dyadic Interaction (Heidi Liu Banerjee); (5) A Dynamic View on Relational Propositions in Dyadic Interaction (Vanessa Sheu); (6) A Dynamic View on Topic Management in Dyadic Interaction (Farah Akbar); and (7) Researching CDST: Promises and Pitfalls (ZhaoHong Han).

"English Grammar and Teaching Strategies" aims to demystify grammar and equip any teacher to teach it in the classroom. Carefully set out for ease of reference, this book covers every aspect of grammar, from nouns, adjectives and verbs to punctuation and prepositions. Each grammatical term is clearly defined and accompanied by varieties of usage and teaching strategies, which can be easily extended according to the age and key stage of the pupil. These strategies are for both spoken and written language and can be used for a whole class, small groups, with those with special educational needs and with EAL learners. Featuring a brand new preface by Jo Shackleton, this Routledge Classic Edition is an indispensable resource for all teachers in both primary and secondary schools.

Unsure of how to include creativity and project-based learning in grammar lessons? The 2nd edition of this best-selling book includes updated activities and new contributions that cover a wide range of teaching techniques--from introducing a specific grammar point to providing meaningful, contextualized practice. Chapters are broken down into the following sections: (1) Noun Phrases; (2) Comparatives and Superlatives; (3) Relative and Adverb Clauses; (4) Verb Tenses; (5) Reported Speech and Questions: Interrogative and Embedded; (6) Conditionals; (7) Modal Verbs; (8) Verb Complementation; (9) Active and Passive Voice/Ergative Verbs; (10) Using Corpora and Dictionaries; (11) Grammar for Writing; and (12) More Grammar Fun. [Chapters are authored by various contributors.]

This collection of lesson plans for teaching English as a Second Language includes the following: "You Scratched Me!" which has students examine verbs in three forms (base, past, and progressive) together with questions, accelerating the memorization and understanding of verb forms and tenses; "Getting Acquainted/Inferential Thinking," which provides an exercise in inference and has students apply the knowledge to how body language, words, and actions help people understand what is happening in a play even if they do not understand the language well; "Let's Create Job Biographies," which helps adult learners relate their knowledge of work in their home countries to a workplace in the United States; "Let's Talk about Work!" which helps adult learners explore career options through oral interaction with peers after a visit to a work place; "Student-Generated Sentences," which encourages students to use and internalize grammatical structures in English; "Community Language Learning," which encourages and promotes real conversations in English with beginning language learners; and "Where Is the Monkey?" which has students answer yes/no questions using the verb "be" with prepositions. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)

The correct use of English verb argument structure is crucial for foreign learners of the English language. Based on an experimental study recruiting 162 Chinese English learners at different proficiency levels, this book suggests that the acquisition of English transitivity alternation follows as a consequence of the cognitive processing of language input, which is induced by the nature of task requirements in different learning conditions and influenced by individual differences in language learning aptitude and proficiency level. Readers of this book will have a deeper understanding of all these variables involved and will learn that pedagogical issues should be considered in a more thorough, comprehensive manner to explore better solutions for English learning and teaching.

Essays on the teaching of translation and on specialized translation, all in French, include: "Perspectives d'optimisation de la formation du traducteur: quelques reflexions" ("Perspectives on Optimization of Training of Translation Teachers: Some Reflections") (Egan Valentine); "L'enseignement de la revision pedagogique" ("The Teaching of Pedagogic Editing") (Louise Brunette); "Internet: outil de recherche documentaire et terminologique dans la formation des langagiers" ("Internet: Documentary Research Tool in Language Training") (Aline Francoeur, Monique C. Cormier, Claude Lemontagne); "La traduction peripherique" ("Peripheral Translation") (Louis Jolicoeur); "L'Acte di'interpreter ou de traduire dans la vision bakhtinienne du texte" ("The Act of Interpreting or Translating in the Bakhtian Vision of the Text") (Aurelia Klimkiewicz); "L'opacite des terms" ("The Opacity of Terms") (Jacques Lethuillier); "Une characteristique du texte de specialite: le comportement discursif des syntagmes terminologiques" ("A Characteristic of Specialized Text: The Discursive Behavior of Terminological Syntagms") (Tanja Collet); "Combinaisons lexicales en langue de specialite: problemes et perspectives" ("Lexical Combinations in Specialized Language: Problems and Perspectives") (Isabelle Meynard); "Comparaison de deux methodes de description des verbes en vue d'applications en traduction automatique: les verbes de langue generale at les verbes specialises" ("Comparison of Two Methods of Description of Verbs in Relation to Machine Translation: General Verbs and Specialized Verbs" ) (Claudine Bodson); "Lexicometrie et lexicographie specialisee: le cas du 'Dictionnaire bilingue de la distribution'" (Lexicometry and Specialized Lexicography : the Case of the 'Bilingual Dictionary of Distribution'") (Christophe Rethore); "La constitution d'un repertoire de collocations verbales: une hierarchisation a trois niveaux" ("The Constitution of a Collection of Verbal Collocations: A Hierarchy of Three Levels") (Philippe Caignon); and "La synonymie en langue medicale" ("Synonymy in Medical Language") (Cecile Bruneau, Marina de Almeida). (MSE)

Essays on lexicon and vocabulary development, all in French, address these topics: bilingual lexicon in the context of translation; lexical and conceptual representation in bilinguals; pronouns in "existential" constructions in French and English; configurational functions within grammar; Gustaf Stern's diachronic semantic schema; the semantic categories of "event" and "action"; pragmatic connectors as indices of linguistic development of 5- to 11-year-olds; vocabulary needed by entering university students; disparate lexicalization in a minority context; semantic patterns in Montreal (Canada) anglophones and francophones; "francismes" in Canadian usage; English borrowing in Cajun French; computerized context analysis of English loan words in Canadian French; bilingual code-switching in an Armenian/French contact situation; Amerindianisms in Canadian French; phonemic preservation in the adaptation of loan words; English phonemes in Quebec (Canada) French; pronunciation of English loan words in Quebec French, particularly among anglophones; phonology and morphology in French loans to Kinyarwanda; phenomena related to new technical terms before they appear in the dictionary; criteria for selection of terms for a bilingual dictionary; inventory of food-related vocabulary; adaptation of French children's dictionaries for use in Quebec; and characteristics of sociopolitical vocabulary in Quebec. Each chapter contains references. (MSE)

