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| content form and use of language: Language Intervention for School-Age Students Geraldine P. Wallach, 2007-09-25 Language Intervention for School-Age Students is your working manual for helping children with language learning disabilities (LLD) gain the tools they need to succeed in school. Going beyond the common approach to language disorders in school-age populations, this innovative resource supplements a theoretical understanding of language intervention with a wealth of practical application strategies you can use to improve learning outcomes for children and adolescents with LLD. Well-referenced discussions with real-life examples promote evidence-based practice. Case histories and treatment strategies help you better understand student challenges and develop reliable methods to help them achieve their learning goals. Unique application-based focus combines the conceptual and practical frameworks to better help students achieve academic success. Questions in each chapter encourage critical analysis of intervention methods for a deeper understanding of the beliefs behind them. In-depth coverage of controversial topics challenges your understanding and debunks common myths. Realistic examples and case studies help you bridge theory to practice and apply intervention principles. Margin notes highlight important facts, questions, and vocabulary for quick reference. Key Questions in each chapter put concepts into an appropriate context and help you focus on essential content. Summary Statement and Introductory Thoughts sections provide succinct overviews of chapter content for quick familiarization with complex topics. |
| content form and use of language: Form and uses of language The Open University, Using the theme of memorial and commemoration, this 4hour free course explored how language can be used in different ways for different purposes. |
| content form and use of language: Language Form and Language Function Frederick J. Newmeyer, 2000 The two basic approaches to linguistics are the formalist and the functionalist approaches. In this engaging monograph, Frederick J. Newmeyer, a formalist, argues that both approaches are valid. However, because formal and functional linguists have avoided direct confrontation, they remain unaware of the compatability of their results. One of the author's goals is to make each side accessible to the other. While remaining an ardent formalist, Newmeyer stresses the limitations of a narrow formalist outlook that refuses to consider that anything of interest might have been discovered in the course of functionalist-oriented research. He argues that the basic principles of generative grammar, in interaction with principles in other linguistic domains, provide compelling accounts of phenomena that functionalists have used to try to refute the generative approach. |
| content form and use of language: Form-Function Mapping in Content-Based Language Teaching Magdalena Walenta, 2019-01-22 This book presents a form-function mapping (FFM) model for balancing language and content gains within content-based language teaching (CBLT). It includes a theoretical part, which outlines the FFM model and, drawing on the analysis of eclectic teaching methods and interlanguage restructuring, proposes pedagogical tools for its implementation. These tools, which encourage mapping of language forms onto content knowledge, are hypothesized to facilitate interlanguage restructuring, thus helping CBLT learners in their struggle with L2 morpho-syntax. The empirical section presents the results of a quantitative–qualitative study conducted among adult L1 Polish learners of English in a CBLT context. It then goes on to translate the findings, which reveal that the FFM model has a positive and significant influence on interlanguage restructuring as well as a favorable reception among CBLT learners, into a set of pedagogical guidelines for practitioners. |
| content form and use of language: Language Acquisition and the Form of the Grammar David Lebeaux, 2000-01-01 Language Acquisition and the Form of the Grammar attempts to re-think the ideal organization of the grammar, given its need to be learned. The book proposes a fundamental connection between the form of the adult grammar and the sequence of grammars which the child adopts in first language acquisition. Challenging the conventional division between language acquisition and syntax, this influential work constructs a new understanding of phrase structure, bringing syntactic data to bear on phrase structure composition. Two new phrase structure composition operations are proposed, Adjoin-a, which adjoins adjuncts into the structure, and Project-a, which fuses open class and closed class structures. The author also introduces the novel concept of subgrammars, successively larger grammars that take the child from the initial state to the adult grammar. This work will be of interest to those in the areas of syntax, language acquisition, learnability, and cognitive science in general. |
| content form and use of language: Second Language Writing (Cambridge Applied Linguistics) Barbara Kroll, 1990-10-26 This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English. |
| content form and use of language: Encyclopaedia Britannica Hugh Chisholm, 1910 This eleventh edition was developed during the encyclopaedia's transition from a British to an American publication. Some of its articles were written by the best-known scholars of the time and it is considered to be a landmark encyclopaedia for scholarship and literary style. |