This collection of eight papers and six "data squibs" (short research findings) are based on topics and languages under study by students and staff of the linguistics program of the University of North Dakota. The papers are: (1) "Dakota Sioux Objects" (Thomas M. Pinson); (2) "The Tapir: A Yanomami Text" (Irma Thiele); (3) "One Less Crazy Rule" (Stephen A. Martlett); (4) "Writing, Teacher Training, and Grammar" (Jim Meyer); (5) "The Paragraph: Toward a Richer Understanding" (Jim Meyer and Brendan Cooney); (6) "The Existential Use of Positional Verbs in Texmelucan Zapotec" (Charles Speck); (7) "Nontonal Floating Features as Grammatical Morphemes" (James S. Roberts); (8) "The Distribution and Properties of Babole Prenasalized Segments" (Myles Leitch). The research squibs are:"Vowel Features in Madija" (Patsy Adams Liclan and Stephen A. Martlett); "Vowel Length in Seri Possessed Nouns" (Stephen A. Martlett and Mary B. Moser); "Seri Vowels and the Obligatory Contour Principle" (Stephen A. Martlett and Mary B. Moser); "Switch Reference in Seri" (Stephen A. Martlett and Mary B. Moser); Nasalization in Huajuapan Mixtec" (Stephen A. Martlett); and "Texmelucan Zapotec Regular Verbs" (Charles Speck). (MDM)

Seven papers on topics of English-as-a-Second-Language (ESL) instruction, language research, and applied linguistics are presented: "ESL Students and Common L2 Conversation-Making Expressions" (Eli Hinkel); "Thematic Options in Reporting Previous Research" (Sarah Thomas, Thomas Hawes); "Connected Speech Modifications in the English of Japanese ESL Learners" (Janet Anderson-Hsieh, Timothy Riney, Kenneth Koehler); "Discourse Stress and Phrasal Verbs" (Wayne B. Dickerson); "The Stress of Compound Nouns: Linguistic Considerations and Pedagogical Considerations" (Laura D. Hahn); "Where Phonology Meets Orthography" (Thomas R. Hofmann); and "Attitude as a Description of Intonational Meaning" (John M. Levis). (MSE)

Articles on diverse areas of linguistics include the following: "Correlative Constructions in Chinese" (Steve Harlow, Connie Cullen); "Xhosa Isinkalakahliso Again" (John Kelly); "Conversational Phonetics: Some Aspects of News Receipts in Everyday Talk" (John Local); "Parametric Interpretation in Yorktalk" (Richard Ogden); "English in Contact with Other Languages: English Loans in German after 1945" (Charles V. J. Russ); "From Reanalysis to Convergence: Swahili-Amba" (Joan Russell); "Post-Vocalic /r/ in Singapore English" (Tan Chor Hiang, Anthea Fraser Gupta); "A Lexical Default Account of English Auxiliaries" (Anthony R. Warner); and "Discourse Anaphora in Chinese: A Rhetorical Predicate Account" (Guobin Wu). (MSE)

"Kansas Working Papers in Linguistics" is intended as a forum for the presentation of the latest original research by the faculty and students of the Department of Linguistics and other related departments of the University of Kansas. Papers in this volume include: "Some Issues in Japanese Accent" (Kenneth Miner); "Retraction in Cariocan Portuguese" (Isaias Reis); "The Brahmi Family of Scripts and Hangul: Alphabets or Syllabaries?" (Christoper Wilhelm); "The Case of Subjects in the Romance Causative" (Sara Rosen); "Locative Inversion in Cantonese" (Sui-Sang Mok); "Spatial Expressions in Sinhala: Appearance of Verb Forms" (Sunanda Tilakaratne); "Division of Labor between Grammar and Pragmatics Concerning Anaphora" (Sun-Hee Kim); "A Study of Quantifier Phrases in Thai" (Phawadee Deephuengton); "Nouns in Tutelo" (Giulia Oliverio); "Proto-Algic IV: Nouns" (Paul Proulx); "Syllable Boundary Demarcation in Hualapai and Havasupai" (Marcellino Berardo); "A Bibliography on Incorporation and Polysynthesis in Native American and Paleosiberian Languages" (Willem de Reuse); and "Language Maintenance and Language Renewal among Cherokee People in Oklahoma" (Barbara Brooks). (JL)

Papers in this volume on contrastive linguistics include the following: "Auxiliaries in English and Danish" (Niels Davidsen-Nielsen); "On Tongue Twisters" (Wlodzimierz Sobkowiak); "On Derivational and Phrasal Adverbials of Manner" (James L. Wyatt); "Scrambling and the Polish Word Order. An Alternative Hypothesis" (Przemyslaw Tajsner); "Verbs of Sensory Cognition: A Contrastive Analysis of a Lexical Field in the Lexicon of Polish and English" (Roman Kopytko); "Phonostylistics and Second Language Acquisition" (Katarzyna Dziubalska-Kolaczyk); "A Contrastive Analysis of Object Control in English and German" (Christian Mair); "The Lexical Fields 'Broad/Thick' Analysed and Compared With Their German Counterparts 'Breit/Weit/Dick'" (Bernhard Diensberg and Annette Dell); "On the Contrastive Phonology of the Stressed Vowels in English and Bulgarian" (Andrei Danchev); "Aspiration in English and Polish: An Overview" (Piotr Ruszkiewicz); "The Complements of Perception Verbs in English and Polish" (Roman Kopytko); "Some Reflections on Ideas and Results of Feminist Linguistics" (A. I. Dorodnykh and A. P. Martyniuk); "On the Analysis of Modal Meanings in Spoken German of Native Speakers and Polish Learners" (Leszek Skibniewski); and "On Case Marking in Polish" (Ewa Willim). (MSE)

This article presents a review of four chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). In her review of these chapters ["Curriculum Inquiry" (William H. Schubert. Chapter 19, pp. 399-419); "Reenvisioning the Progressive Tradition in Curriculum" (David T. Hansen, Rodino F. Anderson, Jeffrey Frank, Kiera Nieuwejaar. Chapter 22, pp. 440-459); "What the Schools Teach: A Social History of the American Curriculum Since 1950" (Barry M. Franklin, Carla C. Johnson. Chapter 23, pp. 460-477); and "Curriculum Theory Since 1950: Crisis, Reconceptualization, Internationalization" (William F. Pinar. Chapter 25, pp. 491-513)], Grumet states that she finds comfort in some of the conclusions of the essays in regard to the authors' resolve to draw curriculum theory out into the public forum. She asserts that scholarship should be more a "viewing" than a "doing," as the education of children is an opportunity to reconceive the world and extend it with more promise to the students. Thus, she questions what may be lost when "inquiring" displaces theory, which must include making sense of the "doing" in a public forum where its application and significance are debated.

The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders. In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, and Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman's developmental interactionist perspective. Studies of disordered language in Down's Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills in these populations to the developmental perspective. "Language Disorders From a Developmental Perspective" opens with a reprint of Robin Chapman's seminal 2001 article from The Journal of Child Psychiatry and Psychology. It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don't know about language disorders within the developmental framework, and pointing to future areas of research and intervention. Contents of this book include: (1) Children's Language Learning: An Interactionist Pespective (R.S. Chapman); (2) In the Mouths of Babes: Anatomic, Motor, and Sensory Foundations of Speech Development in Children (R.D. Kent, H.K. Vorperian); (3) Typical Talkers, Late Talkers, and Children With Specific Language Impairment: A Language Endowment Spectrum? (S.E. Weismer); (4) Utterance Length and Lexical Diversity in American- and British-English Speaking Children: What Is the Evidence for a Clinical Marker of SLI? (T. Klee, W.J. Gavin, S.F. Stokes); (5) Gesture Development From an Interactionist Perspective (E. Crais, R. Paul, K.); (6) Dissociations in the Development of Early Communication in Austism Spectrum Disorders (Chawarska, A. Klin, F. Volkmar); (7) Language Learning and Use as Embedded Social Activities: Evidence From Autism and Fragile X Syndrome (L. Abbeduto, A. McDuffie); (8) Fragile X Syndrome: Memory Skills and the Emergence of Reading in Males (M.C. Johnson-Glenberg); (9) The Case for Bilingualism in Children With Down Syndrome (E. Kay-Raining Bird); (10) The Development of Communicative Competence in Vulnerable Populations (H.L. Johnson); (11) Can Verbs Be Hubs? (C. Dollaghan); (12) Documenting Progress in Language Production: The Evolution of a Computerized Language Analysis System (J. Miller); (13) Narrative Abilities in Children With Language Impairments (D.M. Bordreau); (14) Developmental Considerations in Addressing the AAC Needs of Children With Severe Disabilities (S.N. Calculator); (15) What Else About Comprehension? Examining Young Children's Discourse Comprehension Abilities (L.M. Milosky, E. Skarakis-Doyle); (16) The Developmental, Interactionist Perspective: An Afterword (R.S. Chapman).

In sign languages of the Deaf, now recognized as fully legitimate human languages, some signs can meaningfully point toward things or can be meaningfully placed in the space ahead of the signer. Such spatial uses of sign are an obligatory part of fluent grammatical signing. There is no parallel for this in vocally produced languages. This book focuses on American Sign Language to examine the grammatical and conceptual purposes served by these signs. It guides the reader through the various types of directional signs, the types of spatial representations signs are directed toward, how such spatial conceptions can be represented in mental space theory, and the conceptual purposes served by these signs. The book explains how the pointing behavior of signs accomplished functions that must be accomplished by any language, spoken or signed. It demonstrates an integration of grammar and gesture in the service of constructing meaning. These results also suggest that the concept of "language" has been much too narrow and that a more comprehensive look at vocally produced languages will reveal the same integration of gestural, gradient, and symbolic elements. Three appendixes contain notational conventions (identifying signs), notational conventions (direction and placement), and main types of spaces discussed. (Contains approximately 180 references.) (SM)

This handbook is designed to give the kind of information about Arabic that will be useful to students of the language, specialists in the region where Arabic is spoken, or linguists interested in learning about the structure and use of one of the world's principal language. Three sections present the following: (1) "An Outline of Arabic Structure" (e.g., phonology, consonants, vowels, gender, number, noun derivation, verb inflection, mode, bilateral forms, pronouns, syntax, and parts of speech); (2) "The History of Classical Arabic" (e.g., the Semitic family of languages, the Arabic writing system, Arabic literature, Umayyad literature, the Islamic sciences, and Modern Arabic literature); and (3) "The Linguistic Practice of the Arabs" (e.g., speech and writing in Classical Arabic, the origins of Classical Arabic, Classical Arabic in the Islamic empire, the modern use of Classical Arabic, lexical development, European influences on style and syntax, formal efforts at language reform, general trends of development in Colloquial Arabic, eastern and western Colloquial Arabic, and communal dialects.) (SM)

This book describes the phonological and grammatical structure of the whole-Dravidian language family from different aspects, examining its history and writing system, structure and typology, lexicon, and recent contacts between Dravidian and other language groups. The 11 chapters highlight the following: (1) "Introduction" (e.g., the Dravidian languages as a family and affinity between Dravidian and languages outside India); (2) "Phonology: Descriptive" (e.g., vowels, consonants, and suprasegmental features); (3) "The Writing Systems of the Major Literary Languages" (e.g., Telugu-Kannada script and Tamil and Malayalam scripts); (4) "Phonology: Historical and Comparative" (e.g., phonotactics and Proto-Dravidian morphophonemics); (5) "Word Formation: Roots, Stems, Formatives, Derivational Suffixes and Nominal Compounds" (e.g., phonological changes in Proto-Dravidian roots); (6) "Nominals: Nouns, Pronouns, Numerals and Time and Place Verbs" (e.g., gender and number and pronominalized nouns); (7) "The Verb" (e.g., the verbal base and series verbs); (8) "Adjectives, Adverbs and Clitic"; (9) "Syntax" (e.g., simple, compound, complex, and minor sentences); (10) "Lexicon" (e.g., loanwords from Perso-Arabic sources and from western languages); and (11) "Conclusion: A Summary and Overview" (e.g., earlier attempts at subgrouping the Dravidian languages and the subgrouping adopted in this book). (Contains 1 map, 15 figures, 66 tables, and approximately 450 bibliographic references.) (SM)