| content form and use of language: Language, Form(s) of Life, and Logic Christian Martin, 2018-09-10 This volume deals with the connection between thinking-and-speaking and our form(s) of life. All contributions engage with Wittgenstein’s approach to this topic. As a whole, the volume takes a stance against both biological and ethnological interpretations of the notion form of life and seeks to promote a broadly logico-linguistic understanding instead. The structure of this book is threefold. Part one focuses on lines of thinking that lead from Wittgenstein’s earlier thought to the concept of form of life in his later work. Contributions to part two examine the concrete philosophical function of this notion as well as the ways in which it differs from cognate concepts. Contributions to part three put Wittgenstein’s notion of form of life in perspective by relating it to phenomenology, ordinary language philosophy and problems in contemporary analytic philosophy. |
| content form and use of language: Form and formalism in linguistics James McElvenny, 2019-06-06 Form and formalism are a pair of highly productive and polysemous terms that occupy a central place in much linguistic scholarship. Diverse notions of form – embedded in biological, cognitive and aesthetic discourses – have been employed in accounts of language structure and relationship, while formalism harbours a family of senses referring to particular approaches to the study of language as well as representations of linguistic phenomena. This volume brings together a series of contributions from historians of science and philosophers of language that explore some of the key meanings and uses that these multifaceted terms and their derivatives have found in linguistics, and what these reveal about the mindset, temperament and daily practice of linguists, from the nineteenth century up to the present day. |
| content form and use of language: Form and Meaning in Language Charles J. Fillmore, 2020 This volume continues the collection of work by Charles J. Fillmore, which he started in 2003. Taken together, the work gathered in these volumes reflects Fillmore's desire to make sense of the workings of language in a way that keeps in mind questions of language form, language use, and the conventions linking form, meaning, and practice. Divided into four parts, the papers collected in Volume III explore the organization of linguistic knowledge; the foundations of constructing grammar; construction grammar analyses; and constructions and language in use. |
| content form and use of language: Form-Meaning Connections in Second Language Acquisition Bill VanPatten, Jessica Williams, Susanne Rott, Mark Overstreet, 2004-07-21 This volume addresses theoretical and research domains related to questions of how forms-meaning connections are initiated, processed, and stored, and what internal and external factors may affect these mappings. |
| content form and use of language: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
| content form and use of language: Language Edward Sapir, 1921 Professor Sapir analyzes, for student and common reader, the elements of language. Among these are the units of language, grammatical concepts and their origins, how languages differ and resemble each other, and the history of the growth of representative languages--Cover. |
| content form and use of language: The Psychology of Language David Ludden, 2015-01-06 Breaking through the boundaries of traditional psycholinguistics textbooks, The Psychology of Language: An Integrated Approach takes an integrated, cross-cultural approach that weaves the latest developmental and neuroscience research into every chapter. Separate chapters on bilingualism and sign language and integrated coverage of the social aspects of language acquisition and language use provide a breadth of coverage not found in other texts. In addition, rich pedagogy in every chapter and an engaging conversational writing style help students understand the connections between core psycholinguistic material and findings from across the psychological sciences. |
| content form and use of language: Painting as a Language Jean Robertson, Craig McDaniel, 2000 Designed to address the issues of how to paint and what to paint, PAINTING AS A LANGUAGE covers a wide range of information of central importance to beginning and intermediate painting instruction. The authors emphasize the value of the student's cognitive understanding of the process and potential of painting in the student's overall progress in the studio. Blending journal writing with painting and drawing exercises, they guide the student through selecting meaningful subject matter as well as becoming adept at shaping and interpreting that material through the language of painting. |
| content form and use of language: Aspects of the Theory of Syntax Noam Chomsky, 1969-03-15 Chomsky proposes a reformulation of the theory of transformational generative grammar that takes recent developments in the descriptive analysis of particular languages into account. Beginning in the mid-fifties and emanating largely form MIT, an approach was developed to linguistic theory and to the study of the structure of particular languages that diverges in many respects from modern linguistics. Although this approach is connected to the traditional study of languages, it differs enough in its specific conclusions about the structure and in its specific conclusions about the structure of language to warrant a name, generative grammar. Various deficiencies have been discovered in the first attempts to formulate a theory of transformational generative grammar and in the descriptive analysis of particular languages that motivated these formulations. At the same time, it has become apparent that these formulations can be extended and deepened.The major purpose of this book is to review these developments and to propose a reformulation of the theory of transformational generative grammar that takes them into account. The emphasis in this study is syntax; semantic and phonological aspects of the language structure are discussed only insofar as they bear on syntactic theory. |