This collection of papers considers processes involved in language change and issues of how they can be modeled and studied. After "Introduction" (Raymond Hickey), there are 15 papers in 6 parts. Part 1, "The Phenomenon of Language Change," includes: (1) "On Change in 'E-language'" (Peter Matthews); and (2) "Formal and Functional Motivation for Language Change" (Frederick J. Newmeyer). Part 2, "Linguistic Models and Language Change," includes: (3) "Metaphors, Models and Language Change" (Jean Aitchison); (4) "Log(ist)ic and Simplistic S-Curves" (David Denison); (5) "Regular Suppletion" (Richard Hogg); and (6) "On Not Explaining Language Change: Optimality Theory and the Great Vowel Shift" (April McMahon). Part 3, "Grammaticalisation," includes: (7) Grammaticalisation: Cause or Effect?" (David Lightfoot); and (8) "From Subjectification to Intersubjectification" (Elizabeth Closs Traugott). Part 4, "The Social Context for Language Change," includes (9) "On the Role of the Speaker in Language Change" (James Milroy). Part 5, "Contact-Based Explanations," includes: (10) "The Quest for the Most 'Parsimonious' Explanations: Endogeny vs. Contact Revisited" (Markku Filppula); (11) "Diagnosing Prehistoric Language Contact" (Malcolm Ross); (12) "The Ingenerate Motivation of Sound Change" (Gregory K. Iverson and Joseph C. Salmons); and (13) "How Do Dialects Get the Features They Have? On the Process of New Dialect Formation" (Raymond Hickey). Part 6, "The Typological Perspective," includes: (14) "Reconstruction, Typology and Reality" (Bernard Comrie); and (15) "Reanalysis and Typological Change" (Raymond Hickey). (Papers contain references.) (SM)

The National Writing Project's (NWP) "30 Ideas for Teaching Writing" discusses making grammar lessons dynamic, using casual student conversation as a source for writing, home language as an assisting tool to attain standard English and other topics by presenting strategies contributed by experienced writing project teachers. NWP does not promote a single approach to teaching writing, allowing readers to benefit from a variety of eclectic, classroom-tested techniques. These ideas originated as full-length articles in NWP publications; a reference to the full article accompanies each highlight. Topics and associated authors include: (1) Use the shared events of students' lives to inspire writing (Debbie Rotkow); (2) Establish an email dialogue between students from different schools who are reading the same book (Karen Murar and Elaine Ware); (3) Use writing to improve relations among students (Diane Waff); (4) Help student writers draw rich chunks of writing from endless sprawl (Jan Matsuoka); (5) Work with words relevant to students' lives to help them build vocabulary (Eileen Simmons); (6) Help students analyze text by asking them to imagine dialogue between authors (John Levine); (7) Spotlight language and use group brainstorming to help students create poetry (Michelle Fleer); (8) Ask students to reflect on and write about their writing (Douglas James Joyce); (9) Ease into writing workshops by presenting yourself as a model (Glorianne Bradshaw); (10) Get students to focus on their writing by holding off on grading (Stephanie Wilder); (11) Use casual talk about students' lives to generate writing (Erin (Pirnot) Ciccone); (12) Give students a chance to write to an audience for real purpose (Patricia A. Slagle); (13) Practice and play with revision techniques (Mark Farrington); (14) Pair students with adult reading/writing buddies (Bernadette Lambert); (15) Teach "tension" to move students beyond fluency (Suzanne Linebarger); (16) Encourage descriptive writing by focusing on the sounds of words (Ray Skjelbred); (17) Require written response to peers' writing (Kathleen O'Shaughnessy); (18) Make writing reflection tangible (Anna Collins Trest); (19) Make grammar instruction dynamic (Philip Ireland); (20) Ask students to experiment with sentence length (Kim Stafford); (21) Help students ask questions about their writing (Joni Chancer); (22) Challenge students to find active verbs (Nancy Lilly); (23) Require students to make a persuasive written argument in support of a final grade (Sarah Lorenz); (24) Ground writing in social issues important to students (Jean Hicks and Tim Johnson); (25) Encourage the "framing device" as an aid to cohesion in writing (Romana Hillebrand); (26) Use real world examples to reinforce writing conventions (Suzanne Cherry); (27) Think like a football coach (Dan Holt); (28) Allow classroom writing to take a page from yearbook writing (Jon Appleby); (29) Use home language on the road to Standard English (Eileen Kennedy); and (30) Introduce multi-genre writing in the context of community service (Jim Wilcox). [This text was reprinted in 2004.]

Papers from the conference in this volume include the following: "Towards Corpus Annotation Standards--The MATE Workbench" (Laila Dybkjaer and Niels Ole Bernsen); "Danish Text-to-Speech Synthesis Based on Stored Acoustic Segments" (Charles Hoequist); "Toward a Method for the Automated Design of Semantic Representations" (Gregers Koch); "OLAM--et semiautomatisk morfologisk og lydstrukturelt kodningssystem for dansk" ("OLAM--A Semi-Automatic Morphological and Sound Structural Coding System for Danish") (Thomas O. Madsen, Hans Basboll, and Claus Lambertsen); "Semantic Encoding of Danish Verbs in SIMPLE--Adapting a Verb-Framed Model to a Satellite-Framed Language" (Bolette Sandford Pedersen and Sanno Nimb); and "En analyse af realisationer af fonemet [A:] i udvalgte regioner og aldersgrupper i Speechdat2" ("An Analysis of Realizations of the Phoneme [A:] in Selected Regions and Age Groups in Speechdat2") (Jacob Teckmeier and Kim Hornbech). (VWL)

This updated and expanded version of a 1991 book provides an account of the development of Spanish over the last 2,000 years. The six chapters include: (1) "Introduction" (e.g., Indo-European, Latin, and Romance); (2) "Phonology" (phonological change, transmission, suprasegmental features, development of the vowel system, development of the consonant system, development from Latin to Old Spanish, phonological change since the Middle Ages, and chronology of phonological change); (3) "Morpho-syntax" (general concepts, the noun, the adjective, the adverb, the pronoun, the numeral, the verb, other word classes, and conditional sentences); (4) "Lexis" (e.g., vocabulary inherited from Latin, Latinisms, Hellenisms, Arabisms, Lusisms, and Italianisms); (5) "Semantics" (causes of semantic change, types of semantic change, and consequences of semantic change); and (6) "Past, Present, and Future" (the nature of language history, World Spanish, convergence and divergence, and English and Spanish). The book also includes a glossary of terms, topics for discussion and further reading, a word index, and a subject index. (Contains approximately 178 references.) (SM)

This book presents a guide to syntax in the Hungarian language. It is intended for students and researchers working on syntax and those interested in Finno-Ugric languages. It describes the key grammatical features of the language, focusing on the phenomena that have proven to be theoretically the most relevant and that have attracted the most attention. The analysis of Hungarian in the generative framework since the late 1970s has helped to bring phenomena that are non-overt in the English language into the focus of syntactic research. The results of this analysis have been built into the hypotheses that currently make up universal grammar. This book explores issues currently at the center of theoretical debates, including the syntax and semantics of focus, the analysis of quantifier scope, and negative concord. The 10 chapters include the following: (1) "Introduction"; (2) "The Topic-Predicate Articulation of the Sentence"; (3) "The Minimal Predicate"; (4) "Focusing"; (5) "Quantification"; (6) "Negation"; (7) "The Noun Phrase"; (8) "The Postpositional Phrase"; (9) "Non-Finite and Semi-Finite Verb Phrases"; and (10) "The Subordinate Clause." (Contains 214 references.) (SM)

Romani is a language of Indo-Aryan origin that is spoken in Europe by people known as gypsies (who usually refer to themselves as Rom). There are upwards of 3.5 million speakers of Romani. This book discusses the historical and linguistic origins of the Romani-speaking population. It examines in-depth the changes in the sound system, grammatical structure, and lexicon that led to the formation of Proto-Romani and Early Romani. The book surveys current issues in the study of Romani by examining the phonology, morphology, syntactic typology, and patterns of grammatical borrowing in the language, drawing on a comparative survey of the principal dialects. It offers a new model of dialect classification, describes the sociolinguistic situation of Romani, examines its contribution to other languages and slangs, and discusses recent and current codification attempts as well as changes in function and status. The 11 chapters are the following: (1) "Introduction"; (2) "Romani Dialects: A Brief Overview"; (3) "Historical and Linguistic Origins"; (4) "Descriptive Phonology"; (5) "Nominal Forms and Categories"; (6) "Verb Morphology"; (7) "Syntactic Typology"; (8) "Grammatical Borrowing"; (9) "Dialect Classification"; (10) "Romani Sociolinguistics"; and (11) "Language Planning and Codification." (Contains 9 figures, 10 tables, and approximately 450 references.) (SM)

This book discusses basic craft elements of writing, illustrates from adult and children's literature what constitutes an engaging passage of description, and then illustrates how that craft can be taught in a workshop environment. In addition, this book includes involvement experiences that help teachers experience these craft elements. After an introduction, the chapters in the book, each of which describes a workshop, are: (1) Getting Started: Anyone Can Write; (2) Keeping a Writer's Notebook: Playing with Prose and Poetry; (3) Freewriting: Silencing Our Internal Editors; (4) Show, Don't Tell: Painting Pictures with Words; (5) The Power of Verbs: Transforming Lifeless Prose; (6) Crafting Engaging Leads: Great Beginnings for Good Writing; (7) Writing Dialogue: Putting Readers into the Story; (8) Read Like a Writer: Learning to Write from the Authors You Love; (9) Developing Voice: Every Writer's Uniqueness; and (10) Writing Expository Text: It's Easier Than You Think. Contains a "final word" on whether or not writing can be taught. (PM)

This book presents a grammatical documentation of Kham, a previously undescribed language from west-central Nepal which belongs to the Tibeto-Burman language family. Its verb morphology has implications for understanding the history of the entire Tibeto-Burman family. The book, based on extensive fieldwork, deals with all major aspects of the language, providing examples and including three short native texts and a vocabulary of more than 400 words. The 19 chapters include the following: (1) "The People and Their Language"; (2) "Segmental Phonology"; (3) "Tonology"; (4) "Nouns and Noun Morphology"; (5) "Verbs and Verb Morphology"; (6) "Modifiers and Adjectivals"; (7) "Locatives, Dimensionals and Temporal Adverbs"; (8) "Adverbs and Adverbials"; (9) "Minor Word Classes"; (10) "Noun Phrases, Nominalizations, and Reflective Clauses"; (11) "Simple Clauses, Transivity, and Voice"; (12) "Tense, Aspect, and Modality"; (13) "The Modality of Certainty, Obligation, and Unexpected Information"; (14) "Non-Declarative Speech Acts"; (15) "Interclausal Relations and Sentence Structure"; (16) "Nominalized Verb Forms in Discourse"; (17) "The Kham Verb in Historical Perspective"; (18) "Texts"; and (19) "Vocabulary." (Contains 16 figures, 127 tables, and approximately 190 references.) (SM)

Provides a general overview of two books--"The Second Time Around: Minimalism and Second Language Acquisition" and "Second Language Syntax: A Generative Introduction--and shows how the respond to key issues in second language acquisition, including the process of second language acquisition, access to universal grammar, the role of the first language, and ultimate attainment. (Author/VWL)