| content form and use of language: Language and Woman's Place Robin Tolmach Lakoff, 2004-07-22 The 1975 publication of Robin Tolmach Lakoff's Language and Woman's Place, is widely recognized as having inaugurated feminist research on the relationship between language and gender, touching off a remarkable response among language scholars, feminists, and general readers. For the past thirty years, scholars of language and gender have been debating and developing Lakoff's initial observations. Arguing that language is fundamental to gender inequality, Lakoff pointed to two areas in which inequalities can be found: Language used about women, such as the asymmetries between seemingly parallel terms like master and mistress, and language used by women, which places women in a double bind between being appropriately feminine and being fully human. Lakoff's central argument that women's language expresses powerlessness triggered a controversy that continues to this day. The revised and expanded edition presents the full text of the original first edition, along with an introduction and annotations by Lakoff in which she reflects on the text a quarter century later and expands on some of the most widely discussed issues it raises. The volume also brings together commentaries from twenty-six leading scholars of language, gender, and sexuality, within linguistics, anthropology, modern languages, education, information sciences, and other disciplines. The commentaries discuss the book's contribution to feminist research on language and explore its ongoing relevance for scholarship in the field. This new edition of Language and Woman's Place not only makes available once again the pioneering text of feminist linguistics; just as important, it places the text in the context of contemporary feminist and gender theory for a new generation of readers. |
| content form and use of language: Fundamentals of Language Roman Jakobson, Professor Emeritus Morris Halle, 2015-08-08 This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. |
| content form and use of language: A First Language Roger Brown, 1973 For many years, Roger Brown and his colleagues have studied the developing language of pre-school children--the language that ultimately will permit them to understand themselves and the world around them. This longitudinal research project records the conversational performances of three children, studying both semantic and grammatical aspects of their language development. These core findings are related to recent work in psychology and linguistics--and especially to studies of the acquisition of languages other than English, including Finnish, German, Korean, and Samoan. Roger Brown has written the most exhaustive and searching analysis yet undertaken of the early stages of grammatical constructions and the meanings they convey. The five stages of linguistic development Brown establishes are measured not by chronological age-since children vary greatly in the speed at which their speech develops--but by mean length of utterance. This volume treats the first two stages. Stage I is the threshold of syntax, when children begin to combine words to make sentences. These sentences, Brown shows, are always limited to the same small set of semantic relations: nomination, recurrence, disappearance, attribution, possession, agency, and a few others. Stage II is concerned with the modulations of basic structural meanings--modulations for number, time, aspect, specificity--through the gradual acquisition of grammatical morphemes such as inflections, prepositions, articles, and case markers. Fourteen morphemes are studied in depth and it is shown that the order of their acquisition is almost identical across children and is predicted by their relative semantic and grammatical complexity. It is, ultimately, the intent of this work to focus on the nature and development of knowledge: knowledge concerning grammar and the meanings coded by grammar; knowledge inferred from performance, from sentences and the settings in which they are spoken, and from signs of comprehension or incomprehension of sentences. |
| content form and use of language: Communication Sciences and Disorders Ronald Gillam, Thomas Marquardt, Frederick Martin, 2011 Accompanying computer disk contains videos demonstrating the types of communication disorders and articulations reviewed in the text, and photos and animations showing important equipment and anatomical structures. |
| content form and use of language: Learning Vocabulary in Another Language I. S. P. Nation, 2001-03-15 This book provides pedagogical suggestions for both teachers and learners. |
| content form and use of language: Approaches to Discourse Analysis Cynthia Gordon, 2021 Approaches to Discourse Analysis demonstrates the importance of the diverse perspectives that various approaches to discourse bring to bear on human communication. Linguists and other readers interested in the interplay of language and culture will gain new insight and understanding from this rich compilation. |
| content form and use of language: Knowledge of Language Noam Chomsky, 1986 In this study, the author addresses the questions of what constitutes the knowledge of language, and how this knowledge is acquired and used. |