This volume focuses on the psycholinguistic aspects of language transfer when three languages are in contact, and provides an overview of the state of the art in cross-linguistic influence in third language acquisition. This edited volume contains, in addition to an introduction, ten chapters. Chapter titles include the following: "The Effect of Linguistic Distance, L2 Status, and Age on Cross Linguistic Influence in Third Language Acquisition" (Jasone Cenoz); "Roles of L1 and L2 and L3 Production and Acquisition" (Bjorn Hammarberg); "Interlanguage Transfer and Competing Linguistic Systems in the Multilingual Mind" (Gessica De Angelis, Larry Selinker); "Lexical Transfer in L3 Production" (Hakan Ringbom); "Activation or Inhibition? The Interaction of L1, L2, and L3 on the Language Mode Continuum" (Jean-Marc Dewaele); "Lexical Retrieval in a Third Language: Evidence From Errors and Tip-of-the-Tongue States" (Peter Ecke); "Plurilingual Lexical Organization: Evidence From Lexical Processing in L1-L2-L3-L4 Translation" (Anna Herwig); "Learners of German as an L3 and Their Production of German Prepositional Verbs" (Martha Gibson, Britta Hufeisen, Garry Libben); "Too Close For Comfort? Sociolinguistic Transfer From Japanese Into Korean as an L3" (Robert J. Fouser); "New uses for Old Language: Cross Linguistic and Cross-Gestural Influence in the Narratives of Non-Native Speakers" (Eric Kellerman). Subject and author indices are included. (KFT)

This book addresses the growing need to familiarize classroom teachers with the structure and use of language. Written with future teachers in mind, it addresses the core areas they will find most relevant, introducing them to various types of linguistic analysis while covering the basics of phonetics, phonology, morphology, and syntax. Seven sections include the following: "What Is Linguistics?" (e.g., what linguists do and the relevance of linguistics); "Phonetics: The Sounds of English" (e.g., the relevance of phonetics to classroom teachers and phonemic inventories); "Phonology: The Sound System of English" (e.g., phonemes and allophones, the systematicity of phonology, and modeling phonological analysis with four rules of English); "Morphology: English Word Structures and Formation" (e.g., word classes, major classes, minor classes, and classification of morphemes); "Morphophonology: Where Morphology Meets Phonology" (e.g., morphophonological analysis and some rules of English morphophonology); "Syntax: English Phrase and Sentence Structure" (e.g., sentence types, the purpose of syntax, and constituents); and "Language Variation: English Dialects" (e.g., the language versus dialect distinction and levels of language variation). (Contains 10 references.) (SM)

This collection of papers presents research on language processing among second language learners and bilinguals. The nine papers include the following: (1) "The Bilingual's Language Modes" (Francois Grosjean); (2) "The Voicing Contrast in English and Spanish: The Relationship between Perception and Production" (Mary L. Zampini and Kerry P. Green); (3) "The Development of Conceptual Representation for Words in a Second Language" (Judith F. Kroll and Natasha Tokowicz); (4) "The Nature of the Bilingual Lexicon: Experiments with the Masked Priming Paradigm" (Kenneth I. Forster and Nan Jiang); (5) "Explaining Aspects of Code-Switching and Their Implications" (Carol Myers-Scotton and Janice L. Jake); (6) "Production of Verb Agreement in Monolingual, Bilingual and Second-Language Speakers" (Janet L. Nicol, Matthew Teller, and Delia Greth); (7) "A Theory of Syntactic Interference in the Bilingual" (Montserrat Sanz and Thomas G. Bever); (8) "Sentence Parsing in Fluent Spanish-English Bilinguals" (Paola E. Dussais); and (9) "Print as a Primary Source of English for Deaf Learners" (Samuel J. Supalla, Tina R. Wix, and Cecile McKee). (Contains approximately 360 references.) (SM)

Using a developmental, hands-on approach, this text/workbook helps students master the basic English skills that are essential to write effective business correspondence, to recognize language errors, and to develop decision-making and problem-solving skills. Its step-by-step focus and industry-specific format encourages students to review, reinforce, and apply their knowledge in situations that relate directly to the workplace. New to this edition are a section on report writing power, an expanded and updated section on writing practicum, models of well-written documents, additional case study assignments, and a systematic format for each chapter. Chapters in the book include: (1) Banking on Good Sentence Structure (Career Field: Banking); (2) Insuring Subject-Verb Agreement (Career Field: Insurance); (3) Investing in Subject-Verb Agreement (Career Field: Finance/Investments); (4) Telecommunicating with Verbs (Career Field: Telecommunications); (5) Lots of Commas in Real Estate (Career Field: Real Estate); (6) Maintaining Healthy Complex Sentences (Career Field: Health Care); (7) Retailing Commas in Words, Phrases, and Clauses (Career Field: Retail Sales); (8) Check-In with the Semicolon (Career Field: Hospitality); (9) Marketing Possessives (Career Field: Marketing); (10) Traveling with Colons and Pronouns (Career Field: Travel and Leisure); (11) Governing Quotations (Career Field: Government); and (12) Help-Wanted: Applying Correct Hyphens and Numbers Correctly (Career Field: Human Resources). Appendixes contain answer keys by chapter; model documents; advice on addressing government officials; postal abbreviations; proofreaders' marks; and a personal dictionary. (RS)

The general objective of this study is the investigation of some of the cognitive processes underlying adult second language acquisition through the analysis of the development of morphological markers of temporality in the acquisition of Spanish as a second language (L2) among native English speakers. It is argued that analysis of data on the development of verbal morphology provides empirical information for addressing two central questions in L2 acquisition: ultimate attainment in L2 development and the relative effect of instructed settings. The book is divided into seven chapters, including the following: "Aspect"; "The Development of Aspect in L1"; "The Development of Aspect in L2"; "Research Methodology in the Analysis of Past Tense Morphology"; "Analysis of Data Sets"; and "Developmental Stages in the Acquisition of Spanish Past Tense Morphology." Eight appendices and subject and name indexes are included. (Contains 233 references.)

Essays on the history of African American Vernacular English (AAVE) include: an introduction to the evolution of AAVE within the African American diaspora (Shana Poplack); "Rephrasing the Copula: Contraction and Zero in Early African American English" (James A. Walker); "Reconstructing the Source of Early African American English Plural Marking: A Comparative Study of English and Creole"(Shana Poplack, Sali Tagliamonte, Ejike Eze); "Negation and the Creole-Origins Hypothesis: Evidence from Early African American English" (Darin M. Howe, James A. Walker); "Old 'Was,' New Ecology: Viewing English through the Sociolinguistic Filter" (Sali Tagliamonte, Jennifer Smith); "The Question Question: Auxiliary Inversion in Early African American English" (Gerard Van Herk); "It's All Relative: Relativization Strategies in Early African American English" (Gunnel Tottie, Dawn Harvie); and "Some Sociohistorical Inferences about the Development of African American English" (Salikoko S. Mufwene). (MSE)

Wagiman is an Australian Aboriginal language spoken in the northern part of the Northern Territory by about ten people. It possesses an unusual open class of words, which are called coverbs. Most frequently coverbs are paired with an inflecting verb from a closed class to form a complex predicate. This book provides a descriptive and analytical account of the behavior of coverbs in Wagiman, especially their role in complex predicate formation. The book aims to discover what principles are at work in directing and constraining this process, and how the meaning of the whole is derived from the meanings of the parts. After discussing a wide range of data from the language, a formal lexical functional grammar is outlined. It is argued that to account for the intricacy of Wagiman complex predicates, it is necessary for the grammar to make explicit reference to representations of lexical meaning, and that complex predicate formation can be seen as the fusion of these semantic representations. Chapter titles include the following: "Some Essential Features of Wagiman Morpho-Syntax"; "Coverbs as a Word Class"; "Coverb Constructions"; "The Semantics and Arguments of Complex Predicates"; "A Formal Approach to Complex Predicates." Two appendices are included: "Abbreviations and Conventions" and "Orthography and Phonology." (KFT)

Selected papers include: "From Core to Periphery: A Study on the Directionality of Syntactic Change in Japanese" (Kaoru Horie); "On the Extension of Body-Part Nouns to Object-Part Nouns and Spatial Adpositions" (Yo Matsumoto); "Noun Classes: Language Change and Learning" (Maria Polinsky, Dan Jackson); "Multifunctionality: The Developmental Path of the Quotative 'tte' in Japanese" (Ryoko Suzuki); "Suppletion in the Paradigms of Copula Verbs" (Ljuba Veselinova); "Learning the English Passive Construction" (Patricia J. Brooks, Michael Tomasello); "Verb Roots and Caregiver Speech in Early Tzotzil (Mayan) Acquisition" (Lourdes de Leon); "Cue Coordination: An Alternative to Word Meaning Biases" (Virginia C. Mueller Gathercole, Ennli Mon Thomas, Soohee Kim); "A Cross-Linguistic Study of Early Acquisition of Nouns and Verbs in English and Japanese" (Chikako Sakurai); "Fake Guns and Stone Lions: Conceptual Blending and Privative Adjectives" (Seana Coulson, Gilles Fauconnier); "The System of Metaphors for Mind and the Conceptual System of Analytic Philosophy: A Study of the Metaphorical Constraints on Philosophical Discourse" (George Lakoff); "Lexical Meaning and Discourse Patterning: The Three Mandarin Cases of 'build'" (Meichun Liu); "Fuzzy at First Sight: The Case of Two Dutch Prepositions" (Dominiek Sandra, Hubert Cuyckens); "The Semantics of 'Place,''Time,' and 'Way' and Their Strange Syntactic Behavior: Construction Grammar Analysis" (Christopher Johnson); "On a tue le president! The Nature of Passives and Ultra-Indefinites" (Jean-Pierre Koenig); "The Syntactic Organization of Repair in Bikol" (Steven Fincke); and "Tone-Choice Repair in Conversational Mandarin Chinese" (Liang Tao, Barbara A. Fox, Jule Gomez de Garcia). (MSE)

This textbook provides support for learners of British Sign Language (BSL) and others interested in the structure and use of BSL, and assumes no previous knowledge of linguistics or sign language; technical terms and linguistic jargon are kept to a minimum. The text contains many examples from English, BSL, and other spoken and signed languages, and has over 300 illustrations. Chapters address these topics: an overview of linguistics and sign linguistics; BSL in its social context; constructing sign sentences; questions and negation; mouth patterns and other non-manual features in BSL; morphology and morphemes in BSL; aspect, manner, and mood; space types and verb types in BSL; the structure of gestures and signs; visual motivation and metaphor; the established and productive lexicons; borrowing and name signs; socially unacceptable signs; and extended use of language in BSL. The book contains an index of signs and sign phrases. There are also exercises and a reading list for further independent study. (MSE)