| content form and use of language: The Cambridge Handbook of Second Language Acquisition Julia Herschensohn, Martha Young-Scholten, 2018-09-06 What is language and how can we investigate its acquisition by children or adults? What perspectives exist from which to view acquisition? What internal constraints and external factors shape acquisition? What are the properties of interlanguage systems? This comprehensive 31-chapter handbook is an authoritative survey of second language acquisition (SLA). Its multi-perspective synopsis on recent developments in SLA research provides significant contributions by established experts and widely recognized younger talent. It covers cutting edge and emerging areas of enquiry not treated elsewhere in a single handbook, including third language acquisition, electronic communication, incomplete first language acquisition, alphabetic literacy and SLA, affect and the brain, discourse and identity. Written to be accessible to newcomers as well as experienced scholars of SLA, the Handbook is organised into six thematic sections, each with an editor-written introduction. |
| content form and use of language: Logic, Language, and Meaning, Volume 1 L. T. F. Gamut, 1991 Although the two volumes of Logic, Language, and Meaning can be used independently of one another, together they provide a comprehensive overview of modern logic as it is used as a tool in the analysis of natural language. Both volumes provide exercises and their solutions. Volume 1, Introduction to Logic, begins with a historical overview and then offers a thorough introduction to standard propositional and first-order predicate logic. It provides both a syntactic and a semantic approach to inference and validity, and discusses their relationship. Although language and meaning receive special attention, this introduction is also accessible to those with a more general interest in logic. In addition, the volume contains a survey of such topics as definite descriptions, restricted quantification, second-order logic, and many-valued logic. The pragmatic approach to non-truthconditional and conventional implicatures are also discussed. Finally, the relation between logic and formal syntax is treated, and the notions of rewrite rule, automation, grammatical complexity, and language hierarchy are explained. |
| content form and use of language: A Pattern Language Christopher Alexander, 2018-09-20 You can use this book to design a house for yourself with your family; you can use it to work with your neighbors to improve your town and neighborhood; you can use it to design an office, or a workshop, or a public building. And you can use it to guide you in the actual process of construction. After a ten-year silence, Christopher Alexander and his colleagues at the Center for Environmental Structure are now publishing a major statement in the form of three books which will, in their words, lay the basis for an entirely new approach to architecture, building and planning, which will we hope replace existing ideas and practices entirely. The three books are The Timeless Way of Building, The Oregon Experiment, and this book, A Pattern Language. At the core of these books is the idea that people should design for themselves their own houses, streets, and communities. This idea may be radical (it implies a radical transformation of the architectural profession) but it comes simply from the observation that most of the wonderful places of the world were not made by architects but by the people. At the core of the books, too, is the point that in designing their environments people always rely on certain languages, which, like the languages we speak, allow them to articulate and communicate an infinite variety of designs within a forma system which gives them coherence. This book provides a language of this kind. It will enable a person to make a design for almost any kind of building, or any part of the built environment. Patterns, the units of this language, are answers to design problems (How high should a window sill be? How many stories should a building have? How much space in a neighborhood should be devoted to grass and trees?). More than 250 of the patterns in this pattern language are given: each consists of a problem statement, a discussion of the problem with an illustration, and a solution. As the authors say in their introduction, many of the patterns are archetypal, so deeply rooted in the nature of things that it seemly likely that they will be a part of human nature, and human action, as much in five hundred years as they are today. |
| content form and use of language: Speech & Language Processing Dan Jurafsky, 2000-09 |
| content form and use of language: Resources in education , 1986-08 |
| content form and use of language: Contrastive Pragmatics Karin Aijmer, 2011-06-09 We have recently seen a broadening of pragmatics to new areas and to the study of more than one language. This is illustrated by the present volume on Contrastive Pragmatics which brings together a number of articles originally presented at the 10th International Pragmatics Conference in Göteborg in 2007. The contributions deal with pragmatic phenomena such as speech acts, discourse markers and modality in different language pairs using theoretical approaches such as politeness theory, Conversation Analysis, Appraisal Theory, grammaticalization and cultural textology. Also discourse practices and genres may differ across cultures as illustrated by the study of TV news shows in different countries. Contrastive pragmatics also includes the comparative study of pragmatic phenomena from a foreign language perspective, a new area with implications for language teaching and intercultural communication. The contributions to this volume were originally published in Languages in Contrast 9:1 (2009). |