Papers from the conference include: "English and Human Morphology: 'Naturalness' in Counting and Measuring" (Sullivan); "Phonetic and Phonemic Change Revisited" (Lockwood); "Virtual Reality" (Langacker); "Path Directions in ASL Agreement Verbs are Predictable on Semantic Grounds" (Taub); "Temporal Binding and the Structure of Relations" (Harrison); "Reanalyzing the Japanese Coda Nasal in Optimality Theory" (Aoyama); "Acoustic versus Physiological Lenition: The Revised Motor Theory in Action" (Griffen); "Syllable Reduction and Ghost Syllables in Tiriyo" (Meira); "Three-Case Prepositions in Polish: The Semantics of 'Po'" (Bacz); "The Functions of 'Subject' in Locative Inversion Constructions in English" (Duffley); "External Possession in Hebrew" (Katz); "On the Bound Variable Interpretation of Pronouns and Anaphors" (Lee); "Topic Prominence and Grammatical Relations in Korean" (Muller-Gotama); "The Emergence of So-Called 'Functional Categories' in English: A Case Study of Auxiliaries, Modals and Quasi-Modals" (Peters); "Functional Sentence Perspective, Focus of Information and Semantic Relations" (Cummings); "Predictable vs. Unpredictable Polysemy" (Ibarretxe-Antunano); "Monosemic 'Take'" (Ruhl); "'Almost,' and Contrafactual Implicatures" (Ziegeler); "'Si Quieres' as a Grammaticalized Politeness Marker in Peninsular Spanish" (Chodorowska-Pilch); "Reduplication in Colloquial Western Armenian" (Der-Houssikian); "The Forms and Functions of the Passive in Korean" (Hwang); "Is Japanese 'Ga' a 'Subject Marker'?: Evidence from Conversation" (Ono, Thompson, Suzuki);"Syntactic Encoding of Informational Distinctions in Nugunu" (Patman); "Forensic Aspects of Discourse Analysis" (Prideaux); "History of an Idea: 4-Brainmind Evolution of Language Model" (Alford); "The Neural Substrate of Perceptual and Recalled Images as Cognitive Topics" (Babitch); "Local and Distributed Representation in Network Models of Linguistic and Conceptual Structure" (Lamb); "Central Aphasia and the Myth of G: Toward a Grammar-Free Linguistics" (Straight); "The Magical Lexicon of Fighters and Lovers: Toward a Critical Cognitive Grammar" (Hawkins); "Path Settings, Subjective Motion, and the Finnish Partitive Subject" (Huumo); "On the Agent/Experiencer Continuum: A Cognitive Approach to the 'GA/NI' Alternation in Japanese" (Kabata); "The Idiomatization and Grammaticalization of Complex Prepositions" (Akimoto); "'A Wee Dream of the Creature': Examining the Semantic Link Between 'Animal' and 'Alcohol'" (Volpe, McBroom); "The Grammar of the 1635 'Scottish Metrical Psalter'" (Collins); "'Achilles' Grudge' and 'Groveling Before the Lord': Some Impediments to an Accurate Translation" (Levin); "'For Here Can Non Soche Be Hadde in This Conttre': Auxiliaries on the Eve of Modern English" (Mills); "Small Clauses and Indirect Discourse in Latin Prose" (Rytting); "Assumptions, Hypotheses, and Theories in 'Applied' vs. 'Theoretical' Linguistics" (Coleman); "The Influence of French on Quebec English: Motivation for Lexical Borrowing and Integration of Loanwords" (Grant-Russell); and "Applying Linguistics: An Analysis of Grammatical Explanations Given by TESL Undergraduates" (Morris). (MSE)

This description of Appalachian speech, derived from one part of the final report of a research project on Appalachian Dialects, is intended as a reference work for educators, particularly reading specialists, English teachers, language arts specialists, and speech pathologists. Chapters deal with the following main topics: (1) a sociolinguistic framework for the study of Appalachian English; (2) phonological aspects of Appalachian speech; (3) grammatical features of Appalachian speech; and (4) educational implications of dialect diversity, with particular reference to language attitudes, testing, language arts, and reading. Appendices contain interview questionnaires, a sample informant interview, and a complete list of informants. (AM)

The present study analyzes the "ing" forms that follow deictic verbs of movement, including "go,""come,""take,""bring," and "carry." Many examples are given to support the theory that the "ing" forms are not verbs or nouns, but rahter adverbials and that these adverbials are members of a class that refers to activities characterized by certain general semantic properties: (1) the activity is recreational; (2) it is physical; (3) it is relatively unstructured as far as game-like rules are concerned; (4) it involves continued motion from one undetermined location to another; and, for one subset of forms, (5) the activity involves seeking out and attempting to take or acquire some physical object(s). (PP)

The ninth volume in this series contains seven articles dealing with various aspects of English - Serbo-Croatian contrastive analysis. They are: "A Note on Modifiers of Comparatives in English and Serbo-Croatian," by Wayles Browne; "Superlative Structures in English and Their Correspondents in Serbo-Croatian," by Vladimir Ivir; "Semantic Aspects of Adjective Comparison in English and Serbo-Croatian," by Vladimir Ivir; "Passive Sentences in English and Serbo-Croatian," by Ljiljana Mihailovic; "The Definite Determiner in English and Serbo-Croatian," by Olga Miseska Tomic; "English and Serbo-Croatian WH-Words, Their Derivatives and Correlates," by Olga Miseska Tomic; and "An Annotated Bibliography of Research in Scientific and Technical Language," by L. Selinker, L. Trimble, and T. Huckin. (AM)

This contrastive analysis of English and Thai is designed to introduce ESL teachers to many of the differences between Thai and English. The material is intended to assist the teacher in defining the problems that Thai speakers are likely to have in learning English. The introduction includes background information on Thailand and its people. Part one deals with phonology, including segmental and suprasegmental features. Part two deals with morphology, part three with sentence structure, part four with verb phrases, and part five with non phrases. Part six discusses vocabulary problems Thai speakers encounter in learning English. (AM)

This contrastive analysis of English and Mandarin Chinese is designed to introduce ESL teachers to many of the fundamental differences between Chinese and English. This material is intended to assist the teacher in defining the problems that Chinese speakers are likely to have in learning English. The introduction includes information on the various dialects and subdialects of Chinese. Part one deals with phonology, including segmental and suprasegmental features. Part two deals with morphology, part three with sentence patterns, part four with verb phrases, and part five with noun phrases. Part six discusses vocabulary problems Chinese speakers encounter in learning English. (AM)

This is a contrastive analysis of English and Modern Literary Arabic. Part one deals with phonology, including suprasegmentals and orthography. Part two deals with morphology, part three with sentence structure, part four with verb phrases, and part five with noun phrases. These sections emphasize structures that present problems to the Arabic-speaking student learning English. Part six is concerned with the meaning and usage of individual English words that are difficult for Arab students. A subject index and a word index conclude the volume. (AM)

This collection of 31 papers is the second resulting from the Polish-English Contrastive Project. The overall purposes of the project are to prepare a Polish-English contrastive grammar and to develop pedagogical material. The basic model used for the research is the transformational generative one. This volume is divided into three sections: (1) General - three articles dealing either with general aspects of contrastive analysis or with semantics, (2) Phonology - eleven articles dealing with all aspects of English and/or Polish phonology, and (3) Grammar - seventeen articles dealing mostly with morphology and syntax of English and/or Polish. (TL)