| content form and use of language: On Language Noam Chomsky, 2017-02-07 The two most popular titles by the noted linguist and critic in one volume—an ideal introduction to his work. On Language features some of Noam Chomsky’s most informal and highly accessible work. In Part I, Language and Responsibility, Chomsky presents a fascinating self-portrait of his political, moral, and linguistic thinking. In Part II, Reflections on Language, Chomsky explores the more general implications of the study of language and offers incisive analyses of the controversies among psychologists, philosophers, and linguists over fundamental questions of language. “Language and Responsibility is a well-organized, clearly written and comprehensive introduction to Chomsky’s thought.” —The New York Times Book Review “Language and Responsibility brings together in one readable volume Chomsky’s positions on issues ranging from politics and philosophy of science to recent advances in linguistic theory. . . . The clarity of presentation at times approaches that of Bertrand Russell in his political and more popular philosophical essays.” —Contemporary Psychology “Reflections on Language is profoundly satisfying and impressive. It is the clearest and most developed account of the case of universal grammar and of the relations between his theory of language and the innate faculties of mind responsible for language acquisition and use.” —Patrick Flanagan |
| content form and use of language: Readings in Language Development Lois Bloom, 1978 |
| content form and use of language: Inclusion for Children with Speech and Language Impairments Kate Ripley, Jenny Barrett, Pam Fleming, 2001 First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company. |
| content form and use of language: Words in the Mind Jean Aitchison, 2003-01-08 Words in the Mind deals with words, and how humans learn them, remember them, understand them, and find the ones they want. It discusses the structure and content of the human word-store or ‘mental lexicon, with particular reference to the spoken language of native English speakers. Discusses the structure and content of the human word-store, or 'mental lexicon'. Features a highly informative and accessible account of a central area of research. Incorporates new research on the mental lexicon. Written by a prominent researcher of the mental lexicon, language change, and the language of the media. |
| content form and use of language: Language and Culture Claire Kramsch, 1998-08-20 This work investigates the close relationship between language and culture. It explains key concepts such as social context and cultural authenticity, using insights from fields which includes linguistics, sociology, and anthropology. |
| content form and use of language: Domain-Specific Languages Martin Fowler, 2010-09-23 When carefully selected and used, Domain-Specific Languages (DSLs) may simplify complex code, promote effective communication with customers, improve productivity, and unclog development bottlenecks. In Domain-Specific Languages, noted software development expert Martin Fowler first provides the information software professionals need to decide if and when to utilize DSLs. Then, where DSLs prove suitable, Fowler presents effective techniques for building them, and guides software engineers in choosing the right approaches for their applications. This book’s techniques may be utilized with most modern object-oriented languages; the author provides numerous examples in Java and C#, as well as selected examples in Ruby. Wherever possible, chapters are organized to be self-standing, and most reference topics are presented in a familiar patterns format. Armed with this wide-ranging book, developers will have the knowledge they need to make important decisions about DSLs—and, where appropriate, gain the significant technical and business benefits they offer. The topics covered include: How DSLs compare to frameworks and libraries, and when those alternatives are sufficient Using parsers and parser generators, and parsing external DSLs Understanding, comparing, and choosing DSL language constructs Determining whether to use code generation, and comparing code generation strategies Previewing new language workbench tools for creating DSLs |
| content form and use of language: Introducing Preschool Language Scale Irla Lee Zimmerman, Roberta Evatt Pond, Violette G. Steiner, 2002-04-01 |
| content form and use of language: The Child's Conception of Language Robert J. Jarvella, Anne Sinclair, Willem J. M. Levelt, 1978 |
| content form and use of language: Language George Melville Bolling, Bernard Bloch, 1979 Proceedings of the annual meeting of the Society in v. 1-11, 1925-34. After 1934 they appear in Its Bulletin. |
| content form and use of language: Augmentative and Alternative Communication David R. Beukelman, Pat Mirenda, 2012 The fourth edition of the foundational, widely adopted AAC textbook Augmentative and Alternative Communication is the definitive introduction to AAC processes, interventions, and technologies that help people best meet their daily communication needs. Future teachers, SLPs, OTs, PTs, and other professionals will prepare for their work in the field with critical new information on advancing literacy skills; conducting effective, culturally appropriate assessment and intervention; selecting AAC vocabulary tailored to individual needs; using new consumer technologies as affordable, nonstigmatizing communication devices; promoting social competence supporting language learning and development; providing effective support to beginning communicators; planning inclusive education services for students with complex communication needs; and improving the communication of people with specific developmental disabilities and acquired disabilities. An essential core text for tomorrow's professionals--and a key reference for in-service practitioners--this fourth edition prepares readers to support the communicative competence of children and adults with a wide range of complex needs. |
| content form and use of language: Reading Charles Hubbard Judd, William Scott Gray, 1918 |
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